table of contents...1.2 primary education classrooms 28-31 1.3 intermediate education classrooms...

Table of Contents

Spokane Public Schools – Excellence For Everyone

TABLE OF CONTENTS Spokane Public Schools

Finch Elementary Educational Specification

Page # PROJECT DESCRIPTION 1 MISSION STATEMENT FOR SPOKANE SCHOOLS 2

TASK FORCE DESCRIPTION 3 Task Force Committee Participants 4

Task Force Contributors 5 2009 Educational Specification Update Committee Participants 6-8 SUMMARY OF “THINKING & PLANNING” CONFERENCE 9-11

Sustainability Standards Community Use Goals Technology Goals Flexibility Identity/Design Social

DEMOGRAPHIC INFORMATION 12A-12C SITE SPECIFIC INFORMATION 13-17 SUMMARY OF AREA REQUIREMENTS FOR THE NEW SPOKANE

STANDARD ELEMENTARY SCHOOL 18-19 COMPREHENSIVE SPACE RELATIONSHIP DIAGRAM 20

ANALYSIS BY SPACE (Space Descriptions, Preferred Space Relationships, Concept Drawings) 21-22

1. BASIC EDUCATION CLASSROOMS

1.1 Kindergarten Classrooms 23-26 *Concept Drawing 27 1.2 Primary Education Classrooms 28-31 1.3 Intermediate Education Classrooms 28-31 *Concept Drawing 32 1.4 Break-Out Space 33-35

2. SPECIAL INSTRUCTIONAL SPACES 2.1 Resource Room 36-38 2.2 Flexible Classroom Spaces/General 39-40 2.3 Flexible Classroom Spaces/Special Education 41-43

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Page # 2.4 Accessible Toilets for Special Education 44-45 *Concept Drawing 46 2.5 Time Out Room 47-48 2.6 Library/Media Center 49-52 2.7 Library Office/workroom 53-54 2.8 Equipment Storage Room 55-56 2.9 Misc. Storage 55-56 *Concept Drawing 57 2.10 Multi purpose room 58-61 2.11 Table Storage 62-63 2.12 Express Kitchen & Alcove 64-65 *Concept Drawing 66 2.13 Gymnasium 67-70 2.14 Community Storage 71-72 2.15 PE Teachers Office 73-74 2.16 School Equipment/PE Storage 75-76 *Concept Drawing 77 2.17 Music Classroom 78-80 2.18 Music Storage 78-80

*Concept Drawing 81 2.19 Stage Classroom 82-84 2.20 Stage Storage 82-84 *Concept Drawing 85 2.21 Art Room (Community, Art, Science, Kitchenette) 86-88 2.22 Art Storage 86-88 2.23 Express Storage 86-88 2.24 Music Storage 86-88 2.25 Community Storage 86-88 *Concept Drawing 89

3. SUPPORT INSTRUCTIONAL SPACES

3.1 Health/Nurse Area/Clinic 90-93 3.2 Student Services Offices (4) 94-95 3.3 Conference Room 96-97 3.4 Itinerant Office 98-99 3.5 Volunteer Room 100-101 *Concept Drawing 102 3.6 Book Room (Storage) 103-104

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4. ADMINISTRATIVE CENTER 4.1 Main Reception/Waiting 105-107 4.2 Principal’s Office 108-109 4.3 Conference Room/Additional Office 110-111 4.4 Secretary Area 112-113 4.5 Student Waiting Area 114-115 4.6 Data Equipment Room 116-117 4.7 Fire-Proof Record Storage 118-119 4.8 Storage 120-121 *Concept Drawing 122

5. STAFF SUPPORT AREA

5.1 Staff Break Room 123-125 5.2 Faculty Workroom 126-127 *Concept Drawing 128

6. RELATED SERVICES SPACES

6.1 Food Prep/Kitchen 129-132 *Concept Drawing 133 6.2 Laundry Facilities 134-135 6.3 General Storage 136-137

7. RELATED SERVICES SPACES-ANCILLARY

7.1 Custodial Office 138-140 7.2 Custodial Closets 138-140 7.3 Circulation/Lavatories and Mechanical Rooms 141-142 7.4 Toilet Rooms 143-144 *Concept Drawing 145

8. SITE CONSIDERATIONS

8.1 Site Considerations 146-150 8.2 Play ground 151-153 8.3 Parking 154-156

9. TYPICAL TECHNOLOGY REQUIREMENTS 157-159

10. ADDITIONAL INFORMATION

10.1 Best Practices Manual 160 10.2 Furniture Standards 161

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION PROJECT DESCRIPTION

Project Description Spokane Public Schools – Excellence For Everyone Page 1

PROJECT DESCRIPTION: The purpose of an Educational Specification is to define the programmatic, functional, spatial and environmental requirements of the educational facility in written and graphic form for review, clarification and agreement as to scope of work and design requirements by all individuals working on the project design team. Educational specifications begin with a thorough, in-depth explanation of curriculum goals and instructional activities that occur within the learning environment. A detailed description of the educational program enables complete and accurate descriptions of functional and spatial needs and in the end, successful design. The ultimate goal is district wide uniformity with flexibility to accommodate the special needs of an individual school community. Madsen Mitchell Evenson & Conrad was selected in the summer of 2009 to design Finch Elementary School. The first phase of design was the establishment of the Educational Specification. In the fall of 2009 an Update Committee was organized to review the 2004 Spokane Public Schools Standard Educational Specification. The participants met once a week, for a total of 12 meetings. The group discussed changes that would improve the Standard Educational Specification. Once the information was defined, specific site teams met to discuss the characteristics unique to their school site and community. These ideas have been incorporated into this document. The Finch Site Specific Team held four meetings in the fall of 2011with staff representatives, distributed a neighborhood questionnaire and attended a Northwest community meeting. At these meeting the group was asked to state their questions and concerns regarding site specific issues at Finch Elementary such as:

Existing Building “Characteristics” Positive and Negative Conditions. Existing Site “Characteristics” Traffic, Parking – School/Neighborhood, Play areas, Seasonal

Conditions.

Specific Community/Neighborhood Goals. Expression, Character, Materials & Colors.

Specific School Staff – Educational Goals. Classroom Groupings, Shared instruction Space, Multi-age communities, Adjacencies, Unique programs.

Design Characteristics – Discussion on how design qualities will influence the character of the

building. This document details all the information gathered in these meetings.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION MISSION STATEMENT

Mission Statement for Spokane Schools Spokane Public Schools – Excellence For Everyone Page 2

MISSION STATEMENT SPOKANE PUBLIC SCHOOLS

Our Mission ……. The mission of Spokane Public Schools is to develop the skills and talents of all students through rigorous learning experiences, relevant, real-life applications, and supportive relationships. Board of Directors, Spokane Public Schools

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION TASK FORCE DESCRIPTION

Task Force Description Spokane Public Schools – Excellence For Everyone Page 3

TASK FORCE DESCRIPTION: Task Force Purpose

Develop standard educational specifications for Spokane Public Schools that will form the “common ground” design standards for the more “site specific” ed spec development process for each school/community now and in the future.

Key Activities

Utilization of the Futures Conference work as a basis for discussion.

Review/Research/Learning about:

o Educational Specifications and building design concepts o Future of technology o Architecture o Preferred design standards o Sustainable buildings o Relationship between various building design elements and maximizing

student learning Travel to see quality school designs in other school districts

Gathering input from all stakeholders on preferred design qualities

Development of district-wide educational specifications for Board approval

Membership

Staff and Parents from Lincoln Heights, Ridgeview, and Lidgerwood Elementary Schools

Other Elementary Principals based on interest and representing other buildings and experiences

Architect Teams representing the firms chosen to design each of the schools

Representatives from other areas of Spokane Public Schools administration responsible for teaching, learning, construction, and maintenance

Update Committee

Staff and Parents from Westview, Jefferson, Finch and Hutton Elementary Schools

Elementary Principals from Lidgerwood, Ridgeview and Lincoln Heights sharing their experiences with newly constructed schools

Architect Teams representing the firms chosen to design each school

Representatives from other areas of Spokane Pubic Schools administration responsible for teaching, learning, construction, and maintenance

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION COMMITTEE PARTICIPANTS

Committee Participants Spokane Public Schools – Excellence For Everyone Page 4

Task Force Committee Participants: Ridgeview Kathy Williams – Principal Pete Nemeth – 6th Grade Teacher Barb Ripple – 4th Grade Teacher Helen Gately – Office Manager Diane Shears – Parent Dave Huotari – Architect – ALSC Steve Walther – Architect – ALSC

Lincoln Heights Mike McGinnis – Principal Val Kjack – Counselor Theresa Tesarik – 1st Grade Teacher Lori Beaty – Parent Art Nordling – Architect – Integrus Martin Sweet – Architect – Integrus Chuck Crane – Architect – Integrus

Lidgerwood Brad Lundstrom – Principal Jennifer Tinkle – 6th Grade Teacher Pixie Mastel – Librarian Judy Tuggle – Title I Instructional Assistant Angie Brown – Parent Sara Case – Parent Marian Evenson – Designer – MMEC Craig Conrad – Architect – MMEC Jane Morse – Architect – MMEC

Karen Cloninger – Principal at Finch Cathy Comfort – Principal at Balboa Nancy Lopez-Spiger–2nd Grade Teacher at Hutton Mark Anderson – Associate Superintendent John Mannix – Executive Director, Plant Facilities Ken Brown – Executive Director of Technology Kevin Foster – Dir. of Tech., Teaching & Learning Gregory Brown – Director of Capital Projects Mike McGuire – Capital Projects Tim Wood – Maintenance Manager Angela Johnstone – Special Education Nancy Royse – Special Education Doug Wordell – Director of Nutrition Services Joe Madsen – Risk Management Kathy Ely – Director of Purchasing Perry Wisdom – Operations Manager

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION CONTRIBUTORS

Contributors Spokane Public Schools – Excellence For Everyone Page 5

Elementary Task Force Contributors in Specific Areas: Molly Adolphe – Elementary Art Maria Barline – Express Sharon Becker – Coordinator – Library Media Mary Beth Smith – Coordinator – Volunteers/Partners Brian Bogue – Elementary Band Ken Brown – Executive Director, Technology Information Sarah Coons – Express Karen Cowan – Coordinator, K-12 Fitness & Health Kathy Ely – Director of Purchasing Kevin Foster – Director, Technology Irene Gonzales – Executive Director/School Director 3 Cindy Hogan – Elementary Music Ellen Johnson – Warner, Elementary Strings Angela Johnstone – Special Education Linda Lee – Willard Teacher Cathy Lobdell – Math Facilitator Joe Madsen – Director, Safety/Risk Management Kathy Reed-McKay – Health Services Coordinator Dr. Pat Mainella – Coordinator, Reading/Kindergarten/LA Lesley Maxfield – Roosevelt Teacher Kuray Oman – Express Carol Olsen – Director of Professional Development Nancy Royse – Special Education Lisa White – Express Tim Wood – Maintenance Manager Doug Wordell – Director, Nutrition Services

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION UPDATE PARTICIPANTS

Update Participants Spokane Public Schools – Excellence For Everyone

Page 6

2009 Educational Specifications Update Committee Meeting Participants: Westview Cathy Comfort – Principal Rene Sellgren - Cafeteria Manager/PTA Pres. Michelle Thames - Parent Stacy Curl - Parent Judy Kuhlmann- -Specialist Vicki Malatare - 6th Grade Teacher Gail Shintani - Staff Nancy Brady – Staff Kathy Vela - Staff Eric Mataszek - Staff Donna Cozza – Staff Jefferson Mary-Dean Wooley - Principal Gail Madsen - 6th Grade Teacher Nancy Avery - 3rd Grade Teacher Eva Breen - Office Manager Tara Stefanoff - Parent Deana Brower - Parent Kerri Wilson - Special Ed Marlys Busch - Fitness/Health Andrea Sims - Kindergarten Teacher Claudia Start - Montessori – lower elem. Yvonne Davis – Library Tricia Cebriak - Teacher Finch Kim Harmon - Principal Linda Juliano - Office Manager Packy Hester - Teacher Kristi Morse – Teacher KayLynn Mejia - 4th Grade Teacher Nancy Dahl - Kindergarten Teacher Hutton Chuck Demarest - Principal Chris Batten – Parent Jennifer Fees - Parent Judy Lozo - Librarian Korina Day - Multi-age Teacher David Rolando - 6th Grade Teacher Ruth Wiechman - Office Manager



Page 7

Greg Brown – Capital Projects Dennis Cihak – Capital Projects Greg Forsythe – Capital Projects Ken Murphy – ALSC - Architect Dave Huotari – ALSC – Architect Debbie Bravo – ALSC – Interior Designer Marian Evenson – MMEC - Interior Designer Craig Conrad – MMEC – Architect Dough Mitchell – MMEC - Architect Walt Huffman – MMEC - Architect Heidi Pierce - MMEC - Arch. Designer Contributors in Specific Areas: Tim Wood – Director of Maintenance Kathy Ely – Director of Purchasing Lisa Thompson – Purchasing Kathy Williams – Ridgeview Principal Valorie Buller – Lidgerwood Principal Mike McGinnis - Lincoln Heights Principal Ken Brown - Tech. & Info. Services Dan Wordell - ITSC Steve Butt - ITSC Tim Ryan - Facility Services Jason Conley - Safety/Security Director Rob Alderson - Security Dennis Baird - Nutrition Services Janice Dieter - Nutrition Services Jody Walker - Nutrition Services Stacy Smith-Loudermilk – Manager, Early Learning & Childcare Programs Angela Johnstone - Special Ed Director Carolyn Carrothers – Westview Special Ed Resource David Weatherred - Teaching & Learning – Fine Arts Coord. Molly Adolfae - Art Teacher Ruth Gfeller – Finch Art Teacher Dotty Thomas – Hutton Music Teacher Sam Compogno - Westview. Fitness & Health Specialist Erika Renford – Westview Library Cheryl Westerman – Finch Staff/Library Carl Pearson - Capital Projects Mike Tsoumpas - Custodial Supervisor Rick Jacobson - Custodial Supervisor Phil Lindstrom - Grounds Foreman



Page 8

Charles Gordon - Painter Foreman Les Jordan - Carpenter Foreman Rick Doherty - EMS/DDC Foreman Kevin Guthrie - Steamfitter Dick Gardner - Mechanic Foreman Brad Wolfrum - Electrical Foreman Steve McNutt – NAC Architect Dana Harbaugh – NAC Architect

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION AREA DESCRIPTION

Summary of “Thinking & Planning Conference” Spokane Public Schools – Excellence For Everyone Page 9

SUMMARY OF “THINKING & PLANNING CONFERENCE”: On June 17 and 18, 2003, Spokane Public Schools held a conference entitled, “Building Spokane’s Future: A Thinking and Planning Conference for New Schools,” facilitated by internationally respected futurist Glen Hiemstra. The purpose of the conference was to begin the planning effort for the new construction and renovation projects funded in the 2003 Capital Improvements Bond Issue approved by the Spokane voters on March 11, 2003. A report, sent out to conference participants detailing the progress and outcomes of the conference, handed off work done at the conference to various architecture teams and district staff who began a more formal planning effort. The conference succeeded in developing a far ranging list of planning goals and criteria using input from the speakers, who are recognized experts in their fields, and the attendees who were architects, engineers, district staff, parents, students and representatives from area colleges, the City of Spokane and other community organizations. EXECUTIVE SUMMARY The conference consisted of presentations by speakers and subsequent group discussions by attendees arranged at tables in groups of 5 to 7 persons, facilitated by futurist Glen Hiemstra. The topics covered by speakers included future technology in schools, the future of teaching and learning, sustainability in building design (“green” buildings), and schools which are integrated into the community. Discussions were interspersed between talks but were primarily concentrated during the last day. Discussions led to design criteria which will be used in the planning and eventual design of next generation school facilities in Spokane Public Schools. The presentations were designed to inspire, provoke, and prod the attendees, as eventual users of these facilities, to develop common ground design standards and strategic issues in their implementation. During the Conference, groups were asked to consider potential major developments in the District in the next 27 years, to consider preferred future scenarios for the new schools, to develop common ground design standards, and finally to generate a list of strategic issues anticipated in implementing these standards. The group discussions resulted in an initial planning document to be used as the basis for the capital improvements funded by the 2003 bond issue. The comments generated during the last two culminating sets of discussions, “Common Ground Design Standards”, and “Strategic Issues”, resulted in the following set of planning directions:



Common Ground Design Standards Integration Between Schools and Community – this represents an expansion of education in

people’s lives and a greater sharing between educational and other community facilities such as libraries, health centers, parks and recreation, etc.

Flexibility – schools must accommodate current programs and future changes in the educational program. Infrastructure and the physical configuration of space in a school should be able to be rearranged to accommodate those programs. Flexibility allows greater integration into community activities.

Technology – we now live in the Information Age and technology is the driver. The pace of change in technology makes lifelong education mandatory for success in the workplace. Schools must accommodate technology as a teaching tool and ensure that a robust and adaptable infrastructure is incorporated into school facilities.

Identity/Design – the physical appearance of the new schools should provide an identity for students and the neighborhood. They should embody an image of the culture of the neighborhood and serve as a community icon.

Social – students, parents and others should feel welcome in the schools. Socialization is also a part of the educational process. There should be spaces both inside and outside the school which facilitate large and small group social interaction.

Sustainability – the schools’ design should incorporate green building technology. In a larger sense, sustainable design also means buildings which last. Buildings which last embody many of the qualities listed above. They have worth to students, staff, and the entire community. They embody timeless design.

Elementary School Task Force Common Ground Design Standards – Proposed Solutions Integration between Schools and Community 1. Location of/public accessibility to: libraries, gyms, multi-purpose rooms 2. Building design to accommodate public/private zones 3. Heavy emphasis on community partnerships 4. Community input in design of facilities 5. Community Use room set up with art area, kitchen and storage. Can be used to cater gatherings in the

school. 6. Gymnasium space set up for community use in both size and location 7. Health room with community access Flexibility 1. Break-out Spaces designed for small group instruction, special instruction, individual work

assignments, socialization and other teaching activities 2. Flexible-use classrooms can be used for special education programs, all-day kindergarten, pre-school,

express programs, health instruction, etc. 3. Instructional Activities space used for art, science, band/strings, community use, parent/volunteer use 4. Gymnasium/Multi-purpose room located adjacent to each other to allow for spectator seating for gym

functions, or larger capacity events for performances or meetings in MPR 5. Classroom flexibility for team teaching possibilities 6. Building expansion capabilities 7. Multi-use spaces that can accommodate differing programs Technology 1. Wireless Laptops-mobile computer lab for maximum flexibility-makes every classroom a computer lab 2. Ceiling mounted digital projector in all classrooms 3. Room-to-room intercom



4. Fiber optic cable 5. Television, DVD/VCR 6. Voice augmentation system 7. Magnetic whiteboards 8. Self-healing tackable wall surfaces 9. Security and access control/keyless entry Identity/Design 1. Intent to design each school as a reflection of the unique characteristics of the communities they serve-

this will emerge during the site-specific “Design Development” phase of the process 2. Neighborhood school as the “focal point” of the community Social 1. Breakout space 2. Multi-purpose commons 3. Outdoor gathering areas 4. Community use spaces 5. Designed to be a fun place for kids Sustainability 1. Daylighting 2. Local/Regional materials selection 3. Energy conservation 4. Recycled materials 5. Optimize energy performance 6. Commissioning 7. Construction waste management 8. Indoor air quality 9. Thermal comfort 10. Low-emitting materials 11. Innovation in design Update of Thinking and Planning Conference A new design standard was introduced and proposed by the Ed Spec committee: Safety and Security – It is important that staff, students and parents feel that the school provides a safe and secure environment both inside and out. Therefore the design shall incorporate active and passive measures that enhance safety and security both within the school and throughout the school grounds. The design should facilitate supervision and surveillance, and thus discourage and deter mischievous behavior, vandalism, and other activities that cause harm to people or property. Safety and Security

1. Safe, open, exposed-to-view pathways in and around the site, with good separation of pedestrian and vehicular traffic

2. Strong visual connections from parking, bus stops or drop off points to building entrances 3. Views to parking areas from inside the building, especially the main office if possible 4. Views to play areas for effective supervision 5. Keyless entry for improved access control 6. Exterior cameras to monitor activities around the site, thus enhancing student and visitor safety 7. Interior cameras to monitor visitors entering the building, and assist in the supervision of student

activities within the building

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION DEMOGRAPHIC INFORMATION

Demographic Information Spokane Public Schools – Excellence For Everyone Page 12A

DEMOGRAPHIC INFORMATION: This chart indicates Spokane Public Schools population trends. 5 FDK 12 FDK 12 FDK 12 FDK 12 FDK

Sum of Enrolled Oct. 1 Oct. 1 Oct. 1 Oct. 1 Oct. 1 Oct. 1 Projected Projected Projected Projected

School 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Sparkline T rend

ADAMS 343.00 315.50 332.00 324.00 343.50 300.50 294.00 293.00 283.00 286.00ARLINGTON 522.00 530.00 517.50 512.00 503.50 474.50 464.00 456.00 454.00 452.00AUDUBON 476.00 483.50 483.00 453.00 440.00 443.00 425.00 417.00 410.00 401.00BALBOA 369.05 367.55 371.00 385.00 367.00 377.66 380.00 370.00 383.00 390.00BEMISS 443.00 473.00 503.00 503.00 507.00 514.00 526.00 539.00 539.00 543.00BROWNE 462.50 456.50 444.00 430.50 426.00 412.00 406.00 402.00 395.00 393.00COOPER 519.50 469.50 506.00 497.00 535.00 556.00 569.00 570.00 578.00 587.00FINCH 546.50 532.50 554.00 546.50 539.00 516.00 492.00 474.00 462.00 459.00FRANKLIN 317.00 316.50 328.00 330.50 351.00 345.00 335.00 340.00 342.00 338.00GARFIELD 414.50 380.50 414.20 426.00 426.00 430.00 436.00 437.00 434.00 443.00GRANT 435.00 387.02 388.00 425.00 410.00 379.00 365.00 360.00 353.00 354.00HAMBLEN 471.00 478.50 478.50 501.00 478.50 485.50 488.00 491.00 493.00 502.00HOLMES 340.00 369.50 398.00 392.00 377.00 378.00 378.00 375.00 377.00 387.00HUTTON 465.00 452.50 475.50 454.50 462.52 456.50 451.00 469.00 469.00 473.00INDIAN TRAIL 339.50 350.00 376.55 366.50 346.00 352.00 345.00 330.00 308.00 304.00JEFFERSON 509.00 494.50 505.50 525.00 577.00 601.50 602.00 637.00 657.00 672.00LIDGERWOOD 276.00 276.50 318.00 352.00 371.00 371.00 387.00 383.00 378.00 377.00LINCOLN HEIGHTS 352.50 527.50 527.00 504.00 519.00 510.50 511.00 487.00 485.00 477.00LINWOOD 380.00 376.00 380.00 407.50 392.00 386.00 385.00 378.00 380.00 374.00LOGAN 414.50 457.00 467.00 443.00 487.00 492.00 506.00 505.00 515.00 534.00LONGFELLOW 478.00 474.50 534.00 536.00 528.00 545.00 547.00 566.00 578.00 579.00MADISON 293.50 293.00 314.00 283.50 289.75 294.00 302.00 308.00 318.00 334.00MORAN PRAIRIE 481.65 483.65 477.15 471.00 439.00 451.50 434.00 445.00 447.00 451.00MULLAN ROAD 478.00 473.00 515.50 508.50 513.50 520.00 492.00 490.00 476.00 469.00REGAL 453.00 477.00 462.00 501.00 450.00 455.00 449.00 442.00 436.00 436.00RIDGEVIEW 364.50 368.50 374.00 359.00 311.50 321.00 311.00 304.00 297.00 296.00ROOSEVELT 394.50 398.50 396.00 373.00 377.00 380.00 396.00 412.00 425.00 436.00SHERIDAN 422.00 456.50 502.00 507.00 458.00 509.00 532.00 546.00 585.00 604.00STEVENS 443.50 501.00 520.00 531.00 515.00 527.00 530.00 539.00 536.00 531.00WESTVIEW 353.00 365.00 346.00 348.00 331.24 323.00 323.00 325.00 335.00 344.00WHITMAN 477.50 466.50 539.00 492.00 546.00 543.00 547.00 559.00 577.00 587.00WILLARD 554.24 539.60 555.68 495.18 502.50 482.68 470.00 449.00 443.00 443.00WILSON 298.50 316.00 319.50 331.50 331.00 334.00 341.00 354.00 363.00 371.00WOODRIDGE 386.00 392.90 398.50 391.50 386.00 372.50 374.00 365.00 361.00 370.00PRATT 224.00Grand Total 14,497.44 14,499.72 15,020.08 14,906.18 14,836.51 14,838.34 14,793.00 14,817.00 14,872.00 14,997.00Oct FTE (All K-6) 14,755.74 14,796.42 15,308.68 15,226.28 15,198.13 15,213.77

