educational specifications elementary schools · johnty cresto gmcs- facilities fran thomas support...

Educational Specifications Elementary Schools

Gallup McKinley County Schools

November, 2011

Table of Contents

Sect ion i Execut ive Summary

Sect ion 1 Introduct ion/ Project Goals

Sect ion 2 Project Design Factors: Overal l Considerat ions

Building Design Concepts ..................................................... 2-1 Building Systems ................................................................... 2-4 Site Considerations ............................................................. 2-10

Sect ion 3 Act iv i ty Area Requirements

Administration ........................................................................ 3-1 Food Services ....................................................................... 3-4 Classrooms (Learning Areas) ................................................ 3-6 Physical Education .............................................................. 3-13 Performing/ Visual Arts ........................................................ 3-14 Media Center ....................................................................... 3-17 Support ................................................................................ 3-19

Sect ion 4 Summary of Area Relat ionships

Sect ion 5 Space Program

Introduction............................................................................ 5-1 Program Structure ................................................................. 5-1 Definitions and Space Calculations ....................................... 5-2 Space Summary .................................................................... 5-3 Detailed Space Listing .............................................. 5-4 to 5-12

Table of Contents/ Acknowledgements

thinkSMART planning, inc.

Appendix A Room Design Cr i ter ia

Appendix B Workshop Notes

Appendix C Al ternate Space Programs

Appendix D Histor ical Enrol lments

Appendix E Project Budgets



Acknowledgements Governing Board

Ms. Mavis V. Price, Board President

Mr. Chee Smith Jr., Vice President

Mr. Joe Menini, Secretary

Dr. Bruce Tempest, Board Member

Mr. Kevin Mitchell, Board Member

Administration

Mr. Raymond R. Arsenault, Superintendent

Mr. Leonard Haskie, Asst. Supt. Support Services

Mr. John T. Cresto, Director of Maintenance

Ms. Kim Brown, Business Services

Mr. Max Perez, Learning Services

Educational Specifications Committee Participants

Committee Participants Affiliation

Wade Bell Thoreau Elementary Jessica VerWys Thoreau Elementary Cherry Hatfield Thoreau Elementary Barry Lambson Technology Department Dan Langenwalter Technology Department Leonard Haskie Support Services Kelly Jernigan PSFA Pat McMurray PSFA Andre Larroque PSFA Johnty Cresto GMCS- Facilities Fran Thomas Support Services GMCS Diana White Lincoln



Committee Participants Affiliation Kim Orr JFF Rachel Rodriguez Onate Bill Sprick PSFA Ron Triplehorn M + O

Individual (Department) Interviews

Faci l i t ies

Technology

Food Services

Library/ Media Center

PE

Fine Arts

Transportat ion

Project Planning Consultant

This report has been prepared by thinkSMART planning, inc. for Gallup McKinley County School District.

i Executive Summary

i Executive Summary

thinkSMART planning, inc. Page i- 1

1.0 Introduction/ Project Goals The following report summarizes the educational specifications for new and renovated elementary schools for Gallup McKinley County School District (GMCSD). It contains project goals, key facts, key concepts, and space listings; presents key relationship diagrams; and describes key components of the facility that form the basis for the planning and design of new and renovated elementary schools. The report communicates to the district, users and architect essential facility requirements that provide a common basis for facility design, while encouraging the contribution of insights by the building designer. It contains a detailed space program, with room-by-room space requirements. The project defined in this document reflects the statement of goals, vision, curriculum / educational model, and facility requirements obtained through committee and community meetings, two days of on-site interviews, on-site building tours, and a virtual tour of peer elementary schools. Workshop and interview activities included GMCSD staff, parents, GMCSD board members and community members. This facility program contains information obtained through:

Validation of policies established by the Gallup Unified School District;

Review of existing district and state standards and guidelines;

Analysis of existing GMCSD facilities;

Interviews with various GMCSD functional area representatives;

Discussion of experience with projects having similar elements; and

Workshops with the Educational Specification Committee representatives.

Educational Specifications Committee Workshop Participants

i Executive Summary


Educational Environment

District Mission1

The GMCSD Board of Education will provide effective leadership and direction to achieve a quality education in a safe and healthy environment for our multi-cultural students.

Vision

Growing students to be productive citizens in a multicultural society.

Project Goals

The project design process and resulting design of the facility should address the following;

Image: “The representation of our school to the community”

Elementary schools should project an image of “smallness” and community; they should not be perceived as “too large” or “unsafe.” GMCSD wants to preserve the small enrollments and the closeness of community, staff, students and parents that is the product of such a school GMCSD elementary schools range in size from 204 to 326 students.

Safety – Bullying, Social Issues – Comfort of Parents

The elementary school should ease the student transitions from elementary to middle school and alleviate feelings of isolation, and may promote bullying and academic issues by providing independence building activities in the fifth grade (changing classes, being responsible for younger students, larger play equipment, etc.)

Size

Elementary schools, even if designed for 326 students, are comprised of about 50-60 students per grade level in three team areas. These smaller sized student and team groupings allow for a stronger sense of community and a small school environment.

1 Gallup McKinley County School District Website www.gmcsd.k12.nm.us

i Executive Summary


Individual Growth

Students grow individually when they feel stable, secure and are able to take on responsibility with younger peers.

Connection of Community

GMCSD’s elementary schools will address the needs of each community. Sizes of each grade level will allow students to stay in their own neighborhood versus being transported to a larger elementary school that may not be local to the community.

Pedagogies

A variety of pedagogies may be explored at a smaller sized school grouping (300 students), smaller schools have more flexibility to explore a variety of approaches and make corrections quickly if necessary.

Promote and welcome parent involvement

GMCSD wishes to promote and welcome greater parental involvement by locating elementary schools within neighborhoods and by providing for individualization of programs.

Facility Use Patterns

Schedule

Currently, GMCSD follows a traditional school calendar – with school beginning in August and ending in late May. However, it is possible that in future years, the district may decide to follow a year-round schedule. The year-round schedule would mean that the longest school break would occur in the summer and last only six weeks. Elementary schools should be designed to operate effectively during summer months as well as the current school year months.

Campus Hours of Use

Presently, the typical elementary school day starts at 8:10 am and ends at 3:15 pm. Extended or modified hours in the future are possible. Typical extra-curricular activities include: after school programs, club meetings, and parent-teacher organization functions. Potential campus hours may range from 6:30 am to 7 pm or later; summer hours will also be possible.

i Executive Summary


Capacity and Utilization

Enrollment

Enrollment at GMCSD elementary schools is anticipated to be up to 326 students in its largest elementary school, smaller school space programs are provided in the appendix of this document .

Efficiency in Scheduling

Utilization refers to the number of students using each teaching station (classroom, lab or area ) within the school. The Gallup McKinley County School District requires the maximum number of students within Kindergarten studios to be no more than 20 and first through fifth at no more than 24 students. Efficiency is the number of actual students within a classroom measured against the GMCSD maximum capacity. In general, schools do not utilize each studio to 100% because of the uneven number of students per grade level (i.e., enrollment is not equally divisible by 20, 24, etc.) This Educational Specification indicates a recommended efficiency for elementary schools to be 95%. Maximum capacity (or 100% loading) is not ideal and not recommended for elementary school For this educational specification, the 326 student elementary school is assumed to accommodate the given enrollment at 95% efficiency. Enrollments higher than this percentage are considered over capacity.

Capacity

Capacity refers to the number of students a school can accommodate. There are two types of capacity measures: Maximum Capacity (also known as Design Capacity), and Functional Capacity.

Maximum Capacity (Design Capacity) identifies the theoretical number of students that can be housed, using all available instructional spaces (referred to as “Teaching Stations” (TS) in this educational specification) multiplied by a student loading factor that reflects average pupil/teacher ratios (PTR) as required by GMCSD

Functional Capacity identifies the actual number of students that can be housed, based on instructional spaces (teaching stations) available to regular and exceptional education enrollments - multiplied by a student loading factor that reflects average

i Executive Summary


GMCSD pupil/teacher ratios (PTR). The results are multiplied by factors addressing scheduling utilization, special education inclusion, school size and level . Instructional areas that are used for special (federal and categorical) programs are exempted.

The Functional Capacity for elementary schools designed to this educational specification is estimated at a total of 326 students –at 95% efficiency.

Facility/ Site Organization

Site Organization

New elementary School Sites will be required to provide area for the school buildings, service areas, bus drop-off/ pick-up lanes, parent drop-off/ pick-up lanes, parking for all full-time equivalent staff (FTE), visitors (1 space per 100 students is a minimum recommendation), and handicapped accessible parking. Additionally exterior play areas required are:

Outdoor Learning Area

Kindergarten Playground Area

KG Tot Track or Similar

KG Turf Play Area

Primary Playground Area

Secondary Playground Area

Court Areas

Hard Surface Play Areas

Turf Areas (may be located on city park land if available) The following site areas are the minimum area recommended for the 326 student elementary model. In other words, 3.99 acres would be the smallest site that could comfortably accommodate this school and all the recommended components. These numbers should only be used for planning purposes and this size site is not required by PSFA, they are provided to illustrate the components required on an elementary school site of a certain size. Certain site conditions may be necessitate larger sites (existing arroyos, steep grades, etc.) while other sites may be smaller (existing sites, urban, etc.). Individual areas may also be larger or smaller under certain site conditions.

i Executive Summary


Example of Minimum Si te Area Required to Accommodate a 326 Student Elementary School

MINIMUM SITE AREA *not required by PSFA

# Req'd

SF Reg'd Area Sub-Total GSF

# Acres Req'd

.01 Building Area 1 22,785 22,785 0.52

.02 Service Areas 2,000 0.05

.03 Bus Drop Off 6,000 0.14

.04 Parent Drop Off 10,000 0.23

.05 Parking 50 345 17,250 0.40

.06 Exterior Play Areas (See 8.0) 1 72,220 1.66 See 8.0/ Partial

SUBTOTAL SITE AREA 130,255 2.99

Site Circ, Drainage 25% - - 43,418 1.00

TOTAL SITE AREA PER CALCS 173,673 3.99

AREA DESCRIPTION NOTES

i Executive Summary


Building Organization

The overall building organization will be critical to the successful functioning of the new elementary schools key components of the building are:

Administrative Functions, containing space for collocation of administrative functions including counseling, attendance and records, and technology.

