Ryerson Elementary School Madison Public Schools Request for Qualifications for Architectural and Engineering Services

RFQ Issue Date: July 26, 2017

Statement of Qualification Due: August 9 , 2017 no later than 2:00

Table of Contents

I. Project Overview

A. Project Background B. Project Descriptions

II. Project Schedule

III. Project Budget

IV. Special Requirements

V. Statement of Qualification Minimum Requirements

VI. Evaluation Criteria

Appendices

Appendix A – Elementary Education Specifications for Ryerson Elementary School

Appendix B – Statement of Qualification Checklist

Appendix C – Ryerson Elementary School Test Fit Plan

Page 1 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

I. Project Overview

A. Project Background In the fall of 2014, the Madison Board of Education (MBOE) initiated the School Utilization Study. This study evaluated the entire Madison Public School system facilities. It consists of facility conditions assessments, enrollment projections, feasibility studies and other investigations that have ultimately led the MBOE to move forward with a new Ryerson Elementary School project. The Ryerson Elementary School Educational Specifications were drafted and approved by the MBOE on April 18, 2017. Subsequent to the MBOE approving the educational specifications, the Madison Board of Selectmen and Board of Finance passed funding authorization of the proposed total project budget of $34,284,000. This authorization permits the town to hold a referendum in September 2017. The Madison Board of Selectmen also authorized the MBOE to submit a grant application to the state of Connecticut Department of Education/OSCG&R. The grant application was filed on June 27, 2017. The intent of the MBOE Planning Committee is to complete architect selection and negotiation terms of the contract prior to referendum. The contract will be executed upon a successful referendum. Programming and conceptual design is scheduled to commence immediately after a successful referendum.

B. Project Description

The Ryerson Elementary School will be a new elementary school housing grades kindergarten through third-grade. The building is programmed to house an eight-year projected enrollment of 333 students. The new school will be located at 982 Durham Road (Rte 79) in Madison, Connecticut. It is located on a 53 acre sites that the existing school shares with the Brown Middle School. The conceptual plan is to locate the new school on the existing open field that serves the existing Ryerson Elementary School however this is not a final determination. The school is served by a public water company and utilizes an on-site septic system. The intent is to build the new school while the existing school remains in operation. Once completed in Fall 2020 operations will be transferred to the new school and the existing school will be abated and demolished with new fields being constructed in its place.

Appendix A contains the Elementary Education Specifications.

Page 2 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

Coordination with Town Consultants

The selected design firm will be required to coordinate the design with specialty consultants hired by the town. Such consultants may include, but are not limited to, the following.

• Hazardous Materials • Wetlands • Commissioning Agent

II. Project Schedule The overall project schedule consists of a standard design, bid, and construct process ultimately resulting with owner occupancy for the start of the 2020-21 academic year. The project is expected to utilize a Construction Manager at Risk delivery method. The design phase is scheduled to start in October, 2017 be completed by December, 2018. Construction is scheduled to start in April, 2019 with substantial completion in June, 2020. These dates are subject to change. The designer selection schedule is as follows: 1. RFQ Published: July 26, 2017 2. Qualifications Due: August 9, 2017 3. Short-list Designers and Issue RFP: August 16, 2017 4. Proposals Due: August 20, 2017 5. Interview Designers: September 8, 2017 (Subject to change)

6. Designer Selection: Immediately after interviews

III. Project Budget

The Total Project Budget is $34,284,000. The Total Construction Budget is $26,545,200 which includes escalation costs to the middle of 2019. The FF&E budget is $957,400. The selected designer will be responsible for designing the project within these budgets.

The plans and estimates will be subject to review by the State of Connecticut Office of School Construction Grants and Review.

IV. Special Requirements

The project will be subject to the State of Connecticut Department of Construction Services Office of School Construction Grants and Review (OSCGR) requirements as well as all applicable local, state and federal laws. Candidates shall demonstrate project experience and knowledge of these requirements. Experience must contain at least one Connecticut elementary schools similar to the size and scope of this project, and a minimum of five K-12 Connecticut public schools. Page 3 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

V. Statement of Qualification Minimum Requirements

Appendix B contains a checklist of requirements for use by the submitting firm. Inclusion of the checklist with the Statement of Qualification is not required.

1. Letter of Interest 2. Copy of architectural/engineering licensure by Connecticut Department of Consumer Protection. A copy of the lead firm and all proposed sub- consultants shall be provided. 3. Profile of the lead design firm. Profile shall include: • Resume of principals • Resumes of lead architect/engineer, and staff designated to the project. Include a brief description of the role of each key staff member. • Geographic location of the design team. • Description of equipment, facilities and other resources assigned to this project. • Statement of financial condition of the firm and the ability to appropriately finance the required efforts for a project of this size and scope. 4. List of sub-consultants and roles. Provide the names and addresses of each sub-consultant, or “in-house” if self-performed by the lead design firm. At a minimum, provide the following sub-consultants: • Land surveyor • Landscape Architect • Estimator • Geotechnical Engineer • Civil Engineer • Structural Engineer • MEP Engineer(s) • Interior design • Information Technology Consultant • List of projects completed with the proposed design team. 5. List a minimum of five completed school projects that are similar in size and scope to this project with at least two of the five being elementary schools in Connecticut. Information for each project shall include the following: • Project name, location and owner. • Owner’s representative including contact information. Note: Owner’s representative may be contacted for a referral during the review process. • Superintendent of the school district under which the project was designed or constructed including contact information. Note: The superintendent may be contacted for a referral during the review process. Page 4 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

• 100% design estimate with base bid and alternates (if applicable) • Contract base bid award amount with accepted alternates (if applicable) • Final construction amount. • Original design fee including services during construction. • List of additional services approved by the owner/building committee and percentage of the services compared to the base contract • Total amount of change orders

6. Include statement of experience with CT OSCGR as described in Paragraph IV above.

VI. Evaluation Criteria

The MBOE Planning Committee will utilize the following criteria to evaluate each firms Statement of Qualification. Failure to provide the request information under Section V may result in a lower rating. The committee will select up to six firms to invite to submit proposals. Only four (4) firms will be interviewed based on the evaluation of the proposals.

Criteria Rating Selection Criteria Category Number Points 1 Experience with Projects of Similar Size and Scope 35 2 Organization/Team Structure for this Project 20 Past Performance on Projects of Similar Size and 3 20 Scope 4 Experience with CT OSCGR Requirements/Permitting 15 5 Proximity of Lead Design Firm to Project 10 Available Rating Points per Rating Member 100

Page 5 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

VII. Submissions

Two (2) original copies and one digital copy (thumb drive or CD) of the Statement of Qualifications shall be submitted to:

Deliver to: Thomas Scarice Superintendent of School 10 Campus Drive Madison, CT 06443

All inquiries may be submitted to Charles of Colliers International at [email protected] or you may call at 860-235-5313.

Page 6 of 6 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

Appendix “A”: Elementary Education Specifications

for

Ryerson Elementary School

Madison Public Schools Madison, Connecticut

ELEMENTARY EDUCATIONAL SPECIFICATIONS for

Ryerson Elementary School

Approved by the Madison Board of Education on April 18, 2017

BOARD OF EDUCATION Jean Fitzgerald, Chair Alison Keating, Vice Chair Jessica Bowler, Secretary Galen Cawley John Dean Matt Keller Seth Klaskin Happy Marino Katie Stein

ADMINISTRATION Thomas Scarice, Superintendent of Schools Gail Dahling-Hench, Assistant Superintendent Stacy Nobitz, Finance Manager TABLE OF CONTENTS

I. INTRODUCTION ...... 1

II. MADISON CORE DOCUMENTS ...... 2

III. PROJECT RATIONALE ...... 4

IV. THE PROJECT ...... 4

V. ENROLLMENT AND CAPACITY DATA ...... 4

VI. OVERVIEW OF PROGRAMS ...... 5

VII. PROGRAM SPECIFICATIONS (Detailed Description) ...... 6

VIII. COMMUNITY USE ...... 22

IX. ENVIRONMENT - SYSTEMS - EQUIPMENT ...... 22

X. SITE DEVELOPMENT ...... 25

SPACE SUMMARY ...... 27

INDEX ...... 28 April 18, 2017

I. INTRODUCTION

The Madison Board of Education School Utilization Study began in the fall of 2014. This utilization study considered the viability of a five school district model, which would close one elementary school, resulting in two K-3 elementary schools, with Brown Intermediate School (4-5), Polson Middle School (6-8), and Daniel Hand High School (9-12) remaining as currently configured.

The purpose of the study has been threefold: (1) respond to declining enrollment, (2) develop a long-term plan to address the deteriorating conditions of our facilities, and (3) match our facilities to the instructional vision of the district.

