Educational Specifications (EDSPECS) for Elementary Schools Department of Education, State of Hawaii

Educational Specifications (EDSPECS) For Elementary Schools Department of Education, State of Hawaii

January 2008

EDSPECS for Elementary Schools Table of Contents

Table of Contents Pages

Cover Page ...... 1 Table of Contents...... 1 - 3 Acknowledgments...... ii Preface...... iii

Chapter 1: Introduction Section 101 General ...... 101-1 Section 102 Background ...... 102-1 Section 103 Description of the Educational Specifications...... 103-1 Section 104 Format of the Educational Specifications ...... 104-1 - 2

Chapter 2: Planning Section 201 Planning Guidelines, Site Considerations, and Site Concepts for Elementary Schools...... 201-1 - 4 Section 202 Functional Relationships...... 202-1 Section 203 The Charette Process Guide ...... 203-1 - 4 Section 204 Preparation for the Charette ...... 204-1 Section 205 The Process Before and During the Charette...... 205-1 - 2 Section 206 Process Diagrams...... 206-1 - 5 Section 207 Program and Academic Support Elements and Design ...... 207-1 - 5

Chapter 3: Guidelines for Spaces Section 301 Explanation of Section Format...... 301-1 - 2

Instructional Spaces Section 302 General Classroom ...... 302-1 - 5 Section 302A Breakout Room ...... 302A-1 - 3 Section 303 Special Education Classroom ...... 303-1 - 8 Section 304 Supplemental Classroom...... 304-1 - 4 Section 305 Co-Curricular Flex Space (Hold on implementation of this component at this time)...... 305-1 - 3 Section 306 Instructional Commons (Hold on implementation of this component at this time)...... 306-1 - 2 Section 307 Exterior Commons ...... 307-1 - 2 Section 308-340 (RESERVED)

Support Spaces Section 341 Administrative Center...... 341-1 - 10 Section 341A Comprehensive Student Support System (CSSS) Space ...... 341A-1 - 5 Section 341B Receiving/Storage Room ...... 341B-1 - 2 Section 341C Safety Office...... 341C-1 - 3 Section 341D Student Services Coordinator/Educational Assistant (SSC/EA) Office ...... 341D-1 - 3 Section 341E Student Activities Spaces ...... 341E-1 - 4 Section 342 Cafeteria/Food Service Center ...... 342-1 - 17 Section 343 Custodial Service Center ...... 343-1 - 3 Section 344 Library/Information Resource Center...... 344-1 - 8 Section 345 Computer Resource Center ...... 345-1 - 4 Section 346 Faculty Center...... 346-1 - 3 Section 347 Teacher Planning Center ...... 347-1 - 3

Table of Contents Page 1 EDSPECS for Elementary Schools Table of Contents

Chapter 3: Guidelines for Spaces (Cont'd) Section 348 Storage Space ...... 348-1 - 2 Section 349 Toilets...... 349-1 - 3 Section 350 General Utility Closet ...... 350-1 - 3 Section 351 Mechanical/Electrical/Media-Communication Rooms...... 351-1 - 3 Section 352–370 (RESERVED)

Physical Education Section 371 Covered Playcourt...... 371-1 - 4 Section 372 Playfields...... 372-1 - 2 Section 373 Playground Equipment...... 373-1 - 3

Chapter 4: Sustainable Design Criteria Section 401 Sustainable Design Criteria ...... 401-1 - 2

Chapter 5: Acoustic Design Criteria Section 501 Acoustic Criteria...... 501-1 - 16

Chapter 6: Mechanical Design Criteria Section 601 Air Conditioning and Ventilation Systems...... 601-1 - 5 Section 602 Plumbing ...... 602-1 - 4

Chapter 7: Electrical Design Criteria Section 701 Exterior Electrical Distribution Systems ...... 701-1 - 3 Section 702 Interior Electrical Distribution Systems ...... 702-1 - 4

Chapter 8: Multi-Media Design Criteria Section 801 Multi-Media Systems...... 801-1 - 10 Section 802 Utilities...... 802-1 - 4 Section 803 Media System Conduit Identification...... 803-1 - 2 Section 804 Telecommunication Infrastructure...... 804-1 - 4 Section 805 Cabling Specifications...... 805-1 - 6 Section 806 Testing and Inspection...... 806-1 - 2

Chapter 9: Safety and Security Design Criteria Section 901 Safety and Security...... 901-1 - 2

Chapter 10: Traffic, Bus, and Parking Design Criteria Section 1001 Traffic ...... 1001-1 - 3 Section 1002 Bus Safety...... 1002-1 - 2

Chapter 11: Landscape Design Criteria Section 1101 Planting and Irrigation System ...... 1101-1 - 5

Chapter 12: Other Design Criteria Section 1201 Graphics and Signage ...... 1201-1 - 2 Section 1202 Master Key System – Implementation ...... 1202-1

Table of Contents Page 2 EDSPECS for Elementary Schools Table of Contents

Appendices Appendix 1 Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students ...... 1 – 14 Appendix 2 Glossary of DOE Acronyms ...... 1 – 17 Appendix 3 Educational Specifications Development/Revision Process...... 1 - 3 Appendix 4 Hawaii High Performance School Guidelines ...... 1 - 83 Appendix 5 Life Cycle Cost Calculations ...... 1 - 2 Appendix 6 Commissioning for Schools ...... 1 - 2 Appendix 7 High Performance Hawaii Classroom Prototypes...... 1 - 8 Appendix 8 Typical Millwork Details...... 1 - 8

Table of Contents Page 3 EDSPECS for Elementary Schools

Acknowledgments

The revised Educational Specifications and Standards for Facilities for the elementary, middle/intermediate and high school was formulated with the assistance and involvement of school, district, and State Department of Education staff members, staffs of the Department of Accounting and General Services, Planning and Economic Development, Budget and Finance, and professionals in the private sector. We thank the following participants for the invaluable knowledge and assistance in this effort along with all others who may have been inadvertently left out of the list below:

Helen Gokan – DOE/DLTSS/Systems Gerald Sake – Teacher, Moanalua High School Francine Grudzias – DOE/DLTSS Malia Melemai – RT – Hawaiian Immersion Carol J. Ching – DOE/Facilities Branch Studies Nick Nichols – DOE/Facilities Branch Russell Yamanouchi – ES/DLTSS/CSAP Ken Kajihara – DOE/Facilities Branch Glenn Tatsuno – ES/DLTSS (Counseling) Brenda Lowrey – DOE/Facilities Branch Betsy Moneymaker – ES/DLTSS Clifford Yamanouchi – DOE, Network Amy Ng – ES/DLTSS Support Services Gracie Matsuo – ES/DLTSS Ralph Morita – DAGS Planning Branch Verna Chinn – DOE/DLTSS Kerry Koide – DOE/ATR/DLTSS Dee Helber – DOE/SSSB Ron Toma – DOE/DLTSS/Oasis Dwight Toyama – DOE/DLTSS (Athletics) Bob Golden – DOE/SSSB Gene Kaneshiro – DOE/School Food Services K. Kim –DOE/Network Support Services George Okano – DOE/Transportation Lester Chuck – DOE/Facilities Branch Dan Yahata – DOE/DLTSS Carey Isobe – Dags Planning Branch Bert Yamamoto – DOE/OMS Puanani Wilhelm – DOE/Hawaiian Studies Russell Mau – Hawaii Sound Systems Debra Farmer – DOE/Special Education Bob Henniger – Hawaii Sound Systems Mike Fahey – DOE/Special Education Don Smith – Alert Alarm of Hawaii Mel Seo – DOE/Safety Doug Schlief – Alert Alarm of Hawaii Rodney Goo – DOE/Safety Henry Lott – Alert Alarm of Hawaii Annette Nishikawa – Principal, Kapolei Middle School William Baum – The Audio Visual Co. Al Nagasako – Principal, Kapolei High School Ainsley Mahikou – The Audio Visual Co. Sylvia Lee – Vice Principal, Keaau High School Patrick Lee – the Audio Visual Co. Jaqueline Heupel – Moanalua High School Karl Yoshida – DOE/RM Bob Eggerston – Moanaloa High School Larry Gaddis – DOE/NSSB Caroline Wong – DOE/Student Support Services Bernie Asakura – DOE/NSSB Diana Oshiro – DOE/DLTS Les Goto – DOE/NSSB Diane Matsuoka – Principal, Waikele Elementary Ron Sodetani – DOE/NSSB School Lance Mitsuda – DOE/NSSB Dale Castro – Vice Principal, Waikele Elementary Daijo Kaneshiro – DOE/School Library Services School Vickie Kajioka – DOE/Systems Anita Bruce – DOE/NSSB Mike Miyamura – Principal, Kapolei Elementary Neil Tomita – DOE/SRB School Mary Sobelski – DOE/SRB Stanley Kayatani – DOE/Kalihi Kai Lana Mito – DOE/SRB (Student Activities) Kevin Boggs – DOE/Dole Middle School Michael Barros – DOE/SRB (Voc Ed) Keith Tomishima – DOE/OMS Valerie Kurizaki – Teacher, Kapolei Middle School Daniel Hamada – DOE/Kauai District Kathy Nishimura – DOE/SRB (Math) Superintendent Athony Calabrese – DOE/SRB (Voc Ed) Maggie Cox – Principal, Chiefess Kamakahelei Andres Libed – DOE/SRB/DLTSS (Music) Middle School Stephen Kow – DOE/SRB/DLTSS (Computer Lucretia Leong – DOE/TSS/Library Education) Darryl Galera – Principal, Moanalua High School Aileen Hokama – DOE Ray Minami – DOE/Facilites Branch Justin Mew – DOE (Science) Jerry Nishida – DAGS/Project Management Anthony Chun – DOE/Leeward SRB Branch Randall Higa – DOE/Safety Allan Yamanoha – DAGS/Project Management Debbie Hatada – Vice Principal, Kapolei High School Branch Stanley Seki – DOE/Leeward District Paul Kodama – DOE/Teleschool Gillian Hong – DOE/Teleschool

Acknowledgements ii EDSPECS for Elementary Schools

Preface

“We Shape Our Schools and Thereafter, They Shape Us.” – Winston Churchill

No building type has undergone greater change, in recent years, than the schoolhouse. These changes in the building are, for the most part, the symptoms of changing trends in student learning.

As a dynamic reflection of the culture in which we live, the specific educational needs of each community must continually change to meet the demands of the present and to support the projections of the future. So too must facilities for education – rather than being merely a shelter in which the elements of education are delivered and received, they now have become a complete educational tool, capable of supporting a wide variety of learning experiences for citizens of all ages, abilities, and needs.

These educational specifications have been developed to permit teachers, staff, students and the community an opportunity to experience a 21st century state of the art educational program within a 21st century facility.

Preface iii

Chapter 1 Introduction

EDSPECS for Elementary Schools Chapter 1: Introduction

Chapter 1: Introduction

Section 101 – General

“The Educational Specifications and Standards for Facilities” shall control and provide the basic guidelines in the acquisition and development of school sites and in the master planning, designing and construction of facilities for all public schools in the State of Hawai'i.1 This document, referred to as the EDSPECS, was developed to meet the need for a comprehensive guide for consultants, the Department of Education (DOE), the community, other government agencies, and the public in the design and planning of new schools and additions to existing schools.