Food Service and Dining Areas, for kitchen, dining, stage/platform, drinking fountains, restrooms and exterior play areas and courts.

Core Academic Areas, for Kindergarten, and 1st – 5th grades.

Physical Education, containing areas for a fitness room, exterior play areas and courts.

Performing/ Visual Arts Areas, including music and visual art rooms and areas and a platform/ stage (funded by district) adjoining the dining area and exterior courtyard.

Media Center including cyber café, reading areas, small group rooms and book stacks.

Support Areas

Summary of Space Needs

This educational specification provides 18 teaching stations and will accommodate 326 students in an average elementary school. The Public School Capital Outlay Council has requested of the District “ to continue to use 130 sq ft per student as a goal, but if the district has a demonstrated need they could then go up to 140 sq ft per student.” The following chart summarizes the “standard” by which new elementary schools within the district should be built. Each school renovation should be assessed by the design team to determine how this is to be achieved- space programs for each individual school are provided in Appendix C “Alternate Space Programs” of this document.

Example Summary of Space Needs for an average Elementary School

TOTALS PER PROGRAM

NSF Total GSF # TSOver/

Under AS NOTES

1.0 ADMINISTRATION 2,155 2,757 1,027 1,128 NSF Minimum

2.0 FOOD SERVICE/ STUDENT DINING 3,500 4,507 450 3,050 NSF Minimum

3.0 CORE CLASSROOMS 21,750 27,435 18 326 2,204 15,206 NSF Minimum

4.0 PHYSICAL EDUCATION 3,420 3,996 - 2,400 NSF Minimum

5.0 PERFORMING/VISUAL ARTS 1,800 2,103 144 1,656 NSF Minimum

6.0 MEDIA CENTER 2,966 3,521 - 1,326 NSF Minimum

7.0 SUPPORT 1,125 1,251 66 489 NSF Minimum3,891 Total +/- **

TOTALS PER PROGRAM 36,716 45,570 18 326 PSFA Maximum GSF: 45,640

Tare and Overall %Tare 11,999 26% * SF/Student: 139.8 PSFA Goal: 130 SF/Student

*Includes some nsf included below typically counted as tare. ** Subtracts NSF areas typically counted as tare.

Student Capacity/ 90%

AREA DESCRIPTION

PSFACapacitySpace

i Executive Summary


Funct ional Diagram of Si te Funct ional Relat ionships

The following diagram graphically represents key organizational adjacencies on site.

Lege

nd

VisualA djacency

MainEntrance

N aturalLight N ear

ToA djacent

ToVentilation

PLAY AREAS/FIELDS

STUDENT DROPOFF/ PICKUPnot to scale

SUPP

OR

TPHYSICAL EDUCATION FOOD SERVICE/

DINING

MEDIA CENTER

ADMIN

CORECLASSROOMSTEAM AREAS

PLAY AREAS/FIELDS



SERVICE ENTRY

*Diagram represents functional adjacencies only and is not a floor plan. Other configurationshave been considered by the planning committee and shouldconsidered.

1.0 Introduction/ Project Goals

Project goals guide the overall

design of the elementary school;

all decisions regarding size,

configuration, and details should

be tested to ensure they meet

this overall vision.


thinkSMART planning, inc. Page 1- 1

1.0 Introduction/ Project Goals Project Goals and Concepts identified in this section represent the product of exercises conducted over the course of four Educational Specifications Committee Meetings and two days of individual interviews.

Educational Specifications Committee Workshops

The Educational Specifications Committee was comprised of over 15 participants including staff, students, teachers, community members, board of education members and design professionals. The Committee conducted four exercises in the first two work sessions1:

Learning Context: “Define the unique assets, opportunities, challenges

and aspirations for GMCSD Elementary Schools of the future.”

Learning Process: “Focusing on linking content, method and

assessment to the desired learning product or outcome, define what

curriculum, instruction and assessment should be in the future.”

Learning Organization: “Define the optimum organization of students

(groupings, grade levels, learning levels), subjects (subject matter and

content), time (learning time, semesters, years, daily, life-long) and

settings (informal and formal learning settings).”

Learning Environment: “Focusing on information gathered from learning

context, process and organization exercises, describe technology,

equipment and facilities that would support these in the school

environment.”

The committee was divided into several groups, each collaborating on the questions posed. The answers from these questions were then sorted into categories of responses and ordered

1 Detailed notes from these sessions may be found in the appendix of this document



according to the strength of the group’s responses. The detailed responses may be found in Appendix B of this document.

Educational Specifications Committee Workshops



Five Key Concepts. The following are five key concepts developed by the GMCSD

planning committee with regard to district elementary schools The concepts encompass learning, learning atmosphere, environment, and culture and should guide all decision-making during the design of the school. (expanded definitions in Section 2.0)

Personalized Instruction Teachers are as attuned to students’ varied learning needs as to the requirements of curriculum.

Collaboration Students and teachers are provided a learning environment that supports collaboration and curricular integration in teaching and learning.

Student Engagement Learners are presented a curriculum and learning environment that is engaging, relevant, flexible and up-to-date.

Learning Environment Students and teachers are provided an environment that is conducive to teaching and learning.

GMCSD Culture Focusing on student collaboration, ownership of learning and a supportive learning environment infuses all teaching and learning at GMCSD.

Charrette Meeting/ Block Exercises

Following interviews of individuals and departments, the Educational Specifications Committee reconvened for a work session called a “charrette.” During the charrette, planners worked with groups to develop functional diagrams of the new elementary school using blocks as representations of how spaces might relate to one another. Below are the block schemes created by the committee.



Educational Specifications Committee Block Schemes

Group 1 Scheme

Group 2 Scheme

Green = Classrooms Red = Joint Use Blue = Physical Education Yellow = Administration Orange = Food Service Purple = Media Center Orange/Dot = Performing Arts Yellow/Dot = Support Flat Yellow = Parking/ Bus Drop Flat Green = Play Areas




Preferred Schemes Schemes 1 and 2 were preferred for one and two storied schemes respectively.


2.0 Project Design Factors: Overall Considerations

Overall project considerations

take into account district mission

and values, configurations and

policy. Project design factors

include building design concepts,

building systems and site

considerations.


thinkSMART planning, inc. Page 2-1


Introduction

Project Design Factors include Building Design Concepts, Building Systems, and Site Considerations. New and renovated elementary schools are expected to meet the following guidelines to the highest extent possible under the constraints of existing site/ facility and budget. General guidelines to consider during the design process are listed below.

Building Design Concepts

District Mission and Organizational Values1 the fo l lowing text is from Gal lup-McKinley County School Distr ic t

The Governing Board recognizes the value of adopting broad statements of purpose, goals and fundamental values. These statements provide guidance to the Board as it develops policies and annual goals and to staff as it conducts the business of the District.

A mission statement is an expression of the organization’s reason for being. The v is ion describes what the future will be when the District achieves its strategic priorities and fulfills its mission.

Mission Statement

The GMCSD Board of Education will provide effective leadership and direction to achieve a quality education in a safe and healthy environment for our multi-cultural students.

Vision

Growing students to be productive citizens in a multicultural society.

Campus Configuration As of 11/1/2011, GMCSD elementary campuses ranged

in size from 204 to 326 students. Per the GMCSD Educational Specifications Committee, elementary schools will be designed to accommodate their current students, grades K-5 in a size

1 Gallup McKinley County School District Website. www.gmcs.k12.nm.us



deemed appropriate by the Public School Facilities Authority (sizes for each school may be found in the individual space programs for each school in the Appendix of this document.) Current enrollments and projections for GMCSD elementary schools may be found in Appendix D “Enrollments.” Building configuration should be “all under one roof” or, if designed as a campus, should direct all visitor traffic through one entry for maximum campus security. In cases of small site size, two storied buildings may be necessary. Early Childhood and first grade must be located on the first floor in such configurations. Building construction should be highly durable, utilizing exterior materials chosen to withstand weather and harsh elements, requiring a minimum of maintenance. GMCSD buildings are expected to be utilized for 50+ years and should be able to stand the test of time. Campus site size recommended (general rule of thumb, not PSFA recommendation) for new land purchases is roughly ten acres plus acre per one hundred students, or 13+ acres maximum. Smaller sizes (or existing campuses with smaller sites) are acceptable under certain circumstances but site circulation and design must be well considered. Exterior areas listed in the List of Program Spaces found in Section 5 of this document are suggested for each site.

Enrollment. Enrollment at GMCSD elementary schools is currently approved for 326

students, smaller school enrollments exist in other GMCSD schools (see Appendix C “Alternate Space Programs”).