To initiate planning for a two-school K-3 Elementary Model, Madison Board of Education engaged the services of Colliers International, Drummey Rosane Anderson, and Daniel Hansen, educational consultant and former assistant superintendent in South Windsor, to assist with the development of these educational specifications. The following individuals participated in specific program meetings to provide input for these educational specifications:

Christine Ackermann, Kindergarten, Ryerson Heidi Dripchak, Physical Education, Jeffrey Valerie Alberti, School Nurse, Brown Middle School Kathleen Durkin, Para Educator, Ryerson Donna Allen, Para Educator, Island Avenue Jill Fayan, Library Media, Jeffrey Lisa Aronson, Special Education, Jeffrey Vanessa Federico, Reading Specialist, Island Avenue Mary Ellen Babik, Grade 2, Jeffrey Scott Ferguson, K-12 Performing Arts/Music Program Coordinator Maria Barnikow, Kindergarten, Island Avenue Jennifer Figurelli, Grade 2, Ryerson Joseph Barraco, Director of Food Services Ronald Fiorillo, Head Custodian, Island Avenue Elizabeth Battaglia, Director of Special Education Wendy Flynn, School Nurse, Island Avenue Peggy Bell, Grade 3, Ryerson Bonnie Frankel, Grade 4, Jeffrey Amber Bishop, Special Education, Ryerson Stephen Fuest, Assistant Technology Manager Sandra Bizier, Library Media, Island Avenue Michael Ginsburg, Technology/ STEAM Specialist Rita Boland, Webmaster Kathy Gonzalez, K-8 World Language Program Coordinator Michelle Bond, Physical Education, Jeffrey Melissa Griffeth, School Psychologist, Island Avenue Margaret Borden, Kindergarten, Jeffrey Kathryn Hart, Principal, Jeffrey Sue Buckley, Para Educator, Jeffrey Denise Harvey, Secretary, Jeffrey Stephanie Bulyk, School Nurse, Ryerson Michelle Horn, Language Arts Instructional Specialist Robert Burr, Chief Custodian Kristy Hynes, RBT, Jeffrey Laurie Cacace, Cook Manager, Island Avenue Barbara Irzyk, Speech Language Pathologist, Ryerson Erin Carey, BCBA, Jeffrey Daniel Ives, Special Education, Jeffrey Denise Chabot, Grade 1, Jeffrey Kim Kanabis, Special Education, Ryerson Kim Ciecko, Para Educator, Jeffrey Laleh Karimi, Grade 4, Ryerson Ella Cinquino, Grade 2, Jeffrey Catherine Kramar, Para Educator, Ryerson Stacey Collins, Reading Specialist, Ryerson Christa Laragy, Grade 2, Jeffrey Alyssa Constantino, Special Education, Jeffrey/Island Avenue Lauren Lariviere, Special Education, Ryerson Andrea Creaser, Para Educator, Ryerson Leslie López, World Language, Jeffrey Christine Crouch, Special Education, Jeffrey Julie Lucas, Para Educator, Jeffrey Maura Cutler, School Nurse, Jeffrey Ashley Lunn, Grade 3, Jeffrey Gail Dahling-Hench, Assistant Superintendent Kristin Mancini, World Language Curricular Lead Sandra David, Secretary, Island Avenue Eileen Martin, Special Education, Ryerson Heidi Dennison, RBT, Jeffrey Marc Mastriano, Facilities Manager Jen Doraz, Kindergarten, Jeffrey Jen Maxwell, Math Coach/Interventionist, Ryerson

Ryerson Elementary School, Madison, CT Page 1 April 18, 2017 Thea Mazzola, Grade 2, Island Avenue Lisa Seales, Grade 3, Island Avenue Amy McLaughlin, Special Education, Jeffrey Drew Selitti, Grade 3, Jeffrey William McMinn, Director of Facilities Lizzie Sharp, Grade 1, Jeffrey Heather Meachen, Music, Island Avenue Arthur Sickle, Director of Technology and Administrative Services Kerri Melino, Para Educator, Ryerson Ruth Smerek, Kindergarten, Jeffrey Lisa Miceli, Special Education, Pre-K Erin Smith, Grade 4, Jeffrey Angela Milone, Special Education, Pre-K Tracey Soboleski, Grade 4, Jeffrey Cassie Morrison, Senior Network Support Specialist Barb Soderberg, Music, Jeffrey Elsy Negrón, School Psychologist, Ryerson Jennifer Soja, Kindergarten, Ryerson Sarah Nemec, Para Educator, Island Avenue William Sommers, K-12 Visual Arts Program Coordinator Karen Nichols, Para Educator, Jeffrey Kelly Spooner, Principal, Ryerson Doreen O’Leary, Principal, Island Avenue Marie Tang, Grade 3, Ryerson Renèè Pardo, Grade 1, Island Avenue Laura Tanner, Grade 4, Island Avenue Stacey Parente, Grade 4, Ryerson Bethany Taylor, Kindergarten, Jeffrey Tina Perry, Library Media, Ryerson Dana Townsend, Grade 4, Ryerson Jen Pflomm, Grade 3, Jeffrey Michelle Tripp, Para Educator, Island Avenue Clare Pinski, Grade 3, Ryerson Bradford Tucker, Physical Education, Island Avenue Charlotte Powell, Para Educator, Ryerson Kerry Tucker, Special Education, Ryerson Michelle Rindfleisch, Grade 3, Jeffrey Jill VanKirk, Para Educator, Ryerson Joan Risner, Network Specialist Lynn Voitans, Grade 2, Ryerson Allison Sardo, Grade 2, Jeffrey Laren Woods, Art, Jeffrey Lynn Sasso, Para Educator, Jeffrey Linda Zampino, Para Educator, Jeffrey Thomas Scarice, Superintendent Lorrie Schaller, Para Educator, Ryerson

II. MADISON CORE DOCUMENTS

Vision Statement: “Every Child, Every Day, Leading the Way”

The Madison Public Schools are driven by a mission to prepare all learners to make a unique, positive contribution in a complex, global society. We are committed to fostering the diverse talents and abilities of each and every child in an emotionally and physically safe environment. We envision learning as joyful and learners as passionate. We support our educators as innovators in a dynamic pursuit of continuous improvement.

We are committed to the work that will lead to the development of all learners’ capacities to: • put ideas into action by thinking critically and creatively to identify and solve authentic, complex problems; • communicate and collaborate purposefully and effectively using a variety of media; • approach learning with effort and persistence while responding to success and failure with resiliency, reflection, and adaptability in an ever-changing world; • make ethical and responsible decisions.

Vision for Curriculum Development

Madison Public Schools believes all students should have access to a high quality, engaging, education. There are expectations of success for all students with units that encourage student exploration and inquiry.

The curriculum is content rich, offering students opportunities to learn important concepts and procedures with understanding, while simultaneously providing students with opportunities to explore and grow in identified 21st Century Capacities. These multi-disciplinary outcomes (critical thinking; creative thinking;

Ryerson Elementary School, Madison, CT Page 2 April 18, 2017 communication/collaboration; self-direction; and global thinking) are thoughtfully and purposefully embedded throughout the curriculum alongside content that is informed by state and national standards. A common language is articulated accurately and it reflects accepted practice within the discipline and/or current educational research and promotes the work of the discipline. The written documents in each grade level include key required components, including the scope of the material and the depth of understanding that is expected upon unit completion.

Maps for courses and grade levels define the pace and common expectations of a content. Teachers use these maps to guide and sequence instruction toward the attainment of key concepts detailed in the unit design. Unit design follows the Understanding by Design (UbD) Model by Jay McTighe and Grant Wiggins although personalized to match the work valued in Madison.

Statement of Pedagogy

Madison Public Schools is dedicated to developing curriculum that is aligned with state and national standards with an emphasis on the skills needed to realize the district vision for a 21st century education. We value curriculum design that constructs and shapes powerful learning experiences to build pathways and connections for application. Substantive learning will be measured using a variety of indicators that include a student’s ability to leverage skills and content for authentic application. Students will be challenged to arrive at deep understanding of content while pondering important essential questions.

