TABLE OF CONTENTS · 13-05-2002 · Kristi Morse – Teacher KayLynn Mejia - 4th Grade Teacher Nancy Dahl - Kindergarten Teacher ... Debbie Bravo – ALSC – Interior Designer Marian

Table of Contents Spokane Public Schools – Excellence For Everyone

TABLE OF CONTENTS Spokane Public Schools

Hutton 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


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


Page #

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

HUTTON 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. The first phase of design is 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. MMEC Architecture and Interiors was selected in the fall of 2012 to design Hutton Elementary School. The Hutton Site Specific Team held three meeting in the fall and winter of 2012-1013 with staff, parent and neighborhood representatives. At these meetings the group reviewed the Standard Elementary Educational Specfication and asked to state their questions and concerns regarding site specific issues at Hutton 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.

HUTTON 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

HUTTON 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

HUTTON 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

HUTTON 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

HUTTON 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

HUTTON 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

HUTTON 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

HUTTON ELEMENTARY EDUCATIONAL SPECIFICATION DEMOGRAPHIC INFORMATION

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

HUTTON ELEMENTARY EDUCATIONAL SPECIFICATION SITE SPECIFIC INFORMATION

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

Site Specific Information Committee Chuck Demarest Principal, Hutton Elementary Ruth Wiechman Office Manager, Hutton Elementary Jim Perry 5th Grade Teacher, Hutton Elementary Kim Yahne 4th Grade Teacher, Hutton Elementary Kim Gage 4th Grade Teacher, Hutton Elementary Airion Klein 3rd Grade Teacher, Hutton Elementary Val Kjack Counselor, Hutton Elementary Christine O’Malley Parent, Hutton Elementary Megan Read Parent, Hutton Elementary Greg Forsyth Capital Projects and Planning, SPS Jodi Kittel Capital Projects and Planning, SPS Marian Evenson MMEC Architecture & Interiors Walt Huffman MMEC Architecture & Interiors Doug Mitchell MMEC Architecture & Interiors 1. EXISTING BUILDING CHARACTERISTICS a) Positive Existing Building Conditions – consider carrying forward in the new

design, if appropriate.

1. Historic nature of the building, especially the original building (main entry building).

2. The charm of the existing building and the strong feel that it is a place for learning.

3. High ceiling space in many classrooms and hallways. 4. Wide hallways. 5. Big, tall windows. 6. Operable windows. 7. Wood flooring in the original building hallways and classrooms. 8. Trees at the front of the building. 9. Siting gives the impression of the "school at the top of the hill." 10. Though it’s a big building, spaces feel intimate/cozy.

b) Negative Existing Building Conditions - to be improved, if feasible. 1. Very poor mechanical system - currently there is no air conditioning, rooms are either

really hot/cold. 2. No screens on windows. 3. Hallways are noisy.



4. Poor sight lines from the administration to the entry. 5. Office/administrative area is too small and uninviting. 6. The entry foyer is too narrow and crowded. 7. No conference room near the administration area. 8. Very little tack space in the hallways. 9. Little or no tackable wall space in the classrooms. 10. Cafeteria is too small and is poorly located adjacent to and below classrooms. 11. Kitchen smells interfere with class. 12. Lack of building storage space throughout, especially for shared items such as

curriculum and other grade level items. 13. Lack of classroom storage. 14. Current book room is too small. 15. Lack of space to store supplies delivered from the warehouse. 16. No elevator, poor ADA access throughout the building. 17. No dedicated space for parents/volunteers to work on projects.

2. EXISTING SITE CHARACTERISTICS

a) Community Strengthening

1. The trees around the playground provide a nice buffer between the houses and the school.

2. The height and feel of the building from the exterior contribute to the charm of the school and the “old school house” feel.

b) Traffic

1. Very narrow streets cause concern for children's safety. 2. Lack of designated bus loop and parent drop-off areas cause congestion. 3. Parking along both sides of narrow streets causes traffic congestion.

c) Parking

1. Lack of parking – staff and parents park on the streets in the neighborhood. 2. No place for maintenance/warehouse trucks to park.

e) Play Areas

1. The playground layout allows for good supervision; there are not many nooks or hiding spaces.

f) Seasonal Conditions



1. The slope on the south side of the building is very dangerous during icy

conditions. 2. Plowed snow narrows the streets, making the parking situation even worse.

3. SPECIFIC COMMUNITY / NEIGHBORHOOD GOALS

The design should consider the following goals, as appropriate:

a) Character and Expression

1. Maintain the existing historic character of the school. 2. Preserve the “old school house” feel, but with modern features. 3. Improve the south façade and approach to the school.

b) Other

1. Maintain the current playground access, it is viewed as a park by the neighborhood and is used often.

2. Maintain fencing around the playfields adjacent to streets, but incorporate with landscaping for a softer appearance.

3. Include a parent work area, separate from the staff work areas. 4. Provide better “way finding” signage both inside and outside.

4. SPECIFIC SCHOOL STAFF / EDUCATIONAL GOALS

The design should consider the following goals, as appropriate:

a) Classrooms

1. Group classrooms with peer grades- 1st/2nd, 3rd/4th, 5th/6th together, however it is preferred that the building not be separated into primary and intermediate areas.

2. Minimize the number of classrooms with operable walls; a door between classrooms is more desirable than an operable wall.

3. Provide space for an informal instruction area within the classroom, where the students can sit on the floor.

4. Provide enough storage/bookshelves in each classroom for the mini “classroom library.”

b) Shared Instruction Space

1. Include spaces for volunteers to work with students, potentially as breakout work

spaces/study pods near the classrooms. These would preferably be in an alcove, not a part of the hallway.