Schedule. Currently, GMCSD follows a traditional school calendar – with school beginning

in August and ending in late May. However, it is possible that in future years, the district may decide to follow a year-round schedule. The year-round schedule would entail intermittent breaks throughout the year with a summer break. Elementary schools should be designed to operate effectively during summer months as well as the current school year months.

Curriculum and Assessment . The following are goals of the GMCSD

teaching staff with regard to teaching and learning:

Frequent and multiple forms of assessment of learning – the learning process will employ assessment strategies that occur more frequently and using a wide variety of forms such as: fair assessments, timely and on-going, authentic, valid and reliable, used to drive instruction, culturally appropriate, real-time, and individualized for different learning styles;

Learning content and curriculum should be engaging, flexible, and updated – the learning process should be engaging and fun; flexible enough to accommodate a variety of learning styles; and relevant to student’s lives;

Multiple teaching and learning approaches – the learning process will provide for teaching and learning in a wide variety of ways (i.e., project-based, cooperative, inquiry-based);



Inclusion – classroom teachers and special education teachers should work together as a team.

Utilization. In elementary schools, capacity is calculated by the number of classrooms X’s

the number of students that can be seated in those classrooms. Classrooms are the only spaces used for calculating capacity in elementary schools because each teacher is responsible for 20-24 students all day long in his/her classroom. Other spaces such as the music room and art room are used for teaching, but the students using those spaces leave behind an empty classroom (i.e., no classrooms are used during music/art time, etc.) Utilization refers to the actual placement of students within the classroom. Classrooms cannot be loaded to the maximum 100% because of the uneven loading of grade levels; i.e., students do not enroll in the school in such a way as to divide evenly into groups averaging 20 or 24. It is anticipated that the GMCSD elementary schools will be utilized at 95%, which is the recommended functional capacity of an elementary school. Thereby, each space program will demonstrate a school’s capability handle more than the approved PSFA enrollment in order to accommodate the approved enrollment at 95% utilization.

Capacity. The Space Program described in Section 4 of this document will provide for a

maximum of 326 students at 95% utilization. Space programs for all other schools may be found in Appendix C “Alternate Space Programs” of this document.

Community Use. GMCSD Schools are utilized by the community for a wide variety of

purposes including parent meetings, student presentations and events, Girl/Boy Scouts, after-school clubs, and summer activities. Dining Areas will provide an area for student presentations and parent meetings. Community groups will be able to utilize these areas for after-school and summer activities. The media center areas and conference areas will provide additional meeting spaces for parent and student clubs. Fine arts and music programs will utilize many areas throughout the school including the stage/platform and exterior stage for performances (not funded by PSFA), multiuse areas (areas for joint classroom work that is combined with the circulation area), and classrooms.



Building Systems

The following information is a summary of more extensive guidance from the GMCSD Facilities Group. Please consult with Operations for more detail.

Acoustics. The kindergarten - 5th grade years are an important time in the development of

a child’s language and speech abilities. Students (especially non-native English speakers) must be able to hear the teacher and be heard by others. One recognized guide for schools, the California Department of Education School Site Selection and Approval Guide states, “The normal range of conversation is between 34 and 66 decibels. Between 70 and 90 decibels, sound is distracting and presents an obstacle to conversation, thinking, or learning. Above 90 decibels, sound can cause permanent hearing loss. ”2 Classroom areas must be designed to allow normal speaking levels with comfort, and common national standards call for a maximum decibel level of 55 dB measured at a workspace in the center of the classroom or classroom. Audio enhancement systems may be considered (budget permitting) if they are approved by the district.

Building Support Spaces. Custodial, storage, and loading areas should be

located in the service areas of the school, near the cafeteria and mechanical service areas. Driveways for support areas should be separately accessed and should not cross student walkways, parent drives, or student access to outside areas.

Finishes. GMCSD maintains all campuses with pride. Finishes are to be durable and of

high quality, so that they may be maintained over a period of 50+ years. Exterior walls should be of any durable material, and coated for graffiti prevention. Interior corridor finishes should be highly durable and easy to clean; a rolled- rubber cove base detail is also preferred for ease of cleaning. High impact gypsum for hallways should be provided to 8 feet above floor level. Interior walls should be drywall with an “orange-peel” texture. Windows should be all aluminum, double-paned, laminated glass with UV coating with at least one operable window per classroom or work space (budget permitting). Exterior windows should be able to be secured.

Kitchen areas should be of durable materials that are easily cleaned: stainless counters, backing and equipment; flooring that is seamless. Restrooms should be of highly durable materials: hard surface floors (tile, terrazzo, or sealed concrete), ceramic tiles to six feet on the walls, polished stainless steel mirrors, and compounded 2 California Department of Education, School Site Selection and Approval Guide, http://www.cde.ca.gov/LS/fa/sf/schoolsiteguide.asp#Noise.



solid composite partitions with full hinge, and frames bolted to the ceiling. Tile on the floors should be one inch by one inch. Fitness room flooring should be of durable material with integrated markings. Dining areas should be easily cleaned, polished concrete - but not institutional in feel. Furnishings should be adjustable, varied, foldable and highly cleanable. Walk-off mats should be provided for each exterior entry, consider modular matting systems (recessed) extending six feet into each entry. Roofs should be designed as to be highly durable, coordination with the district in the early design stages is mandatory. Roofing materials must be approved by the district and coordinated early in the design process. Roofs should have a 20 year warranty, and should not be of a slope lower than 4 on 12. Rainwater collection with the ability to slow release into the school landscape is suggested (budget permitting.) Roof drains should not be interior and scuppers and downspouts should not drain onto or across sidewalks to prevent ice or slipping hazards.

Climate Control. Buildings should utilize high quality insulation with a high R factor.

All buildings are to be conditioned with Heating Ventilation and Air Conditioning (HVAC). Central plants, closed-loop, with redundancy are preferred. Central air handlers add to the ease of maintenance and are preferred. Classrooms should be individually controlled HVAC units, alternate approaches may be suggested. Additionally, a web-enabled Energy Management System (EMS) may be required to assist in the energy management of buildings. No evaporative coolers are to be used on campuses. No mechanical systems are to be located on roofs. Solar panels should be incorporated into the design – budget permitting. For safety and climate control, vestibules should be considered and utilized at exterior entries to the school.

Electrical/Power. Learning areas should be pre-wired with electrical service to the

walls and ceiling (each classroom may eventually utilize ceiling projectors). In cases of block walls, the conduit should be located in furred-out walls, not within the block wall or on the interior wall. Care should be taken to provide extra conduit for ease of future wiring. Electrical panels must be sized for the eventual build-out of the school if a phased design is planned.

Lighting. Natural daylighting in all occupied areas of the building (including corridors) is

required. Care should be taken to provide lighting that can automatically (or manually) shut off when daylighting is present (budget permitting), however, they must be controlled by motion sensors. Clerestory windows should be utilized over skylights as skylights are often a maintenance problem, other solutions may be discussed with the Bond and Architecture group. T8 fixtures (T5 is preferred) or better should be utilized in learning spaces; direct/ indirect lighting is also preferable – budget permitting. Gymnasium lighting should be CFL or LED.

Plumbing and Fixtures. Floor mounted, American Standard, manual flush toilets

with Sloan flush valves, and automatic sinks are recommended. Hand towel and toilet paper dispensers are installed by the supplier. Urinals should be wall-hung, and utilize Sloan flush



valves. All multipurpose areas will be designed with a sink. Drinking fountains should be provided to each multipurpose area. Verify lock brand with the District for interior and exterior doors, rotary hinges should be used on exterior doors. Provide the infrastructure to add an electronic (card key, fob, fingerprint reader, etc.) locking system to main entry doors in the future. Fly fans to be installed at kitchen doors.

Public Access. Generally, the GMCSD campuses will operate from early morning

hours (6-7 am) into the night (8-9 pm) as well as on weekends. Areas utilized by students for extracurricular activities (sports, band and music, drama, club meetings) should be zoned into an area that is:

Well Lit,

Able to be individually climate controlled,

Near parking areas and parent drop off,

Able to be sub divided from the main campus with gates or fencing,

Accessed by wide, handicapped-accessible sidewalks,

Provide a gathering or waiting area that is safe and well lit for students waiting for transportation.

Community access areas (dining, fitness room, play fields) should be co-located near large parking areas and should provide convenient walking access to those venues. Enough parking should be provided to allow cars to park on site and minimize the use of nearby streets or off-site parking.

Safety. Safety and security on GMCSD campuses is paramount. The following are safety

considerations for the facilities and site:

Lighting: exterior lighting for nighttime activities needs to be considered, exterior lighting in parking areas should be solar-powered Light Emitting Diode (LED) lights – budget permitting. Area zoning with motion sensors is desired. Utilize photovoltaic exterior lighting where possible.

Security Cameras: District may require cameras at the following locations: entry areas, parent drop-offs, playground areas with the possibility of adding interior cameras. The principal or campus security officer is to be the designated monitor. Telephone handsets should be equipped with push-button public address to the administration.

Fencing: the campus is to be completely fenced (6 foot chain-link with gates) to the ability to close off playground areas and ancillary entries during school hours. Decorative wrought iron fencing may be considered at the school entry. Play areas may be fenced at 4 feet high and allow access after school and on weekends; they should be gated or utilize a turnstile entry (with GMCSD approval.)