Birth Ye ar 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

City Births 3,204 3,215 3,238 3,388 3,429 3,667 3,622 3,753 3,706 3,726

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION SITE SPECIFIC INFORMATION

SITE SPECIFIC INFORMATION Spokane Public Schools – Excellence For Everyone Page 13

Site Specific Information Committee Kim Harmon Principal, Finch Elementary Liz Johnson Counselor, Finch Elementary Packy Hester Kindergarten, Finch Elementary Debbie Hughes 5th Grade, Finch Elementary Betty Dumas 3rd Grade, Finch Elementary Linda Juliano Office Manager, Finch Elementary Greg Brown Capital Projects and Planning, SPS Greg Forsyth Capital Projects and Planning, SPS Jodi Kittel Capital Projects and Planning, SPS Marian Evenson MMEC Boyd Lusarreta MMEC Doug Mitchell MMEC * Northwest Neighborhood Association – School District presented an overview of the

project and received feedback from neighbors. * Distributed questionnaire to residents within 1-2 block radius of Audubon Park. 1. EXISTING BUILDING CHARACTERISTICS a) Positive Existing Building Conditions – consider carrying forward in the new

design, if appropriate. 1. Historic nature of the building and its unique spaces/features, including the

fireplace in the library, the ticket booth and the projection room. 2. The appearance and history of the existing gym, though the size is too small for a

gym. 3. Overall size of the existing classrooms. 4. High ceiling space in classrooms and hallway is preferred. 5. Large, operable windows allow for plenty of natural light and ventilation. 6. Built-in cabinetry and woodwork is attractive and functional- oak trim, corner

built-in bookcases and shelving under the windows. 7. Lockers are located in the hallway which helps to keep coats/backpacks out of the

classroom. 8. Existing smaller rooms adjacent to some of the classrooms that can be used for

storage or break out space. 9. Surplus classroom-sized spaces that can be used as computer labs.

b) Negative Existing Building Conditions - to be improved, if feasible

1. Poor mechanical system- currently there is no air conditioning, rooms are either hot or

cold. 2. The floor plan is too spread out- would prefer to have everyone in one building.



3. Lack of carpeting in classrooms and screens on windows. 4. Classrooms don’t meet current educational needs in the annex, the portables and

the basement. 5. Chalkboards should be replaced with whiteboards. 6. Drop ceilings in classrooms make rooms feel smaller. 7. Hallways seem overly noisy. 8. Very little tackable display space in the hallways, there is only a small tack strip. 9. Stairs at projection room are narrow and difficult to supervise. 10. Poor sight lines for supervision, both from the administration to the entry and

from the hall into the counselor office. 11. Administration Suite does not meet the guidelines in the current Ed Spec- many

spaces are smaller than program and there is no conference room. 12. Kitchen location requires food to be served in the gymnasium, which makes it

difficult to schedule PE. 2. EXISTING SITE CHARACTERISTICS a) Community Strengthening

Appreciate the pine tree setting of the park. Concern for children's safety due to traffic congestion.

b) Traffic

Parents parking along narrow streets around Audubon Park cause traffic congestion during pick up and drop off times.

Lack of adequate bus loop necessitates buses parking in front of the school. This causes congestion and raises safety concerns as parents are trying to find places to drop off children and students are crossing the street.

Neighbors would like to see traffic calming measures around the site. Milton Street going south in front of the school is used as a shortcut to Northwest

Boulevard. c) Parking/School

Lack of designated parent drop off areas. Kindergarten is in a convenient location for parent drop off since it is close to a

parking area. Many children and their parents walk to the school - consider pedestrian routes to

the building. d) Parking/Neighborhood

Lack of adequate number of designated parking spots at both the school and Audubon Park. Parents use the parking lot of a nearby business.

e) Play Areas

Hiding places in the open courtyard make it difficult to supervise.



Basement window rails are an attractive nuisance for children to play on. Not enough hard surface play area or play equipment to accommodate the student

population. f) Seasonal Conditions

Snow berms make the streets narrower. There is no space to place the snow off of the street.

South classrooms need sunshading, either through plantings or as part of the building.

g) Other

Many mature trees are located along the perimeter of the school property. 3. SPECIFIC COMMUNITY - NEIGHBORHOOD GOALS a) Expression

Would like the existing characteristics of the school to be maintained- brick, terra cotta, large windows.

The design should provide for a sense of belonging by incorporating existing elements, give current, past and future students a lifelong connection to the building.

b) Character

Would like to see the historic character of the school retained. Would like the addition to complement the character of the existing school as well

as the neighborhood. c) Materials & Colors

In the addition, would like to see brick that complements the original structure. Would like to see the play equipment blend in with the surroundings of the park

and neighborhood. d) Other

Would like to see a new black top play area and new equipment. Feel that portables are an eyesore and would like them to be removed. Maintain existing trees when possible. Parking lot should accommodate all staff and visitor parking.

4. SPECIFIC SCHOOL STAFF - EDUCATIONAL GOALS a) Classroom Groupings

Prefer to be with peers, 1st- 2nd- 3rd together, 4th- 5th- 6th together.



Like the idea of breakout learning spaces near the classrooms, but would prefer them in an alcove, not out in the hallway.

Investigate two story options as a way of optimizing site area. b) Shared instruction Space

Doors between classrooms or moveable walls would be preferable as a way to monitor classes and ease teacher collaboration.

Centralization of the resource room is desired. Would like to have three computer testing areas. The Express program at Finch is large, with an attendance of 50-60 children. The

School District standard multi-purpose room concept would work well for this. c) Multi-age communities

Look for opportunities to enhance older student role modeling through classroom adjacencies.

d) Adjacencies

Administrative staff should have a visual connection to anyone entering and leaving the building.

Administrative office area should be near the mailroom/workroom. Would like a centralized staff room - staff should not have to go through the

administrative work area to access this room. e) Unique programs.

Should have the ability to have physical therapy swings in both Special Ed/Flex classrooms for future programs.

5. DESIGN STATEMENT The Finch Elementary School remodel and addition will harmonize with the character of the existing building. Existing elements of the school that define its character will be integrated throughout the new layout and any new addition will respect the existing building, Audubon Park and the neighborhood. The intent will not be to copy the existing details of the building, but to complement them. How will this site-specific information influence the design of the facility?

1. The existing historic building entry should be retained and act as the

organizational element when entering the building. From that entry point, a visitor should easily understand the layout of the building.

2. The large window openings should be retained and any new classroom spaces should be similar in character to capitalize on daylight.

3. The building should be organized in a way that will benefit all spaces and how they relate to each other.



4. The design should include three computer testing areas- one permanent lab of 30 in the library, a space for 30 laptops in the library and a space for 30 laptops elsewhere in the school.

5. The design should incorporate a bus loop and parent drop off that are separate from each other.

6. The design should look at ways to calm traffic specifically on Milton Street and Providence Avenue.

7. The site layout should consider the impact of snow on the site. 8. Parking should be located so as to provide pedestrians with safe access to the

building entrances. 9. Pedestrian access to the building should be a priority since so many children walk

to the school. 10. The playground should be easily accessed by the school as well as the

neighborhood.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION AREA SUMMARY

Summary of Area Requirements for Spokane Standard Elementary Schools Spokane Public Schools – Excellence For Everyone Page 18

SUMMARY OF AREA REQUIREMENTS for THE NEW SPOKANE STANDARD SCHOOL: Component Spaces Required Area Required (sf) 1. BASIC EDUCATION CLASSROOMS 1. Basic Education Classrooms 20,462 1.1 Kindergarten Classrooms 3 @ 1050 3150 1.2 Primary Education Classrooms 6 @ 900 5400 1.3 Intermediate Education Classrooms 12 @ 900 10800 1.4 Breakout Spaces total @ 1112 1112 2. SPECIAL INSTRUCTIONAL SPACES 2. Resource/Flexible Classroom Space 3,730

2.1 Resource Room 1 @ 900 900 2.2 Flexible Classroom Spaces/General 1 @ 900 900 2.3 Flexible Classroom Spaces/ Special Ed 2 @ 900 1800 2.4 Accessible Toilet room for Special Ed 1 @ 80 80 2.5 Time Out Room/Storage for DI 2 @ 25 50

Library/Media Center 2,975 2.6 Library/Media Center 1 @ 2550 2550 2.7 Library Office/Workroom 1 @ 275 275 2.8 Equipment Storage Room 1 @ 100 100 2.9 Misc. Storage 1 @ 50 50

Multi-Purpose Room 3,620 2.10 Multi Purpose Room 1 @ 3120 3120 2.11 Table Storage 1 @ 200 200 2.12 Express Kitchen Alcove/Storage 1 @ 300 300

Gymnasium 4,850

2.13 Gymnasium 1 @ 4300 4300 2.14 Community Storage 1 @ 100 100 2.15 PE Teachers Office 1 @ 150 150 2.16 School Equipment/PE Storage 1 @ 300 300

Music 2,150 2.17 Music Classroom 1 @ 925 925 2.18 Music Storage 1 @ 150 150 2.19 Stage Classroom 1 @ 925 925 2.20 Stage Storage 1 @ 150 150

Art Room (Comm. Room & Instruct. Activities) 1,400

2.21 Art Room 1 @ 1200 1200 2.22 Art Storage 1 @ 50 50 2.23 Express Storage 1 @ 50 50 2.24 Music Storage 1 @ 50 50 2.25 Misc. Storage 1 @ 50 50

SPOKANE STANDARD EDUCATIONAL SPECIFICATION AREA DESCRIPTION

Summary of Area Requirements for the Prototypical Schools Spokane Public Schools – Excellence For Everyone Page 19

Component Spaces Required Area Required (sf) 3. SUPPORT INSTRUCTIONAL SPACES 1,585

3.1 Health/Nurse Area/Clinic 1 @ 225 225 3.2 Student Services Offices 4 @ 140 560 3.3 Conference Room 1 @ 200 200 3.4 Itinerant Office 1 @ 100 100 3.5 Community/Parent/Volunteer Room 1 @ 300 300 3.6 Book Room (Storage) 1 @ 200 200 *Department/Suite Circulation included in 7.3

4. ADMINISTRATIVE CENTER 1,130

4.1 Main Reception / Waiting 1 @ 150 150 4.2 Principal Office 1 @ 180 180 4.3 Conference Room/Additional Office 1 @ 150 150 4.4 Secretary Area 1 @ 260 260 4.5 Student Waiting Area 1 @ 40 40 4.6 Data Equipment Room 1 @ 150 150 4.7 Fire Proof Record Storage 1 @ 100 100 4.8 Storage 1 @ 100 100 *Circulation Within the Administrative Center included in 7.3

5. STAFF SUPPORT AREA 825

5.1 Staff Break Room 1 @ 500 500 5.2 Faculty Workroom 1 @ 325 325

6. RELATED SERVICES SPACES 1,361

6.1 Kitchen 1 @ 1047 1047 6.2 Laundry Facilities 64 6.3 General Storage 250

SUBTOTAL AREA (75.4% gsf) 44,088 7. RELATED SERVICES SPACES, ANCILLARY 14,412

7.1 Custodial Office total @ 150 150 7.2 Custodial Closets total @ 240 240 7.3 Circulation/Lav/Mech 14,022 Corridors, Stairs, dept. circulation total @ 8582 Toilet Rooms total @ 1780 Mechanical, Electrical total @ 2160 Exterior Wall Floor Area total @ 1500

SUBTOTAL AREA (32.7% x 44,088 or 24.6 % of gsf) 14,412 TOTAL AREA 58,500 Area allowances include half the thickness of shared interior walls and the inside 3 inches of exterior walls. *Department/Suite circulation is the area within a space for internal hallways, etc.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION

Comprehensive Space Relationship Diagram Spokane Public Schools – Excellence For Everyone

Page 20

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION ANALYSIS BY SPACE

Analysis By Space Spokane Public Schools – Excellence For Everyone Page 21

ANALYSIS BY SPACE: The following sections represent all identified spaces in an elementary school building. Each space is defined by its unique requirements and characteristics. Areas are broken down in the following categories: KEY: Space Identification: Repeat of the space identification number. Category: Repeat of the name of the space. Number of Units: Number of space of this type required in the building. Gross Area: Area required for each space of this type. Total Area: Total area required for all space of this type. Max. Number of Users: How many individuals will use this space at a time? Staff Required: Quantity of staff that is needed to achieve the desired goals? CATEGORY:

A. Introduction – What happens in this space?

B. General Goals & Objectives – What are the desired outcomes of using this space?

C. Community Accessibility – What are the expectations for community use?

D. General Activities – What kind of activities can you expect to see in this space?

E. Environmental Variables – What acoustical, visual, aesthetic, etc will affect this

space?

F. Mechanical Requirements – What are the unique mechanical requirements for this space?

G. Technology Requirements – What will be required to accommodate

technological needs?

H. Display Requirements – What will need to be displayed in this area?

I. Finishes – What are the ideal finish materials for this space?

J. Entry Corridor – How should the entry to this space be treated?

K. Casework – What are the built-in cabinet requirements?

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION ANALYSIS BY SPACE

Analysis By Space Spokane Public Schools – Excellence For Everyone Page 22

L. Furnishings – What furniture or equipment is required for this room/space?

M. Other Essential Information – Other ideas that will make the space successful?

N. Future Needs – What should we be doing now to make this space work well in

the future?

O. Preferred Space Relationship – What other spaces should be near this space? Not all spaces require a response to these categories. If not required, they have been noted as N/A


Kindergarten Classrooms 1.1 Spokane Public Schools – Excellence For Everyone Page 23

1. BASIC EDUCATION CLASSROOMS 1.1 KINDERGARTEN CLASSROOMS Space Identification: 1.1 Category: Kindergarten Classrooms Number of Units: 3 Gross Area: 1,050 sq. ft. Total Area: 3,150 sq. ft. Max. Number. of Users: 25 Staff Required: 1

A. Introduction

These classrooms are to provide an appropriate learning environment for use by kindergarten students (ages 5-6). Currently the Kindergarten classes are split by morning and afternoon, so students are being dropped off and picked up during off hours from the rest of the school. Provisions should be made for all day Kindergarten.

B. General Goals & Objectives

Classrooms need to be “user friendly” spaces for full group meetings, desks for small group meetings and individual activities to take place simultaneously. Furniture (especially chairs) should be light for ease of movement in the room. Occupants should be able to arrange furniture to fit the needs of students and teachers. Special consideration should be given to: maximizing floor space, hands-on-learning, discovery, storytelling area and play area. Site specific consideration should be given to All-Day Kindergarten.

C. Community Accessibility

It is the goal of Spokane Schools that all school spaces be accessible to the community. This being said, it must be noted that classrooms should be treated differently. It is important to secure the teacher and student personal belongings that are located in classroom spaces. If the public is allowed in these spaces, provisions must be made to secure these items such as the addition of more extensive lockable storage areas. We would also want to consider the psychological impact on a child of coming into their classroom and having things disrupted.

D. General Activities

Activity and space considerations include: uncrowded entry area with space for coats/cubbies for each child, flexible space, socialization area, large group gathering area separate from instructional area, quiet area for work and listening, gross and fine motor skills learning areas, personal hygiene area, separate lavatories with sink outside toilet room, mirror and drinking fountain attached to the sink, non-carpeted arts and crafts area with sink at child’s height.

E. Environmental Variables

1. Acoustical: Area should be acoustically isolated to minimize or eliminate distracting noise from adjacent hallway, classrooms, playgrounds, or roadways.

2. Visual: Natural day lighting from large windows will help the interior environment. Light should be controlled using window coverings.



Artificial light sources should illuminate all wall-writing surfaces (whiteboards and tack boards). 3. Aesthetics: Colors to be neutral but warm and friendly in appearance. 4. Hardware: Appropriate hardware, children need to be able to open doors. Operable windows

with screens where appropriate. Keyless door locks may be added on specific rooms. 5. Access and Security: Secure classrooms and the corridor system from public during non-

school hours. Provide lock with an inside key mechanism so that, in a crisis situation, teachers can lock the room

without entering the hallway. Provide window coverings at all corridor relights that are operated from inside room. Since the room is over 1000 sq ft, the space will require 2 exits. This second exit could empty

directly into the separate outdoor play area. 6. Flexibility: An operable wall between two teaching spaces in at least 1/3 of all classroom

spaces. The remaining 2/3 of the rooms could have a 3’ door between two teaching spaces. 7. Miscellaneous:

Pencil sharpener. Towel Dispenser at sink. Soap Dispenser at sink (locate so that the soap goes in the sink). Window Coverings at exterior windows as well as any interior relights.

8. Ceiling Height: The height of the ceiling should be no less than 9’-0”. 10’-0” is preferred, especially if direct/indirect lighting is used.

F. Mechanical Requirements

1. Thermal: Provide individual room temperature controls and systems zoned to meet room location needs. Provide good airflow with provisions for cooling. Provide for exhaust fan in the toilet rooms.

2. Plumbing: Provide 25” x 18” standard depth sink with gooseneck spout and bubbler/drinking fountain. Provide for sink and toilet in the toilet room area as well as automatic water shut-off. Provide floor drain in toilet room.

G. Technology Requirements

1. Communications/Data: See Typical Technology Requirements. 2. Audio/Visual: See Typical Technology Requirements. 3. Lighting: See Typical Technology Requirements. 4. Electrical Service: See Typical Technology Requirements. GFI outlets in wet areas. 5. Securities and Access Control System Cabling: See Typical Technology Requirements.

H. Display Requirements

Display requirements same as general education classrooms. Provide area near the sinks to display proper hand washing techniques.

I. Finishes

1. Floors to be approximately 1/3 vinyl tile and 2/3 carpet. Tile to be located near the sink area of the room.

2. Walls shall be of tackable/self – healing material from 30” above finished floor to the ceiling to the extent to budget allows.

3. Ceiling should be acoustical tile, 2’ x 4’ for maintenance accessibility. A 2’ x 2’ look is preferred by use of a notched or scored type product that would reflect an artificial grid. Gypsum board soffits and accents are encouraged as long as no water source units are above them.

4. Finishes in the toilet room should be durable, easy to clean and maintain. (floor base and wall surfaces – ceramic tile, ceiling – epoxy painted gypsum board)



J. Entry Corridor Entry to the classrooms to be durable, easily cleaned and maintained. Provide for a tackable

surface outside each of the classroom doors for teacher/student display and room identification. Provide window in classroom door and/or adjacent 1’ wide (minimum). Window coverings; see security.

K. Casework

1. Teachers locking wardrobe cabinet – 3’-0” wide 7’-0” high should include adjustable shelving and wardrobe section

2. Flat storage units for large items (open flat shelves or drawers) 3. Bookshelves for large notebooks and manuals 4. Base cabinets and upper cabinets for storage of day –to-day instructional materials and aids 5. Map storage 6. Sink cabinet (8’-0”). Consideration must be given to the size of the countertops at the sink

area. 25” height is preferred in the sink area for these classrooms only The following is a listing of other storage options that are represented in the concept drawing: 7. Open bookcases for multiple volumes of books for students, 24’ – 0” 3-shelf (perhaps under

windows) 8. Storage behind sliding whiteboards should be considered as an option.

L. Furnishings

See Concept Drawing. 1. 2-3 mobile bookcases per classroom for book storage as well as area separators. 2. Adjustable student desks for up to 25 students – see District “Furniture Standards” for types. 3. Seating for up to 25 students – see District “ Furniture Standards” for types. 4. Teacher desk and chair – see District “Furniture Standards” for types. 5. Two, 4-drawer file cabinets per classroom. 6. 6-8 computer workstations.

Note: The height of the tables and chairs must be age appropriate.

M. Other Essential Information

Kindergarten students should store their coats within the classroom. Provide a Kindergarten Toilet room in each of these classrooms for both convenience and for the

teaching of proper hygiene. These rooms should be conveniently located in the classroom – the sink area should be located out of the toilet area for monitoring of hand washing. (See concept drawing) The room should accommodate one child with an adult helper. This room will be monitored by the classroom teacher and the door to this room should be easily visible to the classroom teacher. The door should shut, but not lock from the inside. Provide for standard toilet room accessories conforming to ADA criteria. Mount soap dispensers over sink, not over the floor.

N. Future Needs

See Typical Technology Requirements “Future” Infrastructure should be installed now so that future needs can be met with minimal disruption. 1. Provide power to teaching wall for future electronic screens. 2. Provide for thicker teaching wall to accommodate recessed devices. 3. Plan classrooms with back-to-back teaching walls to minimize power runs.



O. Preferred Spatial Relationships 1. Centrally located near school offices/main entry and special instructional support. 2. Should be adjacent to size-appropriate play area that is separate from the other school play

areas. Suggest this area be fenced separately. Playground – should be visible from classroom. 3. Toilet Rooms – should be part of the classroom. 4. Kindergarten Classrooms should be located on the main floor of any multi-story building. 5. If this site allows, it is preferred that the Kindergarten classrooms be located close to parent

drop-off/pick-up.