Instructional Technology Plan 2017-2020

The Madison Instructional Technology Team was newly reformed in January of 2016, with the purpose of examining our beliefs around the use of technology in the classroom and the impact on learning. Once we could identify the impact on teaching and learning that supported the Madison Vision, we could then study our current reality against those beliefs. The outcome of over a dozen meetings, site visits, surveys, and pilot programs have resulted in a very clear picture of what the Madison Public Schools should include in this district technology plan. The Instructional Technology Plan 2017-2020 (pending Board of Education adoption) identifies four distinct conditions that need to exist, Prek-12, for all students to benefit:

Student Centered Access Access to technology will allow students to engage in creative learning experiences that are authentic, personalized, and embedded in the Madison Curriculum Design Criteria. Technology and tools will foster meaningful collaboration, where students can take ownership through inquiry-based learning. · Students are able to ask and answer their own questions in a manner where teachers facilitate growth, understanding, and inquiry. · Students learn about the ethical use of online resources and the importance of being responsible content creators and consumers of information. · Students experience the impact of communication and collaboration with a progressively broadening audience: peers, teachers, parents, the community, and the world. · Teachers align the use of technology with specific learning objectives.

Engagement & Authentic Learning Engagement and Authentic Learning invite students to find their own inspiration and passion within a skill, concept, or content area. · Using a variety of digital and nondigital resources promotes teaching/learning that is rich with global content and teaching/learning that extends beyond the memorization of information. · Students are able to enhance their learning by accessing information presented in a variety of ways that leverage their best learning style. · Regardless of individual need, students will have increased choice in how they gain access to all aspects of the curriculum and demonstrate learning.

Meaningful Feedback Information is organized for, and by, students in a manner consistent with how they experience and explore their world: by using tools to collect their work, as well as the thinking of others. · They can add, delete and augment information collected on a topic or perspective as they build awareness and the critical thinking skills needed to take a position.

Ryerson Elementary School, Madison, CT Page 3 April 18, 2017 · Students can reflect upon and revise their thinking through the guidance of others. · Progress and feedback toward objectives can be ongoing, and informed by the teacher, peer, and sometimes experts along the way. · Parents and teachers are able to communicate seamlessly and have access to indicators of individualized student growth.

III. PROJECT RATIONALE

The Madison School Utilization Study sought to address declining enrollment, the condition of our school facilities and to ensure that our facilities support the instructional vision of our district. On October 4th, 2016 the Board of Education decided, in conjunction with the Superintendent and with input from the Board of Selectmen, Board of Finance and the public, to conduct an in depth study of a two elementary school district. This decision was based on three criteria: parity amongst the elementary schools, project cost and school location. This study included a geotechnical study, an environmental review, a wetland review, civil/drainage/utilities analysis, a traffic review, hazardous materials testing review and an updated enrollment study. Madison Public Schools currently has three K-4 elementary buildings. These buildings range in age from 49 to 67 years old. The BOE School Utilization Study led the Board of Education to adopt the two-school elementary model, which retires Island Avenue Elementary School and plans for new construction of Ryerson Elementary School and the eventual renovation of Jeffrey Elementary School. This project seeks to provide school buildings that:

• Create learning environments designed for current instructional strategies as captured in Madison’s Core Documents; • Benefit from needed technology upgrades; • Comply with current building and fire codes; • Incorporate contemporary design for school safety; • Utilize modern, efficient heating and cooling systems; and • Provide accessibility to all by meeting the requirements of the Americans with Disabilities Act.

IV. THE PROJECT

Objective: To ensure all Madison children are able to attend a school that is safe, modern, compliant with current building codes and able to support their educational program. The following project specifications for the new Ryerson Elementary School were developed using data from the February 9, 2017 Enrollment Projections conducted by Dr. Arthur Wagman, Educational Resources Management. • School: Ryerson Elementary School • Project Type: New Construction o Total Program Area: 43,001 square feet o Total Building Area (inside face of walls): 59,067 square feet o Total Gross Square Feet (outside face of walls): 61,430 square feet • Anticipated Referendum: November 2017 • Design Enrollment: 333 students • Construction Timeline: March 2019 – May 2020

V. CAPACITY DATA

Ryerson Elementary School currently houses 235 students in grades K – 4. The eight-year maximum enrollment projections for the new K-3 Ryerson Elementary School is 333, which accounts for approximately 50% of students redistricted from Island Avenue Elementary to Ryerson.

Ryerson Elementary School, Madison, CT Page 4 April 18, 2017 Source: Enrollment Projections, Updated February 9, 2017, Dr. Arthur Wagman, Educational Resources Management.

VI. OVERVIEW OF PROGRAMS

GENERAL EDUCATION The features of the elementary classrooms at Ryerson can be divided into three classifications: (1) Early Childhood – Full-Day Kindergarten; (2) Early Elementary - grades one and two; and (3) Intermediate - grade three. The classroom needs of all elementary children will require flexibility of space, portability of furniture and acoustical treatment of environment. This will be accommodated while still providing low height furnishings and more space for group instruction and movement that will range from total class involvement to three or four separate groups doing different activities at the same time. Specific to Madison’s instructional approach, whole class gathering spaces are required for both Morning Meeting/language arts mini-lessons as well as a separate space for the Number Corner, a feature of the mathematics program. Space should also be provided for students to read, write, research, and study for either individual or small group projects. The learning environment must also accommodate space for multiple adults (specialists and para educators) who work with students within the general classroom environment. All instructional classrooms require storage space for items such as classroom libraries, textbooks, reference materials, supplemental books, supplies, science equipment, charts, globes, computers, calculators and audio-visual equipment. Equally important is wall space to post anchor charts and other instructional reference materials for students to access on a daily basis. In addition to the subject areas of Health & Wellness, Mathematics, Reading/Language Arts, Science, and Social Studies, our General Education program includes curriculum focused on Art, Music, Physical Education, STEM and World Languages. Support Services include a Library/Media Center and technology support integrated throughout the learning environments. Facilities for these areas need to be specific to each program’s purpose yet allow for flexibility of space as with the K-3 classrooms. Further, these facilities should be pleasant and inviting to encourage students, staff and the community to fully support them and to benefit from them. As the K – 3 program requires that students travel to these various program areas periodically during the day, consideration should be given to the student traffic that will result from this academic arrangement. Student proximity to the library/media center, STEM lab, gymnasium/auditorium, general music and art rooms should also be considered. A platform off of the gymnasium will serve as a stage area for school assemblies, performances and other events. It will be adjacent to the gymnasium and accessible from the main corridor. The platform will be accessible and code compliant with ramp access. Included in the design will be a high quality built-in sound system, stage draperies and main curtains, as well as adjustable stage and general lighting. An electronically controlled acoustical wall will be installed at the proscenium to allow the space to be used for a variety of small group activities, book fairs, and/or rehearsals on the platform while the gymnasium is in use. Additional instructional space is necessary to provide support for non-identified students, as prescribed in the Scientific Researched Based Intervention (SRBI) requirements of the Connecticut State Department of Education. General Education Intervention Services is comprised of Reading, Mathematics and English Learner support (EL). Each of these rooms will be centrally located within the classroom area of the building. These rooms will be utilized for individual testing, individual and small group instruction. The outside play area for the early elementary and intermediate levels must be extensive and varied to accommodate activities that range from the minimal space demands of jump rope to larger areas needed to play soccer, kickball, softball, etc. This play area should be away from instructional spaces, if possible. Ideally, this play area should be in close proximity to gymnasium and cafeteria for easy access. The kindergarten play area should be near the kindergarten classrooms, depending on the design of the school and proximity to other classrooms.

Ryerson Elementary School, Madison, CT Page 5 April 18, 2017 SPECIAL EDUCATION Madison Public Schools invest significantly in their special education programming in order to avoid costly outplacement services for their students. Special Education programs at Ryerson Elementary include a K-3 program, the Comprehensive Learning Center (CLC), serving students from across the district on the autism spectrum, K-3 Special Education Resource, Occupational/Physical Therapy (OT/PT) Services and Related Services (Social Work, Psychologist, Speech/Language/Hearing). Program spaces for special education/related service teachers should be able to meet the needs for small group instruction. They will need to be of sufficient size to accommodate children who require specialized equipment. Rooms will be used for individual testing, confidential meetings with parents and/or students, individual and small group instruction, counseling, and staff conferences.

SUPPORT SERVICES MEDIA CENTER The Library Media Center of an elementary school is a multi-purpose room and often is located as a central “hub” of the school and can be referred to as a Learning Commons. It should be bright, colorful and attractive as well as warm and inviting. It is important that the media center be designed with the student’s safety in mind. There should be freestanding low, double-faced shelving allowing a staff member to see the entire area. The area must be spacious enough to house an appropriate print and media collection. There should be room for multiple classrooms to use this resource on an independent basis. The room is divided for multiple purposes. A small story corner, a large group instructional space, a production area for teachers, provision for multiple computer workstations for research and access to online card catalogue as well as a circulation area located near an exit door is also required. TECHNOLOGY A contemporary elementary school must be able to support varied uses of technology. In particular, the school’s infrastructure should reflect the latest in wiring and cabling, which would support current technology applications as well as the capacity to support future requirements. Computers should support the full range of educational and operational functions in the school. A new or renovated facility must be able to support Madison’s 2017-2020 Instructional Technology Plan and beyond. Wiring for all classrooms will include multiple network drops and multiple electrical outlets. The entire facility will have wireless connectivity to support the implementation of mobile devices such as laptops, netbooks, and other Internet-ready devices.