Traffic Congestion: Every effort should be made to contain pick-up and drop-off traffic on site; traffic congestion on surrounding streets and properties should be avoided.

Ease of Supervision: Entry areas should be visually supervised by administrative staff; playground and corridors should be visually supervised by the use of transparency to hallways and windows to the playground.

Play Equipment: Playground equipment or features should be age appropriate and safe. Equipment should be shaded to prevent burns during hot temperatures. Mulch or poured rubber surfaces should be utilized under playground equipment. Three playground areas are recommended: early childhood play area; primary play area (1-3); and secondary play area (4-5). Wind and privacy screening should be provided for fencing around play areas to block the occurrence of blowing trash, dust and dirt. No climbing walls or slides over 10 feet in height. Signage requiring adult supervision and age limitations on equipment must be provided at each play area.

Fencing: Should be chain link at a minimum; metal or decorative fencing should be provided at the front of the school. Fences should be four feet high at a minimum unless directed differently by GMCSD.

The dumpster area must be fully enclosed and lockable, and should be sloped for good drainage – preventing spoilage and smell build-up. Coordinate with City for exact requirements.

An outdoor or exterior building for the storage of exterior and lawn equipment may be added by the district in the future and should be master planned into the overall site plan.

School Area Pedestr ian Safety. Recommend conducting a Safe Routes to School study for this campus. Traffic congestion at the school may be minimized by ensuring that a safe pathway to school is provided to students.

Separat ion of pedestr ians, buses, cars, del ivery vehic le. Separation of parent and bus drop off is required. Location of staff and visitor parking providing safe and contiguous pathways to the school is also recommended. Delivery vehicles and loading areas should be segregated from all other traffic, both pedestrian and vehicle. The following considerations should be addressed in the new design or renovation plans: 1. Buses do not pass through parking areas, unless a barrier is provided that prevents vehicles

from backing directly into the bus loading area. 2. Parent drop off area is adjacent to school entrance and separate from bus area and parking. 3. Vehicle traffic pattern does not interfere with foot traffic patterns. Foot traffic does not have to

pass through entrance driveways to enter school.



4. Parking stalls are not located so vehicles must back into bus or loading areas. Island fencing or curbs are used to separate parking areas from loading areas.

5. Bus drop off for exceptional education students may be in the same location as for regular education students or in a separate area closer to special education rooms.

Street access: Access to the site should be safe and visible .The turn in and out condition should be safe to drivers and pedestrians. Clear lines of site onto the roadways are imperative. A thorough study of the issue should be conducted in the design phase.

Traffic Volume: Due to the large number of students driven to school, traffic volume is a large concern. Care should be given to the queuing of car traffic. Traffic should be safely contained on site and not backing up into adjoining streets. Double-lanes are discouraged if possible. A pull-out lane is needed to allow traffic to navigate around a disabled vehicle.

The above figure3 shows a separate loading area for buses. The larger loading area should usually be reserved for the student loading area to be used by parents. Also if the loading area used by parents were to be fully occupied, additional vehicles in the queue could back up along the curb on the street. The one-way counterclockwise pattern is used in both zones.

Access to rooftops, mechanical: Should be from within the building.

Walking Paths: Should be covered if possible and contiguous from building to building.

Window Projections and Door swings: Should not project into the path of travel.

Security. Planning is based on the premise that this will be a closed campus. The

campus must be safe and secure, keeping in mind that the school is an environment for education and not a ‘prison” there must be a balance in the degree that a campus is made secure and by

3 Arizona Dept of Transportation. Traffic Safety for School Areas Guidelines 2006, p. 18.



what means it is considered secure. Security cameras, if used, as well as security personnel should be incorporated into the school environment in ways that are not threatening or offensive, but leave the school environment with a sense of freedom and relaxed openness. If utilized, all buildings including portables should have alarm system for security access in corridors, entries, and academic zones of the school. This way the police can follow the alarm sequence on a computer floor plan from the central office. The buildings should be designed to keep in mind current and acceptable methods of providing security to students and staff from within the school as well as from the outside taking into consideration the various forms of security problems schools are facing at this point in time. The building should be designed to follow Crime Prevention through Environmental Design principles. These include:

Natural Surveillance. The design concept is directed primarily at keeping intruders easily observable. This concept is promoted by features that maximize visibility of people, parking areas and building entrances: doors and windows overlooking streets and parking areas; pedestrian-friendly walkways; front porches; and adequate nighttime lighting.

Territorial Reinforcement. Physical design can create or extend a sphere of influence. Users then develop a sense of territorial control while potential offenders, perceiving this control, are discouraged. Territorial reinforcement is promoted by features that define property lines and distinguish private spaces from public spaces using landscape plantings, pavement designs, gateway treatments, and “CPTED” fences.

Natural Access Control. This design concept is directed primarily at decreasing crime opportunity by denying access to crime targets and creating a perception of risk to offenders. Control gained by designing streets, sidewalks, building entrances and walks to divert traffic to supervised areas.

Signage. “Wayfinding” is a top priority for the campus. Poor configuration, location of

elements, and lack of signage can be a problem for visitors and new students. Recommend creating a clear and easily decipherable set of visual cues including clustering similar functions, clear and easy to find pathways, and visible marquee signage from street and on campus. The use of color and texture within the school may help pre-literate students find their way independently.

Energy Considerations. Planning for energy and resource conservation is a

top priority at GMCSD. The district integrates recycling, water conservation and energy conservation into each project. The following guidelines should be followed as budget appropriate and with district approval:



Recycling. Recycling containers should be provided as well as trash containers at various locations throughout the school. Permanent recycling structures (i.e., dumpsters) should be located for ease of custodial use.

Water conservation. Waterless urinals, reclaimed water (condensate water), water harvesting and reuse of gray water are all concepts the district will consider.

Energy conservation. Lighting controls for occupied spaces, T-8 light fixtures (T-5 if possible), daylighting, appropriate siting of buildings for solar heat gain, shading devices to lower heat gain, and solar panels should all be considered in the design process.

Site Considerations

Landscaping. GMCSD campuses need to be attractive, inviting and easily maintained.

Shade is encouraged but should be designed for maximum efficiency.

Selection and Location of Plant Materials: Plants on campuses should be native and low water-using, irrigated by drip systems. Retention areas should not be designed as to be very deep (should not require fencing). Trees should be located to provide maximum shade and should be long-lived and native. Trees must be topped or trimmed so as to minimize the hazard of uprooting during storms; additionally lower limbs should be trimmed to a height of six feet. A suggested planting list should be obtained from GMCSD.

Consideration of Winter Conditions: Campus design should consider and plan for areas where snow will be piled in the winter. These areas should not be located where the snow will eventually melt and refreeze across walks or roadways.

Signs: A marquee type sign needs to be planned at the school entrance. The sign should be tall with electronic lettering and wireless control. The sign should comply with local zoning ordinances but should be visible from both directions.

Parking and Traffic Separation. Traffic flow pattern creates risk and

requires risk management, which involves facility management and transportation programs. All communities within the school will work collaboratively to assure that there is a safe loading and unloading of the students. Parking should meet code requirements, state standards, and site restrictions. Specific design points that should be considered include (as stated above, under Building Systems):



Bus loading and unloading zone should be separate from other parking or other traffic flow patterns, including pedestrian. People should not be forced to walk around the buses. The loading zone must be designed without requiring individuals to cross over in front of buses. Buses are on a tight time schedule and require a separate entrance/exit from other traffic. Also note that buses are operating when delivery trucks are operating, so they should not share the same entrance.

Buses should not be adjacent to staff parking or other parking where individuals are trying to beat the buses out. Buses have large blind spots and can backup on students.

A fenced barrier with walk through ports may be used to deter students from walking out in front of the buses until the buses have stopped and shut down their engines. An opening in the fence should be provided for each bus.

A single bus queuing line is preferable, with boarding on the right side of the bus. Double lines create a hazard with students walking in front of the buses. If a single line cannot be created, the school may use angled (drive through) parking, where the bus can then proceed forward. Buses should never have to back up. Avoid any double parked bus arrangement.

The bus loading zone must be clearly marked, with signs (in white or yellow), curb painted in yellow. It should be obvious that the bus lane is not for car pool.

Bus loading zones should not intrude on fire lanes. When buses are in the fire lane, the driver cannot leave the bus.

The bus loading zone should be capable of accommodating growth and sidewalks in the loading zone must be a minimum of 10 feet in width.

The buses need a separate exit from the car lanes, parent and visitor.

A single line should be 12 feet wide, with 40 feet of length for each bus (buses are 34-36 feet long).

If a bus breaks down, the single file arrangement must have pullout lanes to allow buses to by-pass a bus with mechanical problems. There should be pull-off at the end for buses with problems that need to be addressed before they get on the road.

Bus turning radii’ are 42 ft outside radius and 24 ft inside radius.

Each bus accommodates 54 middle school students or 65 elementary students, for a elementary school, anticipate approximately 60 students per bus. For a maximum school size of 950 students, approximately 16 buses will be needed.

Except ional Educat ion Transportat ion. Transportation supports the exceptional education students, and may have a separate drop off and bus service. Exceptional needs transportation for students who are disabled, in wheel chairs, or vision impaired, need to have their bus transportation close to the building for ease of getting to the loading zone and on the buses. A dedicated spot for special needs buses may be provided or scheduling may have these buses load prior to the regular buses. If a dedicated area is provided, it should be accessible from the exceptional needs/ exceptional education areas. Exceptional needs busing will need sloped curb cuts.