Primary & Intermediate Education Classrooms 1.2 & 1.3 Spokane Public Schools – Excellence For Everyone Page 28

1. BASIC EDUCATION CLASSROOMS 1.2 PRIMARY EDUCATION CLASSROOMS 1.3 INTERMEDIATE EDUCATION CLASSROOMS Space Identification: 1.2 & 1.3 Category: Primary and Intermediate Education Classrooms Number of Units: 18 Gross Area: 900 sq. ft. Total Area: 16,200 sq. ft. Max. Number of Users: 30 (typical class size – 25) Staff Required: 1 A. Introduction

The function of the primary and intermediate education classroom is to provide an appropriate learning environment for use by first through third and fourth through sixth grades. Students will develop the basic tools of learning in these rooms, reading, language skills and mathematics. B. General Goals & Objectives

Classrooms are to be “user friendly”. Spaces for full group meetings as well as areas for small group or individual learning. These activities should be able to take place simultaneously. Furniture (especially chairs) should be light enough for children to lift onto their desks for nightly cleaning. Furniture should be able to be rearranged easily to fit needs of students and teachers. Maximize the use of floor space for flexibility C. Community Accessibility

It is the goal of Spokane Schools that all school spaces be accessible to the community. This being said, it must be noted that classrooms should be treated differently. It is important to secure the teacher and student personal belongings that are located in classroom spaces. If the public is allowed in these spaces, provisions must be made to secure these items such as the addition of more extensive lockable storage areas. We would also want to consider the psychological impact on a child of coming into their classroom and having things disrupted. D. General Activities

Activity and space considerations include: entering area space to mingle and move to learning areas, instructional space for all students to work simultaneously in either small or large group or individual learning activities or at different tasks in a flexible manner. Other considerations include: quiet areas for individual study, gross and fine motor skills learning areas, arts and crafts area with non-carpet area near a sink with attached drinking fountain. E. Environmental Variables

1. Acoustical: Area should be acoustically isolated to minimize or eliminate distracting noise from adjacent hallways, classrooms, playgrounds, or roadways.

2. Visual: Natural day-lighting from large windows will help the interior environment. Light should be maintained and controlled using window coverings.

Artificial light sources to illuminate all wall-writing surfaces (whiteboards and tack boards). 3. Aesthetics: Colors to be neutral but warm and friendly in appearance.



4. Hardware: Appropriate hardware, children need to be able to open doors. Operable windows with screens where appropriate.

5. Access and Security: Secure classrooms and the corridor system from public during non-school hours.

Provide lock with an inside key mechanism so that , in a crisis situation, teachers can lock the room without entering the hallway. Keyless door locks may be added at specific rooms.

Provide window coverings at all corridor Relites that can be operated from inside the room. 6. Flexibility: An operable wall between two teaching spaces in at least 1/3 of all classroom

spaces. The remaining 2/3 of the rooms could have a 3’ door between two teaching spaces. 7. Miscellaneous:

Pencil sharpener. Towel Dispenser at sink. Soap Dispenser at sink (locate so that the soap goes in the sink). Window Coverings at exterior windows as well as any interior relights.

8. Ceiling Height: The height of the ceilings should be no less than 9’-0”. 10’-0” is preferred, especially if direct/indirect lighting is used. F. Mechanical Requirements

See Best Practices Manual 1. Thermal: Provide individual room temperature controls and systems zoned to meet room

location needs. Provide good airflow with provisions for cooling. 2. Plumbing: Provide 25” x 18” standard depth sink with gooseneck spout and bubbler/drinking

fountain. G. Technology Requirements

1. Communications/Data: See Typical Technology Requirements. 2. Audio/Visual: See Typical Technology Requirements. 3. Lighting: See Typical Technology Requirements. 4. Electrical Service: See Typical Technology Requirements. 5. Securities and Access Control System Cabling: See Typical Technology Requirements.


1. Wall display for informational items, student work, wall maps and charts. 2. The display area should be tackable by use of tacks, staples, and tape. 3. Writing surfaces 4’ high x 16’ – 24’ long to have a tack strip, map rail and clips. Storage

behind sliding whiteboards should be considered as an option. 4. These surfaces also require a marker tray and a flagpole holder.

I. Finishes

1. Floors to be approximately 1/3 vinyl tile and 2/3 carpet. Tile to be located near the sink area of the room.

2. Walls shall be of tackable/self – healing material from 30” above finished floor to the ceiling to the extent to budget allows.

3. Ceiling should be acoustical tile, 2’ x 4’ for maintenance accessibility. A 2’ x 2’ look is preferred by use of a notched or scored type product that would reflect an artificial grid. Gypsum board soffits and accents are encouraged as long as no water source units are above them. J. Entry Corridor

Entry to the classrooms to be durable and easily cleaned and maintained. Provide for a tackable surface outside each of the classroom doors for teacher/student display and room identification. Provide window in classroom door and adjacent 1’ wide (minimum).



K. Casework

1. Provide teachers locking wardrobe cabinet – 3’-0” wide 7’-0” high adjustable shelving and wardrobe section

2. Flat storage units for large items (open flat shelves or drawers) 3. Bookshelves for large notebooks and manuals 4. Base cabinets and upper cabinets for storage of day –to-day instructional materials and aids 5. Map storage 6. Sink cabinet (8’-0”)

The following is a listing of storage options that are represented in the concept drawing:

7. Open bookcases for multiple volumes of books for students, 24’ – 0” 3-shelf (perhaps under windows)

8. Open storage wall with sliding white boards from 30” to 7’ at all classrooms, 16’ in length minimum L. Furnishings

See Concept Drawing 1. Provide 2-3 mobile bookcases per classroom for book storage as well as area separators. 2. Provide adjustable student desks for up to 28 students – see District “Furniture Standards” for

types. 3. Provide age appropriate seating for up to 28 students – see District “ Furniture Standards” for

types. 4. Provide teacher desk and chair – see District “Furniture Standards” for types. 5. Provide Two, 4-drawer file cabinets per classroom. 6. Provide for 8-14 computer workstations.

Note: The height of the tables and chairs must be age appropriate and will differ from first to sixth

grades. M. Other Essential Information

It is preferred that all coats be stored in lockers or coat cubbies that allow for coat separation. Individual schools will explore options for coat storage location. If lockers are the solution, we should assume that lockers will be shared in the K-3 grades and individually in the 4-6 grade levels. Lockers should not have locks. N. Future Needs

Infrastructure should be installed now so that future needs can be met with minimal disruption. 1. Provide power to teaching wall for future electronic screens. 2. Provide for thicker teaching wall to accommodate recessed devices. 3. Plan classrooms with back to back teaching walls to minimize power runs.



O. Preferred Spatial Relationships Classrooms should be as near as possible to the following areas for ease of access:

1. Restrooms 2. Playground 3. General storage 4. Main Office 5. Entry 6. In the case of a multi-level schools, it should be assumed that K - 3 would be on the main level and 4 – 6 grades to be located on the second level.


Breakout Spaces 1.4 Spokane Public Schools – Excellence For Everyone Page 33

1. BASIC EDUCATION CLASSROOMS 1.4 BREAKOUT SPACES Space Identification: 1.4 Category: Breakout Spaces Number of Units: To be Determined Gross Area: 1112 sq. ft. Total Area: 1112 sq. ft. Max. Number of Users: To be Determined A. Introduction

The function of breakout space is to act as overflow and additional teaching/support spaces for the basic education classrooms. Small group instruction as well as one-on-one instruction can happen in this space.

B. General Goals & Objectives These spaces should not be disruptive to adjacent classrooms. This space is an extension of the

classroom-learning environment but separated by a wall or a door to allow for privacy and more individualized learning instruction.

C. Community Accessibility N/A

D. General Activities N/A

E. Environmental Variables 1. Acoustical: Acoustics in these areas are very important. Special consideration should be

given to surface areas to reduce noise from the breakout areas to the adjacent classrooms 2. Visual: Natural day-lighting is desired in these areas if possible. Artificial light sources

should accent the display areas of the space.

F. Mechanical Requirements N/A



G. Technology Requirements See Typical Technology Requirements. Special consideration must be given for the use of

technology in these breakout spaces. There should also be capability for network connections and intercom in these areas.

H. Display Requirements Provide for 4’ x 6’ – 8’ white board surface in any shared breakout workspace.

I. Finishes Floor surface materials for these areas depend on the ultimate location of these spaces. If the

space ends up as an extension of the corridor system, the material should match the corridor hard surface material. If the breakout spaces end up being a shared area between classrooms, carpet would be appropriate for acoustics.

J. Entry Corridor N/A

K. Casework N/A

L. Furnishings 1. Provide 36” x 48” tables with 4 – 6 chairs in each of the break out areas. 2. Provide additional furniture and casework as required


N/A

N. Future Needs N/A



O. Preferred Spatial Relationships 1. Directly adjacent to or part of the classroom spaces.


Resource Room 2.1 Spokane Public Schools – Excellence For Everyone Page 36

2. SPECIAL INSTRUCTIONAL SPACES 2.1 RESOURCE ROOM Space Identification: 2.1 Category: Resource Room Number of Units: 1 Gross Area: 900 sq. ft. Total Area: 900 sq. ft. Max. Number of Users: 20 Staff Required: 1 primary and up to 2 Instr. Assist.

A. Introduction

The function of the resource classroom is to provide an appropriate special learning environment for use by primary and intermediate grade students. A special resource room student has mild to moderate and sometimes severe handicapping condition. The student functions academically far enough below grade level that some time for basic skills training and small group and/or individual instruction is necessary. Study skills and social skills training are often a need for these students.

B. General Goals & Objectives Classrooms are to be “user friendly”. Students often come to this classroom or rooms from their

general classrooms for special curriculum. Typically, 10 or more students and one primary teacher will use this room. As many as 4 aids may also be in this room, but typically there will be 2.

C. Community Accessibility Similar to other classrooms, the same security issues would apply here. In addition, there are

often specialty items to accommodate this student population that would need to remain secure.


Special needs instruction from ages 3-12 typically.


Same Requirements as Kindergarten and General Education Classrooms. F. Mechanical Requirements Same Requirements as Kindergarten and General Education Classrooms.



G. Technology Requirements Same as Kindergarten and General Education Classrooms. In addition to the typical Technology

requirements, it is important to locate more electrical outlets in these rooms. Some of the students will have mechanical assisted equipment that will need to be charged periodically during the day.


Same Requirements as Kindergarten and General Education Classroom.

I. Finishes


J. Entry Corridor


K. Casework Same Requirements as Kindergarten and General Education Classroom.

L. Furnishings

See Concept Drawing Provide for table arrangement for 4-6 students each. Similar requirements as the general education classroom. Special consideration for adjustable tables in this room – since there is a need for accommodating

several different types of wheelchairs. Each instructor requires a desk, instructional table and appropriate storage.

M. Other Essential Information Ratio of 4 students to one instructor.



N. Future Needs Same Requirements as Kindergarten and General Education Classrooms.

O. Preferred Spatial Relationships 1. Centrally located for use by all age groups. 2. Locate near the Instructional Activities/community room to accommodate a “life-skills”

curriculum/teaching environment. – (kitchen facility)


Flexible Classroom Spaces-General 2.2 Spokane Public Schools – Excellence For Everyone Page 39

2. SPECIAL INSTRUCTIONAL SPACES 2.2 FLEXIBLE CLASSROOM SPACES-GENERAL Space Identification: 2.2 Category: Flexible Classroom Spaces - General Number of Units: 1 Gross Area: 900 sq. ft. Total Area: 900 sq. ft. Max. Number of Users: 30 each room (typical class size is 25) Staff Required: 1 A. Introduction

The function of the Flexible Classroom Spaces is to provide area in the building that can accommodate specific needs for the site. These rooms should be outfitted and configured as a General Classrooms. It is anticipated that the use of these rooms would change from year to year depending on special needs in the school.


Classrooms are to be designed as General Education Classrooms. Typically these rooms will be used for general education curriculum, overflow grades, combo grades etc. These rooms may also be used for special instruction such as band, strings, health education, all-day kindergarten, etc.


Same Requirements as Kindergarten and General Education Classrooms.




F. Mechanical Requirements Same Requirements as Kindergarten and General Education Classrooms.


Same Requirements as Kindergarten and General Education Classrooms. H. Display Requirements

Same Requirements as Kindergarten and General Education Classrooms. I. Finishes

Same Requirements as Kindergarten and General Education Classrooms. J. Entry Corridor

Same Requirements as Kindergarten and General Education Classrooms. K. Casework

Same requirements as the General Education Classrooms.


Flexible Classroom Spaces-General 2.2 Spokane Public Schools – Excellence For Everyone Page 40

L. Furnishings Same Requirements as the General Education Classrooms.

M. Other Essential Information N/A

N. Future Needs See Typical Technology Requirements. Same Requirements as Kindergarten and General

Education Classrooms. O. Preferred Spatial Relationships

1. Centrally locate these flexible rooms for use by all age groups.


Flexible Classroom Spaces-Special Education 2.3 Spokane Public Schools – Excellence For Everyone Page 41

2. SPECIAL INSTRUCTIONAL SPACES 2.3 FLEXIBLE CLASSROOM SPACES – SPECIAL EDUCATION Space Identification: 2.1 Category: Flexible Classroom Spaces – Special Education Number of Units: 2 Gross Area: 900 sq. ft. Total Area: 1800 sq. ft. Max. Number of Users: 10 each room Staff Required: 1 Teacher and up to 4 aids

A. Introduction

The function of the flexible classroom space-special education classroom is to provide an appropriate special learning environment for use by primary and intermediate grade students. These rooms however must be flexible enough to also accommodate a preschool environment. A special education student has mild to moderate and sometimes severe handicapping condition. The student functions academically far enough below grade level that some time for basic skills training and small group and/or individual instruction is necessary. Study skills and social skills training is often a need for these students.


Classrooms are to be “user friendly”. Students may often come to these classrooms from their general classrooms for special education instruction. It is intended that these classrooms share a special needs toilet room equipped with a “high-low” changing table. Typically there would be one special education classroom teacher and up to 4 aids, depending on classroom use (two is typical).


Like the other classrooms, the same security issues would apply here. In addition, there are often specialty items to accommodate this student population that would need to remain secure.


Special needs instruction from ages 3-12 typically.


Same Requirements as Kindergarten and General Education, in addition, special consideration for acoustical control. A very high degree of Acoustical control is important for all of these rooms. Sounds from this room should not disturb other students in the building.





G. Technology Requirements In addition to the typical Technology requirements as outlined in the Kindergarten and General

Education Classrooms, it is important to locate more electrical outlets in these rooms. Many of the students will have mechanical assisted equipment that will need to be charged periodically during the day.



I. Finishes


J. Entry Corridor


K. Casework

Same requirements as the General Education Classroom, except for the following: Provide a counter to accommodate a small refrigerator. Provide lockable cabinets to store prescription medications.

L. Furnishings

See Concept Drawing Provide for table arrangement for 4-6 students each. Similar requirements as the general education classroom for teacher. Special consideration for adjustable tables in this room – since there is a need for

accommodating several different types of wheelchairs Provide for changing table (high-low) in restroom


1. Toilet Room: These rooms would share a toilet room large enough to accommodate a high/low changing table. See Special Education toilet room for requirements.

2. Time Out /De-Escalation room: Depending on site or district needs, these rooms may be used for Behavior Intervention (BI) and or Developmentally Impaired (DI) classrooms. The purpose of this type of room is to create a safe space for students to go when they experience elevated levels of emotion that is disruptive and sometimes harmful to themselves and others around them. This space should be a friendly, comfortable and safe environment yet have durable finishes and adjustable lighting. Observation into this room is critical. These rooms should be not larger than 25 square feet.

3. Spatial Requirements: Ideally the room size would be the same as the general education rooms in the building. However, space for the de-escalation rooms would come out of this allotted space.

4. If a Behavioral Intervention room is provided, provide a separate toilet accessed from the BI room only.

5. The structure above the ceiling should accommodate ceiling-mounted equipment (swings, etc.).

N. Future Needs

Same Requirements as Kindergarten and General Education Classrooms. As noted in this document and depending on future site-specific need, these rooms may also

function as pre-school rooms and possibly also need to accommodate early intervention programs for children from birth to 3-years old.



O. Preferred Spatial Relationships 1. It is preferred that these classrooms be located near a building entry, since many of the students

with these more severe special needs will ride a bus. 2. Being near the building office is nice, but acoustics must be considered. 3. Centrally locate these rooms for use by all age groups. 4. Locate near the Instructional Activities/community room to accommodate a “life-skills”

curriculum/teaching environment. (kitchen facility)


Accessible Toilets for Special Education 2.4 Spokane Public Schools – Excellence For Everyone Page 44

2. SPECIAL INSTRUCTION SPACES 2.4 ACCESSIBLE TOILETS FOR SPECIAL EDUCATION Space Identification: 2.4 Category: Accessible Toilets for Special Education Number of Units: 1 – shared by two classrooms Gross Area: 80 sq. ft. Total Area: 80 sq. ft. Max. Number of Users: One Student with one Adult Aid A. Introduction

The Special Education toilet room is intended to be a shared space between two designated special education classrooms. This room is unique to toilet room spaces in the school because the students who will use this space may require a large degree of assistance when using the facilities. This room needs to be large enough to incorporate a high/low changing table as well as the supplies that would go along with that function.


It is the goal of the district to provide this type of facility away from the general student population for several reasons. The first is convenience for the student who may have difficulty controlling body function so immediate proximity is good. Second, supplies that are kept in this room are expensive and should be in a more controlled environment so that they don’t disappear. Third, and most important, the dignity of the student, to keep this equipment and it’s intended use away from the view of the general student population. C. Community Accessibility

N/A D. General Activities

N/A E. Environmental Variables

1. Acoustical: High degree of acoustical separation. 2. Visual: Door to this room should be easily visible by the classroom teacher. 3. Access and Security: Non – locking, but private latching door.

F. Mechanical Requirements See Best Practices Manual 1. Thermal: Provide for good airflow and ventilation. 2. Plumbing: 1 toilet and 1 sink, Automatic water shut-off. Provide floor drain.

G. Technology Requirements 1. Lighting: Warm White Fluorescent 2. Electrical Service: Provide a minimum of (3) 110V GFI Duplex outlets in this room – one at

the sink area one near the changing table and one in the room available for assisted devices.

H. Display Requirements Area to display proper hand washing techniques, and other procedures in the room.

I. Finishes

Finishes in the toilet room should be durable, easy to clean and maintain. (floor base and wall surfaces – ceramic tile, ceiling – epoxy painted gypsum board)


Accessible Toilets for Special Education 2.4 Spokane Public Schools – Excellence For Everyone Page 45

J. Entry Corridor

N/A K. Casework

N/A

L. Furnishings Provide for changing table (high-low) in restroom.

M. Other Essential Information Doors to this room to swing out – See Concept Drawing Refer to Section 2.3, Paragraph M.4 for BI classroom toilet requirements.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. This can be a shared space within the Special Education classroom – see concept drawing


Time Out Room 2.5 Spokane Public Schools – Excellence For Everyone Page 47

2. SPECIAL INSTRUCTION SPACES 2.5 TIME OUT ROOM/STORAGE FOR DI Space Identification: 2.5 Category: Time Out Room/Storage for DI Number of Units: 2 Gross Area: 25 sq. ft. Total Area: 50 sq. ft. Max. Number of Users: One Student A. Introduction

The Time Out Room is intended to be a safe, quiet space for students to go when they experience elevated levels of emotion that is disruptive and sometimes harmful to themselves and others around them.


This space should be a friendly, comfortable and safe environment yet have durable finishes and adjustable lighting. Observation into this room is critical. C. Community Accessibility



1. Acoustical: High degree of acoustical separation. 2. Visual: Door to this room should be easily visible by the classroom teacher. 3. Access and Security: Non – locking, but private latching door.

F. Mechanical Requirements See Best Practices Manual 1. Thermal: Provide for good airflow and ventilation. 2. Plumbing: None

G. Technology Requirements 1. Lighting: Warm White Fluorescent 2. Electrical Service: None

H. Display Requirements N/A

I. Finishes

Finishes in the time out room should be durable, easy to clean and maintain. (floor - carpet w/ rubber base, walls – padding to 7’ a.f.f., ceiling – epoxy painted gypsum board)

J. Entry Corridor

N/A K. Casework

N/A


Time Out Room 2.5 Spokane Public Schools – Excellence For Everyone Page 48

L. Furnishings N/A

M. Other Essential Information Doors to this room to swing out – See Concept Drawing

N. Future Needs N/A

O. Preferred Spatial Relationships 1. This can be a shared space within the Special Education classroom – see concept drawing


Library/Media Center 2.6 Spokane Public Schools – Excellence For Everyone Page 49

2. SPECIAL INSTRUCTIONAL SPACES 2.6 LIBRARY/MEDIA CENTER Space Identification: 2.6 Category: Library/Media Center Number of Units: 1 Gross Area: 2,550 sq. ft. Total Area: 2,550 sq. ft. Max. Number of users: 60 Staff Required: 1 librarian and up to 3 clerks

A. Introduction

The Library/Media Center is the heart of the school. All students will access this space. It should be capable of accommodating up to 58 - 60 students seated at tables and chairs and one library teacher. Space will open up to the stack areas in the Library. Space for shelving should accommodate 12,000 volumes. This should be a quiet, comfortable space with interesting shapes, colors and surfaces. There should be adequate floor space for story time that is near a natural daylight area.


Develop skill in the use of all learning resources (written information as well as computer access information). Develop independent learning skills. Develop literacy appreciation. 60 students, two full classes may use this space doing group class instruction and independent research can happen in this room.


There will be scheduled public accessibility to this area including the summer months. The space will need to be monitored so that books and other information remain in the library or are properly checked out. The Library should be located in the building so that it is accessible when other areas are not. Space should accommodate up to 30 adults.


The elementary library is utilized for: general reading and research, group instruction and story telling and testing. Also, the space is used for processing, preparation and organization of instructional activities and equipment storage.

Within the Library: 1. The checkout area should be the greeting area of the library as well as the control point for

book/materials. 2. The office and workroom should be directly adjacent to the checkout desk 3. The reference area should be adjacent to the checkout desk for possible assistance from the

librarian.



4. The computer lab space should accommodate 30 computers, with 1 child at each computer (total 30 children).

E. Environmental Variables 1. Acoustical: Area should be isolated form distracting noises from adjacent hallways and

surrounding rooms. Distracting noise from activity occurring within reading areas needs to be reduced. 2. Visual: Natural lighting from windows or skylight is highly desirable however, it needs to be

maintained using window coverings to assist in darkening the room if needed to fit the current activity. 3. Thermal: Provide individual room temperature controls and systems zoned to meet room

location needs. 4. Aesthetics: Colors to be neutral, warm and friendly in character. 5. Access and Security: Visual security by the librarian is key. The Librarian should be able to

see the entire library from her station. If community uses increase, a more sophisticated security system may be required.

6. Ceiling Height: The height of the room should be no less 9’-0”. 10’ – 0” or higher is preferred.

7. Miscellaneous: Provide pencil sharpener; provide window coverings at exterior windows.


See Best Practices Manual 1. Thermal: Provide individual room temperature controls and systems zoned to meet room

location needs. Provide for good airflow with provisions for cooling. 2. Plumbing: Provide for a drinking fountain in or near the library area.


1. Communications/Data: See Typical Technology Requirements. 2. Audio/Visual: See Typical Technology Requirements. 3. Lighting: See Typical Technology Requirements 4. Electrical Service: See Typical Technology Requirements. 5. Securities and Access control System Cabling: See Typical Technology Requirements. 6. Computer Lab Space: The library will be the main testing site for the building. Provide for

two areas within the library for testing of 30 students. (See concept drawing) Provide one other space in the building. Coordinate location with building design team.