The EDSPECS are divided into three volumes, for use at each of the three educational levels: elementary, middle/intermediate and high. Although much of the information for school design is the same across levels, the volumes are meant to be used independently. Each volume is categorized into various chapters which provide the appropriate design criteria for a school. To the extent possible, non-technical language is used throughout the guide so that it can be easily understood by all stakeholders: educators, community leaders, parents and students, as well as technical experts in school facilities. A glossary is also included for the many acronyms frequently used within the DOE (see Appendix 2 – Glossary of DOE Acronyms).

END OF SECTION 101

1 Board of Education Policy 6700: Facilities Standards

General Section 101-1 EDSPECS for Elementary Schools Chapter 1: Introduction

Section 102 – Background

Originally developed in the 1970s and revised by means of memorandums over the next 20 years, the EDSPECS had gotten very difficult to use and harder to maintain. In 2000 the process began to gather information, validate the needs of schools and comprehensively update the document. New trends in teaching and learning were considered along with technology advances and lessons learned over the history of the DOE’s building program.

While the DOE continues to have both “intermediate” schools and “middle” schools, the middle school philosophy has been a major driver behind the changes in this volume. The same types of instructional and support spaces are recommended for both types of schools, so for consistency throughout the document when the term “middle school” is used it will represent both types of schools.

END OF SECTION 102

Background Section 102-1 EDSPECS for Elementary Schools Chapter 1: Introduction

Section 103 – Description of the Educational Specifications

The EDSPECS is a guide for the planning of school facilities that takes into account a collection of objectives relating to the needs of the community, educational goals, policies, processes, and statements of various support programs.

In order for a school to meet the needs of a community, questions have to be answered during the initial programming phase. The EDSPECS provides a framework with a process and format for planners to collect and analyze pertinent information such as teaching styles and student learning styles, before moving on to technical facility requirements. This participatory process provides the means of involving educators and the community in acquiring greater knowledge of how everyone uses their facilities, in becoming better informed about the successes taking place in their schools, and instilling a sense of pride and ownership in their school.

This document provides the basic data and information essential for a clear understanding of how the physical plant should support instructional objectives. The EDSPECS are intended to be used as a guide when designing and building new schools. When renovating older schools, the EDSPECS shall be used a reference and followed where economically, structurally, and instructionally feasible. In addition to the EDSPECS, all applicable codes and regulations must be followed in the construction of school facilities. These include, but are not limited to: applicable local and State building codes, fire safety requirements, and Americans with Disabilities Act Architectural Guidelines (ADAAG).

In many cases, due to outcomes of the design charette process, there will be variances to the standards set forth within this document. Documentation of the decisions made during the participatory charette process is essential. See Section 203 for the Charette Process Guide.

When considering formal changes to the EDSPECS, refer to the procedures outlined in Appendix 3 – Educational Specifications Development/Revision Process.

END OF SECTION 103

Description of the Educational Specifications Section 103-1 EDSPECS for Elementary Schools Chapter 1: Introduction

Section 104 – Format of the Educational Specifications

Each of the three volumes (for Elementary, Middle/Intermediate, and High Schools) is divided into a number of chapters.

Preface: This section provides acknowledgements to all those who assisted in the preparation of the EDSPECS - with sincere regret and thanks for any names that may have inadvertently been omitted. The preface provides the global framework for why an up-to-date EDSPECS document is important.

Chapter 1: Introduction An introduction to the EDSPECS.

Chapter 2: Planning This chapter explains the planning process for the design of new schools and/or major additions to existing schools. Section 202 – Functional Relation- ships provides the planning guidelines for site selection and specific guidelines for middle/intermediate schools. This chapter explains the charette process used by the DOE, how to prepare for the process, the participants that should be involved, goals that need to be achieved, the expected products for each phase of the charette, and provides a list of design questions that the consultant may utilize during the process. The EDSPECS are meant to provide a guide to planners in understanding the process and asking and answering the critical variables and questions in the design of educational facilities.

Chapter 3: Guidelines for Spaces This Chapter begins the individual space guidelines of the EDSPECS. Section 301 – Explanation of Section Format provides an explanation of the section template used to describe the requirements of each space. Starting with Section 302 – General Classroom, each space in the middle/intermediate school is given its own section for room data information such as the square foot requirement, a description of the space and its activities, the recommended furniture and equipment, specific technical requirements including acoustic, air conditioning and ventilation, plumbing, electrical, lighting, multi- media and communications criteria, and any special considerations.

Chapter 4: Sustainable Design Criteria Provides the DOE’s philosophy on incorporating sustainable design criteria within the design of schools.

Chapter 5: Acoustic Design Criteria Provides acoustic design criteria for various spaces.

Chapter 6: Mechanical Design Criteria Provides mechanical design criteria for various spaces including air conditioning and ventilation systems and plumbing design.

Chapter 7: Electrical Design Criteria Provides electrical design criteria.

Chapter 8: Multi-Media Design Criteria Provides multi-media design criteria.

Format of the Educational Specifications Section 104-1 EDSPECS for Elementary Schools Chapter 1: Introduction

Chapter 9: Safety and Security Design Criteria Provides safety and security design criteria.

Chapter 10: Traffic, Bus, and Parking Design Criteria Provides school traffic, bus and parking design criteria.

Chapter 11: Landscape Design Criteria Provides landscape design criteria.

Chapter 12: Other Design Criteria Provides other design criteria such as graphics and signage design and the master key system.

Appendices:

Appendix 1 Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Appendix 2 Glossary of DOE Acronyms Appendix 3 Educational Specifications Development/Revision Process Appendix 4 Hawaii High Performance School Guidelines Appendix 5 Life Cycle Cost Calculations Appendix 6 Commissioning for Schools Appendix 7 High Performance Hawaii Classroom Prototypes Appendix 8 Typical Millwork Details

END OF SECTION 104

Format of the Educational Specifications Section 104-2

Chapter 2 Planning

EDSPECS for Elementary Schools Chapter 2: Planning

Chapter 2: Planning

Section 201 – Planning Guidelines, Site Considerations, and Site Concepts for Elementary Schools

201.1 Planning of New Schools

Scope, Timing, Notification: Plans for a new school will show the geographical area to be served, the proposed grade structure, the projected opening date, and the design enrollment.

201.2 Enrollment Guidelines for Planning New Schools

Type of School Minimum Enrollment

Elementary 550 Middle/Intermediate 600 High 1,000

201.3 Site Selection Criteria

A detailed study is required before a new school site is selected and acquired. The selected site should meet the following general guidelines (additional criteria may apply depending on specific site conditions):

a. Usable Acreage: To be determined in a case by case basis, using the following as a guide:

Elementary School 12 acres Middle/Intermediate School 18 acres High School 50 acres

b. Shape: The length to width ratio of the site should not exceed 2.5 to 1.

c. Slope: Ideally the campus site should have a maximum slope of 5 percent.

d. Hazard Areas: The site should not be in a tsunami inundation zone; a major flood plan; or a potential landslide area.

e. Traffic: The site should not be located in an area hazardous to pedestrian or vehicular traffic safety. The site should have a minimum of two vehicular access points each on a different side of the property. Location of access points subject to DOE approval.

f. Timing: The school site should be conveyed to the State prior to the start of construction on the school site.

g. Exclusivity: The use of the school site shall be limited to public school and ancillary school recreational uses.

h. Availability of Utilities: Appropriate utility infrastructure needs to be in place prior to the start of school construction.

Planning Guidelines, Site Considerations, Section 201-1 and Site Concepts for Elementary Schools EDSPECS for Elementary Schools Chapter 2: Planning

201.4 School Land Donated to Meet a Fair-Share Condition

When the DOE is the recipient of a school site to meet a school fair-share condition, the Educational Contribution Agreement between the DOE and the donor of the land shall spell out specific requirements to address subdivision infrastructure, service allocations, easements, land title issues, hazardous waste, and conveyance requirements.

201.5 Site Development Plan

Aesthetic and functional considerations in development of a school site are important to both users and observers. The proper siting of buildings within a good overall campus site plan facilitates and encourages use by students, staff and community; it enhances the appearance of buildings; it is less subject to vandalism; and it can facilitate energy conservation. Thoughtful and imaginative site development is a way of demonstrating respect for the natural environment and its significance in the educational process. Because of the importance of site development, attention should be directed to the following site-related matters:

a. Orientation of the Buildings: The location of the facility should be attractive and should allow for the desired development of athletic fields, recreational areas, and learning areas. Orientation of the buildings shall take advantage of natural light and minimize distracting early morning and afternoon sun. Proper orientation is essential for both comfort and energy conservation. Windows and doors shall be protected with adequate eave overhangs. Buildings should be sited to take advantage of the prevailing trade winds. Window design should avoid protrusions into the pedestrian paths. The site layout should avoid hazardous entrances on main thoroughfares. Approaches to sites should not require students on foot to cross main traffic arteries or bus and car loading drop offs.

b. Walks: Walkways should be designed to handle the volume and type of pedestrian traffic anticipated. Walkways should provide accessible, direct, and convenient access to and from each facility at all points of entry and exit. Walks should be free of obstacles and support natural/common paths of travel.

c. Parking: Adequate parking should be well designed for safe entrance and exit of traffic at peak hours. Appropriate entrances, landscaping and grading shall be provided at all parking areas. Circulation patterns should be analyzed to insure that arrival and departure of students, staff, visitors and service vehicles are separated from bus arrival and departure areas and pedestrian walkways.

d. Bicycles: Safe travel and parking for bicyclists should be provided. A recommended minimum number of bike racks to provide shall be based upon accommodation of 6 percent of the design enrollment. However, the actual number needs to be verified during design. Bike racks should be located in visibly securable areas near site entrances to keep bicycle traffic away from pedestrians. Exact locations to be determined during design.

e. Lighting: Lighting of the site should be provided to promote safety and enhance the appearance and security of the buildings. Parking areas, pedestrian walkways, entrances and steps should be clearly illuminated.

f. Flagpole: Every school site shall have a flagpole to prominently display both the U.S. flag and the State of Hawaii flag. The flagpole should be a minimum of 35 feet high, with a tilting or pivoting base to allow for easy service. The flagpole must meet ADAAG requirements. Actual height of flagpole to be determined during design for proper proportion.

Planning Guidelines, Site Considerations, Section 201-2 and Site Concepts for Elementary Schools EDSPECS for Elementary Schools Chapter 2: Planning

g. Grading: Creative, functional grading of the site can improve the appearance of the buildings and provide screening from noise, wind and other climatic conditions. Use of earth berms, hula mounds, and other earth forms can create areas for performance, gathering or recreational opportunities. Grading design shall include accommodation for safe and proper retention/detention measures per all code requirements.

h. Vegetation and Landscaping: Landscaping should discourage land erosion, mark boundaries, provide shade and shelter, channel pedestrian traffic, and provide visual and aural screening. Landscaping and vegetation that are clearly marked with signage can establish a learning opportunity for students.

i. Outdoor Learning Spaces: Soil, water, air, rocks, insects, and plant life on the site can be studied, measured, sampled and experimented with. These features help students learn about the natural environment and its interrelationship with human beings.

j. Gathering Places: Areas where people, students, staff, and community can gather, sit and socialize should be considered in the site development plan. These spaces should be designed as comfortable and attractive areas allowing for extended use of the school site.

k. Community Use: The site development plan should explore all opportunities for use by the community. The educational facility and site is a community resource that can operate as such without disrupting the educational program.