Playfields/ Outdoor Areas. The following fields are anticipated (not all are

required to be on the same site if an adjoining city park, etc. is available):

Outdoor Learning Areas

Kindergarten Playground Area

KG Tot Track or Similar

KG Turf Play Area


Secondary Playground Area

Court Areas

Hard Surface Play Areas

Turf Areas (may be located on an adjoining park)

3.0 Activity Area Requirements

Activity area requirements

describe the function of each

area. These requirements

provide guidance to the design

team as the basis for detailed

design of each space.



3.0 Activity Area Requirements Introduction

The planning for GMCSD elementary schools involved interviewing key departments and individuals regarding the program functions, descriptions and long term goals. These departments and individuals included:

Administration

Technology

Special Needs

Elementary Education

Food Services

Physical Education

Performing/ Visual - Fine Arts

Media Center

Energy

School Safety

Support

The following activity area requirements shall provide guidance and background to the design team as the basis for the requirements found in Appendix A (Room Criteria) of this document.

Administration

The administration facilitates the effective operation of the existing on-campus administrative functions including:

Administration

Counseling

Health

Administration Support

Administrative offices consist of principal’s offices, assistant principals’ offices, counseling, waiting and reception, conference rooms and workrooms.

Campus Administration consists of:

Central Administration

Principal



Counseling/ Enrollment

Attendance/ Health

Counseling offices consist of offices for counselors, and meeting areas (shared with administration.) Health offices consist of nurse’s area, cot areas, and storage for health supplies. The nurses need privacy for the student to communicate unique health issues, such as religious issues, to the staff as well as students and parents.

The student health area should be located near administration and where students can have discrete access without going through other functional areas. The student health area should be near to exterior access for emergency transport of student requiring emergency medical services. Functional needs:

One cot per 200 students

Check in/waiting area

Secure cabinets for medical storage

Small refrigerator with freezer for medicine/ice storage

Window or view into cot areas from nurse’s office

Hand washing sink

Direct access to a restroom dedicated to health.



Example Administration Areas - Variety of Styles



Food Service

Lunchtime should be a pleasant experience for students. Care should be taken with textures, ceiling height, lighting, natural light and dining configuration to produce a “homelike or restaurant” experience. Acoustics are especially important as a loud, noisy cafeteria is unpleasant for students and staff alike. Avoid institutional designs that are impersonal and loud. The school cafeteria should be designed to facilitate a learning experience for students in socialization, sharing and basic manners. Food service staff request the design of a potential ceiling projection system (at a minimum provide ceiling conduit and power) and projection screen(s) be located in the dining area. Food service includes a full service kitchen, serving and dining area in the school. The kitchen will serve up to a maximum of 300-400 meals per day in the largest school (including lunch and breakfast)1 ; as well as serving the teacher’s lounge, break and snack. The serving line should be supplied with at least three data/power ports for three points of sale. Multiple serving lines will be utilized in the dining room to serve lunches. The school is expected to utilize a maximum of two lunch periods to serve lunch. The kitchen area will contain the following:

Receiving area for supplies;

Food preparation areas (district supplied equipment);

Walk-in freezer(s) and cooler(s);

Shelving in dry goods area;

Staff office area;

Staff restroom. Streamlining service, providing healthy food choices, attractive food display and high food quality will be the goal of the food service program. The focus is to attract students to eat balanced healthy food from food service. Locate the food services area near exterior gardens or eco courtyard (see “outdoor learning areas” under “Classrooms” below).

1 Verify meal counts with District Food Service.



Example Dining Area with Varied Seating and Lower Ceiling Height

Example Dining Area opening to Exterior with Variety of Seating and Platform

Example Dining Area utilized as a Cyber Café at Non-Dining Times



Classrooms

Classrooms may be grouped by grade levels or mixed levels around a joint use. Classrooms are designed to be grouped with up to six classrooms comprising a “community.” There are three communities in the largest school. Each community is comprised of three or four classrooms or approximately 66 – 90 students. Each community is provided a larger multi-use joint work area -this should be combined with circulation to the Classrooms to create a large project work area for all Classrooms in the community team area. Transparency is required from the classroom areas to the joint use area. Transparency may be provided with large windows at student head height, roll-up glass doors, double doors with glass, etc. Example Studio Area with Small Group Work Areas and Connection to Breakout Example Studio Area with Small Group Work Areas and Connection to Breakout



Example Daylighting and Visual Transparency to Exterior Joint Use Areas should be designed to be properly sized (at least 900 NSF, ideally 1,200 SF with tare or circulation), flexible, well-lit, and have the ability to serve multiple learning activities and grade levels. Joint use areas will be utilized for group projects, individual and small group breakout, informal study and presentations. Staff has cited the desire to have grade levels mixed; however, the school should be designed to accommodate other groupings such as grade level, multi-grade level and thematic. Way finding is important at the K-2 level as many students are not fully literate. Attention should be paid to color, texture and theme so as to make each team area individually identifiable. In two story schemes, kindergarten and first grade should be located on the first floor. Classroom characteristics desired are:

Rooms large enough for up to 24 students;

Furniture appropriate and flexible; needs adjustability for a range of students study styles (soft/informal, formal, stools, stand up, floor desks, etc.)

Appropriate lighting/ daylighting; lighting zoned and adjustable

Appropriate ventilation/ HVAC

Appropriate computer access (laboratory, wireless + laptops, etc.)

Appropriate storage area; cabinetry

Possible teacher tools to include

Promethean Boards, Smartboards or similar ,

Proxima or similar (ceiling mounted computer projectors),

Large Projection Screen,

White Boards and Pin Board Space,

Phone access,



Audio enhancement

Meeting/work room for teachers of each team (not teacher offices) with possible

copiers,

layout, or stand up height counters,

storage,

binding,

laminating

meeting table and chairs

Example Joint use Areas at K-3 Level

Example Joint use Areas at 4-5 Level



Example Joint use Areas used for Performance

**Note** Joint use areas are planned into the school as ancillary classroom space as described in the NM Public School Adequacy Planning Guide. The intent is to utilize the NSF provided in combination with TARE area provided. Overall, the Maximum GSF of the school must be adhered to in the design.



Special Needs Classes at the elementary school include all core subjects for students with identified learning needs who require specialized instruction. Of the total student population, approximately 10% receive Special Needs services at any given time. In compliance with state guidelines, each Special Needs student will have their individual education plan (IEP), which is updated once a year. This involves a student – teacher assessment session. Special Needs students must be given the least restrictive environment for the individual education programs. The Special Needs students need to be integrated with the rest of the students to the greatest extent possible. Special Needs Classrooms must not be segregated from other Classrooms on site. Program areas are:

Resource Level Students; for students that require supplementary instruction but not segregated care,

Self-Contained Level Students (and Pre K –K DD); for the severely handicapped provides for students identified with severe cognitive and emotional difficulties who need a smaller, structured environment for learning. When it is determined to be in their best interest, self-contained students are mainstreamed into regular classes.

Functional needs of the programs:

Resource Level Classrooms – Should be integrated into the community configuration and serve as a pullout space for supplementary group instruction

Resource areas for reading, math

Tutorials and directed studies

Self-Contained Level Classrooms –Special Needs Classrooms should be collocated to the joint use area to allow interaction with peers. Restroom and storage should be integrated into the studio for ready access and use for toileting and assistance with toileting. A small kitchenette will serve to provide snacks to the students; additionally, the kitchenette will serve as an instruction area for life skills.

Should be full sized if possible for separation of students with behavioral disorders; at least 900 NSF is required

Handicapped accessibility

Phone Accessibility

Ceiling Mounted Projectors and Screens

Possible Smartboard, Promethean Board, or similar

Computer Areas

Isolation space within room

Storage

Sink Area

Restroom must be handicapped accessible with a changing table



Speech/ Language Therapist – will utilize the resource areas within the communities to provide direct therapy to students within their community area;

Psychologist/ Counseling will be located within the administration area and will require a closed office with acoustic separation.

Reading Intervention is a pull out or resource area used to bring students from different classes together to work with a reading teacher, this is not a permanent classroom.

Title I Classrooms are pull out resource areas used to provide additional assistance to disadvantaged students.

Occupational/ physical therapy areas are used for pull out therapy.

Outdoor Learning Areas Covered patios or adjacent exterior areas should be provided to each community. Students will be offered opportunities to work outside with wet or messy projects, or utilize the outdoors for small group activities. Additionally, an eco-courtyard should be created within the campus to support a variety of possible school and/or community uses such as:

A community garden

Tortoise or other species native habitat

A rainfall collection area or wetland

The eco-courtyard should be approximately 30’ X 60’ and supplied with water (grey water or irrigation), power, and rainfall harvesting capability. Each elementary school community will work with designers for the exact location on site, although it is recommended that the eco-courtyard be prominently displayed for community and near the kitchen areas for possible instruction and use of plants such as herbs.