VII. PROGRAM SPECIFICATIONS (Detailed Description)

Unless otherwise noted, the standard furnishings for every classroom noted below are expected to include the following: • Room darkening shades • Acoustical insulation for soundproofing • Air conditioning • ADA compliant building standards • Wireless/internet access to support at least 30 mobile devices • Multiple electric outlets • Sound Field System • Telephone • Intercom for communication with office

Ryerson Elementary School, Madison, CT Page 6 April 18, 2017 GENERAL EDUCATION PROGRAMS

EARLY CHILDHOOD: FULL-DAY KINDERGARTEN

SPACE: 1,200 square feet (each) NUMBER: Four (4) classrooms Toilet • Toilet room with sink within classroom at a level appropriate for children ages 4-6 Sinks • Stainless steel sink with laminate countertops • In-room drinking fountain • Soap and towel dispenser Classroom Storage • Built-in bookcases • Storage areas for anchor charts, large bins/kits • Classroom library storage • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe for 3 adults • One (1) lockable four-drawer filing cabinet • Additional instructional storage closet in corridor to be shared by Grades K-2 Student Storage • Coat and personal storage area for twenty-four (24) located within the classroom Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboards • Bulletin Boards Student Furniture • Two (2) kidney-shaped tables • Student chairs/tables to accommodate up to twenty-four (24) students (flexible/adaptable work stations) Teacher Furniture • One (1) Teacher desk/chair (possibly built in to counter area to save space) Other Furniture • Desk and chair for classroom para Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Six (6) Full-sized iPads for each classroom • One (1) teacher computer

EARLY ELEMENTARY – GRADE ONE

SPACE: 1000 square feet (each classroom) 50 square feet (in-class toilet room) NUMBER: Four (4) classrooms Toilet • Toilet room with sink within classroom at a level appropriate for children ages 6-8 Sinks • Stainless steel sink with laminate counters • In-room drinking fountain • Soap and towel dispenser Classroom Storage • Built-in bookcases • Storage areas for anchor charts, large bins/kits • Classroom library storage • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe for three (3) adults • One (1) lockable four-drawer filing cabinet • Additional instructional storage closet in corridor to be shared by Grades K-2 Student Storage • Coat and personal (non-locking) lockers for twenty-four (24) located in the corridor (2 students/locker)

Ryerson Elementary School, Madison, CT Page 7 April 18, 2017

EARLY ELEMENTARY – GRADE ONE Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboard • Bulletin Boards Student Furniture • Two (2) kidney-shaped tables • Student chairs/desks/tables to accommodate up to twenty-four (24) students Teacher Furniture • Teacher desk/chair, possibly built in to counter area to save space Other Furniture • Desk and chair for classroom para Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Six (6) Full-sized iPads for each classroom • One (1) teacher computer

EARLY ELEMENTARY – GRADE TWO

SPACE: 900 square feet (each classroom) 50 square feet (in-class toilet room) NUMBER: Five (5) classrooms Toilet • Toilet room with sink within classroom at a level appropriate for children ages 6-8 Sinks • Stainless steel sink with laminate counters • In-room drinking fountain • Soap and towel dispenser Classroom Storage • Built-in bookcases • Storage areas for anchor charts, large bins/kits • Classroom library storage • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe for three (3) adults • One (1) lockable four-drawer filing cabinet • Additional instructional storage closet in corridor to be shared by Grades K-2 Student Storage • Coat and personal (non-locking) lockers for twenty-four (24) located in the corridor (2 students/locker) Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboard • Bulletin Boards Student Furniture • Two (2) kidney-shaped tables • Student chairs/desks/tables to accommodate up to twenty-four (24) students Teacher Furniture • Teacher desk/chair, possibly built in to counter area to save space Other Furniture • Desk and chair for classroom para Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Six (6) Full-sized iPads for each classroom • One (1) teacher computer

INTERMEDIATE – GRADE THREE

SPACE: 900 square feet (each) NUMBER: Five (5) classrooms

Ryerson Elementary School, Madison, CT Page 8 April 18, 2017

INTERMEDIATE – GRADE THREE Toilet • Toilet facilities located in close proximity to classrooms Sinks • Stainless steel sink with laminate counter • In-room water fountain • Soap and towel dispenser Classroom Storage • Built-in bookcases • Storage areas for anchor charts, large bins/kits • Classroom library storage • Counters under windows where appropriate Teacher Storage • Lockable teacher storage wardrobe • One (1) lockable four-drawer filing cabinet • Additional instructional storage closet in corridor to be shared by Grades 3-4 Student Storage • Coat and personal storage areas are located in the corridors for up to twenty-six (26) students per classroom (one (non-locking) locker per student; double stacked) Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboard • Bulletin Boards Student Furniture • Kidney shaped table and appropriate student seating for twenty-six (26) Teacher Furniture • Teacher desk/chair, possibly built in to counters to save space Other Furniture • Desk and chair for classroom para Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • One (1) Chromebook cart (25) for every two (2) classrooms • One (1) teacher computer

VISUAL ARTS

SPACE: 1,450 square feet (includes 350 s.f. for kiln room and storage) Toilet • N/A Sinks • Minimum two (2) deep sinks with clay traps in addition to one (1) student accessible sink all in same location • Paint-resistant countertops • In-room drinking fountain away from cleaning sinks Access • Close to workroom and STEM classroom, if possible Classroom Storage • Lockable closets • Easily accessible cabinets and shelves • Vertical file tub-storage cabinets with locks • Two (2) kitchen-type mobile carts with shelves Teacher Storage • Lockable teacher storage wardrobe • One (1) lockable four-drawer filing cabinet Student Storage • Space to store student work in progress; one area per classroom Lighting • North facing classroom, preferable Flooring • Vinyl enhanced tile; carpet area Display • Two-sided fully locked showcase on room’s corridor wall • Magnetic whiteboard • Bulletin Board Student Furniture • Twenty six (26) adjustable chairs/stools Teacher Furniture • Teacher desk/chair, possibly built in to counters to save space • Demonstration table Other Furniture • Six (6) adjustable work tables (rectangular) to seat six (6)

Ryerson Elementary School, Madison, CT Page 9 April 18, 2017

VISUAL ARTS Special Needs/Equipment • One (1) kiln (to be appropriately located and sized) with ventilation system • Drying racks • Book racks and magazine shelves (fine arts area) • Four (4) sturdy wooden adjustable painting easels • Two (2) large rolling waste barrels • Eyewash station • Paper cutter Classroom Technology • Two (2) student computers • Two (2) laptop computers • Per Madison Public Schools Instructional Technology Plan Computers (each) • One (1) teacher computer • Full color printer

GENERAL MUSIC

SPACE: 1,000 square feet NUMBER: One (1) room one Toilet • N/A Sinks • Small sink • In-room drinking fountain/bottle refilling station Access • In proximity to gymnasium and platform (stage) Classroom Storage • Music cabinets for sheet music storage • Built-in bookcase (16” x 15’) • Storage for Orff instruments, drums • Storage for risers Teacher Storage • Lockable teacher storage wardrobe • One (1) lockable four-drawer filing cabinet Student Storage • N/A Lighting • Soft, dimmable lighting Flooring • Vinyl enhanced tile with area carpet Display • Two 8 ft. magnetic whiteboards, one with permanent musical staff lines Student Furniture • Eighty (80) stackable chairs (Wenger Posture Chairs) Teacher Furniture • Teacher desk/chair, possibly built in to counters to save space Other Furniture • One (1) Conductor’s stand • One (1) acoustic piano • One (1) electronic piano • Risers Special Accommodations • Space should accommodate 1/3 for movement activities; 1/3 for instrument set- up; 1/3 for seated activity (chairs/risers) • Sound deadening/sound proof walls Classroom Technology • Per Madison Public Schools Instructional Technology Plan • Request for separate small student tech room with six (6) computers • Stereo sound system built in with high-quality speakers Computers (each) • One (1) teacher computer