Tackable/self healing walls above all shelving for display of informational material and student work.

It would be desirable to add a community history component to the library that would be unique to each elementary school

Writing Surface at teaching wall 16’ to have tack strip, map rail and clips.



I. Finishes Carpet at floors. Tackable self-healing wall surfaces. Acoustical ceiling tile with painted gypsum

board accents.

J. Entry Corridor The entry to this space should be exciting/interesting. It should represent the heart of the building

and be very welcoming. Tackable self-healing walls around this entry for display of new information or meeting announcements are preferred.

K. Casework

1. Provide checkout counter with adjustable shelving, drawers and cabinets for storage of checkout items and forms. Designated cabinet doors and drawers to be lockable. Cabinet to be designed to accept the circulation computer system and equipment for today yet flexible enough to accommodate future equipment. Provide a slot in the cabinet to be used as a book drop.

2. Provide for shelving at height to maximize storage of varying sizes of books. 3. Shelving ideally will be 3 shelves high in the middle of the room and 4 shelves high at the

perimeter of the room. 4. Built in areas of seating to provide interesting and comfortable areas to read is desirable. 5. Shelving to accommodate 12,000 volumes.

L. Furnishings

See Concept Drawing Provide tables that can be pushed and grouped together in lieu of round tables. These tables

should be adjustable and have the ability to seat 4-6 students. The tables should have the ability to be powered and open in the center for power and data access by both sides of the table.

Seating for 30 should be at a height that would easily accommodate the majority of the student population.

M. Other Essential Information 1. The Library must have a minimum of two functional entrance/exit doors. 2. There is talk of integrating the school libraries with the Spokane Public Libraries, if this

happens, we would want to consider a distinct entry access to this area without getting into other parts of the building. Security would need to be extended (scanners etc) and an exterior book drop would need to be provided. 3. Room shape should allow for as much flexibility as possible in its internal arrangement. 4. Library space and shelving should be designed to maximize display opportunities for books and other interesting materials. Height of shelving should consider accessibility and visibility concerns. Depth of shelving can be a school-specific design request (for example, metal adjustable shelving). 5. Consider: In lieu of all teacher resource materials being stored in the library, provide two smaller teacher resource “libraries” distributed among the classrooms. 6. Provide projectors and screens at 2 teaching areas (computer desk area and large table area). 7. Provide ADA access around all tables and bookshelves.



N. Future Needs See Typical Technology Requirements.

O. Preferred Spatial Relationships Within the School: 1. It would be ideal if the library were centrally located in the building so that all students as well

as the community can easily access it. 2. Natural day lighting through the use of exterior windows or skylights is highly desirable. 3. Should be near restrooms and building storage. 4. The library should be the “heart” of the school and should be very prominent and visual.


Library Office & Workroom 2.7 Spokane Public Schools – Excellence For Everyone Page 53

2. SPECIAL INSTRUCTIONAL SPACES 2.7 LIBRARY OFFICE WORKROOM Space Identification: 2.7 Category: Library Office & Workroom Number of Units: 1 each Gross Area: 75 sq. ft. – office, 200 sq. ft. – workroom Total Area: 275 Max. Number of Users: 3 Required Staff: 1 librarian and 2 clerks A. Introduction

The library office, workroom and storage room will have space for inventory, ordering of materials, book repairs and storage of equipment and materials. In addition to the librarian and assistant, students, other staff and volunteers will work here.


The goal of these spaces is to have the space to order new books, space to preparing new books to go into the library, space to repair existing books, area to house books and materials not yet ready for distribution.


These areas should not be readily accessibly to the public.

D. General Activities Ordering of new books, preparing new books to go into the library setting, repairing of existing

books, storage of books and materials not yet ready for distribution. E. Environmental Variables

1. Acoustical: Noises generated from this area should not disturb the rest of the library. 2. Visual: Visual access from these areas to the rest of the library is important. 3. Access and Security: The door to these areas should have the ability to be locked from the

inside. 4. Miscellaneous:

Pencil sharpener Towel dispenser at sink Soap dispenser at sink (locate so that the soap goes in the sink) Window coverings at exterior window if any.


1. Thermal: Provide individual room temperature controls and systems zoned to meet room location needs. Provide good airflow with provisions for cooling. Provide for additional ventilation for equipment in this room.

2. Plumbing: Provide 25” x 18” standard depth sink with gooseneck spout. G. Technology Requirements

1. Communications/Data: See Typical Technology Requirements. 2. Lighting: See Typical Technology Requirements 3. Electrical Service: See Typical Technology Requirements. GFI outlets in wet/sink area. 4. Securities and Access Control System Cabling: See Typical Technology Requirements.


Library Office & Workroom 2.7 Spokane Public Schools – Excellence For Everyone Page 54

H. Display Requirements Provide for some tackable area between upper and lower cabinets in the office and workroom.

I. Finishes Provide for vinyl flooring near the sink area in the workroom. The other areas should have carpet

to help with the acoustics.


K. Casework

1. Provide for one full height storage cabinet with adjustable shelves. 2. Base and upper cabinets with adjustable shelves, doors and drawers. 3. Poster board storage and map drawers. 4. Shelving for miscellaneous materials such as one-of-a-kind books and materials. 5. Provide work island at a comfortable work/counter height with space for supplies, book jackets

and books to be processed. L. Furnishings

Provide desk area to accommodate computer Task seating One guest chair


N. Future Needs N/A

O. Preferred Spatial Relationships 1. Should be located directly adjacent to the checkout desk.


Library Storage Room 2.8 & 2.9 Spokane Public Schools – Excellence For Everyone Page 55

2. SPECIAL INSTRUCTIONAL SPACES 2.8 EQUIPMENT STORAGE 2.9 MISC. STORAGE Space Identification: 2.8 & 2.9 Category: Equipment Storage & Misc. Storage Number of Units: 1 Gross Area: 100 sq. ft. – equipment storage, 50 sq. ft. – misc. storage Total Area: 150 sq. ft. Max. Number of Users: 2 Staff Required: 1 librarian A. Introduction

The equipment storage room will house books and materials not yet ready for distribution. Since this is a secure room, miscellaneous audiovisual equipment will also be housed here. The misc. storage room will likely house musical instruments, for time when the library is used as a music room.


N/A C. Community Accessibility

This area will not be accessible to the community.



Same requirements as the adjacent office/workroom. F. Mechanical Requirements

Same requirements as adjacent office/workroom G. Technology Requirements

N/A H. Display Requirements

N/A I. Finishes

Same requirements as the other areas of the library


K. Casework

Provide adjustable shelving at all wall surfaces and an open space for storage of boxed items, miscellaneous audio visual equipment and instruments.

L. Furnishings

N/A


Library Storage Room 2.8 & 2.9 Spokane Public Schools – Excellence For Everyone Page 56


N. Future Needs N/A

O. Preferred Spatial Relationships 1. The equipment storage area should be located off of the main office/workroom. One should

have to travel through those areas to get to the storage room. 2. The misc. storage room should be separate from the main office/workroom, so it can be

accessed when these are locked.


Multi Purpose Room 2.10 Spokane Public Schools – Excellence For Everyone Page 58

2. SPECIAL INSTRUCTIONAL SPACES 2.10 MULTI PURPOSE ROOM Space Identification: 2.10 Category: Multipurpose Room Number of Units: 1 Gross Area: 3120 sq ft Total Area: 3120 sq ft Max. Number of users: 400 Staff Required: 0 (supervisory only) A. Introduction

The multipurpose room should be a flexible space that will be used by many different groups of varying sizes throughout the day. It will be accessed for both before and after school use and be used regularly by the community.

B. General Goals & Objectives The multipurpose room should be flexible enough to be used for meal service as well as other

programs such as large group instruction and activities. It should open up to the stage and have an ample storage area for tables and chairs. Furniture should accommodate primary and intermediate grade students. The space should feel warm and inviting. C. Community Accessibility

The multipurpose room is one of the spaces in the school that will be used extensively by the community for meetings and recreational activities. The public should be able to access this portion of the building without gaining access to the rest of the building. Access to toilet rooms and drinking fountains should be available for use when the rest of the building is locked off. An exterior door opening directly into the space, or locating the multipurpose room near a main school entry is preferable. The community will have scheduled access to this space.

D. General Activities Meals will be served and eaten in the multipurpose room daily. Before and after school programs

utilize the space for both quiet and active activities. The stage area and adjacent music room will be used for both music instruction and performances.



E. Environmental Variables See Typical Technology Requirements – in addition, consider the following 1. Acoustical: Area should be acoustically isolated from classroom and other quiet areas in the

building. The space should be designed for effective sound system use. A good quality acoustical partition should be utilized between the stage and activity space (if the stage is located off of this area).

2. Visual: Some natural day lighting is desired. All windows should have window coverings. Provide motorized shades on the high windows.

3. Aesthetics: Colors to be neutral but warm and friendly in appearance. 4. Hardware: Appropriate hardware, children need to be able to open doors. Hold-opens should

be used to move large groups through the doors daily. Kick plates are desirable. If an operable wall is used between the multipurpose room and gymnasium, it is desirable to have it electronically driven. Verify rating requirements with local building officials.

5. Flexibility: Space should be free of site-limiting columns. This will also allow for more flexible furnishings arrangement. An operable wall may separate gymnasium from multipurpose room. Flooring should be such that PE use of space is possible.

6. Access and Security: Space should be securable from the rest of the building, including the kitchen, when it is being used before or after school. F. Mechanical Requirements

1. Thermal: Provide individual room temperature controls and systems zoned to meet space location needs.

2. Plumbing: Drinking fountains, restrooms, and hand wash stations to be located within or near the space.

G. Technology Requirements Communications/Data: See Typical Technology Requirements. Audio Visual: See Typical Technology Requirements, in addition, provide for large projection

screen and projector in this room. The screen should come down in front of or near the stage. Lighting: See typical Technology Requirements, in addition, provide for specialty stage type

lighting in the room to light stage performances. Electrical Service: See Typical Technology Requirements, in addition, plan for additional data

outlets in this room, the food service computer may change locations depending on the function in the room. The design should limit the use of floor boxes in this area if heavy use. H. Display Requirements

Wall display areas for informational material should be tackable surface. I. Finishes

1. Floors and walls should be durable and easily cleaned. For ease of cleaning after meals, there should be no carpet on the floor. If mini-stage is part of this room, do not carpet.

2. Walls should be painted and may contain display areas. 3. Corner guards should be installed to a height of 5’-0” above the floor on all outside corners, if

any. 4. The ceiling should be 2’ x 4’ acoustical panels with high acoustical properties. A 2’ x 2’

appearance may be achieved by the use of a “second look” type product. 5. Painted gypsum board soffits may be used as accents in areas where there is no water source or

required access above.



J. Entry Corridor Entry to the multipurpose room should be durable and easily cleaned and maintained. Provide

space outside the door for room identification. Provide either a window in the multipurpose door or an adjacent 1’-0” wide (minimum) sidelight with blinds. K. Casework There is no specific casework associated with this space. However, mobile or portable (wheeled) locked storage may be anticipated for this room depending on the use. L. Furnishings

15- 16 tables with benches (see furniture standards). Consider “nesting” tables for easier storage. 200 stacking or folding chairs – if the site requires more, the district will bring additional seating

to the site. Other items that will be housed in this space will have a permanent home in the kitchen area.

Space for the scramble items will be wheeled into this space.

M. Other Essential Information 1. No dedicated staff is required for this space. Kitchen, after-school programs, custodial staff,

and teaching and PE staff will utilize the space regularly. 2. Areas required within the multi-purpose room include:

Cafeteria usage (including the kitchen scramble area) Multi-use Space (including cafeteria usage) Stage

3. Provide for high ceilings (up to 26’ high) in this area for use as overflow PE and indoor recess space

4. Provide for enough tables to accommodate 240 students at one time (15-16 with 16-20 kids each) minimum.

5. Provide for up to 200 stacking or folding type chairs. 6. Provide for multiple entrances to this room so that late arrivals to this room during a performance or program are not disruptive. N. Future Needs

See Typical Technology Requirements.



O. Preferred Spatial Relationships 1. The multipurpose room will be adjacent to the raised stage area with steps or portable risers

between the two. 2. The activity area should open to the kitchen serving area and scramble area. 3. The multipurpose room should be near a main entry of the school for public access. 4. It should be located near toilet rooms and drinking fountains. 5. The multipurpose room should be located close to the gymnasium and other community use

facilities in the school. 6. The space could also open up to the gymnasium through the use of movable acoustical

partitions for large performances or gatherings. 7. An outside entry is desirable. 8. Adjacent to the table and chair storage.


Table Storage 2.11 Spokane Public Schools – Excellence For Everyone Page 62

2. SPECIAL INSTRUCTIONAL SPACES 2.11 TABLE STORAGE Space Identification: 2.11 Category: Table Storage Number of Units: 1 Gross Area: 200 sq ft Total Area: 200 sq ft Max. Number of users: 4-5 Staff Required: 0 A. Introduction

Storage for tables and chairs is necessary in the multipurpose room to provide maximum flexibility for the space.


Table and chair storage should be easily accessed to ensure quick set-up and teardown as required for different activities occurring in the multipurpose room. C. Community Accessibility

Space should be easily accessible by the community to set up and take down furniture as needed. Supervision of the use of this room will be by the janitorial/custodial staff. D. General Activities

Storage of tables and chairs. E. Environmental Variables

1. Hardware: Provide for a locking door.


G. Technology Requirements 1. Lighting: Warm white fluorescent.


I. Finishes

Finishes should be durable. Walls can be of painted gypsum board with applied wall protection. Provide corner guards on all outside corners, if any, up to a height of 5’-0”. Hard flooring should be similar to multipurpose activity room space. J. Entry Corridor

Entry to the storage area to be durable and easily cleaned and maintained. Provide space outside of the doors for room identification. Doors should be durable.

K. Casework

N/A


Table Storage 2.11 Spokane Public Schools – Excellence For Everyone Page 63

L. Furnishings 1. 15 (minimum) table/bench combination units 2. 200 stacking or folding chairs


1. Space may be separate room or alcoves designed for storage within the multipurpose room. Additional storage may be located under the stage if access to the area can be gained, or if chair options will fit in this location.

2. Generally, a few people will be participating in the moving of tables and chairs into and out of the storage area.

3. No dedicated staff will be required in this space. As needed, staff will access the space to set up the multipurpose room in different furniture configurations.

4. Need enough tables to accommodate 240 students (15 tables with 16 kids each) minimum. 5. Provide enough space to store up to 200 stacking or folding chairs. If additional chairs are

required for special events, the school district will supply them.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. Storage should be directly adjacent to the multipurpose activity room. 2. Having storage near the gymnasium may also be desirable.


Express Kitchen Alcove/Storage 2.12

Spokane Public Schools – Excellence For Everyone Page 64

2. SPECIAL INSTRUCTIONAL SPACES

2.12 EXPRESS KITCHEN ALCOVE/STORAGE

Space Identification: 2.12 Category: Express Kitchen Alcove/Storage

Number of Units: 1

Gross Area: 300 sq ft

Total Area: 300 sq ft

Max. Number of users: 4-5

Staff Required: 1

A. Introduction

The express kitchen alcove should be a space used by the express daycare program. It will be

accessed both before and after school.


The express kitchen alcove should open up to the multipurpose room and have a separate locked

storage room. The kitchen should have good visual control from the multipurpose room.


N/A


The express kitchen will be used by the before and after school care program. This space will be used to provide snacks and activities to the students.


See Typical Technology Requirements – in addition, consider the following

1. Acoustical: N/A

2. Visual: Some natural day lighting is desired. All windows should have window coverings.

3. Aesthetics: Colors to be neutral but warm and friendly in appearance.

4. Hardware: Appropriate hardware, children need to be able to open doors. Hold-opens should

be used to move large groups through the doors daily. Kick plates are desirable. Separate storage room

should have lockable hardware. 5. Flexibility: N/A

6. Access and Security: Space should be securable from the rest of the building, including the

multipurpose room.


N/A


1. Lighting: Warm white fluorescent.


Provide tackable wall space for student work.


Express Kitchen Alcove/Storage 2.12


I. Finishes

Finishes should be durable. Walls can be of painted gypsum board with applied wall protection. Provide corner guards on all outside corners, if any, up to a height of 5’-0”. Hard flooring should be

similar to multipurpose activity room space.

J. Entry Corridor

N/A

K. Casework

Provide 10 lineal feet of kitchenette space, to include a refrigerator, microwave and sink.

L. Furnishings

Provide a desk/computer area for Express personnel with locking files. Provide 20 lineal feet of storage shelving to 7’ a.f.f. in storage room.


N/A

N. Future Needs

N/A

O. Preferred Spatial Relationships

The express kitchen alcove should be directly adjacent to the multipurpose room and in close proximity to the gymnasium and toilet rooms.


Gymnasium 2.13


2. SPECIAL INSTRUCTIONAL SPACES

2.13 GYMNASIUM

Space Identification: 2.13 Category: Gymnasium

Number of Units: 1

Gross Area: 4300 sq ft

Total Area: 4300 sq ft

Staff Required: 1 PE Instructor

Max. Number of Users: 60

A. Introduction

The gymnasium consists of a large activity area and support spaces to accommodate physical

education instruction. The gymnasium is one of the primary public spaces in the building that will be utilized by the community.


Provide space that allows for physical education instruction and activity and large assemblies. The space should be large enough and flexible enough to be used by the community after school hours.


The community will have access to the gymnasium for community activities outside of school hours. A separate entrance for community use or locating the gymnasium near a main school entry door is

desirable. The public should be able to access this portion of the building without accessing classroom and

administrative zones within the building. Access to toilet rooms and drinking fountains should be available

for use when the rest of the building is locked off.


Physical education instruction, assemblies and performances, and community recreation activities occur in this space.


Gymnasium 2.13



1. Acoustical: The gym should be acoustically separated from classrooms and the rest of the building. Considerations should be made for acoustics within the space through the use of a speaker

system.

2. Visual: Natural day lighting is desirable, but only high windows should be provided.

3. Access and Security: Doors should be locking and the space should be able to be locked apart

from the other areas of the building

4. Flexibility: Activity area should be able to be set up for a variety of sports related activities,

such as full-court basketball or conditioning stations.

5. Window Coverings: If exterior windows are provided, provisions must be made to control the natural light.


1. Thermal: Provide for individual temperature controls. The mechanical system in this area will be exposed and special consideration should be given to controlling the noise from these units.

2. Plumbing: Drinking fountains and toilet rooms should be located near this space.


1. Communications/ Data: See Typical Technology Requirements.

2. Audio/Visual: See Typical Technology Requirements.

3. Lighting: Provide for adequate general lighting – See best practices manual 4. Electrical Service: See Typical Technology Requirements.

5. Securities and Access Control System Cabling: See Typical Technology Requirements.


1. Score Board 2. White Board without chalk tray for instruction.

3. Tack board for display of information

4. Projection Screen

I. Finishes

Finishes must be durable and easily cleaned. Design the ceiling system, lighting fixtures, and structure to prevent damage from game balls. Wall pads to the height of 6’ 0” should be located on all

walls. Floors should be hard surface with wood being preferable both for maintenance and physical

comfort. Walls can be painted. Acoustical wall and ceiling materials should be provided to accommodate

acoustical concerns in the space. May have painted exposed beams and ductwork.


Gymnasium 2.13


J. Entry Corridor

Entry to the gymnasium should be durable and easily cleaned and maintained. Provide space outside the door for teacher/student display and room identification. Provide either a window in the door or

an adjacent 1’-0” wide (minimum) sidelight with blinds.

K. Casework

N/A

L. Furnishings

1. 6 break-away basketball baskets and backstops - an adjustable height is preferable (power

operated) 2. Climbing wall – with wall pad closure system

3. Climbing rope

4. Volleyball standards in floor

5. Teaching carts will be rolled in from the storage or office rooms for PE instruction

6. Chairs will be brought in from the table and chair storage area when necessary

7. Computers on computer tables may be rolled in as necessary


1. The entire student body may be present in the activity area for school assemblies or gatherings.

Up to 60 students may use the space for PE. Teams and spectators will be present for community sports

events. 2. Areas required within the gymnasium include:

• Activity area

• PE Office

• Equipment Storage

• Community Storage

3. The 4300 square foot activity area should have 26’ high ceilings to accommodate volleyball

and basketball. The room should be sized and proportioned for athletic use.

4. If the space were opened up to the multipurpose room, stage viewing would be desirable.

5. Small spectator areas along one or more sides would be nice.

6. The court size should be 40' x 74'

N. Future Needs

May see a need for daily PE instruction in the future, requiring additional separation of the gym into more than one teaching or activity space. More computers may be required to assist in tracking fitness

and activity as well as research.


Gymnasium 2.13



1. The gymnasium should be acoustically separated from teaching spaces, which require more quiet. 2. The gymnasium should be near the multipurpose room with possibly an operable acoustical

partition between the two that could be opened up to create one large space.

3. The gymnasium should be near toilet rooms and drinking fountains.

4. An exterior entrance to the playing fields is desirable.

5. The gymnasium should be located on the ground level without building spaces above.

6. The activity area should be near the PE office with window between for supervision and

observation of children.


Community Storage 2.14 Spokane Public Schools – Excellence For Everyone Page 71

2. SPECIAL INSTRUCTION SPACES 2.14 COMMUNITY STORAGE Space Identification: 2.14 Category: Community Storage Number of Units: 1 Gross Area: 100 sq ft Total Area: 100 sq ft A. Introduction

This space will be used for the storage of community equipment. Spokane Parks and Recreation could store equipment in this room for use during scheduled activities. B. General Goals & Objectives


Community groups, under the supervision of the school custodial staff will have access to this room after hours. Provide for locking door. D. General Activities


N/A F. Mechanical Requirements

1. Thermal: Provide for good air exchange for drying of equipment that may be stored in this room. G. Technology Requirements


N/A I. Finishes

Hard flooring with a minimal transition strip into the activity area is most desirable. Painted walls and acoustical panel ceiling or no ceiling is acceptable. Corner guards should be provided on all outside corners, if any.


Community Storage 2.14 Spokane Public Schools – Excellence For Everyone Page 72


K. Casework

N/A L. Furnishings

Floor to ceiling shelving is required throughout this room with some open areas for rolling bins and carts. M. Other Essential Information

N/A N. Future Needs

N/A O. Preferred Spatial Relationships

1. Adjacent to the school equipment storage room and the main activity area of the gym.


PE Teachers Office 2.15 Spokane Public Schools – Excellence For Everyone Page 73

2. SPECIAL INSTRUCTIONAL SPACES 2.15 PE TEACHERS OFFICE Space Identification: 2.15 Category: PE Teachers Office Number of Units: 1 Gross Area: 150 sq ft Total Area: 150 sq ft Max. Number of Users: 3 Staff Required: 1 A. Introduction

The office will be used by the physical education instructor for planning and other duties.