Example Outdoor Learning Area at an Elementary School, TUSD

Example Outdoor Learning Areas Uncovered and Covered



Physical Education

The Gallup McKinley County Schools provides physical education to all students. Class size is an average of 24 students per class. Physical Education. Basic physical education classes are provided to all students. These classes will include movement, music and game activities. Structured team activities are volleyball, basketball, softball, soccer, and fitness trails. The elementary campus will utilize a variety of outdoor amenities for physical fitness including:

Basketball courts (may be covered)

Hard Court Areas including area for

Four-Square

Volleyball

Tetherball

Softball Fields

Multipurpose Field

Fitness Trail



Fitness Trails Enhance Physical Fitness Programs and are a Community Resource

Performing/ Visual Arts

The Performing/ Visual Arts programs at the elementary school will include music, art and performing arts programs. GMCSD strongly supports involvement with local artists. The fine arts improve learning by using instrumental music, opera, dance, theater and visual arts to help teach reading, writing, math and science to children in early childhood through fifth grade. Fine arts instructors often work closely with classroom teachers to enhance curriculum by teaching core learning concepts through the arts. Fine arts instructors will work directly in classrooms, project labs, joint use areas, on the stage/platform, as well as within the music and visual arts rooms. Provide niche areas and small performance area opportunities throughout the campus.



Student artwork should be prominent and displayed throughout the campus. Areas within the landscape, hallway niches, wall areas, and sculpture stands should be richly provided within the school. Visual Arts programs include:

Sculpture/ Crafts

Dance/ Theater

Visual Arts

Performing/ Visual Arts rooms are needed for the fine arts program with ample ventilation, appropriate lighting and daylighting, appropriate acoustics, high ceiling for art and performance activities. Co-location near the main performance (platform) area is also desirable for use as a green room and stage craft activities (possible small productions by students). Music will be offered at all elementary schools. Music areas should be located near the stage/dining, and should be acoustically isolated. Music classes include:

Instrumental music/ Band – instrumental, movement, strings, percussion and possible musical instrument digital interface (MIDI) equipment in the future

Choral – includes group singing and movement

Areas associated are:

Art/ Music Classroom

Storage

Example Project Lab or Flexible Art Classroom Area



Example Instrumental Music Area



Media Center

The media center will provide a collection of 4,000+ volumes of material consisting of books and periodicals, video/ digital, and reference material. The objectives for the media center include:

The student needs to be capable of working around libraries and other information sources; they will be able to teach themselves by gaining access to information. The environment should support this.

Serve the community and be open to families both before and after school.

Create life-long readers who read for pleasure.

All curriculum areas intersect in the media center, so the media center must be able to provide information resources to support all the curriculum material offered in the school. For the student to use the media center there must be sufficient depth of material. The depth of the information on the internet is often too shallow for the depth of material required for the student’s studies. The media center will represent a substantial investment in materials and textbooks. The cost of journals is fairly high, while online information is also expensive. In many instances, the hard copy is less expensive than obtaining information online. The main media center collection will be centralized, serving the whole school. This gives all the students access to the material without causing redundancy. An area in the media center should be configured for project presentation, with a drop down screen and the ability to dim the lighting level. Seating for up to one classroom with additional areas for small, larger, formal and informal groupings of students is needed. Traditional table/chairs, individual desks and soft seating for casual areas is required.

Technology in the Media Center. While the media center was traditionally the central location for accessing the internet, access now is distributed to other locations in the school. The media center, however, should be the location for individual student research including print and online research. Sufficient computers (wireless and wired) with internet and card catalog lookup should be available. Students will need access to print, online, group meeting areas, small presentation areas, and the media resource professionals. A computer research area is listed within the media center portion of the space program and should be located so as to be adjacent to the computer research/ testing area. Students and adults should be able to use this area with wireless laptop computers on an “as needed’ basis for research before, during and after school. The area must be transparent to the media center staff for supervision and assistance.The staff workroom will be used for textbook repair and administrative work.



Example Media Centers at K-5 Schools Showing Variety of Seating; photo credit: Robinhood Foundation

Example Media Centers at Elementary Schools Showing Variety of Seating; photo credit Robinhood Foundation



Support

The support areas included are designed to support other functions on campus and consist of maintenance, receiving, storage, circulation, and restroom areas. The areas should be convenient to maintenance staff’s ease of use. The areas should not be located in entry or highly public areas.

Components Included

Maintenance Office

Computer Tech

MDF and IDF

Circulation

Staff Restrooms

Various Storage Areas, Internal and External

Custodial Rooms

Distributed Electrical/ Mechanical Rooms

4.0 Summary of Area Relationships

Area relationships represent

functional adjacencies and are

intended to guide the design

team as they create the plans for

each area.


thinkSMART planning, inc. Page 4 - 1

4.0 Summary of Area

Relationships Introduction

Diagrams presented on the following pages represent area relationships. The diagrams represent the desired functional adjacencies of one area to another but should not be misconstrued as floor plans. The diagrams are intended to describe functional adjacencies to the design team. In some cases, more than one arrangement is shown as acceptable.



Legend

Vis

ual

Adj

acen

cyM

ain

Ent

ranc

eN

atur

alLi

ght

Nea

rTo

Adj

acen

tTo

Vent

ilat

ion

PLA

Y A

REA

S/F

IELD

S

STU

DEN

T D

RO

POFF

/ PIC

KU

Pno

t to

scal

eSUPPORT

PHYS

ICA

L ED

UC

ATIO

NFO

OD

SER

VIC

E/D

ININ

G

MED

IA C

ENTE

R

AD

MIN

CO

RE

CLA

SSR

OO

MS

TEA

M A

REA

S

PLA

Y A

REA

S/F

IELD

S

CO

RE

CLA

SSR

OO

MS

TEA

M A

REA

S

CO

RE

CLA

SSR

OO

MS

TEA

M A

REA

S

SER

VIC

E EN

TRY

*Dia

gram

rep

rese

nts

func

tion

al

adja

cenc

ies

only

and

is

not

a fl

oor

plan

. O

ther

con

figu

rati

ons

have

bee

n co

nsid

ered

by

the

plan

ning

com

mit

tee

and

shou

ldco

nsid

ered

.



Legend

Vis

ual

Adj

acen

cyM

ain

Ent

ran

ceN

atu

ral

Ligh

tN

ear

To

Adj

acen

tTo

Vent

ilat

ion

STU

DE

NT

DR

OP

OFF

/ PIC

KU

P

not t

o sc

ale

FOO

D S

ER

VIC

E

PAR

EN

TR

OO

MW

AIT

ING

/E

NTR

YP

RIN

CIP

AL

AS

ST

PR

INC

IPA

L

WO

RK

RO

OM

MA

IL/ F

AX

CO

NFE

RE

NC

ER

OO

MS

TOR

AG

E

AR

EA

S

NU

RS

EC

OT

AR

EA

S

EN

TRY

VE

STI

BU

LE

Ext

erio

rE

ntry

Cor

rido

rE

ntry

ITIN

ER

AN

TTE

STI

NG

CO

UN

SE

LOR

Cor

rido

rE

ntry

Sic

k C

hild

Ent

ry

RE

CE

PTI

ON

/S

EC

RE

TAR

IAL

PH

YS

ICA

L E

DU

CAT

ION



Legend

Vis

ual

Ad

jace

ncy

Mai

nE

ntra

nce

Nat

ural

Ligh

tN

ear

ToA

djac

ent

ToM

ovab

le W

all

not t

o sc

ale

PLA

Y A

REA

S/FIE

LDS

KIT

CH

ENSE

RV

ICE

STA

GE

/PLA

TFO

RM

SE

RV

ING

DIN

ING

Sto

rage

RR

’S

STO

RA

GE

PE

RO

OM

EN

TRY

VE

STI

BU

LE



Legend

Vis

ual

Adj

acen

cyM

ain

Ent

ranc

eN

atur

alLi

ght

Nea

rTo

Adj

acen

tTo

Mov

able

Wal

l

not t

o sc

ale

CLA

SSR

OO

MC

LASS

RO

OM

CLA

SSR

OO

M

RE

SOU

RC

EC

LASS

RO

OM

TE

AM

STO

RA

GE

TE

AC

HE

R W

RK

RO

OM

AN

D S

TOR

AG

E

AD

JOIN

ING

TE

AM

MU

LTIU

SEA

REA



Legend

Vis

ual

Adj

acen

cyM

ain

En

tran

ceN

atur

alL

ight

Nea

rTo

Adj

acen

tTo

Mov

able

Wal

l

not t

o sc

ale

PE

RO

OM

STA

GE

/PLA

TFO

RM

EN

TRY

VE

STI

BU

LES

TOR

AG

E

MU

SIC

RO

OM

STO

RA

GE

AR

T R

OO

M

STO

RA

GE

*Mus

ic,

Art

, an

d PE

shou

ld b

e tr

eate

d as

a

team

are

a as

the

sear

eas

wor

k to

geth

er.



Legend

Vis

ual

Adj

acen

cyM

ain

Ent

ranc

eN

atur

alLi

ght

Nea

rTo

Ad

jace

ntTo

Mov

able

Wal

l

not t

o sc

ale

RE

AD

ING

/ IN

STR

UC

TIO

NA

LC

OM

PU

TER

RE

SE

AR

CH

/TE

STI

NG

BO

OK

S/ S

TAC

KS

BO

OK

CIR

CU

LATI

ON

DE

SK

STA

FF O

FFC

TEX

TBO

OK

RM

AD

MIN

ISTR

ATIO

NFR

ON

T E

NTR

Y

PAR

EN

T R

OO

M

*Com

pute

r La

bs lis

ted

on6.

01.0

6 of

the

Med

ia C

ente

r Sp

ace

List

sho

uld

be

disp

erse

d be

twee

n te

am a

reas

-ac

cess

ible

to

3 te

ams

each

.

5.0 Space Program

The space program provides the

summary and detailed listing of

spaces required for elementary

schools.