Ryerson Elementary School, Madison, CT Page 10 April 18, 2017

PHYSICAL EDUCATION

SPACE: Gymnasium: 4,500 square feet PE Office/Storage: 600 square feet (includes 144 s.f. office) Platform/Stage: 900 square feet Toilet Sinks • Recessed drinking fountains located inside gymnasium Access • Capacity to hold entire student body, staff and faculty • Convenient access to ball fields Storage • Folding seating/carts/storage for entire student body, staff and faculty • Storage area will have access from both the interior of the gymnasium, as well as the exterior of the building (for outdoor sports and playground activities); a roll-up exterior access door is desired • Six (6) shelving units (48"x18"x72") inside storage facility Lighting • Lighting with safety cages or equivalent Flooring • All purpose wood floor system with essential markings • Removable protective matting Special Accommodations • Sound deadening/sound proof walls including acoustical wall dividing platform (stage) from gymnasium • Clerestory windows with remote room darkening shade system • High ceiling, the lowest features should be a minimum of 22 ft. from the floor • Wall matting around entire perimeter, from height of wall base to 6’-0” minimum above finish floor • Removable wall matting along front of platform as well. • Two (2) main and four (4) side baskets for basketball (all adjustable for height and electrically operated) • Volleyball post recessed floor sleeves • Chinning bars • Horizontal bar • Divider curtain • One wall to be designated for future climbing, wall mounted equipment, and the masonry cores filled with concrete • Two (2) sections of portable risers for use with the gymnasium platform (one on the gymnasium floor, and one on the platform) • Movable cart for storage/equipment Classroom Technology • Built-in sound system for assemblies and programs • Remote control screen with appropriate rear projection device • Per Madison Public Schools Instructional Technology Plan

SCIENCE, TECHNOLOGY, ENGINEERING, ART, & MATHEMATICS (STEAM) LAB

SPACE: 900 square feet Toilet • N/A Sinks • Three (3) stainless steel sinks with laminate counter tops • In-room drinking fountain • Soap and towel dispensers Access • In close proximity to general education classrooms Classroom Storage • Built-in bookcases (upper and lower) • Locked closet for audio-visual equipment and science equipment • Cabinets to be deep, with adjustable / removable shelving, and space for large bin storage. • Storage for student projects in process

Ryerson Elementary School, Madison, CT Page 11 April 18, 2017

SCIENCE, TECHNOLOGY, ENGINEERING, ART, & MATHEMATICS (STEAM) LAB Teacher Storage • Lockable teacher storage wardrobe • Two (2) lockable four-drawer filing cabinets Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Display • Two-sided fully locked showcases on room’s corridor wall • Magnetic whiteboard • Bulletin Boards Student Furniture • Age-appropriate student furniture (26 students) Teacher Furniture • Teacher Desk/Chair Other Furniture • Thirteen (13) movable laboratory tables with grommets and integral wire management tray Special Accommodations Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Fifteen (15) student iPads • Three (3) student computers • One (1) teacher computer

WORLD LANGUAGE CLASSROOM

SPACE: 900 square feet (each) NUMBER: One (1) classroom Toilet • N/A Sinks • Stainless steel sink with laminate counter • In-room water fountain • Soap and towel dispenser Classroom Storage • Built-in bookcases • Storage areas for many props, puppets, classroom library • Counters under windows where appropriate Teacher Storage • Lockable teacher storage wardrobe • One (1) lockable four-drawer filing cabinet Student Storage • N/A Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboard • Bulletin Boards Student Furniture • Kidney shaped table and appropriate student seating for twenty-six (26) Teacher Furniture • Teacher desk/chair, possibly built in to counters to save space Other Furniture • Special Needs/Equipment • Consider placement near music room (instructional activities are often loud) Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Sufficient Chromebooks for each student • One (1) teacher computer

LIBRARY MEDIA CENTER

SPACE: 1,998 square feet (includes 200 s.f. office for media staff and 200 s.f. work room with copier) Sinks • Sink in media center workroom Access • Centrally located in the school • Access to outdoor garden area, desirable • Close proximity to STEAM lab, desirable

Ryerson Elementary School, Madison, CT Page 12 April 18, 2017

LIBRARY MEDIA CENTER Storage • Audio-visual storage cabinets • Over-size vertical filing cabinet • Storage/display for teacher resources and professional development materials Teacher Storage • One (1) lockable four-drawer filing cabinet Lighting • Remote control room darkening blinds Flooring • Wall to wall carpeting Display • Magnetic whiteboards • Bulletin Boards • Well-placed and secure space for displays and promotional materials Student Furniture • Tables and chairs with sleigh legs; easy to reconfigure • Computer furniture/workstations for six (6) student computers Teacher Furniture • Two (2) teacher desks/chairs Other Furniture • 48-inch free standing, double-faced shelving for student print materials; if possible on wheels for adjusting space layout • Two (2) adult visitors chairs • Comfortable lounge style seating – adult and student Space Considerations • Small tiered story corner • Area for independent study; separate area for instruction • Informal seating or an informal area with comfortable chairs • Space should be able to accommodate staff professional development activities Classroom Technology • Per Madison Public Schools Instructional Technology Plan • Sufficient outlets to support all technology • Sound system for large group events • Online circulation system Computers (each) • Six (6) student computers • Two (2) teacher computers • Security with particular regard to the increasing amount of expensive, attractive, and popular electronic equipment housed in the media center

SMALL BREAKOUT ROOM

SPACE: 175 square feet (each) for small group work with para educators and/or teachers NUMBER: Two (2) rooms Sinks • N/A Access • In close proximity to general education classrooms Classroom Storage • N/A Teacher Storage • N/A Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Display • Magnetic whiteboard • Bulletin Board Student Furniture • One (1) table • Six (6) student chairs • One (1) teacher chair Teacher Furniture • N/A Other Furniture • N/A Special Needs/Equipment • N/A Classroom Technology • N/A Computers (each) • N/A

Ryerson Elementary School, Madison, CT Page 13 April 18, 2017

READING/MATH COACH’S OFFICE

SPACE: 150 square feet (each) for meetings with teachers NUMBER: Two (2) rooms Sinks • N/A Access • In close proximity to media center Classroom Storage • N/A Teacher Storage • Bookshelves, cabinets, lockable teacher wardrobe Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Display • Magnetic whiteboard • Bulletin Board Student Furniture • N/A Teacher Furniture • Teacher desk, small table with four (4) chairs Other Furniture • N/A Special Needs/Equipment • N/A Classroom Technology • N/A Computers (each) • Teacher computer

GENERAL EDUCATION INTERVENTION SERVICES – READING AND MATH

SPACE: 600 square feet (each) for Reading and Math Intervention, each space to accommodate 2-3 adults working with small groups NUMBER: Two (2) rooms Sinks • Stainless steel sink with laminate counters • In-room drinking fountain • Soap and towel dispenser Access • In close proximity to primary education classrooms Classroom Storage • Built-in bookcases • A supply closet with shelving installed in each room • Wall length counter top with wall storage cabinets and electrical strips. • Counters under windows where possible • Separate book closet in centralized location to classrooms Teacher Storage • Lockable teacher storage wardrobe for three (3) adults • Two (2) lockable four-drawer filing cabinets Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboards • Bulletin Boards Student Furniture • Differentiated student tables and chairs to accommodate K-4 students Teacher Furniture • Two (2) Teacher desks/chairs Other Furniture • Visitor’s chairs Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Five (5) student computers • One (1) teacher computer

Ryerson Elementary School, Madison, CT Page 14 April 18, 2017 SPECIAL EDUCATION PROGRAMS

COMPREHENSIVE LEARNING CENTER (CLC)

SPACE: 1000 square feet NUMBER: One (1) classroom for 4-8 students Toilet • Toilet facility with changing table and storage Sinks • Stainless steel sink with laminate counter • In-room drinking fountain • Soap and towel dispenser Access • Close proximity to OT/PT room Classroom Storage • Built-in bookcases, storage areas, large-drawer storage • Storage areas • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe for three (3) adults • Two (2) lockable four-drawer filing cabinet Student Storage • 15 coat hooks/storage • Cubby storage for 10 students Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboards • Bulletin Boards Student Furniture • Kidney-shaped table and appropriate student furniture Teacher Furniture • Teacher Desk/Chair Other Furniture • Center instruction: Three (3) small tables with four (4) chairs • Activity Groups: Two (2) kidney-shaped tables with six (6) chairs • Adult visitor chair Special Needs/Equipment • Kitchenette • 60” flexible dividers, able to configure the room into six (6) separate areas • Staff work area (for teachers, aides, conferences) Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • One (1) teacher computer • Two (2) student computers

SPECIAL EDUCATION RESOURCE

SPACE 350 square feet (each) NUMBER: Three (3) classrooms (each to be shared by two resource teachers) Toilet • N/A Sinks • Stainless steel sink with laminate counter • In-room drinking fountain • Soap and towel dispenser Access • Close proximity to general education classrooms and to each other • Close proximity to related services (SW/Psych/SLH), preferred Classroom Storage • Built-in bookcases • Storage areas • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe for two (2) adults • Two (2) lockable four-drawer filing cabinets • Access to shared testing materials Student Storage •