201.6 Elementary School Considerations

a. Spaces for Elementary School Students: Elementary school design means structuring a school that is sensitive to children’s first experiences at a being a student and their growing need for independence while still being supervised. Students need to be able to strengthen their social skills, discover their abilities, and strive for excellence, while growing into citizens prepared for the future.

Essential elements of an Elementary School are: • A safe and supportive environment • Educators knowledgeable about and committed to young children. • A balanced curriculum based on the needs of young children. • Varied instructional strategies. • Comprehensive advising and counseling. • Continuous progress for students. • Evaluation procedures compatible with the nature of young children. • Collaborative planning. • Positive school climate.

b. Spaces for Elementary School Learning: In Elementary schools, there is a strong emphasis on hands-on learning and providing a strong foundation and appreciation of learning. The age range of elementary school students needs to be considered in the design of the school. Thoughtful wayfinding is needed to help in the transition to school for the younger students. Flexible spaces are important along with strong connections between the indoors and outdoor environment. The school should be able to foster opportunities for the elementary school student to form positive peer relationships within the school environment. Lastly, the school must be able to support parent and community partnerships in order to allow the success of the student’s future.

Planning Guidelines, Site Considerations, Section 201-3 and Site Concepts for Elementary Schools EDSPECS for Elementary Schools Chapter 2: Planning

c. The Environment For Learning: Clearly, the school environment affects learning. A thoughtful well designed educational setting is a major contributor to the development of appropriate behavior among students.

Environmental Features with the Potential to Enhance Learning:

1. Reflecting the Community: • Quality facilities permitting the development of ownership and pride by all in the community. • Dedicated spaces for use by both teacher and parent groups. • Spaces designed to present the community values on a continual basis. • Community use of facilities during after school hours.

2. Adapting to User’s Needs: • A level of illumination consistent with task and consideration of multi-level illumination (stepped switching) or dimming where tasks will vary. • Ample storage nearby to learning. • Availability of fixed, semi-fixed, and informal space in every learning area. • Flexible wall arrangements provided for variation in learning. • Natural lighting, use of daylighting and possible use of multi-directional lighting rather than repetitive and static fluorescent lighting.

3. Spaces to Allow Teachers to be Professionals: • Teacher and Faculty work centers equipped with voice/video and data outlets to encourage professional development and practices. • Preparation space provided other than the classroom. • Quality conditions that reflect a high priority for education. • Available spaces for teachers to assemble, converse, and coordinate learning activities.

4. Fostering Communication: • State of the art provisions for existing and future technology. • Walls in every learning area that can be utilized as “learning surfaces”. • Common areas that communicate the philosophy and importance of learning. • Student presentation areas are provided.

5. Creating a Positive Behavior Setting: • Creating a setting for cultural landscaping. • Creating spaces to permit interaction between students and teachers. • Use of color consistent with desired psychological impact.

6. Accommodating Learning Styles: • A variety of space for hands on learning in every content field. • Arrangements for student groups for both assigned and informal student activities. • Places for students to do individual work rather than at a desk. • Spaces for a variety of teaching methods.

END OF SECTION 201

Planning Guidelines, Site Considerations, Section 201-4 and Site Concepts for Elementary Schools EDSPECS for Elementary Schools Chapter 2: Planning

Section 202 – Functional Relationships

The following matrix provides a guide to the designer for proximity relationships of various spaces. It should be used as a starting point for discussions during the design process. See also the Special Considerations subsections in Chapter 3 for more specific information. Final relationships to be determined during design.

Elementary School Relationship Matrix )

1 = ADJACENT 2 = NEAR 3 = ACCESSIBLE 4 = NO RELATIONSHIP Art/Sci./Music/PE ( ecialties p Administration Ctr Parent/Comm./Networking Counseling Student Activities Before/After School Program* ServicesHealth Food Service/Dining Information Ctr Resources Technology Instruction Classrooms General Rooms Break-Out S Special Ed. Self Contained Special Ed. Resource Preschool SpEd Classroom Faculty Center CSSS Custodial Service Center Playcourt Covered Playcourt Outside Playfield Play Equipment Areas Administration 123413344444444244444 Parent/Comm./Networking Ctr 44443444444444444444 Counseling 2434443434344144444 Student Activities 343443444344444444 Before/After School Prog.* 4 2 4 44444444442333 Health Services 4443433334443334 Food Service/Dining 4 43434334413333 Library/Information Res. 22434344444444 Technology Instruction 2434244444444 General Classrooms 122141343333 Break-Out Rooms 44444444444 Specialties (Art/Sci./Music/PE) 3244444444 Special Ed. Self Contained 244343333 Special Ed. Resource 42343333 Preschool SpEd Classroom 4344431 Faculty Center 344444 CSSS 44444 Custodial Service Center 3 4 4 4 Covered Playcourt 2 2 4 Outside Playcourt 3 4 Playfield 4 Play Equipment Areas * Number and location of Before and After School Programs are site specific

END OF SECTION 202

Functional Relationships Section 202-1 EDSPECS for Elementary Schools Chapter 2: Planning

Section 203 –The Charette Process Guide

This Section provides a general overview of the entire charette process, participants, and goals.

203.1 Introduction

The DOE’s Charette Process is a series of focused planning and intensive on-site decision- making sessions to design new schools or to design major renovations to existing schools. A team of interested “stakeholders” concentrates their efforts and energies on specific design problems and arrives at solutions during these sessions. The charette process accomplishes four main goals: (1) It provides an opportunity for all those influential to the project to develop a common vested interest in the design and support its vision; (2) The input of all the players is gathered during these sessions so that prudent decisions can be made. This minimizes future redesign which is costly and can delay the process of conventional planning and design projects; (3) The team members work in a complementary fashion to produce a set of documents that address all aspects of design; and (4) A better product is produced more efficiently and more cost effectively because of this collaborative process.

203.2 Background

The term “charette” originated in France and comes from the French word for a small-wheeled cart, a “charette”. This particular usage of the term is from the Ecole des Beaux-Arts, a famous Parisian architectural school. When an architectural student’s work was due, a cart (or “charette”) came through the student communities to collect project drawings and take them back to be judged. Students were often unfinished with their drawings, so they got on the cart to finish their designs in a very concentrated effort. They were “on charette.” To this day, designers working intensely on a project often say they are “on charette.” Thus, the Depart- ment of Education has adopted this term for the process of producing quality conceptual designs in a timely manner.

203.3 Purpose

The following description of the charette process is to provide designers with a guide to follow and to provide detail and specific procedures and processes to be followed, without being too prescriptive. The good points are highlighted to avoid missteps. Participants should be able to use this information to determine their roles and responsibilities.

203.4 Benefits

There are many benefits to this process which are: • Customer satisfaction • Validation of scope • Consensus of design decisions • Functional design product outcome is formulated

The Charette Process Guide Section 203-1 EDSPECS for Elementary Schools Chapter 2: Planning

203.5 Participants and Responsibilities

203.5.1 The Project Delivery Team

The project delivery team shall consist of the architect and his consultants. Consultants shall include the mechanical, electrical, structural, and civil engineers, and landscape architect. Specialty consultants could include the food service consultant, traffic engineer, soils engineer, cost estimator, sustainable schools design consultant, and others. The decisions on what consul-tants to invite shall be the responsibility of the project delivery team in order to formulate a complete project.

203.5.2 The Facilitator

The Facilitator is the impartial third party charged to assist the project delivery team in the charette process. The Facilitator conducts the actual event and monitors the completion of the final documentation after the charette. It is critical that the facilitator understands the design process, the educational process, as well as having group dynamics and leadership skills. Keys to a successful charette depend on the facilitator’s ability to remain neutral on issues, ability to solicit input from all parties, and management of the time and resources of the event. Due to the strenuous process that the charette entails, it is important the facilitator has the ability to maintain the stakeholders’ interest over extended periods of time.

203.5.3 The Task Force

Early in the process, a Task Force should be formed to represent the stakeholders of the project. The Task Force members may include students, parents, teachers, school administrators, staff, community and business people others responsible for representing the community’s ideas for the school. They would report back to their respective role groups on the progress of the plans. It is important that as many people as possible are aware of the decisions made and the progress of the developing plans.

203.5.4 Steering Committee

The Steering Committee consists of a smaller group of people who will represent the role groups of the Task Force and the Facilities Development Branch who will participate in the actual charette process on a full-time basis. This body is responsible for making all the design decisions throughout the charette sessions and will report back to the Task Force and the community at large.

203.5.5 Ad Hoc Educational or Curriculum Committee

The Ad Hoc Educational or Curriculum Committee is comprised of teachers, educational officers, and other DOE and non-DOE specialists with content knowledge, commitment to excellence in the classroom, knowledge of innovation and new concepts for learning, and competence in various other areas that effect/benefit the educational environment. They serve in an advisory capacity, providing input and recommendations to the Task Force and Steering Committee on curriculum issues and spatial functionality during the design charette.

The Charette Process Guide Section 203-2 EDSPECS for Elementary Schools Chapter 2: Planning

203.5.6 Student Representatives

The ultimate users of any school are the students. Student input on desired learning environments is important. The student representatives shall participate in the charette process on a part time basis to provide input and critique the progress of the plans.

203.5.7 Government Agencies

Representatives from other government agencies may be invited to participate in the charette process. Selected agencies concerned with the approval process should also be included in the process. These would include but not be limited to both State and City agencies.

203.5.8 Empowerment and Commitment of Time

The quality of the final charette product depends on having full participation and commitment of dedicated members. Selected participants need to keep in mind a vision for the whole educational environment and be empowered to make clear decisions for their portion of this process. Likewise, all should understand and agree that the success of the charette depends in a large part on committed participation and a willingness to seek what is best for the total school. It is critical that all be available throughout the entire charette to ensure their involvement in the development of the history of the project and for productive and timely decision making.

203.6 Charette Products

The ultimate product coming from a DOE design charette is a conceptual or pre-schematic plan for the school. In effect, this plan becomes the basis for the master plan of the school. The project delivery team shall produce a Final Charette Report. This report would include the following:

a. An executive summary

b. A description of the entire community design process for the particular project, including a list of participants

c. Program planning requirements which would consist of the following: • Background of the project • Proposed budget and square footage parameters • Project site and location maps • Access (vehicular and pedestrian) and parking/loading • Noise control • Security

d. A description and summary of each of the charette sessions held. This description should include narratives and pre-schematic drawings.

e. Conceptual plans for the following areas: • Architectural site and floor plans • Simple furniture layouts to depict scale and interior concepts where needed. • Civil plans to address grading and drainage, water and wastewater, roadways and site access. • Landscape plan – description of proposed planting and irrigation system • Structural assessment for foundation, floors, wall and column systems • Mechanical plan – description of fire sprinkler and air conditioning systems when appropriate, and plumbing system

The Charette Process Guide Section 203-3 EDSPECS for Elementary Schools Chapter 2: Planning

• Electrical plan – description of electrical system, technology infrastructure, telephone system, cable television system, exterior lighting system, interior lighting system, fire alarm system, and security alarm system provisions.

f. Cost estimates.

g. Exterior elevations and sections to show architectural character.

h. Conclusion.

i. In addition to the Final Charette Report, the project delivery team shall produce presentation sized colored drawings which illustrate the site plan and capture the vision and character of the school.