2. The computer lab space within the library should be enclosed, if possible. c) Shared Support Space

1. Provide a centralized staff room. 2. Have a larger dedicated bookroom than the existing bookroom. 3. Locate the parent/volunteer room near the administration offices. 4. Administration offices should have a visual connection to the main entry.

d) Other

1. Maintain the existing wood floors in the hallway of the original building, if possible.

2. Minimize the number of doors to the outside. 3. Incorporate sustainable ideas into the design, both in finishes and efficiencies of

systems. 4. Provide opportunities to use the building as a learning tool. 5. The design should obviously differentiate between the new building and the old.

5. DESIGN STATEMENT The Hutton Elementary School modernization and addition will maintain the character of the existing “school at the top of the hill.” Care will be taken in locating the addition so as not to detract from the existing historic building. The footprint of the addition will be kept to a minimum in order to provide space for both parking and play areas. How will this site-specific information influence the design of the facility?

1. The original historic building should be maintained as the main entry to the

school. 2. The addition should be designed so as to compliment the original building, both in

form and materials, without copying it. 3. Existing neighborhood access to the playground should be maintained. 4. The design should incorporate separate areas for parking and bus/parent drop off. 5. The site layout should consider the impact of snow and provide locations for

snow to be piled. 6. Parking should be located so that visual impact is minimized.

HUTTON 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 21,182 1.1 Kindergarten Classrooms 3 @ 1050 3150 1.2 Primary Education Classrooms 6 @ 940 5640 1.3 Intermediate Education Classrooms 12 @ 940 11280 1.4 Breakout Spaces total @ 1112 1112 2. SPECIAL INSTRUCTIONAL SPACES 2. Resource/Flexible Classroom Space 3,890

2.1 Resource Room 1 @ 940 940 2.2 Flexible Classroom Spaces/General 1 @ 940 940 2.3 Flexible Classroom Spaces/ Special Ed 2 @ 940 1880 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


Summary of Area Requirements for Spokane Standard Elementary 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) 44,968 7. RELATED SERVICES SPACES, ANCILLARY 14,704

7.1 Custodial Office total @ 150 150 7.2 Custodial Closets total @ 240 240 7.3 Circulation/Lav/Mech 14,314 Corridors, Stairs, dept. circulation total @ 8774 Toilet Rooms total @ 1780 Mechanical, Electrical total @ 2160 Exterior Wall Floor Area total @ 1600

SUBTOTAL AREA (32.7% x 44,088 or 24.6 % of gsf) 14,704 TOTAL AREA 59,672 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.

HUTTON ELEMENTARY EDUCATIONAL SPECIFICATION

Comprehensive Space Relationship Diagram Spokane Public Schools – Excellence For Everyone

Page 20

HUTTON 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?

HUTTON 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: Open/not crowded 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

1. Display requirements same as general education classrooms. 2. 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 1. 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 not 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. One, 4-drawer file cabinets per classroom is provided.

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

M. Other Essential Information

1. Kindergarten students should store their coats within the classroom. 2. 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: 940 sq. ft.

Total Area: 16,920 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.


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


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.


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.


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.


Primary & Intermediate Education Classrooms 1.2 & 1.3 Spokane Public Schools – Excellence For Everyone Page 29

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 the 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

1. 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 not 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 one, 4-drawer file cabinet per classroom. 6. Provide space for 3-4 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

1. 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. 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


Total Area: 940 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.


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.


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.




Resource Room 2.1 Spokane Public Schools – Excellence For Everyone Page 37

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. H. Display Requirements

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

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

Same Requirements as Kindergarten and General Education Classroom.

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

L. Furnishings

See Concept Drawing 1. Provide for table arrangement for 4-6 students each. 2. Similar requirements as the general education classroom. 3. Special consideration for adjustable tables in this room – since there is a need for

accommodating several different types of wheelchairs. 4. Each instructor requires a desk, instructional table and appropriate storage.

M. Other Essential Information 1. Ratio of 4 students to one instructor.


Resource Room 2.1 Spokane Public Schools – Excellence For Everyone Page 38

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.



D. General Activities N/A



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

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


Total Area: 1880 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.




Flexible Classroom Spaces-Special Education 2.3 Spokane Public Schools – Excellence For Everyone Page 42

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: 1. Provide a counter to accommodate a small refrigerator. 2. Provide lockable cabinets to store prescription medications.

L. Furnishings

See Concept Drawing 1. Provide for table arrangement for 4-6 students each. 2. Similar requirements as the general education classroom for teacher. 3. Special consideration for adjustable tables in this room – since there is a need for

accommodating several different types of wheelchairs 4. 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 no 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. The structure above the ceiling should accommodate ceiling-mounted equipment (swings, etc.).

N. Future Needs

Same Requirements as Kindergarten and General Education Classrooms. 1. 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.


Flexible Classroom Spaces-Special Education 2.3 Spokane Public Schools – Excellence For Everyone Page 43

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 its 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 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 1. Provide for changing table (high-low) in restroom.

M. Other Essential Information 1. Doors to this room to swing out – See Concept Drawing 2. 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

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: None

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

H. Display Requirements N/A

I. Finishes

1. 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 1. 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. Two full classes (60 students) may use this space doing group class instruction, independent research and testing.


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.


Library/Media Center 2.6 Spokane Public Schools – Excellence For Everyone Page 50

4. The computer lab space should accommodate 30 computers, with 1 child at each computer (total 30 children). A laptop computer lab should be accommodated for in the teaching area for up to 30 laptops.

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 very important. 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.


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

2. It would be desirable to add a community history component to t

Documents

TABLE OF CONTENTS · 13-05-2002 · Kristi Morse – Teacher KayLynn Mejia - 4th Grade Teacher Nancy Dahl - Kindergarten Teacher ... Debbie Bravo – ALSC – Interior Designer Marian