Ryerson Elementary School, Madison, CT Page 15 April 18, 2017

SPECIAL EDUCATION RESOURCE Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboards • Bulletin Boards Student Furniture • Student tables/chairs (adjustable/movable) Teacher Furniture • Two (2) Teacher desks/chairs Other Furniture • Adult visitor’s chairs • Activity Groups: Two (2) kidney-shaped table with six (6) chairs (each) Special Needs/Equipment • Classroom Technology • Per Madison Public Schools Instructional Technology Plan Computers (each) • Two (2) teacher computers • Four (4) student computers

K-3 O.T./P.T. RESOURCE

SPACE: 600 square feet NUMBER: One (1) room shared by two (2) staff Toilet • N/A Sinks • Stainless steel sink with laminate counters • In-room drinking fountain • Soap and towel dispenser Access • Adjacent to Medically Fragile Classroom Classroom Storage • Storage for large equipment (large adaptive chairs, prone standers, supine standers, large walkers, gait trainers, large therapy balls, etc.) • Built-in bookcases, storage areas, large-drawer storage • Open shelving and counter area • Counters under windows where possible Teacher Storage • Lockable teacher storage wardrobe • Two (2) lockable built-in four-drawer filing cabinets Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile and area rugs Display • Magnetic whiteboard • Bulletin Boards Student Furniture • Small tables with student chairs Teacher Furniture • Two (2) Teacher desk/chair work stations Other Furniture • Adult visitor chairs Special Needs/Equipment • Trampoline, Balance Beam, Swing, Stairs, Floor Mats • Area for gross motor activities. Classroom Technology • Computers • Two (2) teacher computers

K - 3 RELATED SERVICES – SOCIAL WORKER/PSYCHOLOGIST/SPEECH

SPACE: 700 square feet (total) NUMBER: Three (3) offices: Social Worker (350 s.f.); Psychologist (175 s.f.); K-5 Speech/Language Pathologist (175 s.f.) Toilet • N/A Sinks • Stainless steel sink with soap and towel dispenser (common area) Access • Close proximity to the main office and sped resource rooms • Consider these offices as a suite with common area

Ryerson Elementary School, Madison, CT Page 16 April 18, 2017

K - 3 RELATED SERVICES – SOCIAL WORKER/PSYCHOLOGIST/SPEECH Storage • One (1) lockable built-in four-drawer filing cabinet (each office) • Bookcase and shelving • Walk-in supply closet (common area) • Laminate counters and shelving (common area) Lighting • Flooring • Wall to wall carpeting Display • Magnetic whiteboard • Bulletin Board Teacher Furniture • Teacher desk/chair (each office) Other Furniture • Two (2) adult chairs (each office) • One (1) rectangle or kidney shaped table, with 6 student chairs (each office) • Small play area Special Needs/Equipment • Built-in mirror (Speech only) Classroom Technology • Computers • One (1) teacher computer (each office)

ELEMENTARY SPED COORDINATOR OFFICE

SPACE: 150 square feet NUMBER: One (1) room Sinks • N/A Access • In close proximity to main office Classroom Storage • N/A Teacher Storage • Bookshelves, cabinets, lockable teacher wardrobe Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Display • Magnetic whiteboard • Bulletin Board Student Furniture • N/A Teacher Furniture • Teacher desk, small table with four (4) chairs Other Furniture • N/A Special Needs/Equipment • N/A Classroom Technology • N/A Computers (each) • Teacher computer

ADMINISTRATION AND SUPPORT SERVICES Unless otherwise noted, the standard furnishings for every area noted below are expected to include the following: • Room darkening shades • Acoustical insulation for soundproofing • Year-round air conditioning • ADA compliant building standards • Wireless/internet access • Multiple electric outlets • Telephone

Ryerson Elementary School, Madison, CT Page 17 April 18, 2017

PRINCIPAL’S OFFICE

SPACE: 190 square feet Access/Location • Close proximity to secretary’s work station and conference room Storage • One (1) large wall unit bookcase • Lockable lateral files Lighting • Soft color, dimmable lighting Flooring • Wall to wall carpeting Office Furniture • Desk/Chair • Visitor’s seating for six (6) Other Accommodations • Bulletin board • Private lavatory Technology • Polycom telephone • Building security system monitor • Security “panic” button with dedicated phone line Computers • One (1) laptop with docking station

MAIN OFFICE (SECRETARIAL AREA)

SPACE: 700 square feet Access/Location • Adjacent to principal’s office with a closable connecting door. • Main hallway wall should have multiple windows, and the Main Office should be able to view main entranceway of school and bus traffic • Connecting door between office and health suite • Staff lavatories should be adjacent to office Storage • Safe • Staff mailboxes within main office area • Base and wall cabinets with counter space Lighting • Soft color, dimmable lighting Flooring • Wall to wall carpeting Office Furniture • Secretarial workstations (2) • Secretarial chairs (2) • Additional work table/counter area • Visitor’s seating Other Accommodations • Bulletin boards • Closet for coats Technology • Network copier/fax machine • Building security system monitor (secretary/clerk) • Security “panic button with dedicated phone line (secretary/clerk) • Parent access Kiosk computer Computers (each) • Two (2) computers

CONFERENCE ROOM

SPACE: 200 square feet NUMBER: One (1) room Access/Location • Adjacent to Main Office/Principal’s Office Storage • One (1) credenza Lighting • Soft color, dimmable lighting Flooring • Wall to wall carpeting

Ryerson Elementary School, Madison, CT Page 18 April 18, 2017

CONFERENCE ROOM Office Furniture • Conference Table • Seating for ten (10) Other Accommodations • Magnetic whiteboard • Bulletin board Technology • Polycom telephone • Interactive Touch Screen White Board • LCD Projector • AV Switcher Control System Computers (each) • One (1) computer

HEALTH SERVICES

SPACE: 650 square feet Toilet • Oversized accessible toilet room with changing table Sink • Sink with foot pedal controls (outside Toilet room) • Sink with eye wash Access/Location • Access to main office for assistance during times of emergency • Access through main corridor • Access to natural light; windows Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Storage • Lockable cabinets for medication (if controlled meds are not stored in the same cabinet as non-controlled meds, it does not require to be double locked) • Three (3) four-drawer lockable filing cabinets • Closet and extra storage for materials Office Furniture • Desk/chair facing room entry • Bookcase • Table for testing/conferences (private) • Four (4) student chairs for waiting area Space Considerations • Recovery area with 2 cots with privacy curtains • Private space where nurse can speak privately with students/parents • Examination room • 25-ft space to conduct vision screenings • Waiting area for students Medical Equipment • Wheelchair/evac chair • Magnifying lamp • Rolling cart (portable emergency cart) • Examination table Other Accommodations • AED with audible alarm box will be installed in the public access hallway. • Refrigerator with separate frost-free freezer compartment Technology • One (1) telephone with direct access to an outside line and ability to access classrooms; separate phone for student use • Fax machine • Printer Computers • One (1) computer

TEACHER WORKROOM

SPACE: 440 square feet Toilet • N/A

Ryerson Elementary School, Madison, CT Page 19 April 18, 2017

TEACHER WORKROOM Sink • Stainless steel sink with laminate counter tops • Soap and towel dispenser Access/Location • Close proximity to Main Office area Lighting • Soft color, dimmable lighting Flooring • Vinyl enhanced tile Storage • Shelving • Locked cabinet Furniture • Table and six (6) chairs Other Accommodations • Die press (letter cutting machine) • Laminating machine • General office supplies Technology • Network copier/fax machine/scanner Computers • One (1) teacher computer

FOOD SERVICES – CAFETERIA

SPACE: 1,923 square feet (Based on 3 lunch waves: 33% enrollment x 17.5 square feet) Toilet • N/A Sink • Bay sink with foot pedal for hand washing and Purell stations for students Access/Location • Adjacent to full kitchen and serving area • Exits to outdoors • Close proximity to playground and fields Lighting • Soft color, dimmable lighting Flooring • Resilient textured rubber flooring – needs to be easy to sweep and mop Storage • Storage room to accommodate tables/benches and chairs Furniture • Folding roll-away tables/benches, long type with built-in seating, to accommodate projected number of students in a lunch wave plus 25% • Chair and desk for paraprofessional/cafeteria supervisor Other Accommodations • Recessed drinking fountains • Sound reducing measures • Sound proof divider between kitchen and cafeteria • Bulletin boards Technology • Localized public address system – must integrate with building system • Screen and projection device for Professional Development activities • Electronic Signage sized appropriately for the space • Wifi – full coverage Computers • N/A