B. General Goals & Objectives The office should be a secure place for the PE instructor to leave personal items and work

uninterrupted. The space should be warm and inviting. C. Community Accessibility

The community will not access the office. D. General Activities

The physical education instructor will use the office for planning, grading, and other similar types of duties related to teaching PE. E. Environmental Variables

1. Acoustical: Should have adequate separation between the activity area and office. 2. Visual: Should have some visual connection to the activity (window) area for observation of

children. 3. Thermal: Should have individual room temperature control. 4. Aesthetics: Should be warm and inviting. 5. Hardware: Lockable door. Door should be durable. Door should lock from the inside for

crisis situations. F. Mechanical Requirements

1. Thermal: Individual room temperature control. 2. Plumbing: Provisions can be made to provide for a unisex toilet within the 158 square foot

room. Should this be accommodated, this space must meet all ADA requirements, and be accessible from the activity area of the gym. G. Technology Requirements

1. Communications/Data: See typical Technology Requirements. Phone with both intercom and outside line. Computer connection with access to school network.

2. Lighting: See Typical Technology requirements. Warm White Fluorescent. 3. Electrical Service: 120V service


PE Teachers Office 2.15 Spokane Public Schools – Excellence For Everyone Page 74


I. Finishes Carpet or hard floor is acceptable. Painted gypsum board walls are acceptable. Ceiling should be

2’ x 4’ acoustical ceiling panels.

J. Entry Corridor Entry to the office to be durable and easily cleaned and maintained. Provide for a tackable surface

outside the door for teacher/student display and room identification.

K. Casework N/A

L. Furnishings

Required furniture: 1. Desk 2. Chair 3. File cabinet 4. Bulletin board 5. Shelving 6. Rolling instructional carts (stored here or in equipment storage room) 7. Small refrigerator (ice packs, etc.)


N. Future Needs


1. Office should be directly adjacent to the gymnasium activity area with a window between the spaces.

2. It should be near a building toilet room for teacher convenience and near the equipment storage room.


School Equipment - PE Storage 2.16 Spokane Public Schools – Excellence For Everyone Page 75

2. SPECIAL INSTRUCTIONAL SPACES 2.16 SCHOOL EQUIPMENT - PE STORAGE Space Identification: 2.16 Category: School Equipment – PE Storage Number of Units: 1 Gross Area: 300 sq ft Total Area: 300 sq ft Staff Required: 1 PE Teacher Max. Number of Users: 5 (teacher and 4 student aids) A. Introduction

This space will be used for the storage of PE equipment. The school district’s philosophy is that every child will touch a ball, therefore at least 30 of each piece/type of equipment is required to be stored in this space. B. General Goals & Objectives

Provide a large amount of storage that is easily accessible and convenient for changing curriculums between class periods. C. Community Accessibility

The community should not have access to this space. D. General Activities

Storage of PE equipment, possibly including the instructional teaching carts. E. Environmental Variables

1. Access and Security: Locking Door/Doors F. Mechanical Requirements

N/A G. Technology Requirements

1. Communications/Data: Building intercom system should be heard in this room. 2. Lighting: See Typical Technology Requirements. Warm White Fluorescent



School Equipment - PE Storage 2.16 Spokane Public Schools – Excellence For Everyone Page 76

I. Finishes Hard flooring with a minimal transition strip into the activity area is most desirable. Painted

gypsum board walls and acoustical panel ceiling are acceptable. Corner guards should be provided on all outside corners, if any. J. Entry Corridor

Entry to the equipment storage space to be durable and easily cleaned and maintained. Provide space outside the equipment storage room door for room identification.

K. Casework 1. Floor to ceiling shelving can be casework in lieu of furniture.

L. Furnishings

1. Floor to ceiling shelving is required throughout the room for the storage of various types of equipment storage.

2. Space for rolling bins and miscellaneous rolling carts.


N. Future Needs


1. The storage room should be directly adjacent to gymnasium activity area. 2. The room should be near the gymnasium office.


Music Classroom 2.17 & 2.18 Spokane Public Schools – Excellence For Everyone Page 78

2. SPECIAL INSTRUCTIONAL SPACES 2.17 MUSIC CLASSROOM 2.18 MUSIC STORAGE Space Identification: 2.17 & 2.18 Category: Music Classroom & Music Storage Number of Units: 1 ea Gross Area: 925 sq. ft. (classroom) 150 sq. ft (storage) Total Area: 1,075 sq. ft Max. Number of Users: 30 Staff Required: 1 full time plus 2 part-time shared band and/or orchestra teachers A. Introduction

The function of this classroom is to expose students to all aspects of the musical arts (vocal, instrumental and movement). Ideally this classroom should be large enough to accommodate band and orchestra as well as vocal music. The storage room would be used to store items that support this function. B. General Goals & Objectives

Meet the present and future instructional needs of the music curriculum. In addition to vocal music, band and orchestra classes may be taught in this space. The space should be designed with a good sound system for music reproduction. Typically 30 students will occupy this space for music lessons, but the room could serve up to 50 for special classes such as choir. C. Community Accessibility

The community would have limited access to this space. D. General Activities

General music instruction, vocal music instruction, and general academic instruction. E. Environmental Variables

1. Acoustical: Area should be acoustically isolated to minimize or eliminate distracting noises from adjacent hallway and classrooms. This classroom should be acoustically separated from the rest of the school. Special acoustical material should be applied to the walls and ceiling of this room to improve acoustics. See best practices manual for minimum STC ratings. 2. Visual: Natural day-lighting into this space would be preferred, but not required in this room. 3. Aesthetics: Colors to be neutral but warm and friendly in appearance. 4. Access and Security: Secure this classroom like the other classrooms from the public during non-school hours. Since student instruments are often stored in this room, this room may even be locked during the school day. Visual access to this room from other spaces is ideal for security. Provide lock with an inside key mechanism so that, in a crisis situation, teachers can lock the room without entering the hallway. Provide for window coverings at all corridor relights that are operated from inside room. 5. Flexibility: - 6. Miscellaneous:

Pencil sharpener Towel Dispenser at sink Soap Dispenser at sink (locate so that the soap goes into the sink) Window coverings at any exterior windows as well as any interior relights



F. Mechanical Requirements 1. Thermal: Provide individual room temperature controls and systems zoned to meet room

location needs. Provide for good airflow with provisions for cooling. Avoiding noise from mechanical systems should be carefully considered in and near this room.

2. Plumbing: Provide oversized deep sink with gooseneck spout and bubbler/drinking fountain. G. Technology Requirements

1. Communications/Data: See typical Technology Requirements 2. Audio/Visual: See Typical Technology Requirements, in addition, audio connections for any

specialized sound system for sound system equipment. Provide a computer station to be used for music manipulation (MP3 technology).

3. Lighting: See Typical Technology Requirements. In addition, this room will require specialty stage/performance type lighting.

4. Electrical Service: See Typical Technology Requirements. GFI outlets in wet areas. 5. Securities and Access Control System Cabling: See Typical Technology Requirements.


1. Similar to primary and intermediate classrooms 2. White board should be a permanent music (lined) board

I. Finishes

1. Carpet on floor for acoustics 2. Small amount of vinyl near sink.

J. Entry Corridor

Similar to primary and intermediate classrooms

K. Casework 1. Teachers wardrobe – locking. 2. Flat storage units for large items. 3. Bookshelves for large notebooks and manuals. 4. Storage cabinets for instructional materials, sheet music and musical instruments. 5. Sink cabinet (deep sink) for washing and drying of equipment. 6. Provide storage that can be locked, shelving to have metal edge. 7. The storage room to have floor to ceiling adjustable type shelving for miscellaneous storage

and large instruments. L. Furnishings

See Concept Drawing: 1. Stacking chairs to accommodate 30 students, maximum 2. Teacher desk 3. Teacher chair 4. Two 4-drawer file cabinets 5. Piano 6. Music stand storage rack 7. Wall mount stereo speakers and sound system 8. Portable foldable risers


1. Provide for as much storage as possible. Stands or tables for instruments. 2. The ceiling height is preferred to be higher than 10’ – 0”. 12’ to 14’ would be better. 3. Ideally the space would be of similar size and configuration to a regular classroom.



N. Future Needs See Typical Technology Requirements.

O. Preferred Spatial Relationships 1. Should be in close proximity to the stage, multi-purpose room and gymnasium for access to

instruments.


Stage Classroom 2.19 & 2.20 Spokane Public Schools – Excellence For Everyone Page 82

2. SPECIAL INSTRUCTIONAL SPACES 2.19 STAGE CLASSROOM 2.20 STAGE STORAGE Space Identification: 2.19 & 2.20 Category: Stage Classroom & Stage Storage Number of Units: 1 ea Gross Area: 925 sq. ft. (classroom) 150 sq. ft (storage) Total Area: 1,075 sq. ft Max. Number of Users: 30 Staff Required: 1 full time plus 2 part-time shared band and/or orchestra teachers A. Introduction

The function of this classroom is to expose students to all aspects of the musical arts (vocal, instrumental and movement). Ideally this classroom should be large enough to accommodate band and orchestra as well as vocal music. The storage room would be used to store items that support this function. B. General Goals & Objectives

Meet the present and future instructional needs of the music curriculum. In addition to vocal music, band and orchestra classes may be taught in this space. The space should be designed with a good sound system for music reproduction. Typically 30 students will occupy this space for music lessons, but the room could serve up to 50 for special classes such as choir. C. Community Accessibility

The community would have limited access to this space. D. General Activities

General music instruction, vocal music instruction, and general academic instruction. E. Environmental Variables

1. Acoustical: Area should be acoustically isolated to minimize or eliminate distracting noises from adjacent hallway and classrooms. This classroom should be acoustically separated from the rest of the school. Special acoustical material should be applied to the walls and ceiling of this room to improve acoustics. See best practices manual for minimum STC ratings. 2. Visual: Natural day-lighting into this space would be preferred, but not required in this room. 3. Aesthetics: Colors to be neutral but warm and friendly in appearance. 4. Access and Security: Secure this classroom like the other classrooms from the public during non-school hours. Since student instruments are often stored in this room, this room may even be locked during the school day. Visual access to this room from other spaces is ideal for security. Provide lock with an inside key mechanism so that, in a crisis situation, teachers can lock the room without entering the hallway. Provide for window coverings at all corridor relights that are operated from inside room. 5. Flexibility: Provide for operable/acoustical wall between the music room and the stage area. A Skyfold partition or motorized operable wall should be considered. Refer to best practices manual. 6. Miscellaneous:

Pencil sharpener Towel Dispenser at sink Soap Dispenser at sink (locate so that the soap goes into the sink) Window coverings at any exterior windows as well as any interior relights




location needs. Provide for good airflow with provisions for cooling. Avoiding noise from mechanical systems should be carefully considered in and near this room.

2. Plumbing: Provide oversized deep sink with gooseneck spout and bubbler/drinking fountain. G. Technology Requirements

1. Communications/Data: See typical Technology Requirements 2. Audio/Visual:

See Typical Technology Requirements, in addition, audio connections for any specialized sound system for sound system equipment.

Sound systems in the adjacent multipurpose room should be useable in this room as well. Provide a computer station to be used for music manipulation (MP3 technology).

3. Lighting: See Typical Technology Requirements. In addition, this room will require specialty stage/performance type lighting.

4. Electrical Service: See Typical Technology Requirements. GFI outlets in wet areas. 5. Securities and Access Control System Cabling: See Typical Technology Requirements.


1. Similar to primary and intermediate classrooms 2. White board should be a permanent music (lined) board

I. Finishes

1. Carpet on floor for acoustics 2. Small amount of vinyl near sink. 3. Stage curtain system

J. Entry Corridor

Similar to primary and intermediate classrooms

K. Casework 1. Teachers wardrobe – locking. 2. Flat storage units for large items. 3. Bookshelves for large notebooks and manuals. 4. Storage cabinets for instructional materials, sheet music and musical instruments. 5. Sink cabinet (deep sink) for washing and drying of equipment. 6. Provide storage that can be locked, shelving to have metal edge. 7. The storage room to have floor to ceiling adjustable type shelving for miscellaneous storage

and large instruments. L. Furnishings

See Concept Drawing: 1. Stacking chairs to accommodate 30 students, maximum 2. Teacher desk 3. Teacher chair 4. Two 4-drawer file cabinets 5. Piano 6. Music stand storage rack 7. Wall mount stereo speakers and sound system 8. Portable foldable risers


1. Provide for as much storage as possible. Stands or tables for instruments.



2. Provide stage curtain and track. Track should be placed deep inside the room to maximize stage depth.

3. The ceiling height is preferred to be higher than 10’ – 0”. 12’ to 14’ would be better. 4. Ideally the space would be of similar size and configuration to a regular classroom. 5. Make sure that site lines are maintained to all student performers on the stage.

N. Future Needs

See Typical Technology Requirements.

O. Preferred Spatial Relationships 1. Should be directly adjacent to the multi-purpose room “mini stage” and gymnasium for the

ability to open up for programs.


Instructional Activities Room 2.21, 2.22, 2.23, 2.24 & 2.25 Spokane Public Schools – Excellence For Everyone Page 86

2. SPECIAL INSTRUCTIONAL SPACES 2.21 ART ROOM (COMMUNITY, ART, SCIENCE, KITCHENETTE) 2.22 ART STORAGE 2.23 EXPRESS STORAGE 2.24 MUSIC STORAGE 2.25 MISC. STORAGE Space Identification: 2.21, 2.22, 2.23, 2.24 & 2.25 Category: Art Room/Storage Number of Units: 1 Gross Area: 1,200 sq. ft. art, 200 sq. ft. (storage) Total Area: 1,400 sq. ft. Max. Number of Users: 50 Staff Required: Itinerant staff only A. Introduction

It is the intention of this space to be a flexible multi-use teaching, learning and community meeting space. This space could accommodate a variety of uses such as an art room, science room, support staff and “Express” room for before and after school. This space could also be used as a band or strings room. After school hours, the space could be used for miscellaneous community groups such as Scouts (boys and girls), school parent organizations, neighborhood meetings, etc. B. General Goals & Objectives

Available for arts, crafts, science, cooking projects, band or strings and other specialized instruction throughout the school day. This space would require a Mini Kitchen for student projects and community use (so that the community would not have to utilize the school kitchen). Provide for Locked storage of equipment, supplies and student projects. Provide an area for a Kiln. Typically 30 students would use this space as a support classroom space, however up to 50 individuals could use this space. C. Community Accessibility

This space will have a high degree of community use. D. General Activities

1. Art Instruction 2. Science Experiments and instruction 3. Specialized cooking experiences 4. Band or Strings instruction 5. Before and after school “Express” 5. Community activities


Similar to general education classrooms. In addition, provide adequate ventilation for the kiln.

F. Mechanical Requirements Similar to general education classrooms. In addition, additional sinks are required in this area for

art activities – see concept drawing.




Similar to general education classrooms H. Display Requirements

Display space within this room is very important for the display of student art projects. Provide as many tackable wall surfaces as possible I. Finishes

Flooring: Vinyl or other hard surface easily maintained floor throughout. Walls: Classroom walls shall have tackable/self healing wall material

J. Entry Corridor

Entry to this room should be easily identifiable when entering the building. An interior relight into this room is important so use is determined without entering the room. K. Casework

1. Provide for 24’ of mixed Kitchen use and closed tall storage cabinets for different community groups uses. All cabinets should have the ability to lock.

2. Provide for an additional 12’ of counter storage with two deep sinks for art use. 3. Provide for drying shelves for student work, closets for mobile drying racks. Locking

cupboards for material storage. L. Furnishings

1. Provide tables and chairs for 28. (Concept Drawings shows 4 – 30” x 8’ tables; 8 – 30” x 6’ tables; and 28 – folding/stacking chairs or stools). See district furniture standards.

2. Teacher Desk and chair, 1 – 4 drawer filing cabinet available for use. 3. If this space is used permanently as a strings instruction room, a piano will need to be a

permanent fixture in this room. 4. Provide for kitchen appliances: Range/Oven, Microwave, Refrigerator and Dishwasher


1. It would be ideal if this room could be as flexible as possible to accommodate many uses. 2. The Kiln and other special equipment should have adequate facilities for security and

protection of students from injury. 3. The sink in the teaching mini-kitchen should have a “goose-neck” faucet. 4. Deep sinks for clean up of art projects, should have clean out drain that will accommodate clay. 5. For the activities in this room, this space should be 1,250 sq. Ft. 6. The height of the ceiling can exceed the 9’ or 10’ height of similar instructional spaces, as long

as acoustics are taken into consideration. N. Future Needs

If this space is used permanently as a strings instruction room, a piano will need to be a permanent fixture in this room.



O. Preferred Spatial Relationships 1. This room should be located near the main entry of the building. 2. Ideally it would be near the multi-purpose room and building restrooms. 3. The Instructional Activities room should be readily accessible for all students in the school and

have the ability to be isolated from the rest of the school for community use after school, but access to restrooms.

4. An adjacent display case is desirable. 5. The Volunteer room should be located near this room for some dual use functions.


Health/Nurse Area/Clinic 3.1 Spokane Public Schools – Excellence For Everyone Page 90

3. SUPPORT INSTRUCTIONAL SPACES 3.1 HEALTH/NURSE AREA/CLINIC Space Identification: 3.1 Category: Health/Nurse area/Clinic Number of Units: 1 Gross Area: 225 sq. ft. Total Area: 225 sq. ft. Max. Number of Users: 8 - 1 Nurse or staff 1-5 students at any one time 1-2 parents Staff Required: 1 part time nurse–Office staff Observation A. Introduction

The health room is where students who become ill or injured go during the school day. A space for a student to lay down will be provided. Student medications are stored in a locked cabinet in this room and students who need medication during the school day will come to the adjacent office/reception area for distribution of these medications. Students will also access this room for general information on health related issues such as vision, dental, first aid, personal hygiene, safety and nutrition. Some school sites may use this space as an after hours community “clinic”. Should there be a community clinic in these schools, special consideration for public access and securing items in this room must be considered. Separate workspace for the school nurse and the clinic personnel would also need to be considered. B. General Goals & Objectives

It is important that this room be readily accessible to students without having to go directly through the office area to get there. Two cots with privacy curtains, but with views to the office area to be provided. An accessible shower stall with adjustable hand-held showerhead for cleaning of scraped knees and other accidents is important in this room. Staff can use this shower before and after school, so provisions must be made for privacy. A part time nurse will need to have a workspace in this room. C. Community Accessibility

Typically the community would not have access to this room unless a parent is picking up an ill student or wishes to obtain informational materials.




E. Environmental Variables 1. Acoustical: Provide for a high degree of acoustical control. 2. Visual: The occupant of the sick room should not be visible from persons walking by,

however it is important the nurse or secretary/receptionist see the students from his or her desk space. 3. Aesthetics: Provide for a warm, inviting, friendly and easily cleaned environment. 4. Safety and Security: Provide for a locking door that locks from the inside.


location needs. Provide good airflow/exchange with provisions for cooling. Provide for exhaust fan in shower and main areas.

2. Plumbing: This space should have an accessible small toilet room (toilet and sink), provide a floor drain in this room. A separate sink for cleanup is also required. An elbow or foot control for this sink is desired. A paper cup dispenser should be included near both sinks as well as a mirror.

Provide for an accessible shower stall with an adjustable hand held showerhead. G. Technology Requirements

1. Communications/Data: See typical Technology Requirements. Provide for outside phone line for contacting parents.

2. Lighting: See Typical Technology Requirements. Provide for three levels of lighting in this space, general over all lighting that can be switched off if students are sleeping. Dimmable lighting for safety when the general lighting is off and task lighting at the nurse work and counter areas.

3. Electrical Service: See typical Technology Requirements. GFI outlets in all wet areas. Provide for plenty of accessible outlets for treatment equipment (such as nebulizer machines), computer, audiometers, paramedic equipment, etc. H. Display Requirements

Provide for tackable/self healing vinyl wall covering for display of informational health materials. This material should also be easily cleaned. I. Finishes

1. Durable, easily cleaned flooring, not carpet 2. Vinyl wall covering where possible and painted wall surfaces 3. Acoustical tile ceiling 4. Ceramic floor base and wall tile at restroom and shower 5. Provide for non-slip tile in the shower area



J. Entry Corridor This room should be easily identified from the corridor, in case a student needs to find this room

quickly. Proper signage or other visual clues will be important here. K. Casework

1. 7-8 lineal feet of upper and lower casework, all drawers and doors should have the ability to be locked.

2. Lower base unit to have a sink and space for under counter refrigerator/freezer that can lock for medications.

3. Built in workspace for the nurse could be provided in lieu of furniture. L. Furnishings

1. One desk with storage for the nurse – if not built in. 2. Two 4-drawer file cabinets for student health records – locking, fire safe 3. Two – recovery couches/cots, upholstered with easily cleaned vinyl material. 4. Curtains between couches for isolation – these should be easily cleaned. 5. Eye charts 6. Weight scale. 7. Open shelving for health books and information – easily accessed by students, staff and

parents. 7. Under counter refrigerator/freezer for ice packs and miscellaneous medicines. 9. Provide area for computer and printer. 10. Blood pressure kit. 11. Collapsible Wheelchair 12. Stretcher 13. Towel Bars/Towel Storage 14. Paper Towel Dispenser (automatic – should not have to touch) 15. Anti-bacterial Soap Dispenser mounted over the sink


1. Provide for 20 ft. for vision screening 2. More and more medically fragile students are being housed in school buildings and space for

treatments, evaluations, emergency care and parent conferences should be considered. Much equipment such as oxygen tanks, supplies, etc is needed for these students.

3. Consider allowing for more space in the health room and connecting nurses offices that may accommodate school based health clinic services in the future Such clinics are more common nationwide in high schools but space for community linked health services are a valid consideration for the future

N. Future Needs N/A




1. The health room should be directly adjacent to the office/receptionist/secretarial area for observation.

2. Provide for a door from the student hallway directly into the health room so that students do not have to go through the office area to get there. This will also be the after hours clinic door.


Student Services Offices 3.2 Spokane Public Schools – Excellence For Everyone Page 94

3. SUPPORT INSTRUCTIONAL SPACES 3.2 STUDENT SERVICES OFFICES Space Identification: 3.2 Category: Offices Number of Units: 4 Gross Area: 140 sq. ft each Total Area: 560 sq. ft. Max. Number of Users: 1-7 people Staff Required: 1 each room A. Introduction

These spaces will be used for various specialist offices. Examples of these would be speech therapist, occupational therapist, physical therapist, counseling office and ESL offices. With the exception of the Counseling office, the other office space may not be used full time during the school day. It is important that the design of these “part time” offices be such that others – teachers, staff could use these spaces for conference/meeting/collaboration spaces. B. General Goals & Objectives

These offices are intended to be private areas for one-on-one or small group discussions. 1-7 people may use these rooms. One staff and one student typically but groups of 4-6 students may gather in these rooms for small group instruction.


Normally when these spaces are not in use, the door would be locked. It is important that these office spaces are easily identified and found by both parents and students who need to utilize these offices.


Speech Therapy: Therapist will work with and test students on general and specific speech development and concept skills.

Occupational & Physical Therapy: Therapist will work with students on fine motor skills development, to help in the development of writing skills. The physical therapist will work with students on large motor skills development, but not in this room; the gym or the multi-purpose room is more appropriate for this development.