Appendices to include the following: • Facilities Assessment and Development Schedule (FADS) • Comparison of the FADS and any revised proposed space allocations (record of trade- off SF) • Traffic studies (if any) • Basis of design for architectural, civil, landscape, structural, mechanical and electrical consultants and any other specialty consultants • Charette session notes • Project news articles (if any)

203.7 Process Diagrams

Diagrams are provided in Section 206 – Process Diagrams that explains how charettes are started and when selected events most often occur in the typical process. They can be used to assist the project delivery team and all working groups to recognize their roles within the process. The chart also provides the planner and facilitator with the desired outcomes and goals expected by the DOE during the charette process.

END OF SECTION 203

The Charette Process Guide Section 203-4 EDSPECS for Elementary Schools Chapter 2: Planning

Section 204 – Preparation for the Charette

This section explains how to prepare for a charette and the responsibilities and duties of the participants.

204.1 Introduction

The key to a successful charette is the amount and focus of the pre-preparation. This process consolidates key decisions into the early stages of the design timeline instead of waiting for them to happen over the normal course of the design.

204.2 Selection of the Facilitator and the Pre-Process

A critical element of the charette process is the selection of a qualified educational facilitator. Also critical is the identifying of all the participants, determining the location of the charette, agreeing on the length of commitment and obtaining adequate pre-charette information to allow for careful planning the charette sequences.

204.3 Responsibilities and Duties

The following duties, information and responsibilities should be decided upon before the charette proceeds: • DOE’s development of an educational program when appropriate. • Consultants’ (Delivery Team) review/study of educational program prior to start of charette. • Define the purposes/goals of the charette. • Gather information for the charette. The project manager or architect should gather sufficient information for the design team. These would include but not be limited to any topographic information on the site, utility requirements, zoning and land use data, traffic studies and impacts, climate, geographical information etc. • Understand and have the DOE FADS table available. • Develop a charette timetable. • Listing of the participants and facilitator. • Contact and have available all consultants.

204.4 Empowerment

All charette participants need to be empowered to make decisions for their portion of the process. Those attending the charette, which is usually the steering committee, are representing their organizations for the critical decisions pertaining to their school. The final charette product should be considered a quasi-contract and any changes made after the charette can only be made with the expressed approval of this steering committee.

END OF SECTION 204

Preparation for the Charette Section 204-1 EDSPECS for Elementary Schools Chapter 2: Planning

Section 205 – The Process Before and During the Charette

This section explains the steps that should be done during the actual charette and the goals that should be reached at the conclusion.

205.1 Prior to the Charette

Prior to the charette, there should be community notification of the proposed project, a description of the charette process, and opportunity for input and involvement in the charette process if they choose. This would most likely be in the form of a public meeting.

205.2 Introduction

Charettes are led by an experienced educational facilitator. All start with introductions and an understanding of the roles and responsibilities and overview of the project requirements. Open and honest communications is balanced between intensive design solution study and decisive decision making. There are no “stupid” questions. It is crucial that the charette delivery team understands that their primary goal is to collaboratively solve a problem and to reach a conclusive design agreement on the strength of teamwork in a short compressed time.

205.3 Goals and Milestones During the Charette

Although the organization and length of the charette is usually set up by the facilitator, it is important that the following milestones are reached and discussed: • Exploration of the learning context, learning signature, learning expectations, learning process, learning organization and learning environment for the school. • Thorough understanding and development of the site concept. • Thorough understanding and development of the building concepts. • Development of the conceptual design and master plan.

The length of time necessary to accomplish the above tasks is determined by the complexity of each project and the experience of the facilitator.

205.4 Charette Products

At the conclusion of the charette, a Final Charette Report and presentation documents are produced. These should include but not be limited to the following: • A colored campus architectural site plan. • Floor plans, sections, and exterior elevations. • Simple furniture layouts to depict scale and interior concepts where needed. • Renderings to capture the vision for the school • Civil plans which would include a grading and drainage plan, water and wastewater plan, and roadways and access to the site. • Landscape plan. • Structural plans showing the building foundations, floor, walls and columns and roof. • Mechanical plans that describe any fire sprinkling, air conditioning and plumbing systems. • Electrical plans that describe the electrical system, technology infrastructure, telephone system, cable television system, exterior and interior lighting systems, fire alarm system, and security alarm system provisions. • DOE FADS schedule. • Comparison of the DOE FADS and revised space allocations. • Basis of design for all disciplines • Any other specialty studies, session notes etc.

The Process Before and During the Charette Section 205-1 EDSPECS for Elementary Schools Chapter 2: Planning

205.5 Community Outreach

At the conclusion of the charette, the whole team should prepare a presentation to the community. This is intended to show “universal” commitment to the project and to solicit any community comments. A suggested outline for this presentation could include: • A brief project scope, requirements and functional diagrams. • Explanation of the vision statement for the school. • Design concepts – exhibit all the drawings and notes generated during the charette. • Presentation and explanation of the site plan. • Presentation and explanation of each building. Exhibitor may present the floor plan, exterior elevations, and sections of the specific building being discussed. • Summary and explanation of what the future holds.

Each person on the steering committee as well as the project delivery team may be tasked to present a specific topic.

END OF SECTION 205

The Process Before and During the Charette Section 205-2 EDSPECS for Elementary Schools Chapter 2: Planning

Section 206 – Process Diagrams

This section presents diagrams to graphically describe various processes that are utilized during the charette and design.

206.1 The Charette Process Diagram

Prior to the start of a charette for a new school, the DOE Facilities Development Branch facilitates the development of an educational plan with the district and local community stakeholders. The plan sets out the vision and mission for the school, and describes agreed upon curriculum focus areas, optimum instructional strategies and delivery methods, guidance for instructional settings, administrative areas, and support functions, and the desired overall general characteristics of the school.

Outline of Educational Plan

Vision

(Example)

______Middle/Intermediate School where learners are inspired to explore

• Mission

(Example)

Together we will: 1. Cultivate a safe, nurturing and rich environment through interactive partnerships and symbiotic relationships 2. Engage in a dynamic, responsive curriculum to produce life-long learners 3. Unify a sense of community pride by fostering partnerships throughout the community 4. Be receptive to technological advancements while encouraging the growth of positive, productive citizens.

• General Instructional Needs • Specialty Curriculum Focus Areas • Special Education Needs • Student Center • Student Activities • School / Community Connections • Administration • Library / Resource Center • Dining / Cafeteria • Outdoor Areas • Safety and Security • Other Considerations

The following diagram outlines the charette process and highlights the participants and goals for the various steps.

Process Diagrams Section 206-1 EDSPECS for Elementary Schools Chapter 2: Planning

CHARETTE PROCESS DIAGRAM

DEVELOPMENT OF SITE SELECTION EDUCATION PLAN

SITE ANALYSIS Consultants • Circulation • Topography Architect • Street Access • Soil Analysis Civil Engineer • Utilities • Sun Orientation Archeologist Traffic Engineer Soils Engineer Site Survey Cost Estimator Mechanical Engineer DEVELOP DESIGN FROM EDUCATIONAL PLAN Electrical Engineer Specialty Consultant WEEK ONE WEEK ONE Steering Committee Final Goal • Conceptual Overview • Educational Philosophy Discussion Site Plan/s Concept Site Diagram to • Functional Relationships Discussion scale • Educational Concept Diagram

WEEK TWO Review Steering Committee • Engineering Review • Single Line Plan Final Goal • Site Design Concept • Massing Study • Building Facility • Building Design Concept • Code Analysis Design/Refined Site Plan

WEEK THREE Steering Committee

Review Final Goal • Refine Plan • Final Design Concept • Building Facility • Presentation Drawings • Refinement of Building Design Design/ Final Site • Initial Cost Estimation Plan

CONCEPTUAL DESIGN Presentation • •Master Plan Pre- Finalization of Charette Products Schematic Design • Identification of Next Steps •Value Engineering Environmental Impact Statement/ Environmental Assessment

Process Diagrams Section 206-2 EDSPECS for Elementary Schools Chapter 2: Planning

206.2 The Facilities Design Process Diagram

This diagram outlines the design process for a school facility. The diagram illustrates the pre- planning, pre-design activities, schematic design, preliminary design, pre-final design, final design, bidding process and construction and completion of the project. The consultant and the DOE will coordinate these activities.

Process Diagrams Section 206-3 EDSPECS for Elementary Schools Chapter 2: Planning

FACILITIES DESIGN PROCESS DIAGRAM (Involving DOE, User, and Consultants)

General/ Abstract D Development of Educational Plan

Step 1: Creation of Task Force Step 2: Collection of Input from All Interested Parties Step 3: Selection of Steering Committee Step 4: Finalization of the Educational Plan

y h p Pre-Design Activities

Step1: Decision on Design Process rams

Philoso Step 2: Development of Scope & FADS g Based on Educational Plan

Pro Step 3: Initiation of Project - Consultant Selection - Facilitator Selection if Needed Function

Conceptual Design Development Implementation of Charette or Standard Design Process Form

Proceed Through Design Development

Step 1: Schematic - Code Requirements, Specific Locations, Step 2: Preliminary Design - Last Relocation of Elements or

n Modifications

g Step 3: Pre-Final Design - Specific Detail Development Step 4: Final Design - Ready for Bidding Desi Detail Proceed through Bidding Process 1. Allotment Request for Construction Funds 2. Advertise 3. Bid Opening 4. Bid Award 5. Notice to Proceed (NTP)

Completion Date anticipated 1. Pre-final Inspection and Creation of Punchlist 2. Final Inspection Specific/ Finite 3. Completion of Punchlist 4. Turn Over to DOE 5. Certification of Occupancy

Process Diagrams Section 206-4 EDSPECS for Elementary Schools Chapter 2: Planning

206.3 Educational Specifications Development Process

This diagram explains the process that will be used in implementing any changes to the Educational Specifications. See Appendix 3 – Educational Specifications Development/ Revision Process for diagram.

END OF SECTION 206

Process Diagrams Section 206-5 EDSPECS for Elementary Schools Chapter 2: Planning

Section 207 - Program and Academic Support Elements and Design

Concept Development Sequencing Guide

This graphically itemizes the planning process and the milestones achieved on a step by step basis.

Participation Strategy

Philosophy

Educational Concepts

Management Concepts

Facility Design Concept

Site Design Concept

Final Design Concept

In developing the final design concept, there are a number of important questions that the planner or architect should ask during the planning process. The planner may expand on this list with additional questions depending on the specifics of each particular project

Program and Academic Support Elements and Design Section 207-1 EDSPECS for Elementary Schools Chapter 2: Planning

PARTICIPATION STRATEGY

Organization What expertise is appropriate? What community participation is appropriate? Who are the participants? Who participate in the core group design group?