5.0 Space Program


5.0 Space Program Introduction

This section provides the summary and detailed listing of spaces required for GMCSD elementary schools. This program was based on Educational Specifications Committee meetings and interviews conducted with staff, students, parents, and support personnel in August and September of 2011. This space program incorporates information obtained during these sessions. The space program detailed in this section represents a 326 student school scenario (the largest elementary school project of the six projects to be completed.) The Public Schools Capital Outlay Committee has requested that the District establish a design goal of 130 SF/Student with a maximum of 140 SF/Student. Space programs for all schools to be renovated or replaced may be found in Appendix C of this document. All schools have been planned under the maximum 140 SF/Student; as school enrollments decrease, however, the SF/Student increases and the resulting program is generally higher than 130 SF/Student. This is because the “core facilities” (kitchen, administration, media center) required for a 200 student school is much the same as for a 300 student school. Room Design Criteria found in Appendix A apply to any configuration. Functional adjacencies remain the same as well. Information for the space program contained in this section includes the following:

A summary of the total area required in the facility;

Calculations of the number of key spaces driven by the curriculum load of the facility;

Detailed space list identifying the size and quantity of each individual space.

Program Structure

This space program has been structured to create academic grade-level teams or clusters with area-type clusters to be collocated on campus. The clusters include:

Administrative Functions, containing space for collocation of administrative functions including counseling, attendance and records, and technology.

Food Service and Dining Areas, for kitchen, dining, stage/platform, drinking fountains, restrooms and exterior play areas and courts.

Core Academic Areas, for Kindergarten, and 1st – 5th grades.

5.0 Space Program


Physical Education, containing areas for a fitness room, exterior play areas and courts.

Performing/ Visual Arts Areas, including music and visual art rooms and areas and a platform/ stage adjoining the dining area and exterior courtyard.

Media Center including reading areas, small group areas and book stacks.

Support Areas

Definitions and Space Calculations

The space program is presented in table form, with each column providing different information. The first columns identify the space, both in title and with an alpha-numeric designation system. The next columns identify the quantity and individual size for each space and the summary totals. Note that some areas are listed as gross square feet (includes walls, circulation, mechanical, etc.) and some columns are listed as net square feet (does not include circulation) and circulation is added at the end of the table. Specific nomenclature used by this space program includes the following:

Number of Spaces: This column provides the number of functional spaces required for that space type.

Area Required per Space: unit of area expressed in square feet specifically dedicated to the functions and activities within the interior of the space. The assignable square feet relates to the unit area allowed within state planning standards, or the planning standard area per student times the student capacity of the room.

Net Area Sub-Total: The total net assignable square feet contained in all the rooms for that space line item. It is the product of the number of spaces times the net assignable square feet per space. Columns and minor chases may fall within the net assignable floor area.

Gross Area Sub-Total: The line item includes all mechanical, electrical, and circulation.

Gross Assignable: The total constructed area of the department.

TARE Factor Efficiency: A planning ratio that expresses the amount of area required above the net assignable square feet of functional spaces. The area above the net assignable square feet is referred to as TARE. The TARE includes wall thicknesses, circulation, planning inefficiency, building exterior skin, physical plant spaces, and student

5.0 Space Program


activity/commons not related to dining and any other non-dedicated enclosed space. The effective efficiency suggested in this program is generally 70-75% including joint-use areas in each team area which may double as circulation to the studios. Any additional spaces such as commons or lobbies for different spaces must be created using space allocated in the circulation planning factors.

Space Summary: Example School

General observations concerning the example program include the following:

The Square Footages utilized in this program are based on the PSFA NM Adequacy Guidelines and meet the state statutory requirements,

Total GSF of this example program is calculated at 45,570 GSF,

Total capacity of this elementary school will be approximately 326 students at 90% efficiency (normal operating capacity),

Square footage per student at 326 students is 139.8 SF/Student per Appendix A: Maximum Building Gross Square Footage per Student of the New Mexico Public School Adequacy Planning Guide;

The GMCSD 326 student elementary school will provide 18 teaching stations,

Other capacity configurations for Washington ES, Lincoln ES, Jefferson ES, Thoreau ES, Church Rock Academy, and Roosevelt ES may be found in Appendix C of this document.

Summary of Totals: Example - 326 Student School

TOTALS PER PROGRAM

NSF Total GSF # TSOver/

Under AS NOTES

1.0 ADMINISTRATION 2,155 2,757 1,027 1,128 NSF Minimum

2.0 FOOD SERVICE/ STUDENT DINING 3,500 4,507 450 3,050 NSF Minimum

3.0 CORE CLASSROOMS 21,750 27,435 18 326 2,204 15,206 NSF Minimum

4.0 PHYSICAL EDUCATION 3,420 3,996 - 2,400 NSF Minimum

5.0 PERFORMING/VISUAL ARTS 1,800 2,103 144 1,656 NSF Minimum

6.0 MEDIA CENTER 2,966 3,521 - 1,326 NSF Minimum

7.0 SUPPORT 1,125 1,251 66 489 NSF Minimum3,891 Total +/- **

TOTALS PER PROGRAM 36,716 45,570 18 326 PSFA Maximum GSF: 45,640

Tare and Overall %Tare 11,999 26% * SF/Student: 139.8 PSFA Goal: 130 SF/Student

*Includes some nsf included below typically counted as tare. ** Subtracts NSF areas typically counted as tare.

Student Capacity/ 90%

AREA DESCRIPTION

PSFACapacitySpace

5.0 Space Program


Detailed Space Listing

The tables on the following pages provide a detailed listing of the individual spaces required for GMCSD 326 student elementary schools.

1.0 ADMINISTRATION

Required Capacity

# of Space

s

Area Reqd/ Space

Net Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

Adequacy Standard

.01 1 150 150

.02 Reception/ Secretarial Area 1 350 350

.03 Mail/ Work Room/Fax 1 250 250

.04 Conference Room 1 200 200 626 639 SF Min Total

.05 Stock Room 1 150 150

.06 Administrative Storage 1 115 115

.07 1 50 50

Subtotal 1265

1.02 Parent Workspace

.01 Parent Workspace 1 200 200 37 163 SF Min

Subtotal 200

.01 1 120 120

.02 1 100 100

.03 Testing Room/ Diagnosis 1 45 45 364 326 SF Min Total

.04 1 225 225

.05 Cot Area (2 cots)/ Health RR 1 200 200Subtotal 690 1027 1128 NSF Min

# Spaces/ Net Assignable 13 2,155

Public Restrooms 2 60 120

Mechanical 2.5% - - 55

Walls, structure 8.0% - - 187

Circulation 10.0% - - 239

SF Tare Area 602

1.0 GROSS ASSIGNABLE ADMINISTRATION 2,757

1.0 TOTAL # TS, CAPACITY @ 100% UTILIZATION RATE

PSFA

SPACE DESCRIPTION

1.01 Administration

Principal

Record Storage

1.03 Student Health

Counselors Office

Itinerant Office

Nurse/ Medical Storage/ Refrig

5.0 Space Program


2.0 FOOD SERVICE/ STUDENT DINING

Required Capacity

# of Space

s

Area Reqd/ Space

Net Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 Kitchen 400 Meals 1 800 800 0 800 SF MIN

800

.01 1 2,250 2250 2250 SF MIN

.02 1 300 300 450 NA

.03 Table/Chair Storage 1 150 150 NA2700 450 3050 NSF Min

# Spaces/ Net Assignable 4 3500

Restrooms 2 200 400



Unassigned Storage 0.5% - - 18


SF Tare Area 1007

2.0 GROSS ASSIGNABLE FOOD SERVICE/DINING 4,507

2.0 TOTAL # TS, CAPACITY @ 100% UTILIZATION RATE 0 0

PSFA

SPACE DESCRIPTION

2.01 Food Service

2.02 Student Dining

Student Dining for 150/ 3 sittings

Serving Area

5.0 Space Program


3.0 CORE CLASSROOMS

Required Capacity

# of Space

s

Area Reqd/ Space

Gross Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 Kindergarten Classroom 3 1,000 3000 3 20 60 1,000 SF MIN

.02 KG Restrooms 3 60 180 0

.03 KG Fixed Storage 3 40 120 40 SF MIN

.04 1st Grade Classroom 3 840 2520 3 22 66 276 704 SF/ 44 SF Stor MIN

.05 2nd or 3rd Grade Classroom 6 840 5040 6 22 132 552 704 SF/ 44 SF Stor MIN

.06 4th or 5th Grade Classroom 4 840 3360 4 24 96 96 768 SF/48 SF Stor MIN

14220

.01 MultiUse Area with Sink 3 800 2400

.02 Team Storage 3 200 600 NA

.03 Technology Storage 3 65 195

.04 Teacher Work Room 0 350 0

.05 Resource C Level Spec Ed 1 450 450 0 450 SF MIN

.06 Computer Areas for Teams 3 400 1200 500 700 SF MIN Total

4845

.01 PreK - K DD Classroom 2 840 1680 2 10 20 780 450 SF MIN

.02 1 75 75 NA

.03 2 20 40 20 20 SF MIN

.04 1 210 210

.05 1 210 210 NA

.06 1 120 120

.07 1 350 3502685 2,204 15,206 NSF Min

# Spaces/ Net Assignable 44 21,750 18 374

Restrooms (1 B/G per team) 3 250 750




SF Tare Area 5685

3.0 GROSS ASSIGNABLE CORE CLASSROOMS 27,435


PSFA

SPACE DESCRIPTION

3.01 General Academic

3.02 Joint Use

3.03 Special Needs

K DD Restroom with Changing

K DD Storage

SPED - Reading Intervention

SPED-Title I

SPED-Speech/Lang Therapist

SPED-Occupational/ Physical Therapy

5.0 Space Program


4.0 PHYSICAL EDUCATION

Required Capacity

# of Space

s

Area Reqd/ Space


# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 1 2,400 2400 0 2400 SF MIN