Counseling: The counselor will meet with students and parents that are having learning or emotional problems at home or at school that effect their scholastic performance.

English as a Second Language: This specialist often works with students who have come to the school not speaking English or have poor English skills. The specialist often works with the speech therapist on developing concepts of speech formation. E. Environmental Variables

1. Acoustical: These spaces all have the need for a high degree of acoustical control from adjacent spaces. Student privacy should be maintained.

2. Visual: Natural day-lighting is preferred, but not required for these spaces. 3. Aesthetics: colors to be neutral but warm and friendly in appearance. 5. Access and Security: Locking doors, access by staff. Provide for lock that can be locked

from inside the room. Provide for window coverings at corridor relight. Locking file cabinets for student records. There should be visual access to all these rooms at all times. 6. Mechanical: Provide for individual room temperature control.


Student Services Offices 3.2 Spokane Public Schools – Excellence For Everyone Page 95

F. Mechanical Requirements Same as adjacent office spaces

G. Technology Requirements 1. Communications/Data: See Typical Technology Requirements. 2. Lighting: See Typical Technology Requirements. 3. Electrical Service: See Typical Technology Requirements.


1. Display of posters and informational materials in these offices are important. 2. Tackable wall surface on as many walls as possible. 3. Provide for small white board with tray in each of these rooms

I. Finishes

Carpet on floor, tackable/self healing wall surfaces and acoustical tile ceiling.

J. Entry Corridor Provide a tackable wall surface outside of entry.

K. Casework

Provide for one 36” wide and 7’ tall lockable storage cabinet in each of these rooms. L. Furnishings

1. 30” x 60” desk with machine return and a task chair at each room. 2. The rooms should be arranged so that there is ample amount of open floor space. 3. Provide for open storage that will accommodate binders, games and miscellaneous materials. 4. 48” round adjustable height table that will accommodate up to six chairs. 5. The Counselor often meets with parents so height appropriate seating should be

accommodated. 6. Locking 4-drawer file cabinet in each room for student records. M. Other Essential Information

These spaces should feel warm, inviting, and welcoming to the students and parents who visit them.

Provide for a coat hook at back of door.

N. Future Needs N/A


N/A


Conference Room 3.3 Spokane Public Schools – Excellence For Everyone Page 96

3. SUPPORT INSTRUCTIONAL SPACES 3.3 CONFERENCE ROOM Space Identification: 3.3 Category: Conference Room Number of Units: 1 Gross Area: 200 sq. ft. Total Area: 200 sq. ft. Max. Number of Users: 12 A. Introduction

This Conference room shall accommodate up to 12 people (sitting at a table) for group meetings with parents and staff. B. General Goals & Objectives

This should be a private area that provides for confidential meetings and is accessible by all user groups.


The community should have easy access to this space. D. General Activities


1. Acoustical: High degree of acoustical control from these offices to adjacent spaces. 2. Aesthetics: Spaces should be warm and inviting

F. Mechanical Requirements 1. Thermal: Individual room temperature controls with year round heating and cooling.

G. Technology Requirements 1. Communications/Data: See Typical Technology Requirements. 2. Audio Visual: See Typical Technology Requirements. 3. Lighting and Electrical Service: See Typical Technology Requirements.

H. Display Requirements 1. Tackable wall space on at least one wall 2. Provide a white board on one wall 3. Provide a projection screen

I. Finishes 1. Carpet on floors 2. Painted wall surfaces with tackable wallcovering on at least one wall 3. Acoustical ceiling tile 4. Provide for chair rail at all walls

J. Entry Corridor

N/A


Conference Room 3.3 Spokane Public Schools – Excellence For Everyone Page 97

K. Casework N/A

L. Furnishings

1. Conference table 2. Seating for 12 at the table 3. Provide for a television in this room


N. Future Needs


1. Should be directly adjacent to the reception and waiting area as well as the principal and counselor offices.

2. Adjacent to the reception/secretarial area.


Itinerant Office 3.4 Spokane Public Schools – Excellence For Everyone Page 98

3. SUPPORT INSTRUCTIONAL SPACES 3.4 ITINERANT OFFICE Space Identification: 3.4 Category: Itinerant Office Number of Units: 1 Gross Area: 100 sq. ft. Total Area: 100 sq. ft. Max. Number of Users: 7 Staff Required: 1 A. Introduction

The instructional facilitator will typically use the Itinerant office. This person acts as a facilitator between students, family and school administration/teaching staff or personal on educational issues. This office space will not necessarily be used full time during the school day. It is important that the design of this office be such that others – teachers, staff could use it for conference/meeting/collaboration spaces. B. General Goals & Objectives

This office is intended to be private area for one-on-one or small group discussions. 1-7 people may use this room. Typically one staff person and one student, but often-small group instruction will happen in this space for 4-6 students.


Normally when this space is not in use, the door would be locked. It is important that this office space be easily identified and found by both parents and students who need to utilize this office.



Same requirements as Student Services Offices

F. Mechanical Requirements Same requirements as Student Services Offices

G. Technology Requirements Same requirements as Student Services Offices.


Display of posters and informational materials in these offices are important. Tackable wall surface on as many walls as possible. I. Finishes

Carpet on floor, tackable/self healing wall surfaces and acoustical tile ceiling. J. Entry Corridor

N/A K. Casework

Provide for one 36” wide and 7’ tall lockable storage cabinet in each of these rooms.


Itinerant Office 3.4 Spokane Public Schools – Excellence For Everyone Page 99

L. Furnishings Same Requirements as Student Services Offices.

M. Other Essential Information These spaces should feel warm, inviting and welcoming

N. Future Needs N/A

O. Preferred Spatial Relationships N/A


Community/Parent/Volunteer Room 3.5 Spokane Public Schools – Excellence For Everyone Page 100

3. SUPPORT INSTRUCTIONAL SPACES 3.5 COMMUNITY/PARENT/VOLUNTEER ROOM Space Identification: 3.5 Category: Community/Parent/Volunteer Room Number of Units: 1 Gross Area: 300 sq. ft. Total Area: 300 sq. ft. Max. Number of Users: 8-10 Staff Required: 0 A. Introduction

This is a space that will be used by parent and community volunteers as a workspace. This room could also have storage for PTSO or PTA materials.


This is an area in the building that will be dedicated to this use. When a volunteer has a specific project to work on, they can come to this room to complete the project. Projects such as grading papers, collating materials and the laminating student work will happen in this room. It is important that there is an area to sit and use a telephone and space for up to 6-8 people working concurrently.


Community volunteers will access this room, however, equipment and materials should be lockable.



1. Access and Security: Lockable door and lockable cabinets. 2. Miscellaneous: Provide a sliding window into the corridor, with a small shelf inside the room.

Provide a pencil sharpener.

F. Mechanical Requirements 1. Thermal: Provide individual room temperature control. 2. Plumbing: Provide for bar type sink unit for making coffee.


Provide for network and Internet access in this room in at least two locations. H. Display Requirements

Provide for tackable wall covering at one of the walls for posting of information. I. Finishes

Carpet on the floor, vinyl floor at sink area. J. Entry Corridor

N/A


Community/Parent/Volunteer Room 3.5 Spokane Public Schools – Excellence For Everyone Page 101

K. Casework 8-10 ft (min) of base and upper cabinets with additional space for two open computer workspaces

42” – 48” wide. Provide 6-8 individual locker type cubbies for personal belongings. These lockers would not be

assigned and are intended for day use, not long-term storage. Volunteers who use them would need to bring their own lock. L. Furnishings

1. Provide for 42” x 10’ worktable 2. 6 – 8 type folding or stacking type chairs. 3. One or two lounge type chairs. 4. Provide 2 task type chairs 5. Provide paper towel and soap dispenser at sink area


Personal belongings of the volunteers are not encouraged in the school.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. This space should be located near the main office area and near the workroom for possible

sharing of equipment and materials.


Book Room 3.6 Spokane Public Schools – Excellence For Everyone Page 103

3. SUPPORT INSTRUCTIONAL SPACES 3.6 BOOK ROOM Space Identification: 3.6 Category: Book Room Number of Units: 1 Gross Area: 200 sq. ft. Total Area: 200 sq. ft. Max. Number of Users: 5-6 Staff Required: 0 A. Introduction

This is a space that will be used as book storage.

B. General Goals & Objectives This is an area in the building that will be dedicated to this use. It is important that there is an area

to sit and use a telephone and space for up to 2-3 people working concurrently.

C. Community Accessibility Volunteers may access this room, however, equipment and materials should be lockable.



1. Access and Security: Lockable door and lockable cabinets where there is closed casework with doors.

2. Miscellaneous: Pencil sharpener.

F. Mechanical Requirements 1. Thermal: Provide individual room temperature control. 2. Plumbing: N/A


Provide for network and Internet access in this room in at least one location. H. Display Requirements

Provide for tackable wall covering at one of the walls for posting of information. I. Finishes

Carpet on the floor. J. Entry Corridor

N/A K. Casework

7’-0” shelving for storage of books. Shelving should be adjustable. L. Furnishings

1. Provide for 30” x 6’ worktable 2. 3-4 type folding or stacking type chairs.


Book Room 3.6 Spokane Public Schools – Excellence For Everyone Page 104


N/A

N. Future Needs N/A

O. Preferred Spatial Relationships 1. This space should be located near the main office area and near the Volunteer room for

possible sharing of equipment and materials.


Main Reception & Waiting 4.1 Spokane Public Schools – Excellence For Everyone Page 105

4. ADMINISTRATIVE CENTER 4.1 MAIN RECEPTION/WAITING Space Identification: 4.1 Category: Main Reception/Waiting Number of Units: 1 Gross Area: 150 sq. ft. for reception and waiting Total Area: 150 sq. ft. Max. Number of Users: 6

A. Introduction

The reception area should be friendly, visible and efficient, as well as immediately accessible to the building entry and major corridor system.


Design should make it clear to the public where the main reception area is.


When the building is open, the waiting area should be available to the community. The reception area is part of the office and generally the office will be closed after hours.


1. Greet and respond to the needs of visitors, staff and students 2. Maintain telephone communications 3. Assist the community in use of the school facilities 4. Provide a space for visitors to wait in a comfortable area


1. Visual: Visual access from and to this space is important; people in this area should be able to understand how to circulate in the building by just standing in this space.

2. Aesthetics: Warm, open and inviting reception area which enhances the building entrance and lobby. Colors to support these goals.

3. Access and Security: Should be accessible to all visitors, actual desk area to be locked or gated off after school hours.





Provide for the use of a telephone in this area. May want to provide one data line in the waiting/seating area


The school’s identity should be reflected in this area and include a display area that reflects the unique community that the school serves. A display case and tackable wall space for student work should be located in this area.

I. Finishes

Durable carpeting in waiting area and easily maintained hard surface flooring at main entry. Walk off mats are required at all entries into the building – typical length 10’-0”.

J. Entry Corridor

N/A

K. Casework

Fixed reception counter and work area, portion of the counter to be lower to accommodate both small children and the handicapped. Area at the counter or waiting area for parents to fill out forms.

L. Furnishings Lounge type seating for 6 people.

M. Other Essential Information Provide space, outside of the administrative area, for the collection, storage and display of lost and

found items.

N. Future Needs

N/A



O. Preferred Spatial Relationships This space should be as near as possible to the following areas: 1. Directly adjacent to the main entry. 2. Principal’s Office 3. Conference Room


Principal Office 4.2 Spokane Public Schools – Excellence For Everyone Page 108

4. ADMINISTRATIVE CENTER 4.2 PRINCIPAL OFFICE Space Identification: 4.2 Category: Principal Office Number of Units: 1 Gross Area: 180 sq. ft. Total Area: 180 sq. ft. Max. Number of Users: 5 Staff Required: 1 A. Introduction

The Principal’s office is the administrative center of the building. The principal shall be capable of conducting small meetings with teachers, students, counselors, parents and visitors in his/her office. B. General Goals & Objectives

1. Provide management and direction to the instructional program. 2. Meet and respond to visitors to the school. 3. Support teachers and staff in the management of students with disruptive behavior. 4. Principal needs visible access to students waiting to see the Principal.


This space should be directly accessible to the public; it is highly desirable to locate the principal office so that he/she can have views directly to the main entrance to the building. D. General Activities


1. Acoustical: High degree of acoustical control from these offices to adjacent spaces. 2. Thermal: Individual room temperature controls 3. Aesthetics: Spaces should be warm and inviting – non intimidating



1. Communications/Data: See Typical Technology Requirements 2. Lighting: See Typical Technology Requirements 3. Electrical Services: See Typical Technology Requirements


Tackable wall space on at least one wall.

I. Finishes Carpet on floors, Painted wall surfaces with tackable wallcovering on at least one wall. Acoustical

ceiling tile. Chair rail on walls with “guest” chairs. J. Entry Corridor

N/A


Principal Office 4.2 Spokane Public Schools – Excellence For Everyone Page 109

K. Casework Wall shelving – closed shelving deep enough for binders (this can be furniture)

L. Furnishings 1. One desk with computer set up 2. Two to four guest chairs


A second means of egress for the Principal and other staff, out of the administrative space, should be included in the design of this office. N. Future Needs


1. Adjacent to the reception/secretarial area. 2. Conference room 3. Visual access for the students waiting to see the Principal. 4. Visual contact to secretarial area without direct visual contact to public waiting area is highly

preferred.


Conference Room/Additional Office 4.3 Spokane Public Schools – Excellence For Everyone Page 110

4. ADMINISTRATIVE CENTER 4.3 CONFERENCE ROOM/ADDITIONAL OFFICE Space Identification: 4.3 Category: Conference Room/Additional Office Number of Units: 1 Gross Area: 150 sq. ft. Total Area: 150 sq. ft. Max. Number of Users: 6/4 A. Introduction

As a small conference room, this space shall accommodate 6 - 8 people (sitting at a table) for small group meetings with parents and staff. As an additional office, this space shall have similar amenities as the principal office. B. General Goals & Objectives

This should be a private area that provides for confidential meetings and is accessible by all user groups. Provides for future office space. C. Community Accessibility



1. Acoustical: High degree of acoustical privacy. 2. Aesthetics: Warm and inviting, welcoming


1. Thermal: Individual room temperature controls with year round heating and cooling. G. Technology Requirements

1. Communications/Data: See Typical Technology Requirements. 2. Lighting: See Typical Technology Requirements. 3. Electrical Service: See Typical Technology Requirements.


1. Provide for tackable wall surface 2. Provide for white board in this room

I. Finishes

1. Carpet on floors 2. Painted wall surfaces with tackable vinyl wall covering on at least one wall surface 3. Acoustical Ceiling tile. 4. Provide Chair rail at all walls.

J. Entry Corridor

N/A


Conference Room/Additional Office 4.3 Spokane Public Schools – Excellence For Everyone Page 111

K. Casework N/A

L. Furnishings

1. Conference table 2. Chairs to accommodate 6 - 8 at table


N. Future Needs


1. Should be directly adjacent to the reception and waiting area as well as the principal and counselors offices.


Secretary Area 4.4 Spokane Public Schools – Excellence For Everyone Page 112

4. ADMINISTRATIVE CENTER 4.4 SECRETARIAL AREA Space Identification: 4.4 Category: Secretarial Area Number of Units: 1 Gross Area: 260 sq. ft. Total Area: 260 sq. ft. Max. Number of Users: 9 Staff Required: 2 - 4 A. Introduction

The Secretarial Area should be friendly, visible and efficient, as well as immediately accessible to the building entry and major corridor system. Two people will be located in this area full time. Five to seven persons may visit this space at any one time. B. General Goals & Objectives

Design should clearly identify the office to the public. The building secretary/assistant should have an unobstructed view of all visitors entering the building from the front entrance. The reception area should have clear views to major building entries. C. Community Accessibility

When the building is open, the secretarial area should be easily accessible to the community. The reception area is part of the office and generally the office will be closed after hours. D. General Activities

1. Greet and respond to the needs of visitors, parents, staff, and students. 2. Maintain telephone communications 3. Support teachers and staff in the management of students. 4. Communications support for teachers and staff 5. Maintain attendance and fiscal records. 6. Assist the community in the use of the school facilities. 7. Manage the distribution of supplies, equipment and materials 8. Provide observation to the health room.


1. Acoustical: Sound privacy between secretary/reception to the office areas, conference room health room and counseling.

2. Visual: Good visual control using glass relights to main entry and hallways, workroom, health and counseling.

3. Aesthetics: Warm, open and inviting reception area which enhances the building entrance and lobby. Colors to support these goals.

4. Access and Security: Should be able to be locked off after hours and provide an area for secure cabinets and files.

5. The control panel for fire, etc should be in the office area. F. Mechanical Requirements

1. Thermal: Individual room temperature controls with year round heating and cooling.


Secretary Area 4.4 Spokane Public Schools – Excellence For Everyone Page 113

G. Technology Requirements 1. Communications/Data: See Typical Technological requirements. In addition, the main phone

line and intercom will be in this area. H. Display Requirements

Tackable wall surface of display of informational items. I. Finishes

1. Carpeting 2. Painted and tackable vinyl wall covering at walls. 3. Acoustical tile ceiling


K. Casework

Fixed reception counter and work area, portion of the counter to be lower to accommodate both small children and the handicapped. The Reception counter should be designed so that any standard district forms are easily accessed by the receptionist and look organized and tidy. Staff mailboxes should be near this area for messages, information etc. Area for parents to fill out forms. L. Furnishings

1. Task seating for 3 2. Guest seating at counter for 2 (Desks/Workstations for 3 if work areas are not built in).


1. Provide for secure storage of student medications. 2. Provide storage space, in this area, for emergency clothing.

N. Future Needs


This space should be as near as possible to the following areas: 1. Directly adjacent to the main entry. 2. Should have direct adjacency and views to the health/sick room. 3. Principal Office 4. Direct and obvious view of major circulation corridor 5. Accessible to all aspects of the administration areas 6. Administration storage room and workroom 7. Conference Room


Student Waiting Area 4.5 Spokane Public Schools – Excellence For Everyone Page 114

4. ADMINISTRATIVE CENTER 4.5 STUDENT WAITING AREA Space Identification: 4.5 Category: Student Waiting Area Number of Units: 1 Gross Area: 40 sq. ft. ea Total Area: 40 sq. ft. A. Introduction

The student waiting area acts as a student “time out” area within the administrative center when needed. This space needs to be out of the traffic mainstream and away from the public waiting spaces.





Provide for a high degree of acoustical control around this area. F. Mechanical Requirements



N/A I. Finishes

1. Carpet on floor 2. Painted walls 3. Acoustical tile ceiling 4. Chair rail


Student Waiting Area 4.5 Spokane Public Schools – Excellence For Everyone Page 115


K. Casework

Provide for a 1’ deep counter on one wall of this area – option - provide for furniture solution. L. Furnishings

Provide for one student type chair in each area. M. Other Essential Information

1. Each space is approximately 20 square feet each and two are required.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. Locate these spaces near or between the principal and counselor’s office spaces.


Data Equipment Room 4.6 Spokane Public Schools – Excellence For Everyone Page 116

4. ADMINISTRATIVE CENTER 4.6 DATA EQUIPMENT ROOM Space Identification: 4.6 Category: Data Equipment Room Number of Units: 1 Gross Area: 150 sq. ft. Total Area: 150 sq. ft. A. Introduction

The data equipment room will contain centralized switches, hubs and routers for the school-wide computer network. This room will be linked directly to the little beige boxes (LLB’s) located in each room. Telephone equipment not associated with the network will also be located in this room. This room will be the location for the main Sonitrol control panel. B. General Goals & Objectives


This room will not be accessible to the public, authorized personnel only. D. General Activities

This room is where the Main Distribution Frame equipment will be located. District personnel will occasionally work in this room providing general maintenance and upkeep of equipment, repairs, etc. E. Environmental Variables


1. Thermal: This room may require additional cooling due to the heat generation of the equipment. G. Technology Requirements

See Typical Technology requirements – MDF requirements H. Display Requirements

N/A I. Finishes

Sealed concrete or vinyl flooring, painted wall surfaces, acoustical ceiling tile.


Data Equipment Room 4.6 Spokane Public Schools – Excellence For Everyone Page 117


K. Casework

N/A L. Furnishings

N/A M. Other Essential Information

N/A N. Future Needs


1. Ideally this room would be located near the administrative and /or library areas.


Fire Proof Record Storage 4.7 Spokane Public Schools – Excellence For Everyone Page 118

4. ADMINISTRATIVE CENTER 4.7 FIRE-PROOF RECORD STORAGE Space Identification: 4.7 Category: Records Storage Number of Units: 1 Gross Area: 100 sq. ft. Total Area: 100 sq. ft. A. Introduction

This room is for storage of student records. This room should be isolated from the public and be accessible by the administrative staff only. This room should have enough floor space to store the lunchtime cash cart. The receptionist/secretary and the principal will monitor access to this room B. General Goals & Objectives

N/A


The community will not have access to this room. D. General Activities


Access and security: Locking door. This room should be constructed as a fireproof type vault. F. Mechanical Requirements

Same requirements as adjacent office areas G. Technology Requirements


N/A I. Finishes

Durable and easily cleaned floor and wall surfaces. Fire rated ceiling assembly. J. Entry Corridor

N/A


Fire Proof Record Storage 4.7 Spokane Public Schools – Excellence For Everyone Page 119

K. Casework 1. Provide for 8’-10’ of adjustable shelving in this room (can be above filing cabinets) for

miscellaneous secure storage. 2. Include as much adjustable shelving for storage as possible.

L. Furnishings

Provide for up to (8) 4-drawer filing cabinets (type of file – vertical or lateral - may vary from site to site). Provide a small safe in this room. M. Other Essential Information

N/A

N. Future Needs N/A

O. Preferred Spatial Relationships 1. Should be located adjacent to the principal and the secretary/receptionist.


Storage Room 4.8 Spokane Public Schools – Excellence For Everyone Page 120

4. ADMINISTRATIVE CENTER 4.8 STORAGE ROOM Space Identification: 4.8 Category: Storage Room Number of Units: 1 Gross Area: 100 sq. ft. Total Area: 100 sq. ft. A. Introduction

This is a space for storage of supplies that is isolated from the public and accessible to all of the administrative staff, teachers and volunteers. Office type supplies are to be stored in this room. This space should be combined with the main workroom, but have a higher degree of security for the items stored in this area.

B. General Goals & Objectives N/A




1. Aesthetics: Should look very organized and tidy. 2. Safety and Security: Locking door.


Same as adjacent office areas G. Technology Requirements


N/A I. Finishes

Durable and easily cleaned floor and wall surfaces Vinyl flooring Acoustical tile ceiling


Storage Room 4.8 Spokane Public Schools – Excellence For Everyone Page 121


K. Casework

1. Maximize storage. Full height adjustable shelving all around the room 2. Provide for some lockable cabinets L. Furnishings

N/A M. Other Essential Information

N/A N. Future Needs


1. Should be located directly adjacent to the workroom and the administrative areas.


Staff Break Room 5.1 Spokane Public Schools – Excellence For Everyone Page 123

5. STAFF SUPPORT AREAS 5.1 STAFF BREAK ROOM Space Identification: 5.1 Category: Staff Break Room Number of Units: 1 Gross Area: 500 sq. ft. Total Area: 500 sq. ft. Max. Number of Users: 30

A. Introduction

The staff break room is a place to eat lunch, relax, read educational materials, share information with other teachers and staff; store lunches, prepare lunches, make coffee or buy a soft drink. If this room is properly placed, community groups could use it after hours.