Schedule What is the schedule for completion? What milestones are anticipated?

Location Where should each event take place? Who should participate in each event?

Program and Academic Support Elements and Design Section 207-2 EDSPECS for Elementary Schools Chapter 2: Planning

PHILOSOPHY

Educational Philosophy What are the goals of this school? What are the elements of this school that support these goals? Who are the participants and what are their characteristics? What are their learning styles? What alternative learning models are applicable? What unique programs are appropriate? How are elective elements incorporated? How will applied arts and sciences be incorporated into the design? Organizational Structure What are the group sizes? What are appropriate academic groupings? Are there areas of special emphasis? How can faculty and staff be used as mentors or for reference? Administrative Concept What are administrative roles and responsibilities? How is educational leadership provided? How is staff involved with students? What internal staff interaction is anticipated? Educational Concept What are the goals of this school? What are the curriculum elements that support these goals? How should they be presented? What is the academic organizational concept? How does administration play a role? How will selection and placement of electives support desired interaction? Community Involvement How is parent interaction encouraged? How are businesses and other resources to be accommodated/involved with the school? What community services are to be accommodated? What inter-governmental programs are anticipated?

Program and Academic Support Elements and Design Section 207-3 EDSPECS for Elementary Schools Chapter 2: Planning

THE FACILITY DESIGN CONCEPT

Site and Context What are the influences of the community’s characteristics? What are the impacts of the site’s physical characteristics? What historic significance of the community can influence design? Are there opportunities to incorporate cultural elements into the design? What are the adjacent traffic and circulation patterns influences? What opportunities does the site configuration provide? Physical Environment What lighting quality should be achieved? How will daylighting or natural lighting be incorporated? What acoustical strategies will be incorporated? What air quality strategies are anticipated? Social Environment What social grouping sizes should be encouraged? What social spaces should be incorporated? Psychological Environment What color ranges are appropriate? How important are textures and how should they be used? Technology How will technology be used in the learning environment? How will changes in technology affect the design? Support Systems How should food services be presented? How can maintenance be made more efficient? How can maintenance be used in the educational process? Administration How should staff be involved in the educational process? Media and Information Center How should staff be involved in the educational process?

Function Concept Diagram How should the academic areas be arranged? How should administrative areas be arranged? How should support service areas be arranged? How can interaction between the parts achieve more for the school?

Program and Academic Support Elements and Design Section 207-4 EDSPECS for Elementary Schools Chapter 2: Planning

THE FACILITY DESIGN CONCEPT (Cont'd)

Validate Concept Diagram How does arrangement meet the educational goals? How does arrangement meet the administrative goals? How does arrangement meet the support system goals? How does arrangement meet the students’ social needs? How does arrangement support energy efficiency? How does arrangement provide flexibility? How does arrangement accommodate future options?

Refine Concept Diagram What adjustments are necessary to enhance curriculum delivery? How can efficiency be improved?

END OF SECTION 207

Program and Academic Support Elements and Design Section 207-5

Chapter 3 Guidelines for Spaces

EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Chapter 3 - Guidelines for Spaces

Section 301 – Explanation of Section Format

To assist the planner, Chapter 3 – Guidelines for Spaces provides a description of each specific space within a school in a standardized format. All of the Sections in this Chapter, starting with Section 302 - General Classroom follow the same format to present the requirements of a space.

Each Section in Chapter 3 – Guidelines for Spaces is divided into the subsections described below. If the component contains more than one type of space/classroom with differing requirements, then the different space requirements are listed separately within the respective subsections.

Section numbers have been reserved for the development of future components.

1. Classroom Area or Area: The square foot requirement for a particular space is indicated. The user is also directed to check the latest update to the FADS (Facilities Assessment and Development Schedule) which may be updated on a separate basis from the EDSPECS. 2. Program Description and Philosophy: For each space a program description and philosophy of what is taught in the space is presented. Various activities that occur within the space are described. This write-up provides the designer with background information to give an idea of how to design and plan the room layout. 3. Space Description: Provides a general description of the major items required in this space. This information is intended to help the designer with an overall understanding of how the space will function. Reference is made to three websites, two for State office and classroom furniture ("C" and "P" items see paragraph 5. below) and one for DOE equipment listings ("E" items see paragraph 5. below), which should be reviewed for sizes of the various furniture and equipment items. 4. Built-Ins: A chart is provided listing the built-in items that are Contractor Furnished and Contractor Installed (CFCI items). Written descriptions are provided for all the items. Details have been included for some of these items and are located in Appendix 8 - Typical Millwork Details. If it is possible to substitute non built-in items for some of the built-ins this would be noted in the description column. 5. Non Built-in Furniture and Equipment: A chart is also provided for Non Built-in items. The items are listed as “CFCI,” “C,” or “P” items. “CFCI” items are Contractor Furnished/ Contractor Installed items that are in addition to the built-in items listed in the previous chart. “C” furniture items are position related (i.e. every staff member is provided with a desk, chair, and file cabinet) which need to be purchased with Cash/operating funds. “P” furniture items are initially purchased with project funds/bonded money and are typically student related. It is important for the designer to review the current on-line furniture price lists for specific manufacturer's information (URL address provided in Space Description, subsection 3XX.3 of each Section). Equipment or “E” items are typically not listed on the chart as the annually updated list can be found on the DOE’s website, (URL address provided in Space Description, subsection 3XX.3 in the various Sections in Chapter 3 - Guidelines for Spaces). It is important for the designer to review the current on-line list and coordinate all “E” items that have space implications or construction requirements. 6. Room Data Information: The materials and finishes for the space are listed here along with any special door or window requirements.

Explanation of Section Format Section 301-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

7. Utility and Room Data Requirements: A more detailed description is provided in this subsection of specific items such as electrical, plumbing, communications, lighting, air conditioning and ventilation, acoustics, safety, and security criteria for each space. 8. Special Considerations: Any special considerations for a space are listed here.

END OF SECTION 301

Explanation of Section Format Section 301-2

Instructional Spaces

EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 302 – General Classroom

302.1 Classroom Area 980 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to General Classroom area.

302.2 Program Description and Philosophy

The general classroom at the Elementary School level provides the facilities to handle the language arts, mathematics, science, social studies, art, music, health/guidance, physical education, health and other programs. The programs offer opportunities to meet the developmental needs of the elementary school student: socially, emotionally, and physically. The general classrooms may be configured to allow interdisciplinary teaching and groupings.

Various activities that occur within a elementary school general classroom involve: • Class demonstrations using various media. • Group and committee work as well as individual work. • Viewing of multi-media productions. • Display of charts and exhibits.

302.3 Space Description

Within each general classroom the total area shall provide space for teachers to design large group, small group, and individual instructional areas to allow for a variety of curriculum activities, with ease of student movement from one activity to another. One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tack board space, and space for mounting a television (or locating a television on a cart). Additional whiteboards and tackboards need to be strategically located on other walls of the classroom. Adequate reserve space shall be provided for display and storage of student work. Provide the suggested location for the movable teacher storage cabinet when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (one teacher and six student stations) and one printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 302.5 Non Built-in Furniture and Equipment. Additional equipment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

General Classroom Section 302-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

302.4 Built-ins

Built-ins for General Classroom Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. Height may vary due to student age. 2 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable Cabinets shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet 4 Bookcases 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 7 - Bookcase. 4 Student Cubbies 48 inches wide by 16 inches deep by 30 inches high, movable unit on casters with 8 cubby holes per unit, See Appendix 8 – Typical Millwork Details, Detail 8 – Student Cubbies. Chart Paper 54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 Storage Case drawers (for flat file storage of large sheets of paper). See Appendix 8 - Typical Millwork Details, Detail 4 - Chart Paper Storage Case. Instructional Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Surfaces Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type. Verify height of whiteboard from finish floor during design. Recommend K-1 g.l. be 24-26”, 2-3 g.l. be 26-28”, and 4-6 g.l. be 28-30”.

Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. All boards to be 4 feet in height. Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG Bracket clearance. Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design. Mounting for Provide wall or ceiling mount for a 7 feet wide by 7 feet high projection screen Projection Screen (manually operated) to be purchased by the school. Mounting for future Provide ceiling mount for future LCD projector. Coordinate location of bracket, projector electrical and data connections, with light fixtures and screen location.

General Classroom Section 302-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

302.5 Non Built-in Furniture and Equipment

Furniture & Equipment for General Classroom Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project Purchase) E = Equipment (see current No. website) Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments 1 Teacher Desk 66” 30” 30” C Verify Printer location With L–Return 48” 24” on L-Return 1 Teacher Chair on Casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design. 28 or Individual Desk 26” 20” adj. P w/book box below* 14 or Two Pupil Desk 48” 24” adj. P w/ 2 book boxes below* 28 Individual Tablet Arm Chair P Verify size with Desks manufacturer* Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table – Rectangular 72” 30” adj. P 72” 36” adj. P Table - Round 48” dia. adj. P Table - Trapezoidal 30” 30” adj. P 30” 60” 36 Student Chair * P For Student Desks & Tables. Reduce no. to 8 if Tablet Arm Chair desks are selected * Note: Classrooms for lower elementary and pre-school will require smaller chair sizes and may request desks without bookboxes to accommodate lower heights. Verify proposed grade levels of rooms before ordering desks and chairs. 6 Student Computer Chair adj. P On casters or glides, verify during design 6 Student Computer Workstation 36” 30” 30” P May consider built-in counter in lieu of furniture Min. of Movable Teacher Cabinet 48” 28” 66” P For YRE-Multi-Track 1 Schools

General Classroom Section 302-3 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

302.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete For K-3 classrooms 230SF of carpeting is allowed. For sanitation purposes, portable area rugs provided by the school may be preferred. Verify with the school during design. Base: Rubber/vinyl or wood Walls: Painted CMU or painted gypsum board (double layer for durability and to meet acoustical separation requirements) Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Follow recommended daylighting guidelines. Maximize security protection measures (i.e. use of laminated glass, minimize glass lite size, include window stops, security screens on jalousies.)

302.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet a background ambient noise level of 40 to 45 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems. 2. Provide individual thermostat control with range set points in each air-conditioned classroom. Locate thermostat near teacher station. Verify need for lockable protective thermostat cover during design. 3. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. One single compartment, large (31” x 22” x 6”D) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet and solids interceptor. Provide cold water only. 2. Provide accessible drinking fountains within reasonable distance to classrooms; locate in common circulation area on all floors – high/low type. If area is secured provide electric water coolers in place of drinking fountains. 3. See Mechanical Design Criteria for additional requirements.

General Classroom Section 302-4 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum number shall be two computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these five circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector. Location of bracket determined during design. (b) Provide one duplex outlet near the TV mount. Coordinate outlet location with TV location, i.e. wall mounted, on cart,etc. 5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Two way intercom in classroom with a speaker above the main instructional board for communication between classroom and administration. Locate call button near teacher’s desk or coordinate call-back feature with an integrated telephone system. Speaker is required with implementation of either option. 2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide multi-media outlets with conduit and data cabling at each permanent computer station 6 for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting. 4. See Multi-Media Design Criteria for additional requirements.