FOOD SERVICES – KITCHEN

SPACE: 1,200 square feet – Kitchen 100 square feet – Food Manager’s Office Toilet • Locker room for five (5) with adjacent unisex toilet room Sink • One (1) three bay sink with drain board • One (1) double well stainless steel produce sink • One (1) triple well stainless steel pot wash sink • Three (3) hand sinks with soap and towel dispensers Access/Location • In close proximity to Gymnasium Lighting • Task lighting over preparation areas

Ryerson Elementary School, Madison, CT Page 20 April 18, 2017

FOOD SERVICES – KITCHEN Flooring • Epoxy flooring – stable non-slip surface, must be easy to sweep and mop • Appropriately pitched floor with multiple floor drains and water source for custodial purposes. Storage • Safe • Four (4) stainless steel utility carts, three shelves, #300/#400 capacity • One (1) stainless steel cart for tray storage, ADA accessible • Adequate space for annual supplies Furniture • Teacher desk/chair • Visitor’s chair Space Considerations • Large walk-in storeroom with heavy-duty wire mesh chrome-mate shelving on (required) casters • Dishwasher room with necessary utilities (racks and tray carts) • High capacity appropriate commercial grade dishwasher • Separate area for the cashier to count money with a safe • Two (2) serving lines with built-in hot and cold units • Can washing area (outside, near dock – custodial) Food Services Equipment • One (1) slicer on stand • One (1) 30 gallon mixer • One (1) combi-oven (steam/convection) example Alto-shaam • One (1) commercial microwave oven • One (1) double-stack convection ovens with stand: single one-over-one unit (equals 2 ovens) • Two (2) small double kettles • One (1) food processor (Robo Coupe) • Walk-in freezer, minimum 144 square ft. with shelving • Walk-in refrigerator, minimum 144 square ft. with shelving • One (1) pass-thru refrigerator near serving line • One (1) pass-thru freezer near serving line • Steam table with five (5) wells • Cold well in serving line for fruits, vegetables and salads • Two (3) preparation tables (stainless steel) • Milk cooler • Ice cream freezer • Exhaust fans (ventilation) for ovens, skillet, stove, etc. • Exhaust fans (ventilation) in washroom and pantry areas Technology • Two (2) cash registers and stands (point of sale system – including data drops) • One (1) computer (Food Services Office - requires data drop) • One (1) multi-function printer (Food Services Office – requires data drop) • Two (2) telephones (one in Manager’s Office and one in Kitchen Prep Area

FACULTY LOUNGE

SPACE: 400 square feet Toilet • Faculty toilets adjacent to faculty lounge Sink • Stainless steel sink with laminate counter • Soap and towel dispenser Access/Location • Close proximity to the major instructional section of the school Lighting • Provide windows and maximize natural light Flooring • Vinyl enhanced tile and carpeting Storage • Built-in upper and lower cabinets Furniture • Soft seating • Tables and seating for twenty (20) people

Ryerson Elementary School, Madison, CT Page 21 April 18, 2017

FACULTY LOUNGE Equipment • Microwave oven • Refrigerator • Coffee maker Technology • Computers • N/A

CUSTODIAL OFFICE

SPACE: 150 square feet Toilet • Locker room for four (4) with adjacent unisex toilet room Access/Location • In close proximity to Cafeteria; loading/receiving dock/mechanical room Flooring • Vinyl enhanced tile Storage • Locked cabinet • Storage for outdoor equipment (separate space) Furniture • Desk/Chair • Three (3) adult chairs Equipment • Computers • One (1) computer

STORAGE

SPACE: 600 square feet – Instructional Storage (Book Room; K-1 storage; 2-3 storage) 600 square feet – General Storage (These storage spaces are separate from custodial storage spaces for supplies and equipment; accounted for in CORE Factor.)

VIII. COMMUNITY USE

The community uses Madison elementary schools before and after school hours. Some of the groups that regularly use the facilities include: • Madison Parks and Recreation Department • PTO • Scouting organizations • Registrar of Voters • Civic organizations • Religious education classes Municipal boards and groups • • Adult Education

IX. ENVIRONMENT – SYSTEMS – EQUIPMENT

SYSTEM SPECIFICATIONS Building Systems • The building systems incorporated into the new construction will be designed in accordance with Connecticut High Performance Building standards, equivalent in performance to a LEED Silver rating. Heating/Cooling (HVAC) • Heating & cooling should be produced with natural gas with a boiler for heating System and roof top DX cooling. Consider including Geo-thermal wells for energy efficiency. • All spaces are to receive air conditioning, but only those areas with summertime use will have the systems running year-round; all other areas will have systems set to dehumidification only during summer months.

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SYSTEM SPECIFICATIONS • In-line water heaters for domestic hot water shall be provided during non- heating season usage. • Use in-slab hydronic heat delivery at the lower levels for Kindergarten classrooms. • Energy recovery units, VFD fan systems and pumps to be utilized in the design. • Perimeter heating will be provided by fin tube radiation and the possible use of ceiling mounted radiant panels, cooled by a VAV system with each room served by a dedicated VAV box and hydronic reheat coil. • The use of “chill beams” will be considered for general heating and cooling. Designer to provide additional information on chill beam systems to Owner. • The gymnasium/auditorium and cafeteria will be served by separate variable speed air handlers. Air handlers shall include a hot water heating coil and DX cooling coils. Climate Controls/ • The building will be designed with Direct Digital Control (DDC) systems Ventilation System (Alerton or Automatelogic) centrally tied into the School Facilities Department via Graphical User Interface. • Spaces should have independent, on demand heating, cooling and ventilation control for operational efficiency. • Each classroom will be provided with a temperature sensor and carbon dioxide sensor. The carbon dioxide sensor is an energy saving device. By sensing the carbon dioxide within the room, the outside air intake is adjusted, reducing the amount of outside air being heated or cooled, resulting in less energy used. • Climate controls/ventilation systems need to meet current codes and standards. • MDF and IDFs must be climate controlled (A/C) Lighting System • Efficient and appropriate natural lighting will be maximized within the facility as appropriate for the programmatic use of the spaces. • Motion sensors and dual switching will be installed in classrooms. • The use of LEDs throughout, with exceptions in specialty areas. • Attention should be given to security lighting for both interior and exterior of the building. • Emergency back-up will be via local battery ballasts. • The use of light shelves and light sensors for natural light to reduce electrical load shall be considered in locations where possible. Electrical (Power) System • Power to be provided by local utility company. • Consider solar roof mounted. • Distribution will include customer metering. • Emergency (whole building) generator to accommodate Life Safety needs. • Generator must be sufficient to support critical IT equipment in MDF and all IDFs as well as administrative offices and Nurse’s office. • Generator must support critical kitchen equipment with the intention being to cook, serve, and store food. (Hoods, ovens, serving line, freezer, refrigeration, etc.)

Ryerson Elementary School, Madison, CT Page 23 April 18, 2017

SYSTEM SPECIFICATIONS Technology • There shall be a combined voice/data system with “VOIP” (Voice Over Internet Protocol) design. • The school shall have wall mounted, interactive LED devices in every classroom and meeting space. • Video streaming devices such as Apple TV/Chromecast in every classroom and meeting space. • iPad and or Chrome Book charging stations in every room. • Multiple data drops with sufficient power in every classroom and meeting space. • Full WiFi coverage throughout the entire building. • Shared printing stations to support multiple classrooms in convenient locations throughout the building. • Head end equipment to be housed in an MDF with 24-hour environmental control. • All IDF closets require environmental control. • Horizontal cabling shall be Category 6e plenum rated or contemporary equivalent. • Cable shall be run in corridors to support horizontal cable structure. • Fiber backbone between the MDF and IDF rooms shall be capable of 10GB minimum anticipating future growth. • Fiber optical cable from street to MDF also must support 10 GB as well as anticipate future growth. • Office space and workspace for Technology Personnel with sufficient data drops and power to support technology in the building. • Storage for Technology Department is critical. Security • Digital video surveillance of exterior/interior areas of the building • Electronic security system with keypad access control installed into the school. • Design the plan to prevent access to instructional areas of the school when community events take place in assembly areas during non-school hours. • Motion sensors shall be mounted in corridors. • Respond to future state and/or federal mandates related to security requirements for elementary facilities. • Door locks shall be Sargent and integrated with existing MPS system. Phone System • A comprehensive, district-integrated phone system (dial-out) will be integrated into technology scope of the project, including hands-free and handle options. • Must be capable of reporting originating room identification as part of E911 call. • Install phones in every room of the facility occupied by teachers or students at any given time, including all meeting, support and instructional spaces. • Provide Voice Over “IP” options. Public Address • The building’s public address system is comprehensive and will be addressed as part of the technology component of the project to incorporate internal building communications as well as external communications. • The PA system should be developed in conjunction with the phone, clock, data, voice and DIVOS video distribution system of the school. • Secondary access to security and public address systems will be located in the MDF/Head End Room. Clocks • Clocks, similar to the phone system will be integrated into the technology component of the project. • All support and instructional spaces will be included. • System to have manual override capability in the event that Daylight Saving Times are adjusted by the Federal Government.