.02 Equipment Storage 1 200 200

.03 Entry Vestibule 0 80 0 NA

.04 Platform 1 700 700

3300

.01 PE Office 1 120 120 NA120 - 2,400 NSF MIN

# Spaces/ Net Assignable 4 3,420 0 0




SF Tare Area 576

4.0 GROSS ASSIGNABLE PHYS ED 3,996


PSFA

SPACE DESCRIPTION

4.01 Physical Education

Mulitpurpose Indoor PE Room

4.02 Teacher Areas

5.0 Space Program


5.0 PERFORMING/ VISUAL ARTS

Required Capacity

# of Space

s

Area Reqd/ Space

Net Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 Art Classroom (drawing, painting) 1 840 840 72 768 SF MIN

.02 Storage 1 60 60 0 60 SF MIN

900

.01 Music Classroom 1 840 840 72 768 SF MIN

.02 Storage 1 60 60 0 60 SF MIN900 144 1,656 NSF MIN

# Spaces/ Net Assignable 4 1800 0 0




SF Tare Area 303

5.0 GROSS ASSIGNABLE P/V ARTS 2,103

PSFA

SPACE DESCRIPTION

5.01 Visual Arts

5.02 Performing Arts

5.0 Space Program


6.0 MEDIA CENTER

Required Capacity

# of Space

s

Area Reqd/ Space

Net Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 Books/ Stacks 6,000 Bks 1 1,000 1000 0 1,000 SF MIN

.02 Reading/ Instructional 1 840 840

.03 Computer Research/ Testing 1 400 400 NA

.04 Book Circulation Desk 1 250 250

.05 Textbook Room 1 326 326 0 326 SF MIN Total

2816

.01 Staff Office/ Workroom 1 150 150 NA

150 - 1,326 NSF Min


Restrooms 2 60 120




SF Tare Area 555

6.0 GROSS ASSIGNABLE MEDIA CNTR 3,521

PSFA

SPACE DESCRIPTION

6.01 Media Center

6.02 Staff Areas

5.0 Space Program


7.0 SUPPORT AREAS

Required Capacity

# of Space

s

Area Reqd/ Space

Net Area Sub-Total

# TSAve

# Stud

Student Capacity/

100%

Over/ Under AS

NOTES

.01 1 80 80

.02 Computer Tech 0 80 0 NA

.03 Main Distribution Frame 1 100 100

.04 Intermediate Distribution Frame 2 75 150

.05 1 330 330 4 326 SF Min Total

.06 Custodial Closets 3 75 225 62 163 SF Min

.07 RR Faculty/Staff Men 2 60 120

.08 RR Faculty/Staff Women 2 60 120 NA

.09 Equipment Storage 1 1,000 Not incl in Total SF1,125 66 489 NSF MIN




Unassigned Storage 0.5% - - 6


SF Tare Area 126

7.0 GROSS ASSIGNABLE SUPPORT 1,251

PSFA

SPACE DESCRIPTION

7.01 Maintenance

Maintenance Office

Storage/ Janitorial/ Bulk

5.0 Space Program


8.0 EXTERIOR AREAS (NOT INCLUDED IN GROSS ASSIGNABLE)

Required Capacity

# of Space

s

Area Reqd/ Space


School Site# TS

Ave #

Stud

Student Capacity/

100%

.01 3 1,200 3,600 Per Team Area

.02 Kindergarten Playground Area 1 3,000 3,000

.03 KG Tot Track or Similar 1 1,500 1,500

.04 KG Turf Play Area 1 1,200 1,200

.05 1 3,000 3,000

.06 Secondary Playground Area 1 3,000 3,000

.07 Court Areas 2 7,460 14,920

.08 Hard Surface Play Areas 1 12,000 12,000

.09 Turf Areas 1 30,000 30,000 as appropriate to site

Net Assignable 12 72,220

8.0 ACRES REQ'D EXTERIOR PLAY AREAS 1.66

SPACE DESCRIPTION NOTES

8.01 Exterior Play Areas

Outdoor Learning Area


5.0 Space Program


Site Areas (not required by PSFA)

Example Shown is a 326 Student School The following site areas are the minimum areas recommended for the 326 student elementary model. These numbers should only be used for planning purposes. Certain site conditions may be necessitate larger sites (existing arroyos, steep grades, etc.) while other sites may be smaller (existing sites, urban, etc.). Individual areas may also be larger or smaller under certain site conditions. MINIMUM SITE AREA *not required by PSFA

# Req'd

SF Reg'd Area Sub-Total GSF

# Acres Req'd

.01 Building Area 1 22,785 22,785 0.52

.02 Service Areas 2,000 0.05

.03 Bus Drop Off 6,000 0.14

.04 Parent Drop Off 10,000 0.23

.05 Parking 50 345 17,250 0.40

.06 Exterior Play Areas (See 8.0) 1 72,220 1.66 See 8.0/ Partial

SUBTOTAL SITE AREA 130,255 2.99

Site Circ, Drainage 25% - - 43,418 1.00

TOTAL SITE AREA PER CALCS 173,673 3.99

AREA DESCRIPTION NOTES

Room Design Criteria

NAME OF SPACE: 8.01.07 Court Areas

Program: 8.0 Exterior Areas

Number of Occupants NA

ACTIVITIES & FUNCTIONEducational Supports the PE program

Operational Learning Play Area for Basketball

Community Possible use by community

FUNCTIONAL ADJACENCY REQUIREMENTSDirect Access: To PE areas

Indirect/Near: Near entry areas and exterior access to field

Not Adjacent/Separate: Building Support

ENVIRONMENTTemperature NA

Acoustic NA

Lighting NA

HVAC NA

Aesthetic Clean and easy to maintain

FURNISHINGS/ INSTRUCTIONAL AIDSMarker Boards/Tackable Surfaces NA

Storage NA

Movable Furniture NA

Plumbing NA

Cabinetry NA

Equipment Basketball hoops/ permanently mounted

EXTERIOR FINISHESFlooring Concrete Court surfaces with court markings

Walls Fencing

Lighting Exterior lighting connected to central control

WINDOWS Operable? Shades?

Exterior NA

Interior NA

TECHNOLOGYVoice NA

Data NA

Audio/Visual NA

Clock/Intercom NA

Security NA

Fire Alarm NA

SPECIAL NOTES


NAME OF SPACE: 8.01.08 Hard Surface Play Areas


Number of Occupants NA


Operational Learning Play Area for Volleyball, Tetherball, Hopscotch, 4-Square possible

Community Possible use by community

FUNCTIONAL ADJACENCY REQUIREMENTSDirect Access: To PE areas

Indirect/Near: Near entry areas and exterior access to field



Acoustic NA

Lighting NA

HVAC NA

Aesthetic Clean and easy to maintain


Storage NA


Plumbing NA

Cabinetry NA

Equipment Volleyball stanchions, Tetherball; markings for Hopscotch, 4-square

EXTERIOR FINISHESFlooring Concrete Court surfaces with court markings

Walls Fencing



Exterior NA

Interior NA

TECHNOLOGYVoice NA

Data NA

Audio/Visual NA

Clock/Intercom NA

Security NA

Fire Alarm NA

SPECIAL NOTES


NAME OF SPACE: 8.01.09 Turf Areas


Number of Occupants Variable


Operational Outdoor Learning/ Play Area for Organized sports

Community Multi-Use field for soccer, football, and other sports

FUNCTIONAL ADJACENCY REQUIREMENTSDirect Access: To Play Areas

Indirect/Near: Near entry areas and exterior access to fields or exterior exercise; near dining



Acoustic NA

Lighting NA

HVAC NA

Aesthetic Manicured Turf


Storage NA


Plumbing NA

Cabinetry NA

Equipment NA

EXTERIOR FINISHESFlooring Grass or artificial turf

Walls Fencing



Exterior NA

Interior NA

TECHNOLOGYVoice NA

Data NA

Audio/Visual NA

Clock/Intercom NA

Security NA

Fire Alarm NA

SPECIAL NOTES


NAME OF SPACE: 8.01.10 Equipment Storage*


Number of Occupants NA - Metal OnSite Storage Bldg; Provide Site Area Location (future)

ACTIVITIES & FUNCTIONEducational NA

Operational NA

Community NA

FUNCTIONAL ADJACENCY REQUIREMENTSDirect Access: NA

Indirect/Near: Support Areas; Play Field Access; Possible Lawn Equip Storage

Not Adjacent/Separate: Public Areas


Acoustic NA

Lighting NA

HVAC NA

Aesthetic NA


Storage NA


Projection Surfaces NA

Cabinetry NA

Equipment NA

INTERIOR FINISHESFlooring NA

Walls NA

Ceiling NA


Exterior NA

Interior NA N N

TECHNOLOGYVoice NA

Data NA

Audio/Visual NA

Clock/Intercom NA

Security Lockable Door

Fire Alarm NA

SPECIAL NOTES*Not included in GSF calculations; this is a possible metal storage bldg; provide

site area only

educational specifications elementary schools · johnty cresto gmcs- facilities fran thomas support...

Documents