302.8 Special Considerations:

Items to consider during design:

a. Age appropriateness and student size need to be considered in the design of an elementary classroom/school and for the furniture selection..

b. During the design phase, the general classrooms maybe re-configured/combined to create more of a “studio approach” or "cluster" through the use of operable walls to provide learning environments that accommodate a variety of student groupings.

c. The access to water, accommodation of student computers, and handling of larger number of students have become key components of the general classroom setting.

d. All subjects are taught in the elementary general classroom.

END OF SECTION 302

General Classroom Section 302-5 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 302A - Breakout Room

302A.1 Area 120 SF Recommended Size

Exact size and location shall be determined during the design, with the recommended maximum being 1 between every 2 classrooms. Square footage comes from adjacent classrooms and trade offs from other areas. Breakout Rooms are recommended to support general classrooms, supplemental classrooms, and special education resource classrooms.

302A.2 Program Description and Philosophy

This space supports differentiation of instruction by providing an area to break out into smaller work groups at various times with ease of supervision and immediate adjacency to the classroom setting. Size may vary depending on the direction of the school or steering committee and the particular educational need they are addressing.

Activities that occur in the breakout room could be individual studying/test taking, small group meetings, tutorial work sessions, practicing of presentations, and one-on-one teacher/student sessions.

302A.3 Space Descriptions

This space is designed to accommodate 1 to 6 people and provides an acoustically separated space from the adjacent classrooms while maintaining a visual connection for supervision.

302A.4 Built-Ins

Built-ins for Breakout Room Instructional Surface Provide a minimum of 4 linear feet of magnetic whiteboard on one wall. Provide 4 linear feet of tackboard if space allows. Locate bottom of 4 foot high boards 30 inches from the finish floor. 1 Bookcase 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcase, with adjustable shelves. See detail for typical classroom bookcase.

Breakout Room Section 302A-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

302A.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Breakout Room Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current No. website) Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: Choice of 1 table from the types listed below: Table – Rectangular 72” 30” adj. P 72” 36” P Table – Round 48” dia. adj. P Table – Trapezoidal 30” 60” adj. P 30” 60" 4-6 Student Chair *18” P Number based on table size *Note: Classrooms for lower elementary and pre-school will require smaller chair sizes; verify during design.

302A.6 Room Data Information (Use General Classroom except where noted below)

a. Fenestration:

Doors: Provide doors with half glass for supervision. No exterior doors. Windows: Maximize interior walls with windows for adult supervision. For exterior windows, maximize security protection measures (i.e. include window stops, security screens on jalousies.)

b. Other Considerations: Use of room as determined during design phase may impact windows built-ins, and furniture selection (i.e. if school wishes to locate student computers from adjacent classrooms in Breakout Room, built-in work surfaces may be appropriate with window design to address glare.)

302A.7 Utility and Room Data Requirements (Use General Classroom information except where noted below):

a. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems. 2. Air conditioning may be individually controlled or fed from adjacent classroom. 3. See Mechanical Design Criteria for additional requirements.

b. Plumbing: (None)

c. Electrical: 1. Provide one 120 volt duplex outlets minimum of 1 per each wall and/or as appropriate for the furniture layout. 2. Provide one 120 volt duplex outlet for each permanent computer station. Maximum 2 computer stations on one 20 amp branch circuit. (Number of computer stations in Breakout Room to be determined during design.)

Breakout Room Section 302A-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

3. See Electrical Design Criteria for additional requirements.

d. Lighting: 1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting. 3. See Electrical Design Criteria for additional requirements.

e. Multi-Media / Communications: 1. Provide permanent audio/data/video connections at each permanent computer station. (Number of computer stations in Breakout Room to be determined during design.) 2. See Multi-Media Design Criteria for additional requirements.

302A.8 Special Considerations

Items to consider during design:

a. Per code requirements, rooms cannot be lockable. DOE wants to use as an alternative exiting route should need arise, especially if classroom only has one door.

b. Visual supervision of students is a primary design factor.

c. Ability to enter from either classroom if shared by 2 or more classrooms.

d. Actual size and primary anticipated use are determined during the design.

END OF SECTION 302A

Breakout Room Section 302A-3 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 303 – Special Education Classroom

303.1 Classroom Areas

Fully Self-Contained Classroom – Large 1,880 SF Fully Self-Contained Classroom – Small 1,240 SF Resource Services Classroom 980 SF Itinerant Services Room (not counted as a classroom) 330 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Special Education Classroom areas.

303.2 Program Description and Philosophy

The special education program provides services to students with varying disabilities. Because students with multiple disabilities are served, most of the needs of the various exceptionalities must be taken into account when designing these rooms.

Activities:

Students may receive instruction in all subject areas including: academics, language, motor, music, art, and adapted physical education depending on the level of disability. Students of several ages, grade levels, and with a variety of academic, health, and social and emotional problems may be instructed together. A variety of multi-level materials, equipment, and furnishings may be needed. Instruction will be provided in a variety of ways, from individual, in study carrels, in centers, at computers, or in small and large groups depending on the need and situation.

303.3 Space Description

To meet the needs of the special education program, three sizes of classrooms are provided:

Fully Self-Contained Classroom: One is a large Fully Self-Contained (FSC) classroom which contains 2 restrooms, a shower, lecture area, activity area, storage, a kitchen, and laundry facilities. This classroom is designed to meet the needs of the more challenged students. Severity of the student’s handicapping condition determines the amount of time a student will spend in this setting. There is also a smaller version of the FSC classroom, which contains typically two restrooms, a shower and a laundry area, in addition to lecture and activity areas.

It is important to design these rooms fully accessible due to the various disabilities of its students. The room should accommodate a variety of learning activities and instructional and adaptive equipment. Carpeted floors may be considered for small group activity areas and the motor development areas. Some schools prefer the use of floor mats for these activities due to sanitation reasons. Hot and cold water shall be available in the FSC classrooms for bathing, washing, and home living skill activities.

Resource Services Classroom: This is similar in size and function to the General classroom. The students using these rooms are typically assigned to a general education classroom and attend the Resource Services classroom for one or two content areas.

In both the FSC classrooms and the Resource Services classrooms, one wall shall be designated as the main instructional wall to accommodate the main instructional surface (typically a whiteboard), some tackboard space, and space for mounting a television (or locating a television on a cart). Other walls will provide additional space for display of student work and storage of student supplies, instructional materials, etc. Provide the suggested

Special Education Classroom Section 303-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

location for the movable teacher storage cabinets when required per YRE-MT. Storage for portfolios should be discussed and addressed during the design phase. Space shall be allocated for seven permanent computer stations (1 teacher and 6 student stations) and 1 printer with the appropriate power and data connections. The teacher workstation (typically a desk with L-Return, chair and a vertical file cabinet) needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves and storage units. The space requirements for most of these items are listed in subsection 303.5 Non Built-in Furniture and Equipment. Additional equipment items which may require either floor space or have construction implications need to be accommodated in the space layout. These items are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

Itinerant Services Room: The FADS provides one Itinerant Services Room for each 500 students. The Itinerant Services Room may be located within the Administrative Center, Student Center or near a FSC classroom. This room may be used for student individual educational plan (IEP) meetings, testing or servicing of students, teacher planning, etc.

303.4 Built-ins

Built-ins for Fully Self-Contained Classroom (Large or Small) Counter & Sink Provide a minimum of 10 linear feet of counter including one double stainless steel sink, with front approach accessibility clearance. Provide base and overhead cabinets when possible. Medicine cabinet with mirror. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/ Overhead Cabinets. 3 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable Cabinets shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 – Typical Millwork Details, Detail 2 – Tall Storage Cabinet 4 Bookcases 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 – Typical Millwork Details, Detail 7 – Bookcase. 2 Student Cubbies 48 inches wide by 16 inches deep by 30 inches high, movable unit on casters with 8 cubby holes per unit, See Appendix 8 – Typical Millwork Details, Detail 8 – Student Cubbies. Chart Paper 54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 Storage Case drawers (for flat file storage of large sheets of paper). See Appendix 8 – Typical Millwork Details, Detail 4 – Chart Paper Storage Case. Instructional Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Surfaces Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. All boards to be 4 feet in height. Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG Bracket clearance. Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design. Mounting for Provide wall or ceiling mount for a 7 feet wide by 7 feet high projection screen Projection Screen (manually operated) to be purchased by the school.

Special Education Classroom Section 303-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Built-ins for Fully Self-Contained Classroom (Large or Small) (Cont'd) Mounting for future Provide ceiling mount for future LCD projector. Coordinate location of bracket, projector electrical and data connections, with light fixtures and screen location. Changing Bench Provide built-in bench to meet ADA requirements in Shower Room or curtained off private changing area.

Built-ins for Resource Services Classroom (Same as Built-ins for General Classroom) Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. 2 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable Cabinets shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. 4 Bookcases 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school – casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 7 - Bookcase. 4 Student Cubbies 48 inches wide by 16 inches deep by 30 inches high, movable unit on casters with 8 cubby holes per unit, See Appendix 8 – Typical Millwork Details, Detail 8 – Student Cubbies. Chart Paper 54 inches wide by 30 inches deep by 30 inches high, movable (on casters), with 5 Storage Case drawers (for flat file storage of large sheets of paper). See Appendix 8 - Typical Millwork Details, Detail 4 - Chart Paper Storage Case. Instructional Provide a minimum of 16 linear feet of whiteboard at the main instructional wall. Surfaces Provide an additional 8 to 12 linear feet of whiteboard elsewhere in classroom. All whiteboards shall be magnetic. The main instructional whiteboard may be a horizontal sliding type. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the main whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. All boards to be 4 feet in height. When operable walls are used, consider the incorporation of whiteboard and tackboard on the panels. Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Bracket Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design. Mounting for Provide wall or ceiling mount for a 7 feet wide by 7 feet high projection screen Projection Screen (manually operated) to be purchased by the school. Mounting for future Provide ceiling mount for future LCD projector. Coordinate location of bracket, projector electrical and data connections, with light fixtures and screen location.

Special Education Classroom Section 303-3 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Built-ins for Itinerant Services Room 1 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with Cabinet adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet.

2 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 3 - Bookcase.

Instructional Provide a minimum of 12 linear feet of magnetic whiteboard at the main Surfaces instructional wall. Provide a minimum of 8 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other

walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. The main instructional whiteboard may be a horizontal sliding type.

Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG Bracket clearance. Verify size of TV with school. School may opt for use of TV on a cart and delete need for mounting bracket during design.

Mounting for Verify need for wall or ceiling mount for a 7 feet wide by 7 feet high projection screen Projection Screen (manually operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design.