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SYSTEM SPECIFICATIONS Plumbing System • Plumbing fixtures/system will be designed per current and applicable codes. • Fixtures will be self-operating • Plastic piping to be considered for domestic water and heating where possible. • Floor drains in gang toilet areas • Plumbed for full whole building sprinkler system Fire Protection • Building will be fully protected by a sprinkler system installed per NFPA 13. • Waterless fire suppression systems required in MDF and IDFs with appropriate redundant detection. Fire Alarm • The building will be protected by a fully addressable analog, manual and automatic fire alarm system. MPS use Notifier fire system in all schools. Acoustics • The building will comply with ANSI S12.60-2002: Acoustical Performance Criteria, Design Requirements and Guidelines for Schools. • Suspended acoustical ceilings and/or acoustical decks will be installed throughout the building. • Corridor walls should be constructed of glazed concrete masonry units, or materials with a comparable NRC rating, and provide an adequate separation for sound control. • In specialized areas, such as media centers, appropriate acoustical treatments will be installed. • Sound field system will be provided in each classroom. Windows/Doors • Windows should be high efficiency, non-operational type with low e-glazing. • Emergency egress windows and rated doors will be installed in accordance with applicable codes. • Consider key fobs, thumb latches, vision panels – review with District and integrate with security section. • Door locks shall be Sargent and integrated with existing MPS system.

X. SITE DEVELOPMENT

There will be two primary entrance areas to the building: (1) the Main Entrance for visitors and parent drop off/pick up, and (2) student entrance for bus drop-off/pick up. Passive security measures, such as visual control of the entrances from the adjacent office area, must be planned for. Active security measures and systems will be developed with the building design. Adequate lighting for monitoring activities and ensuring safety are of paramount importance at the building entrances. Each entrance area should accommodate a separate bus loading and parent drop-off area. Entry overhangs or covered walkways will be provided for inclement weather to the extent practicable. Bus loading areas should be configured as a one-way drive in a direction to assure that loading and unloading of students occurs from the right-hand side of the vehicle adjacent to the building. The drive will have two lanes: one for travel, and one for stopping and unloading. The bus loading driveway should be located such that buses exit upstream of automobiles, thereby reducing delays. Parent drop-off areas will also be configured as a one-way drive in a direction to ensure that loading and unloading of students occurs from the right-hand side of the vehicle adjacent to the building. Student drop-off and pick-up areas are to be separated from the bus loading area, and preferably should be separate from other parking lots. A Receiving/loading dock should accommodate 18-wheeler vehicles and should be located in such a way as not to interfere with primary entrance areas. Parking for staff and visitors will be developed to take the multiple uses of the building into account. In determining the size and location of the parking lots, consideration will be given to the use of the building for community access as well as student safety. ADA and other code requirements will be addressed in the design of parking. Sidewalks will be featured around the perimeter of the school, and shall be concrete with monolithic concrete curbing. Access to the parking lots, playfields, bus and parent pickup/drop-off areas, and access for student walkers will be addressed. Sidewalks should be designed to accommodate students who walk or ride bicycles to school. The number of driveways that are crossed by sidewalks should be eliminated/minimized as much as practicable.

Ryerson Elementary School, Madison, CT Page 25 April 18, 2017

Playgrounds will include paved (dry) play areas, replacement baseball and soccer fields, and new playscape equipment. Kindergarten play areas should be located in close proximity to their classrooms. Intermediate play areas should be located away from classroom areas, and in close proximity to the gymnasium. Playfields, parking, service drives, drop-off zones and bus zones should be located to reduce the cost of connecting elements without requiring pedestrians to cross vehicular traffic lanes. The location of driveways, walkways and landscaping must permit adequate sight distances for both vehicles and pedestrians. Site utilities and physical plant components, including drives and access roads, will be located to avoid conflict with student and vehicular traffic, as well as the planned future growth of building components. Landscaping will be designed to allow the school to blend with the environment as well as to provide passive cooling and windbreaks when possible. Trees and other greenery will be of a hearty variety and require little maintenance and which complement the building and site. Trees will be planted a sufficient distance from the building to avoid future maintenance problems. Consideration will be given to safety and security when placing foliage around walkways and areas of building access.

Ryerson Elementary School, Madison, CT Page 26 April 18, 2017

RYERSON ELEMENTARY ED SPECS SPACE SUMMARY – Draft 3/21/17 v. K-3 # of Students Required # Square Feet Total Area Room Description Per Room of Rooms Per Room (Sq. Feet)

GENERAL EDUCATION PROGRAMS Early Childhood: Full-Day Kindergarten 24 4 1,200 4,800 Early Elementary: Grade 1 24 4 1,050 4,200 Early Elementary: Grade 2 24 5 950 4,750 Intermediate: Grade 3 24-26 5 900 4,500 Visual Arts – Classroom 24-26 1 1,100 1,100 Visual Arts - Kiln Room and Storage 1 350 350

Music - Choral Room/General Music 24-26 1 1,000 1,000

Physical Education - Gymnasium 1 4,500 4,500 Physical Education - Office and Storage 1 600 600

Platform (Stage) 1 900 900

STEAM Classroom 24-26 1 900 900 World Language Classroom 24-26 1 900 900 Media Center 1 1,998 1,998

Computer lab 24-26 0 0 0 Reading/Math Coach Office 2 150 300 Small group breakout rooms 1-5 2 175 350 General Ed. Intervention Services (Math) 1 600 600

General Ed. Intervention Services (Reading) 1 600 600

Total 33 32,348

SPECIAL EDUCATION PROGRAMS Comprehensive Learning Center (CLC) 4-8 1 1,000 1,000 Special Education Resource Room 3 350 1050

OT/PT Resource Room 1 600 600 Related Services (Social Worker/Psychologist/Speech) 1 700 700

Elementary SPED Coordinator 1 150 150

Total 7 3500

ADMINISTRATION AND SUPPORT

FACILITIES Principal’s Office 1 190 190

Main Office Secretarial Area 1 700 700

Conference Room 1 200 200

Health Services 1 650 650

Teacher Workroom 1 440 440

Food Services – Cafeteria 1 1,923 1,923

Food Services - Kitchen and Manager’s Office 1 1,300 1,300

Faculty Lounge 1 400 400

Custodial Office Area 1 150 150

Instructional Storage (Book Room, K-1, 2-3-storage) 1 600 600

General Supply Storage 1 600 600

Total 11 7,153

Total Program Area: 43,001 square feet Total Building Area: 59,067 square feet Total Gross Square Feet: 61,430 square feet

Ryerson Elementary School, Madison, CT Page 27 April 18, 2017

INDEX

Break Out Rooms ...... 13 Community Use ...... 22 Comprehensive Learning Center ...... 15 Conference Room ...... 18 Custodial Office ...... 22 Early Elementary (Grades 1-2) ...... 7 Elementary SPED Coordinator ...... 17 Environment Systems/Equipment ...... 22 Faculty Lounge ...... 21 Food Services - Cafeteria ...... 20 Food Services – Kitchen ...... 20 General Education Intervention Services (Reading, Math) ...... 14 Health Services ...... 19 Intermediate Classrooms (Grade 3) ...... 8 Kindergarten ...... 7 Library Media Center ...... 12 Main Office ...... 18 Music ...... 10 OT/PT (K-3) ...... 16 Physical Education ...... 11 Principal’s Office ...... 17 Psychologist ...... 16 Reading/Math Coach’s Office ...... 14 Site Development ...... 25 Social Worker ...... 16 Space Summary ...... 27 SPED Resource ...... 15 Speech Language ...... 16 STEAM ...... 11 Storage ...... 22 Teacher Workroom ...... 19 Visual Arts ...... 9 World Language ...... 12

Ryerson Elementary School, Madison, CT Page 28 Madison Public Building Commission Ryerson Elementary School Request for Qualifications

Appendix “B”: Statement of Qualification Checklist

1. Letter of Interest

2. Copy of license from CT Department of Consumer Protection

3. Profile of Lead Firm

4. List of sub-consultants

5. List of projects completed, 5 minimum. (One CT elementary school.)

6. Statement of experience with CT OSCGR

Madison Public Building Commission Ryerson Elementary School Request for Qualifications

Appendix “C”: Ryerson Elementary School Test Fit