N/A


The community, if properly placed in the building could use this area, after school hours only.


1. Staff lunchtime and break activities. 2. Staff Conferencing/ 3. Staff instructional planning


1. Acoustical: High degree of acoustical control from this space to other spaces 2. Visual: Natural day-lighting will enhance this space. Natural light should be controlled with

window coverings. 3. Aesthetics: This room should have a “home like” feeling.


1. Thermal: Provide individual room temperature controls and systems zoned to meet room locations needs. Provide good airflow with provisions for cooling. Provide for proper ventilation for microwave.

2. Plumbing: Provide for 33” x 18” sink with gooseneck faucet. Provide for instant hot water. Provide for dishwasher (residential type). Two staff toilet rooms (unisex) should be located adjacent to this room. These rooms should meet all accessible/ADA requirements. In addition, provide for some personal storage within the room.

G. Technology Requirements 1. Communications/Data: See typical Technology Requirements. In addition, provide up to 6

network/internet connections to this room, or the ability to access a wireless system.



2. Lighting: See Typical Technology Requirements, in addition provide for under counter lighting and accent lighting in this space.

3. Electrical Service: See Typical Technology Requirements; in addition provide for the multiple outlets for microwaves and miscellaneous kitchen equipment.


Provide for tackable wall covering for required posting of information.

I. Finishes

1. Carpet on flooring 2. Vinyl at sink and cooking areas 3. Tackable self-healing wall surface 4. Acoustical tile ceiling

J. Entry Corridor

N/A

K. Casework

1. Casework: Base cabinets and upper cabinets at sink unit 2. Provide for 12’ of counter space 3. Storage for plates, utensils and misc. kitchen equipment 4. Food storage in locking base and upper cabinets

5. Provide small storage cabinets in the staff toilet rooms for some personal belongings

L. Furnishings

1. Provide full-size refrigerator/freezer, space for two or three vending machines 2. Provide for a soft seating area for 6 and tables and chairs (stacking) for 24 3. Paper towel and soap dispenser at sink area 4. 3 microwaves


May want to consider a television or other video type media for previewing of VHS and DVD materials that may be presented in the classrooms or utilized for professional development.

Consider providing access to a patio off the staff break/lunch room so that the staff can eat outside in warmer weather. N. Future Needs

N/A



O. Preferred Spatial Relationships 1. Locate near the main office in a centralized location. 2. Locate near or adjacent to the workroom, with the ability to isolate these rooms from each

other. 3. Near the faculty toilet rooms, but the toilet rooms should not open up into this room. 4. Isolate this room from the public during the school day, yet accessible after hours. 5. Should be located on an exterior wall for views to the outside.


Faculty Workroom 5.2 Spokane Public Schools – Excellence For Everyone Page 126

5. STAFF SUPPORT AREAS 5.2 FACULTY WORKROOM Space Identification: 5.2 Category: Faculty Workroom Number of Units: 1 Gross Area: 325 sq. ft. Total Area: 325 sq. ft. A. Introduction

The workroom provides workspace for the faculty, staff, administration and volunteers. Its location should be separate from the reception/waiting area and staff room but directly adjacent to them. B. General Goals & Objectives



General copying, laminating, printing, assembling of student work, lettering cut outs, bookbinding etc. Storage for color paper of varying sizes and rolls. Area for teacher incoming and completed work. E. Environmental Variables

1. Acoustical: High degree of acoustical control from this space to adjacent spaces. Provide individual room temperature controls.

2. Aesthetics: This space should be very organized and tidy. Provide for some locked cabinets.


1. Thermal: Provide individual room temperature. Provide proper ventilation for equipment in this room such as the copier, laminator and other heat generating equipment, the laminator produces fumes.

2. Mechanical: Provide for 33” x 18” sink with gooseneck faucet. G. Technology Requirements

1. Communications/Data: See Typical Technology Requirements 2. Lighting: See typical Technology Requirements 3. Electrical Service: See Typical Technology Requirements, in addition provide multiple counter height outlets. Provide outlets at any work island. H. Display Requirements

Provide for tackable wall surface at all exposed surface locations, for posting of notices etc.


Faculty Workroom 5.2 Spokane Public Schools – Excellence For Everyone Page 127

I. Finishes Vinyl floor surface would be best in this area, especially at the sink area. All finishes should be

easily cleaned.


K. Casework

1. Teacher mail boxes for incoming and completed work, open on both ends for ease of distribution

2. Base cabinets/counters all around the room 3. Open paper storage 4. Cabinets to have adjustable shelving to accommodate many types of storage requirements,

cabinets should be designed to hold large amount of (heavy) paper. 5. Work Island in the center of the room with storage below for misc. paper and boxes

L. Furnishings

1. Provide for 2-3 stools 2. Copy machine 3. Laminating machine (standard flat and continuous feed) 4. Cutting board 5. Paper cutter 6. Lettering machine and templates 7. Portable roll round cart for large color paper rolls 8. Soap and Paper towel dispensers at sink area above the sink 9. Pencil sharpener


N. Future Needs N/A

O. Preferred Spatial Relationships 1. Adjacent to main office activities. 2. Should be located centrally so the entire school can access it. 3. Locate workroom conveniently with primary access NOT through main office area. Secondary

access may be through main office area. 4. If the site dictates a two-story school, consideration should be given to locating a small

workroom on the second floor with a copy machine.


Food Prep/Kitchen 6.1 Spokane Public Schools – Excellence For Everyone Page 129

6. RELATED SERVICES SPACES 6.1 FOOD PREP/KITCHEN Space Identification: 10 Category: Kitchen Number of Units: 1 Gross Area: 1047 sq ft Total Area: 1047 sq ft Max. Number of Users: 5 (see below)

A. Introduction

The function of this area is to act as a food prep kitchen. This space will be used for serving and related clean-up activities to serve lunch, breakfast, and after-school snacks to students and staff. Students and staff will utilize a serving line and eat lunch in the multipurpose room or staff break room.


Space must meet current and future food preparation needs of the school and comply with all health department requirements. The kitchen is divided into the following work areas:

1. Food Prep and Cooking/Warming – 300 square feet 2. Dish Room – 125 square feet 3. Serving Area – 54 square feet 4. Scramble Area – (area included in the multi-purpose room) 5. Dry Storage – 200 square feet 6. Walk-in Freezer – 125 square feet 7. Walk-in Refrigerator – 125 square feet 8. Office Area – 40 square feet 9. Toilet Room – 38 square feet

10. Custodial Closet – 40 square feet

C. Community Accessibility Community use of the kitchen is possible only with the supervision of a representative of food

service per the direction of the local health department. The community will not have unsupervised access to this space.

D. General Activities Activities to occur within the kitchen include the preparation of food, finishing of food prepared

elsewhere in the district, serving of breakfast and lunch to students and staff, and related set-up and clean-up activities.




1. Acoustical: Noise generated in the kitchen should be acoustically separated from adjacent

spaces. 2. Visual: Natural day lighting is desirable. Natural lighting from windows should be

maintained and controlled using window coverings. 3. Aesthetics: Colors to be neutral and warm in character. The space should look and feel clean. 4. Access and Security: Entire kitchen area should be lockable, with additional locking food

storage and office. Security gates at serving windows etc. Provide for locking drawers in kitchen area where knives and other utensils will be stored.


location needs. Provide cooking exhaust hood and makeup air. Design system to meet cooling and humidity needs in the area.

2. Plumbing: Provide floor drains and sinks as required in the individual kitchen areas. Grease trap. Provide 3-compartment sink in the dish room/clean up areas. Provide Hand washing sinks.

G. Technology Requirements See “Typical Technology Requirements” 1. Communications/Data: Provide data and power for one computer in the office. One phone

line with both intercom and outside line access is required in the office. Provide clock with bell system. Computer and power access will be required at the payment area of the serving line.

2. Lighting: Provide warm white fluorescent throughout. 3. Electrical Service: 110V service with surge suppression device at panel circuit. Provide

individual surge suppression as needed. Provide 208V service for the range, ovens, mixer, kettle, cooler, and freezer.


Signage is required at the serving and scramble areas. Provide a Message board on the Multi-purpose side of the serving line for announcing the menu items for the day.

I. Finishes

All surfaces shall be washable. A non-slip floor throughout the space is desirable (quarry tile or high performance non-slip sheet vinyl) – carpet is not acceptable. Walls may be painted with epoxy paint. Wet areas shall have tile or other impervious wall material. Corner guards are required on all outside corners, to the height of 5’-0”. Ceilings should be sound absorbing and washable. J. Entry Corriodr

N/A



K. Casework See specific spaces within the kitchen for requirements.

L. Furnishings

See specific kitchen spaces for additional requirements and locations of the following equipment requirements:

1. Double-stack Combi Ovens (2) 2. Hot boxes 3. Serving carts on wheels (3-4) 4. Production tables (2) 5. Cooler (walk-in) 6. Freezer (walk-in) 7. Dish washing machine 8. Microwave oven 9. Small counter mixers 10. Garbage disposal 11. Staff coffee pot 12. Three compartment stainless steel sink 13. Washer and dryer (available in building, not specifically in this room)

14. Back doorbell for deliveries 15. Steam kettle 16. Range / Cook top 17. Shredder (food) 18. Silverware / Tray cart 19. Milk cooler 20. Desk – (office area) 21. Task chair – (office area) 22. Guest chair – (office area) 23. Bookshelf/Bulletin board – (office area)

24. File cabinet – (office area) 25. Milk and Food cart for use in the scramble area. 26. Area for coats separate from serving aprons. 27. Floor to ceiling adjustable wire-type metal shelving in the dry storage area. 28. Menu Boards that face the Multipurpose Room should be placed above each serving

section 29. Payment table/cart will be in Multipurpose Room area and stored in the Admin. area.

30. Paper towel and soap dispensers at all hand washing sinks.


Height of the ceiling in the kitchen should be no less than 9’ – 0”

N. Future Needs

See “Typical Technology Requirements” for additional information. The kitchen is designed to be primarily for transport/warming with some food preparation. This

approach to food preparations requirement may change in the future. O. Preferred Spatial Relationships

1. The kitchen should be on the ground level with no stairs. Any ramps shall be wide and shallow. The kitchen space should be as near as possible to the following spaces for ease of access:

A. Multipurpose Room B. Loading area (Direct exterior building entrance is required.)



2. Internally, the freezer, cooler and dry storage should be near the delivery door and adjacent to the food prep area. The serving line and tray return should be adjacent to the multi-purpose room. The Production area should be adjacent to the central area of the Kitchen. The office area should be situated so that all areas of the kitchen can be observed.


Laundry Facilities 6.2 Spokane Public Schools – Excellence For Everyone Page 134

6. RELATED SERVICES SPACES 6.2 LAUNDRY FACILITIES Space Identification: 6.2 Category: Laundry Facilities Number of Units: 1 Gross Area: 64 sq. ft. Total Area: 64 sq. ft. A. Introduction

Laundry facilities within the school will allow for the cleaning of miscellaneous kitchen items. B. General Goals & Objectives





1. Thermal: Provide for individual temperature control. Provide for proper ventilation of equipment

2. Plumbing: Provide for washing machine and a deep utility sink. Provide a floor drain in this room. G. Technology Requirements


Provide surface for display of information describing proper washing and drying techniques. I. Finishes

Sealed concrete or vinyl flooring, painted walls, and acoustical tile ceiling treatment. J. Entry Corridor

N/A


Laundry Facilities 6.2 Spokane Public Schools – Excellence For Everyone Page 135

K. Casework

Provide shelving, as needed for specific storage requirements. Provide space for folding laundry. L. Furnishings

1. Paper towel and soap dispensers 2. Towel Racks


1. Provide any special utility requirements for electrical and plumbing, as well as venting for the dryer.

2. Provide a deep utility sink for rinsing of items before washing.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. Locate near, but NOT in the kitchen area.


General Building Storage Rooms 6.3 Spokane Public Schools – Excellence For Everyone Page 136

6. RELATED SERVICES SPACES 6.3 GENERAL STORAGE ROOMS Space Identification: 6.3 Category: General Storage Rooms Number of Units: To Be Determined Gross Area: 250 sq. ft. Total Area: 250 sq. ft. A. Introduction

General and specific storage organized and located throughout the building to support the educational program and building needs. B. General Goals & Objectives





Similar to other building storage spaces G. Technology Requirements


N/A I. Finishes

1. Sealed concrete or vinyl flooring, painted walls, acoustic or no ceiling treatment. 2. Provide corner guards and/or impact resistant panels in areas for large equipment such as tables

or PE equipment. J. Entry Corridor

N/A K. Casework

Provide shelving, as needed for specific storage requirements. L. Furnishings

N/A


General Building Storage Rooms 6.3 Spokane Public Schools – Excellence For Everyone Page 137

M. Other Essential Information Storage is an issue in every building; all attempts should me made to maximize every square foot

of the building as useable space. N. Future Needs

N/A

O. Preferred Spatial Relationships 1. Locate near classrooms, multi-purpose and custodial rooms


7.1 Custodial Office & 7.2 Custodial Closets Spokane Public Schools – Excellence For Everyone Page 138

7. RELATED SERVICES SPACES - ANCILLARY 7.1 CUSTODIAL OFFICE & 7.2 CUSTODIAL CLOSETS Space Identification: 7.1 & 7.2 Category: Custodial Office and Custodial Closets Number of Units: 6 Gross Area: 150 sq. ft., 240 sq. ft. total closets Total Area: 390 sq. ft.

A. Introduction

Custodial closets are to be located in areas throughout the building. A Custodial closet will have a mop sink and some cleaning supplies and will be located in each of the classroom wings. A custodial office should be centrally located in the building. Ample storage for supplies such as toilet paper, napkins and light bulbs on each floor (if multi-storied) will be provided. The total area will be divided at follows:

1. Main custodial room/Office 2. Paper products storage 3. Ground equipment storage 4. 3 custodial closets


1. Provide for cleaning of all areas within the building. 2. Provide for watering of landscape areas – automatic sprinkler maintenance 3. Provide for clean up of all site areas. 4. Provide support for cleaning and functioning hand washing and toilet areas. 5. Provide for snow removal and overall exterior maintenance.


Limited access to these rooms, locked doors.


1. Sweeping and vacuuming of floors 2. General dusting 3. Inspection and re-supplying of lavatories 4. Cleaning and mopping of lavatories, lunchroom and kitchen 5. Pick-up of refuse on school ground 6. Watering of grass areas (maintenance and scheduling of sprinkler system) 7. Maintenance of shrubs and trees 8. Snow removal and overall exterior maintenance

E. Environmental Variables N/A



F. Mechanical Requirements Provide for adequate ventilation in all these spaces.


1. Communications/Data: See typical Technology Requirements. Provide phone with both intercom and outside line. Provide computer connection with access to school network. Computer monitoring of the mechanical and electrical building systems will be in the main custodial room.


N/A

I. Finishes

Sealed concrete or vinyl on the floor, Painted walls and Acoustical tile ceiling

J. Entry Corridor

N/A

K. Casework

1. 8 lineal feet of open storage shelving in Main Custodial Room for bulk supplies. 2. 3 lineal feet of open storage in each custodial closet for supplies.

L. Furnishings

At Custodial Office: Workbench Desk and task chair One 4-drawer file cabinet for storage of maintenance records. Lockers – one for each custodial

At each Custodial room provide the following: Floor type service sink Floor drains Mop rack for four or more mops. Mops should drain into service sink when hung up. Space for Vacuums

At Main Custodial Room provide the following: Workbench and electrical outlets Sink and counter with electrical outlets Lockable wall lockers for each custodian Telephone/intercom/network

Provide for paper towel and soap dispensers at all sink areas


Careful consideration should be given to refuse disposal and the location of trash receptacles on the site.

N. Future Needs N/A



O. Preferred Spatial Relationships 1. The main custodial room, the paper storage area and the outdoor equipment area should be near

the building loading area near the kitchen. 2. The other custodial rooms should be located reasonably close to the primary and intermediate

student lavatories and should have their own entries from the hall.


Corridors – Circulation 7.3 Spokane Public Schools – Excellence For Everyone Page 141

7. RELATED SERVICES SPACES - ANCILLARY 7.3 CORRIDORS - CIRCULATION Space Identification: 7.3 Category: Corridors - Circulation Number of Units: N/A Gross Area: Approximately 8500 sq. ft. Total Area: Approximately 8500 sq. ft. A. Introduction

The Corridor systems throughout the schools should be spacious. Lockers may line the hallways and tackable wall surfaces will be provided above and at all open wall spaces for display of student work. The corridor system will link all spaces in the building so it is important that corridors are easy to understand for all ages. B. General Goals & Objectives

1. The circulation of students and staff throughout the building. 2. Space can be used for group instruction, if not disruptive to adjacent classrooms. 3. The corridor system should support classroom spaces by including breakout workspaces within

the corridor system. C. Community Accessibility

It is important that most of the building be accessed by the community, however, after hours, careful consideration must be given to the best ways to close off portions of the school to minimize the possibility of theft or vandalism. D. General Activities

N/A

E. Environmental Variables 1. Visual access to the corridor system from the administration areas is very important. 2. Possible “hiding spaces” within the corridor are to be avoided. 3. Visual access to restroom entrances/hand washing stations from the corridor is important.

4. Lighting – see Typical Technology Requirements, in addition, lighting for display walls and general lighting to be interesting and visually pleasing. Lighting can help with orientation, etc.

The design should consider maintenance access when placing light fixtures in stairwells. Place fixtures above landings, for ladder access, not above the stairs.


Provide for comfortable spaces in the corridor for possible group instruction. G. Technology Requirements

See Typical Technology Requirements. Special consideration must be give for the use of technology in the breakout areas.

Provide for Intercom in the corridors. H. Display Requirements

Provide display type cabinets near entry and in as many places as possible in the corridor system


Corridors – Circulation 7.3 Spokane Public Schools – Excellence For Everyone Page 142

Provide tackable/self-healing wall vinyl in as many areas of the circulation system as possible for display of student work. This vinyl would be above a wall protection wainscot or “bang board” material mounted above the wall base to 36” from finished floor.

Provide for 4’ x 6’-8’ white board surface in any shared breakout workspace that may be developed. I. Finishes

It was the decision of the task force to suggest the use of hard surface flooring in the corridors. VCT, Sheet Vinyl, linoleum and other smooth surfaces were all acceptable alternatives because of their smooth surface. Surfaces such as aggregate and tile were not desirable because of the disruptive noise of rolling objects. Design should consider using linoleum for its easy maintenance.

Provide 8’ – 10’ of walk off type material at all exterior entries into the building. The corridor should look interesting and inviting even if void of student work. To accomplish

this, careful selection of colors and special features should be considered. When concrete floors are considered, they should have a finish that only needs routine

maintenance once a year.


K. Casework N/A

L. Furnishings Furniture in the Corridors/Circulation is optional. There are two additional considerations: 1. If student lockers are located in the hallways, lockers could be shared by two students and must

be wide enough to accommodate coats, backpacks and book bags. 2. If breakout areas are included in corridor/circulation design, provide a 36” x 48” table with 4 –

6 chairs in each of the breakout areas. 3. Provide 1 or 2 locking display cases in the corridor/circulation areas.


1. The Corridor is an area of the school where the building identity can be reinforced. Special consideration of Architectural features can help to orient as well as add aesthetic qualities to the building.

2. Provide for securing off of the classroom wings for the after hours community areas. 3. Provide elevator if building is a multi-story structure. 4. Unassigned square footage should be considered for storage space.

N. Future Needs


N/A


Toilet Rooms 7.4 Spokane Public Schools – Excellence for Everyone Page 143

7. RELATED SERVICES SPACES, ANCILLARY 7.4 TOILET ROOMS Space Identification: 7.4 Category: Toilet Rooms Number of Units: 6 – 3 boys and 3 girls Gross Area: 1780 sq. ft Total Area: 1780 sq. ft. A. Introduction

Provide for adequate toilet facilities throughout the school. All room must conform to ADA criteria. Room should be centrally located in each area. B. General Goals & Objectives

A clean and properly equipped lavatory should be available to every student, staff member, and visitor within a short distance. It is important that student lavatories and toilets are easy for staff members to supervise. C. Community Accessibility

A toilet facility will be accessible to the community whenever the building is in use. Provide for a restroom cluster near the after hour community use areas in case classroom wings are secured off. D. General Activities


1. Provide for a high degree of acoustical separation from these spaces to adjacent spaces. 2. Avoid placing plumbing wall adjacent to a classroom. 3. Design sight lines so that there are no direct views from the circulation corridor into the toilet

rooms. 4. Provide adequate lighting in all restroom areas. 5. Provide emergency lighting in all restrooms.


1. Provide for adequate ventilation of these spaces 2. Provide Floor Drains at all Restrooms G. Technology Requirements

Provide for automatic flush valve system. H. Display Requirements

Display area for proper hand washing techniques. I. Finishes

1. Durable, easily cleaned and maintained floor, base and wall surfaces 2. Ceramic tile floor base and wainscot at fixture wall at minimum 3. Painted wall surfaces 4. Painted gypsum board ceilings


Toilet Rooms 7.4 Spokane Public Schools – Excellence for Everyone Page 144

J. Entry Corridor The entry to these rooms will contain the community hand wash station

K. Casework

N/A L. Furnishings

1. Mount soap dispensers over the sinks not over the floor. 2. Provide standard toilet room accessories conforming to ADA criteria. 3. Provide two paper towel dispensers per room. 4. Provide privacy screens between urinals. 5. Provide for sanitary napkin dispensers and disposers in each of the girls restrooms. 6. Provide for appropriate waste receptacles in each of the restrooms. 7. Provide for toilet partitions that are easily repaired – see best practices manual. It is desired

that the partitions between stalls get close to but not touching the floor to help prevent student disruption. 8. Provide for shared hand washing station that can be monitored from the hallway. 9. Provide for floor drain in every toilet room for easy cleaning.


It is preferred that there are no doors on the restrooms for easier monitoring of these spaces. Verify with city building officials.

The number of toilets, urinals wash basin including those requiring handicapped accessibility will be determined by current building/health codes.

Each restroom needs to have effective heat and ventilation.

N. Future Needs N/A

O. Preferred Spatial Relationships 1. Locate in central area in each of the classroom wings, if two story solution, stack toilet rooms. 2. See space relationship diagram in 7.1.


Site Considerations 8.1 Spokane Public Schools – Excellence For Everyone Page 146

8. SITE CONSIDERATIONS 8.1 SITE CONSIDERATIONS A. Introduction

Consideration of the site as the transition to the building from the neighborhood as well as an extension of interior spaces should be made at the onset of schematic design. The site should be organized to allow for the best building and exterior space orientation relative to existing and anticipated neighborhood characteristics and traffic patterns. Careful consideration should be given to the long-term effects of short term planning priorities dictated by the location of existing buildings on site. B. General Goals & Objectives

Playground area (see 8.2) should allow for safe use by a variety of age groups and multiple activities that can be easily monitored by aides.