Special Education Classroom Section 303-4 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

303.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Fully Self-Contained Classroom (Large or Small) Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current No. website) Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 2 Teacher Desk 66” 30” 30” C Verify Printer location on With L–Return 48” 24” L-Return 2 Teacher Chair on Casters adj. C 2 4 drawer Legal File Cabinet 18” 28” 52” C Choice of individual or double student desks: Final determination of the student desk arrangement and type will be made during design. 16 Individual Desk 24” 20” adj. P w/book box below* or 8 Two Pupil Desk 48” 24” adj. P w/ 2 book boxes below* Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj. P Table - Rectangular 72” 30” adj. P 72” 36” adj. Table – Round 48” Dia. adj. P Table - Trapezoidal 30” 30” adj. P 30” 60" 31 Student Chair * P For Student Desks, Tables, & Carrels * Note: Special Ed Classrooms may require a variety of chair sizes, lower chair heights may require desks without book boxes; verify with school before ordering desks and chairs. 6 Student Computer Chair adj. P On casters 6 Student Computer 36” 30” adj. P May consider built-in Workstation counter in lieu of furniture 1 Movable Teacher Cabinet 48” 28” 66” P For YRE- Multi-Track Schools 3 Wet Carrels 36” 24” adj. P 1 Easel, double faced port. P 1 Privacy Curtain at Shower P

Special Education Classroom Section 303-5 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Furniture & Equipment for Resource Services Classroom L W H CFCI SFSI Description / Comments: 1 Teacher Desk 66” 30” 30” C Verify Printer location on with L–Return 48” 24” L-Return 1 Teacher Chair on Casters adj C 1 4 drawer Legal File Cabinet 18” 28” 52” C 24 Student Chair * P For Student Desks & Tables 4 Carrels, Dry 36” 30” adj. P Verify need and no. during design 6 Two Pupil Desk 48” 24” adj P w/ 2 book boxes below* * Note: Resource Classrooms for lower elementary will require smaller chair sizes and may request desks without bookboxes to accommodate lower heights. Verify proposed grade levels of rooms before ordering desks and chairs. Choice of 2 tables from the types listed below: Table – Kidney shaped 72” 48” adj P Table - Rectangular 72” 30” adj. P 72” 36” adj. Table – Round 48” Dia. adj. P Table - Trapezoidal 30” 30” adj. P 30” 60" 6 Student Computer Chair adj. P On casters 6 Student Computer 36” 30” adj. P May consider built-in Workstation counter in lieu of furniture

Furniture & Equipment for Itinerant Services L W H CFCI SFSI Description / Comments: 1 Table or 72” 36” 29” P Verify with school, table or 3 Two Pupil Desk 48" 24" adj. P student desks. 6 Chair – Side without arms P Provide appropriate height student chairs if student desks are used. 2 4 drawer Legal File Cabinet 18” 28” 52” C/P 1 Teacher Desk 66” 30” 30” C Verify Printer location on With L–Return 48” 24” L-Return 1 Teacher Chair on casters adj. C

303.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete • FSC classrooms • Resource Services classroom • Itinerant Services room

Carpet: FSC classrooms: Approximately 300 square feet, amount to be verified during design. Resource Services classroom: Verify need for carpeted section during design.

Special Education Classroom Section 303-6 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

For sanitation purposes, portable mats provided by the school may be preferred. Verify with school during design. Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved) b. Fenestration:

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite size, include window stops, security screens on jalousies.)

303.7 Utility and Room Data Requirements

a. Acoustics: The special education rooms should be sound treated to provide maximum acoustic conditions necessary to conduct hearing screenings and therapy activities. The following treatments are recommended: 1. Room shall meet a background ambient noise level of 40 to 45 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 3. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems. 2. Provide individual thermostat control with range set points in each air-conditioned classroom. Locate thermostat near teacher station. Verify need for lockable protective thermostat cover during design. 3. Provide dryer exhaust duct and wall cap. 4. Provide residential style kitchen hood, ducted style with galvanized steel duct and roof cap. 5. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. One single compartment, large (31” x 22” x 6”) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. 2. Provide accessible drinking fountains on each floor of a classroom building – high/low type. If area is secured provide electric water coolers in place of drinking fountains. 3. Provide flush mounted washer box for hot and cold water connections and shutoff valves and drain connection for washer hose. 4. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 5. Provide key operable hose bibb and floor drains in single use restrooms. 6. See Mechanical Design Criteria for additional requirements.

Special Education Classroom Section 303-7 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Place a maximum of 2 computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for addition of conductors for the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the design will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector. Location of bracket determined during design. (b) Provide one duplex outlet near the T.V. mount. 5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: 1. Two way intercom in classroom with P.A. speaker above the main instructional board for communication between classroom and administration. Locate call button near teacher’s desk or coordinate call-back feature with an integrated telephone system. Speaker is required with implementation of either system. 2. One outlet for closed-circuit TV. Location determined during design. 3. Provide multi-media outlets with conduit and data cabling at each permanent computer station 6 for students and one for the teacher. The multi-media outlet for the teacher shall also be equipped with telephone cabling. All cables shall be terminated onto modular jacks for single device plate mounting. 4. See Multi-Media/Communications Design Criteria for additional requirements.

303.8 Special Considerations:

Items to consider during design:

a. Placement of the self-contained classroom/s should be near areas of handi-van loading.

b. Special Education classrooms should be distributed throughout the campus for appropriate integration with general education. Care needs to be given not to create Special Education areas or a “wing” of campus.

c. Itinerant room is generally near the self-contained classroom/s for more convenient and timely service of the students.

END OF SECTION 303

Special Education Classroom Section 303-8 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 304 – Supplemental Classroom

304.1 Classroom Area 980 SF

The classroom area for a supplemental classroom is typically the 980 sf, same size as a general classroom. Based on educational program need, however, the size may be adjusted through the trade-off procedure done in the design phase of a new school or within the overall sf of a new building/facility for an existing school, i.e. a new eight classroom building for an existing school. For example, if the classroom is expected to accommodate a larger number of students than normal or the activities that will be performed within the classroom dictate modification to the size and shape of a general classroom, then the classroom would be adjusted and modified accordingly with the trade-off procedure during the design phase.

304.2 Program Description and Philosophy

Supplemental classroom are provided at a given ratio of the student design enrollment to enhance the educational needs of a school in a specialized setting,,i.e. for enrichment or gifted/talented programs, art, science, dance/movement, music, English Language Learner, Title I, etc. Based on their program needs and activities, modifications may be warranted to better serve the respective programs. By utilizing the trade-off procedure, allowing square footage from various facility components to be subtracted from some programs and added to other programs, areas of spaces can be modified and/or created. The sf limit is initially set either by the overall program sf of the EDSPECS Facility Assessment & Development Schedule (FADS) for a new school or the total sf based on the scope of the building/facility per the FADS for an existing school. Within that overall square footage, adjustments to the sizes can be made.

Within the parameters of size and budget, the DOE wants to meet the educational needs of the school to the best extent possible. More and more schools are requesting flexibility in the spaces that they have and/or the creation of unique spaces to meet their specific local needs.

Activities:

This may vary. Typically schools need a certain amount of general classrooms to meet their supplemental needs and many of those programs can be well served with no modifications to a general classroom. Other programs require modifications to best serve/meet the need.

Programs which typically require modifications include: • Art • Music • Physical Education/Creative Movement • Science

304.3 Space Description

Same as general classroom with consideration for specialty programs.

Supplemental Classroom Section 304-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

304.4 Built-Ins

Same as general classroom. Additional built-ins may be determined during design, such as: Suggested Additional Built-ins for Art Additional Counters Provide 8 linear feet of counter including one large utility sink, with front approach & Sinks accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. Height may vary due to student age. Program needs may require additional sinks to be installed. Sinks should have accommodation to control debris from going down the drain, i.e. screen to capture objects, clay traps when appropriate. Additional Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable for Student Projects shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling and Supplies with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Additional cabinets and storage may be necessary per program needs. Instructional Use of vertical sliding and oversize whiteboards may be considered. Sometimes Surface whiteboards are placed from near floor level to slightly student height to allow large scale/life size drawing of persons and other objects. Instructional boards should have capacity to allow display of student work, posters/pictures, i.e., magnetic boards.

Suggested Additonal Built-ins for Music Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. Height may vary due to student age. Additional Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable for Instruments shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Additional storage cabinets may be required for instruments. Control of Sound Room may require special sound and acoustical accommodations.

Suggested Additional Built-ins for Physical Education/Creative Movement/Drama Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. Height may vary due to student age. Additional Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable for Equipment shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Additional storage cabinets may be required for P.E. equipment. Mirrors & Exercise To meet the program requirements, mirrors, exercise bar/s, and special flooring may Bar , Flooring be considered.

Supplemental Classroom Section 304-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Suggested Additional Built-ins for Science Additional Counters Provide counter and sinks. Number of sinks and type of counter to be determined & Sinks during design. Surface needs to be resistant to water, soil, and small amounts of chemicals.

Teacher Demo Demo station (6-8’ in length) should include accommodations for water, electricity, Station data. Acid resistant top surface.

Instructional Use of vertical sliding whiteboards may be considered. Size and location of Surface whiteboards needs to be coordinated with location of Teacher Demo Station.

Storage Provide lockable storage cabinets with adjustable shelves for textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet

Additional storage space, i.e., a storage closet/room may be created through the trade-offs system to meet the specific storage needs of the supplemental classroom programs.

304.5 Non Built-In Furniture and Equipment

Same as general classroom. Additional furniture and equipment may be determined during design, such as: Suggested Furniture & Equipment for Supplemental Classroom Art Items Description Stools Adjustable height Work tables Sturdy for three dimensional art activities. Height determined during design. Music Items Description Mobile storage cabinets For storage of instruments, number & type determined during design. Risers Program may require the use of portable risers.

P.E. / Movement Items Description Folding chairs w/ storage caddy Folding chairs with tablet arm may be considered. Mobile storage cabinets For storage of equipment, number & type determined during design. Science Items Description Stools Adjustable height Lab tables Stain resistant. Height determined during design.

304.6 Room Data Information – Same as general classroom.

a. Finish Information:

Floor: Resilient tile, sealed concrete or other material per program need.

Base: Rubber/vinyl

Walls: Painted gypsum board, painted CMU, or other material per program need.

Supplemental Classroom Section 304-3 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved). Additional ceiling height may be considered per program need.

b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hooked edge). Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite size; include window stops, security screens on jalousies.)

c. Other Considerations: Presence of water needs to be considered in selection of wall and ceiling materials. Specific program needs should be addressed during design.

304.7 Utility and Room Data Information

Same as general classroom with consideration for specialty programs.

304.8 Special Considerations

Items to consider during design:

a. Art: Provide slip resistant flooring surface. Consider incorporation of a securable outdoor area.

b. Music: Location to allow loading access for transport to be discussed during design. Consider ease of access to stages, both indoor and outdoor. Consider additional ceiling height if feasible. Depending on noise level, acoustical treatment should be determined. i.e. carpet and wall/ceiling panels.

c. Physical Education/Creative Movement/Drama: Ceiling height, finish, and protection of light fixtures needs to be considered during design. Match flooring to proposed activities. Special lighting may be considered for drama.

d. Science: Provide 10’ minimum ceiling height and slip resistant flooring surface.

END OF SECTION 304

Supplemental Classroom Section 304-4 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 305 – Co-Curricular Flex Space – (Hold on implementation of this component at this time)

305.1 Area 1000 SF

Ratio of number of these spaces to provide for each school shall be based on 1 per each 500 students. Above is based on enrollment of 550 students.