Parking area (see 8.3) should provide ample parking area for multiple activities away from student activity areas. Provide visitor parking near main building entry. The main service access need is at the kitchen area.

Service Areas: Should be unobtrusive to the neighborhood, yet easily monitored. Sidewalks should have an increases slab depth in areas where trucks may access the site. Outdoor education spaces (as allowed by budget) should be easily accessed and flexible for a

variety of uses. Landscaping: Should be easy to maintain and contribute to the quality of the neighborhood

character. Design the building to minimize blind spots and hidden areas, so that vandalism may be minimized through better viewing from the surrounding neighborhood. The design of the building including the site and landscaping will use the intent of the CPTED (Crime Prevention Through Environmental Design) study completed in the late 1990’s as a guide. CPTED provides a guide for security and safety related issues from both a facility and personnel standpoint. The principles of CPTED are in the Best Practices Manual. C. Community Accessibility

Access by neighborhood residents to all site areas (except areas that may be enclosed for Kindergarten play areas) will be allowed during times when school is not in session. Provide for adequate play fields that can be used by the neighborhood and community. D. General Activities

1. Kindergarten Activity Area 2. Primary and Intermediate Play area 3. Outdoor education area 4. Parking area 5. Service area 6. Bus Loading area 7. Parent drop off area 8. Outdoor area for summer breakfast program




Prevailing Wind: 1. Consider the effects of wind on orientation of entries 2. Avoid downwind placement of outside air intakes from boiler flues, kitchen exhaust hoods,

building exhaust fans and relief grilles 3. Avoid placement of outside air intakes downwind or near areas where buses or other vehicles

may be idling. Snow and Ice: 1. Organize site to allow for storage of plowed snow without disrupting pedestrian or vehicular

traffic patterns 2. Minimize slopes on pedestrian or vehicular traffic areas. 3. Provide separation between street and sidewalk for plowed snow Landscaping: 1. In general, landscaping should meet district standards for maintenance, and city requirements

for screening. Requirements include: 2. Placement of trees to avoid roof access 3. Selection and placement to allow the building and site to be easily viewed from streets and the

neighborhood 4. Avoid conflicts between planting of trees/landscaping materials/plants, lighting and signage 5. Provide enough area for drainage swales to avoid deep swales with steep slopes 6. Avoid locating large growing shrubs near building entrances for security 7. Provide protection for planters to minimize the damage from skateboarding Fencing: 1. Chain Link, 10’ high, typical 2. Avoid placement of fencing in locations that allow the fence to be climbed for roof access 3. Provide a mow strip at all fences 4. Design and locate fencing to promote child safety and controlled access to the site. 5. Fencing and handrails to be galvanized, not painted. 6. Provide a walk-thru maze-type gate at each corner of the fence/site to allow public access onto the site. Building and Site Signage: 1. Provide a location and power for an electronic site sign Site and Building Lighting:

1. Site lighting should be designed to enhance security in parking and entry areas without creating deep shadows

2. Exterior building lighting should not be too bright to prevent monitoring of interior darkened areas from outside the building

3. Provide for auto shut-off incorporated into lighting plan for nighttime 4. Site lighting should be designed to ensure adequate lighting to and from a possible courtyard

or street parking to the building entry 5. Avoid using ground landscaping lighting 6. Site lighting should be designed so that it does not spill into neighboring properties 7. Utilize standard lamp types in site fixtures 8. Provide lighting fro special building features, which should be switched separately and on a

separate breaker Walkways and Paved Surfaces: 1. Provide a steel nosing at exterior concrete stairs



2. Design walkways so a snow blower can access all portions Exterior Building Elements: 1. Provide minimal canopies at all building entrances, except main entrance 2. Designate 2 coats of graffiti-guard on split-face block 3. Avoid using painted ferrous metals for sunshades – preference is galvanized or aluminum 4. Glazing should be glazed from the inside when possible 5. The design should consider the location of high windows, and access to clean them 6. Avoid using glu-lam beams on the exterior 7. Avoid using exterior roof ladders to access multiple roof levels. Consider roof stair access

from inside the building. Any ladders that are used should be kept to a minimum length. Access to rooftop units should be through multiple locations to avoid having to climb over multiple parapets.

8. Provide only exterior outlets that are recessed with locking doors F. Mechanical Requirements

1. Automatic Sprinkler system – (design the system to minimize the potential for the building to get wet, which may create mold problems)

2. Parking Lot Lighting 3. Security Lighting 4. Exterior Power 5. Provide multiple hose bibs around the exterior of the building, particularly near building entries


1. Provide an extra conduit in trenches when possible for future expansion such as reader boards


N/A I. Finishes

Do not use pavers on the site. J. Entry Corridor

N/A

K. Casework

N/A



L. Furnishings Provide for adequate site signage for parking, directional etc.


Access 1. Pedestrian 2. Vehicles (parking)

Staff Itinerant Staff Visitors

3. Buses (loading and unloading) General student transportation Special transportation

4. Parent Vehicles (loading and unloading) 5. Bicycles (parking) 6. Garbage Vehicles 7. Maintenance Vehicles

Planning Consideration 1. Separate parent vehicular traffic from bus traffic 2. Consolidate parking in one area 3. Place driveways far from intersections and crosswalks 4. Consolidate vehicle entries (staff, visitors and service) to as few locations as is safe 5. Orient building to allow the primary entry to enhance pedestrian access from neighborhood

streets. 6. See 8.2 for playground detail 7. See 8.3 for parking detail 8. Place sidewalks to respond to anticipated traffic patterns 9. Consider crosswalk locations and space for crossing guards 10. In areas where a traffic lane is adjacent to the curb, provide separation between the sidewalk

and street. 11. Provide shelter for students lining up at doors

N. Future Needs

The design of the building should allow for simple classroom additions to the building if required in the future.



O. Preferred Spatial Relationships 1. Use the building to separate on site parking and vehicle access areas from playground or

outdoor education spaces 2. Separate parent vehicular traffic from bus traffic


Playground 8.2 Spokane Public Schools – Excellence For Everyone Page 151

8. SITE CONSIDERATIONS 8.2 PLAYGROUND A. Introduction

The playground is intended to provide for student recess and exercise, in a safe, supervised environment. Some activities will be organized; others will be individual and spontaneous. The playground also provides space for community use, both for organized sports organizations and for neighborhood play. B. General Goals & Objectives

The playground area should allow for a variety of age groups and multiple activities that can be easily monitored by aides. The area should promote a feeling of security when used by neighborhood children during times when aides or other adults do not supervise it. C. Community Accessibility

Access by neighborhood residents will be allowed during times when school is not in session. The fields may be used by community sports organizations for practice or scheduled games during the school year and in the summer. D. General Activities

1. Kindergarten Activity Area 2. Softball 3. Soccer 4. Wall Ball (using softball backstop, building wall, or freestanding wall) 5. Basketball 6. Hard Surface Games


1. Grading for storm water drainage should be managed to avoid ponding on hard surface as well as planted play areas.

2. Play areas: (space should be provided for each of the following uses in some cases on overlapping fields)

Kindergarten Play area: should consist of age appropriate play equipment Primary/Intermediate play equipment area: with safety ground surface Softball/Baseball: grass infield and backstop with overhead screen Soccer: sized to fit space available Grass track for Bloomsday training Basketball: backboards on asphalt concrete surface; 6 courts Tetherball: Provide 3 or 4 Four Square: provide 3 or 4 Wall Ball: if space allows, all sides must be observed Quiet Area Ball and Play Equipment Storage: provide convenient exterior storage




G. Technology Requirements 1. Exterior site Lighting 2. Power for outside cooking or music/audio amplification 3. Electronic sign for school information 4. Security cameras – as required


N/A

I. Finishes N/A


K. Casework N/A

L. Furnishings & Equipment N/A


1. Access: Provide separate circulation for primary and secondary students convenient to the

cafeteria as well as classroom wings. Provide gate access for emergency vehicles and district lawn maintenance equipment. Provide fence opening that do not allow bicycle or motorcycle access. Organize the site and building design to assure that no other parent or district vehicle

access will be required during school hours N. Future Needs

Provide space for potential future building expansion



O. Preferred Spatial Relationships 1. In general, the playground should be organized to allow separate play area for Kindergarten. 2. Primary and Intermediate students, although primary and intermediate students will use many

of the same fields and amenities at different times. 3. Access from the building should allow for different routes for primary and intermediate

students and kindergarten students if their recess period is at the same time. 4. Emergency vehicle access should be provided.


Parking 8.3 Spokane Public Schools – Excellence For Everyone Page 154

8. SITE CONSIDERATIONS 8.3 PARKING A. Introduction

Parking will need to be provided for permanent staff, itinerant staff, volunteers, visitors, district and private vendor vehicles, waste management vehicles and student bicycles. To varying degrees, it should be secure, easily monitored and convenient to primary building entry points. B. General Goals & Objectives

1. Vehicle Parking for staff and visitors should allow safe and easily negotiated access from adjacent streets. Access to parking should not be near intersections, and should allow clear views to sidewalks and crosswalks.

2. Vehicle parking for district, private vendor and waste management parking should be easily differentiated from staff and visitor parking.

3. Bicycle parking should be not be in conflict with vehicles or pedestrians, and should be secure. C. Community Accessibility

Access by parents or other neighborhood visitors will generally be allowed at all times. Parent drop off and loading will be discouraged in the parking lot. D. General Activities


Grading for storm water management should be designed to avoid ponding or slopes that could be a hazard during subfreezing conditions. Areas for snow removal and storage should be provided in ways that do not reduce the number of parking areas or restrict vehicular and pedestrian access.

Consideration should be given to the effects of early morning and late afternoon sun in September and March if parking lot access is on east/west streets.

Parking and other Vehicle area should be located away from any air intake systems to the

building. F. Mechanical Requirements


Site Lighting

H. Display Requirements Building reader board and location.



I. Finishes Parking lot surface shall be asphaltic concrete with curbing.

J. Entry Corridor

N/A K. Casework

N/A

L. Furnishings & Equipment Provide for adequate site signage for parking areas. Provide a designated space for maintenance.


Maximum Number of Users Re: Spokane Municipal Code, 11.19.651 Required Parking-Educational Uses

The number of off street parking spaces required for schools is based on the number of teaching

stations. For elementary schools, the ratio is three parking spaces for every two teaching stations. In addition, 1 accessible parking space, 1 van accessible parking and 2 loading spaces space will be required.

The “Summary of Area Requirements for the new Spokane Standard School”, describes the following teaching stations:

Classrooms 20 Resource/Flex Classrooms 5 Library/Media Center 1 Multi-Purpose Room 1 Gymnasium 1 Music Classroom 1 Instructional Activities Classroom 1

Total - Teaching Stations 30

Regular spaces required 45 [3 x (30 / 2)] Accessible Spaces required 1 Van Accessible Spaces required 1 Loading Spaces 2

Total required by Municipal Code 49 Visitor, Admin. Itinerant, Volunteer 12 (additional Spokane School District requirement) Total Parking Spaces 61

Service Vehicles Waste Disposal 1 Food Service 1 Maintenance 1 Total Service Spaces 3



Spatial Requirements: Parking stall dimensions shall meet City of Spokane minimum requirements which are 8’ x 19’.

Parking lot total width shall meet minimum City of Spokane requirements. Access dimensions for Solid Waste disposal vehicles shall meet the requirements of City of Spokane Solid Waste Management.

Access: Parking lot and service vehicle access should be away from intersections and crosswalks, and

should not conflict with bus loading or parent drop off functions. N. Future Needs


1. Within the parking area, staff spaces should be easily designated from itinerant staff, volunteer and visitors.

2. Access to the site by waste disposal, food service and maintenance vehicles should not share the same access points as staff or visitor parking.

3. Bus loading areas and parent drop off areas should be located to avoid conflicts with parking access.

4. Since the parking area primarily serves staff and district personnel who arrive before students arrive and depart after students leave, the parking lot should not be used for parent drop of and pick-up.

5. Service vehicle access locations shall be easily distinguished from other parking functions. 6. Members of the community using school facilities or attending functions will use the parking

area after hours, so parking should be near after hours entrances.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION TYPICAL TECH. REQ.

Typical Technology Requirements 9.


9. TYPICAL TECHNOLOGY REQUIREMENTS

A. Technology Requirements

1. Communications/Data:

a. A Voice Over IP (VoIP) Telephone in every classroom that can be used as an intercom – room

to room, room to office, office to room or all rooms, all call to all areas, hand set control & access to

outside line in all rooms in accordance with 2010 district-wide VoIP upgrade project. No special cabling will be required beyond what is described below for in room LBB to jacks.

b. Bell/Clock system

c. All computer/Voice outlets (Ethernet and power) distributed along the walls and one located in

the center ceiling of each room, wired to an LBB (see LBB definition below). See Best Practices Manual

for additional detail. Floor box based Ethernet and power for Library and Lab classrooms will be

determined during the detail design phase of the project.

d. Standard practice at SPS is to use 6 position capable RJ-45 modular plates, flush mount.

Number of positions provided and wired back the LBB to be determined in the detail design phase of the

project but will be at minimum 2, with 4 RJ-45 per faceplate the default. These jacks/cables will support

both voice data using RJ-45 – no distinction need be made between telephone and computer connections.

All jacks to be labeled per SPS standards.

e. This voice/data universal cable plant should be wired as per EIA 568-B utilizing Plenum-rated Category 5e cable as required to support Gigabit-Ethernet over copper. No copper runs should be over

100m from the LBB to the data/voice outlet.

f. LBB is defined as: 2’ by 2’ enclosed, lockable equipment cabinet that allows for “rack-

mounting” on standard 19” rails for communications, data and computing equipment. LBBs currently used

throughout SPS are the preferred type of cabinet/enclosure. LBBs should be mounted at the 7’ high level,

accessible but not obtrusive. One LBB to be provided in each classroom/lab/office area/library as

appropriate to support the computer/phone density of the area served. A wall mounted locked storage

cabinet of the same dimensions (or larger) of an LBB outfitted with 19” rails and all other details of a

standard LBB could be an alternative.

g. Each LBB will contain at a minimum one 24 standard high-density Category 5e patch panel.

This permits the termination of computer/voice outlets as defined in each room. Additional patch panels to be installed as required to meet the needs of higher density areas, including high-density labs, library and

office spaces.

h. Each LBB will require 120V power supplied within it.

i. Each LBB will be connected back to the building’s Main Distribution Frame room (MDF) by a

minimum of six (6) strands of multi-mode fiber optic cable. These fiber cables are to be terminated using

SC connectors on a standard 19” rack mounted LIU.

j. Owner will furnish the electronic equipment in the LBBs for connecting the wiring/optical

cable to the in-room network wiring.

k. All terminations within the LBB to be labeled per SPS labeling standards.

l. Provide a location in each classroom where a Mobile Computing Lab (a cart, typically 24-48”

wide, 36-48” tall and 18-24” deep holding 8-32 laptop PCs) can be stationed and plugged in to power and Ethernet. Power outlet should be able to support the load requirements of 32 laptops and 1 laser printer and

should be a dedicated 20-Amp circuit to be not shared with the rest of the classroom to accommodate the

battery charging needs of the Mobile Computing Lab.

m. Provide for three computer testing areas - one permanent lab of 30 in the library, a space for 30

laptops in the library classroom space and a space for 30 laptops elsewhere in the school. Furnishings in

these areas should have the ability to run power and data to minimize electrical wires.

2. Audio Visual:

a. 60” wall mounted pull down projection screen mounted on 6” wall bracket.

b. Cabling to be provided at the location of the ceiling mounted Digital Projector to include the

following: 2 Ethernet jack connections back to the LBB, 2 Composite Video and RCA-audio connected

back to the Audio and Video cabinet. Power will need to be supplied to the projector location. VGA and stereo 3.5mm Audio run from 2 predetermined teacher presentation locations in the classroom connected

back to the centrally located multi-media A/V jack patch/control panel.




c. Cabling to be provided at the Audio Video cabinet patch panel to include the following:

Ethernet back to the LBB, poser, COAX wired to the CATV system, Composite Video, RCA-audio and 1

each Stereo 3.5mm cable from the projector location.

c-1. . Audio Video cabinet is defined as a separate cabinet that houses all AV equipment such as

DVD/VCR combos, and Amplifiers. This cabinet will be the central termination point for all AV equipment. This cabinet will also require 120V electrical outlet preferably with 4 receptacles. The cabinet

could be collocated in or integrated with the LBB in the case where the LBB components are housed in a

locking built in cabinet as opposed to the traditional LBB metal box.

d. Provision for the mounting of an owner supplied Digital Projector, co-located with the

projector jack panel described above.

e. Provide a sound system for use by the teacher in each classroom and instructional space

(including Gym). This system will consist of an Amplifier located in the Audio and Video cabinet, Ceiling

mounted speakers. This system will provide for the future use of a wireless microphone and integration

with the building intercom system. f. Magnetic whiteboards, approximately 4’ X 16’, to have proper color for use as a projection

surface. Locate on two walls for maximum flexibility.

g. Tackable/Self healing (minimum type II wall vinyl-covering) wall surface in room for display

of informational materials and student work – must be able to accept staples.

3. Lighting:

a. Warm white fluorescent with the ability to provide multiple levels of light (dimmers). See Best

Practices Manual for preferred lamp type. b. Lighting along the walls that will be used as a display surface for a Digital Projector should be

able to be separately controlled, allowing for independent dimming or shut-off to enable optimal viewing of

projected information.

c. Provide for emergency lighting.

4. Electrical Service: 120V with surge suppression device at panel circuit. Individual surge suppression

strips. GFI outlets near sinks. Outlets for computer connections throughout room as noted in

Communications section above. A separate 20+ AMP circuit for Computer On Wheels (COW) computer

carts should be placed in each room. See Best Practices Manual.

5. Mechanical Systems: Investigate using the same network connections provided by the in room LBBs

to connect mechanical systems to a central Environmental Management Systems used by the district. HVAC system should accommodate both full and relatively empty instructional spaces.

6. Security and Access Control System Cabling:

a. Plenum rated Category 5e cabling system connected through the LBBs to be used to connect IP

based security video cameras, proximity door lock/controllers and other next generation safety/security

sensors and equipment.

B. Future Needs

Infrastructure may want to be installed now so that future needs can be met with minimal disruption.

1. Provide power to teaching wall for future electronic screens. 2. Provide for thicker teaching wall to accommodate recessed devices.

3. Plan classrooms with back-to-back teaching walls to minimize power runs.

4. Digital video display technology is changing rapidly. Standard analog/CRT TVs are now

outmoded currently being replaced in classrooms by digital LCD/DLP projectors. Over the next 10 years

those projectors are likely to be replaced by first LED or OLED flat panel displays. To provide for future

display technology a 1” conduit and a double gang box should be added to the display wall below the

whiteboard.




C. Main Distribution Frame (MDF) Room Requirements

The technology section above refers to a location within the school building called the MDF room that

acts as the wiring and technology hub for the entire facility. Prior to the building of the new Browne

elementary, telecom/datacom equipment was shoehorned into whatever space was available. Sometimes

out in the open in work areas and often in areas without proper environmental or security controls. It is suggested here that a separate area or room be created at each new school that would accommodate the

special needs of the telecom/computing environment needed at each school. The characteristics of the MDF

room include the following (with additional details provided in the Best Practices Manual):

1. A centrally located space of sufficient size to accommodate 3 7’ by 19” racks (with adequate space in

front and behind to enable staff access to equipment) for the mounting of telecom/datacom/computing

equipment, the overhead ladder racking to provide orderly cable management, vertical cable management

between racks, and distribution, floor space for placing a 600lb UPS/battery back-up system. A central

location is best to ensure cable distance between the MDF and the classroom LBBs are within the distance

limitations of the cable medium.

2. There is to be a 4’ by 8’ sheet of painted plywood board horizontally mounted on one wall in close

proximity to data racks and the overhead ladder racking. The board will be used to mount various telecom equipment including 110 blocks and other equipment necessary.

3. No individual station cables are to be fed from the MDF. Only main distribution fiber and copper cables,

as described in the Technology Communications section of this document, are to be distributed to the LBBs

in each room.

4. Sufficient and isolated electricity should be provided to power the UPS system used to supply and

protect the voice and data equipment in the room.

5. The room must have sufficient ventilation or air conditioning to maintain an office like (72 degree)

temperature. It should be relatively dust free and be humidity controlled.

6. The MDF room should accommodate a small worktable and phone.

7. Best case would be if we could provide a backup Generator for supplying power to the UPS for use in

times of generalized power failures that extend beyond the 4-hour backup timeframe provided by the UPS.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION BEST PRACTICES MANUAL

Best Practices Manual 10.1. Spokane Public Schools – Excellence For Everyone Page 160

10.1 BEST PRACTICES MANUAL Executive Summary The “Spokane Public Schools Best Practices for Construction Manual” was developed as a companion to the Prototypical Educational Specification. The purpose of the Best Practices Manual is twofold: To document and organize the field experience of District facilities and

maintenance personnel related to building materials, systems and processes. To establish a performance specification for level of quality and types of systems

or products to be provided. The intent is to define District expectations in a way that can be used effectively by design teams for new and renovation projects. The Best Practices Manual aspires to streamline time spent on basic design issues to allow more time to be spent creatively on solving the unique problems of each facility. Information is organized in the current 16 Division Construction Specifications Institute (CSI) format.. Methodology The first step in development of the Best Practices Manual was to gather information on what has worked and what has not worked on current facilities. District staff is a potentially invaluable resource to the design team, but rarely have the time to devote to providing input at early stages of design. In addition to asking “what”, the staff survey also asked “why” in order to put the comments into context for the design teams. The survey answers were enlightening, and the comments are included in the Best Practices Manual as Appendix information. Staff comments and feedback were then used as the basis of developing a performance specification for materials and systems. It is not intended as a straitjacket to the designer’s choice of materials and methods but as an outline of Spokane Public Schools expectations for results. With a clear understanding of the District’s desires and current information, alternative designs and materials can be carefully and fairly evaluated together for specific projects and situations. Feedback Loop The Best Practices Manual is also intended to be a living document, with regular feedback from building designers as well as building users. It includes a feedback loop process to incorporate new information learned on each completed project for the betterment of each future project. Design teams as well as District staff are encouraged to provide their comments at each stage in the project for consideration for inclusion in the Best Practices Manual. With a constant influx of new ideas and new technology, the Best Practices Manual will continue to evolve with the district.

FINCH ELEMENTARY EDUCATIONAL SPECIFICATION FURNITURE STANDARDS

Furniture Standards 10.2 Spokane Public Schools – Excellence For Everyone Page 161

10.2 FURNITURE STANDARDS: Furniture standards have been developed by Spokane Public Schools. These standards are to be used as a guideline for the selection of any new furniture required by an elementary school within the Spokane Public Schools system. The purchasing department for Spokane Public Schools has organized this set of guidelines for most every furniture type that would be required in an elementary school. These guidelines are not intended to limit the design of a space, but to act as a quality standard for each identified piece of furniture.

table of contents...1.2 primary education classrooms 28-31 1.3 intermediate education classrooms...

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