305.2 Program Description and Philosophy

This space shall be used as an auxiliary space that can be used for a multitude of activities. It shall be generally designed as a flexible space which may incorporate operable walls for the division into smaller areas Possible uses may include but not be limited to kinetic movement, conference room, community meeting room, dance, art, science activities, etc.

Activities:

Activities that can occur could be instruction, performance, large or small group meetings, dance and/or kinetic movement activities, artwork, display, science, etc. An example of such a space would be a kinetic movement or dance room for lower elementary. For the upper elementary, this room may be designed with a portion of the room having science lab counters. Other uses may include a team gathering/presentation space or use by the community during the non-school hours.

305.3 Space Descriptions

Per designer. See program descriptions and activities.

305.4 Built-ins

To be determined during design (seating, performance platform, storage cabinets, counter, sink, etc.)

305.5 Non Built-in Furniture and Equipment

To be determined during design.

305.6 Room Data Information

a. Finish Information:

Floor: Resilient tile, sealed concrete, or special flooring Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” or 10’-0” (minimum height) if laboratory function or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Co-Curricular Flex Space Section 305-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes, include window stops, security screens on jalousies.)

305.7 Utility and Room Data Requirements

c. Plumbing: 1. One single compartment, large (31” x 22” x 6” deep) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. Verify need during design. 2. Provide accessible drinking fountains within each classroom building at – high/low type. 3. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum of two computer stations on one 20 amp branch circuit. 4. Provide a minimum of 5 circuits per classroom. Utilize a minimum of 2 dedicated homeruns for these 5 circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector. Location of connection/s to be determined during design. (b) Provide one duplex outlet near the TV mount. 5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

Co-Curricular Flex Space Section 305-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

f. Multi-Media / Communications: 1. Two way intercom to be provided. P.A. system to include a speaker (typically above the main instructional board) and call button located with consideration for supervision. Call button could be replaced with call-back feature of telephone system, if telephone is to be provided in this space.. 2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent audio/data/video connections at each permanent computer station including conduit and wiring. Verify the need for a telephone jack during design. 4. See Multi-Media Design Criteria for additional requirements.

END OF SECTION 305

Co-Curricular Flex Space Section 305-3 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 306 – Instructional Commons (Hold on implementation of this component at this time)

306.1 Area 150 SF

This area is provided on a ratio of 150 square foot per classroom count. Classroom count is based on all general classrooms and one half of the special education resource classroom number allowed per school.

306.2 Program Description and Philosophy

This area functions as an auxiliary space to support instruction. The area could be utilized as a breakout space from the adjacent general classrooms and could normally accommodate one class. Various activities could be done within this space.

Activities:

Activities that occur within the Instructional Commons may include a student display of projects, a group work session such as building a solar car, celebration, instruction etc.

306.3 Space Descriptions

See program description for the design of this space.

306.4 Built-ins: (To be determined during design)

306.5 Non Built-in Furniture and Equipment: (To be determined during design)

306.6 Room Data Information

a. Finish Information:

Floor: Resilient tile, or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms. Provide view panels in all interior doors for classrooms, offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Instructional Commons Section 306-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

306.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet background ambient noise levels of 40 to 45 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. If thermostat is provided locate away from entry door. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: (none)

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. One outlet for closed-circuit TV. Location to be determined during design. 2. See Multi-Media Design Criteria for additional requirements.

END OF SECTION 306

Instructional Commons Section 306-2 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

Section 307 – Exterior Commons

307.1 Area By Designer

307.2 Program Description and Philosophy

The designer shall provide a variety of exterior areas throughout the school that supports delivery of educational curriculum and outdoor needs. In Hawaii there are numerous opportunities to study outdoors in the pleasant Hawaiian climate. Outdoor areas can be utilized as classrooms when well designed with thoughtful solutions for seating and shade to take advantage of the benefits of fresh air, the change of pace from a formal classroom, and the potential of the outdoors being a learning laboratory.

Activities:

Activities that may occur but not limited to include instruction, garden experimentation, amphitheater presentation, and small & large group gathering/interaction, etc.

307.3 Space Descriptions

Area by designer.

307.4 Built-In Furniture

Include durable benches or planter walls that can serve as seating areas. Design of benches and seating walls should minimize potential for abuse/damage from vandalism and skateboarding.

Inclusion of instructional surfaces will be determined during design.

307.5 Non Built-In Furniture (None)

307.6 Room Data Information (Not Applicable)

307.7 Utility and Room Data Requirements

a. Acoustics: Typically not applicable unless projection of sound needs to be addressed such as a presentation area.

b. Air Conditioning and Ventilation: Not applicable

c. Plumbing: Provide drinking fountains where appropriate and securable. For securable areas consider the use of electric water coolers.

d. Electrical: Provide weatherproofed outlets.

e. Lighting: 1. Security lighting as necessary. Provide an automated night or curfew switching lighting branch circuit. 2. Accommodation for evening lighting of main assembly area to be determined during the design.

f. Multi-Media/Communications: None required. However, consider infrastructure to connect to campus public address system during the design.

Exterior Commons Section 307-1 EDSPECS for Elementary Schools Chapter 3: Guidelines for Spaces

307.8 Special Considerations

Items to consider during design:

a. Provide lockable protective covering over exterior tackboards and display cases/ cabinets.

b. Consider accessibility when appropriate, i.e, for an outdoor presentation area.

END OF SECTION 307

Exterior Commons Section 307-2

Sections 308 – 340 (RESERVED)

Support Spaces

EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341 – Administrative Center

341.1 Area Varies with the design enrollment

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Administration area.

341.2 Program Description and Philosophy

The Administrative Center provides the leadership as well as serving as the central core of the School for facilitating the transfer of information. It is the gateway of the school for parents and community while coordinating and monitoring the educational program needs and addressing the daily operational aspects of the school.

Activities:

The facility typically: • Serves as a central location and office work areas for administrative (Principal, Vice- Principal) and office staff and may include the counseling functions in some design layouts. • Provides registration space for the development and maintenance of student class schedules, records, enrollment data, and other related information. • Provides areas for conferencing with students, parents, staff, and community while serving as the connection between the school and the greater community. • Houses the student health services center where students can receive appropriate medical attention. • Associated with the computerized school based management system for student registration, budgeting, enrollment data, and all required forms and information. • Serves as a centralized location for secretarial services. • Provides the opportunity for interpersonal communication through group meetings. • Provides a location for school based and community based meetings.

341.3 Space Descriptions

Principal’s Office: This office should be conveniently located within the administrative center and adjacent to a planning conference room. Typically they are connected by an obscured glass sliding door. Activities include: conferencing with students, staff, parents, community, and others on various matters such as curriculum, school improvement/school reports, public relations, and student discipline. This office should have a second door with access to the corridor and with a close adjacency to the general office staff. It is desirable that this office has a view of the entire campus.

Vice Principal’s Office: This office is typically located within the administrative center. Activities include: private conferences, planning, school reports, public relations, and student discipline. Alternate location may be considered during design.

Counselor/s Office: This office(s) should be conveniently located to both the administrative functions and CSSS functions. Counselors interact on a daily basis with students, administrators, support staff, parents, or other visitors. The office needs to accommodate a work station and small group meeting area.

Primary School Adjustment Project (PSAP) Room: This program is a school-based early identification and intervention program which seeks to enhance learning and adjustments skills to reduce social, emotional, and school adjustment difficulties for children in grades Kindergarten through grade three. It is a preventative mental health project based on the belier that early intervention can prevent the development of more serious difficulties in later years.

Administrative Center Section 341-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

The PSAP supplements the educational experience and promotes the personal development of children so they may become successful learners in the classroom, school, and community.

Hawaii’s PSAP utilizes educational assistants to work with project students in play and activity sessions to develop the students/self esteem and to promote social and appropriate skills in a close, supportive relationship. A home-school liaison communicates with parents and guardians to encourage a positive, cooperative, and involved relationship with the school. A mental health professional is contracted to provide a multi-discipline team approach.

Conference Rooms: The Staff Conference Room, adjoining the Principal’s Office, and the Special Services Conference Room, near the Counselors’ Offices, shall both be designed for an occupant load of approximately 16 people.

Lobby: Serves as a reception area for the public and is located adjacent to the general office. Locate mounted TV to be viewed by lobby and office staff. This room should be welcoming for both adults and elementary aged students. The Lobby should be designed so that there is not direct access to other office functions. Usually a gate or door separates the lobby from the rest of the administrative areas for public safety and security.

Health Center: Provides an area for students to receive minor treatment for their first aid needs and a rest/recovery area until they can either return to the classroom or they are picked up by parents. The center includes an adult work station for a nurse or nurse’s aide, reception area for students, sink and counter area, lockable storage cabinet/s, recovery area with privacy curtains, and a restroom with shower or cleansing accommodation. The design layout is one large area which allows for visual supervision by the adult assigned to the health center. The health center has its own entrance so it can function without disruption to the front office.

Duplicating Room: Provides an area with a counter and storage cabinets for supplies and a dedicated space and appropriate power for a copier. Designers shall provide careful attention in the placement of the copier to assure that staff has available circulation and work space around it.

Parent-Community Network Center (PCNC): This room provides a meeting space for interaction with parents and the community. It includes a workstation, sink and counter area with overhead cabinets, table area for conferencing/planning activities, whiteboard and tackboard surface, space for a refrigerator, shelves, and storage. The room has accommodation for voice, video, and data. The PCNC needs its own entrance and is designed and located for after hour use with access to restrooms. This room may not always be located within the administration building but is usually at the front of the campus and easily accessed by parents. The PCNC room shall be designed for an occupant load of approximately 12 people.

General Office: Provides office work space for staff and storage. Within this area is housed the Financial Management System (FMS) station, workstations for the SASA and clerks, an open reception counter to the lobby, and teacher’s mailboxes that can be accessed from both sides. • Clerical/SASA stations face main counter for attending to the front counter/lobby. The desks are arranged so that the front counter can be readily viewed for prompt service. • Teacher/Staff mailboxes located for easily back loading by clerical staff. Mailbox cabinetry shall include a 12 inch deep shelf on either side to facilitate loading/unloading. • Number of mailboxes to be determined during design. A portion of mailboxes need to be oversized (twice as deep as standard) to accommodate persons/programs with higher volume. Often the entire bottom row is oversized. • In some cases, the front office needs to have the ability to cover the health room when the health aide is not available.

Administrative Center Section 341-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Storage Room: Locate the school’s safe and provide a lockable key cabinet within the Storage Room. Additional storage may be considered through the use of lockable closets along the hallways.

Hallways: Provide a minimum of 32 linear feet of tackboard in 4 x 8 foot sections strategically placed in the design phase for teacher information and display of students’ works.

Staff Lounge: This room provides an area for administrative staff’s dining and break needs. It is located so that it can monitor/provide coverage of the front counter area.

Receiving Room: This room (see Section 341B - Receiving/Storage Room) provides a place where items can be received and stored until they are processed for distribution to the appropriate location on campus. Locate and provide an entrance that is readily accessible for delivery trucks and vans.

Safety Office: This room (see Section 341C - Safety Office) houses the school safety officer's workstation and may be used for interviews. It is usually located within the administration facility or the student center, to be determined during design.

DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as “C” or “P” items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

Administrative Center Section 341-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341.4 Built-ins for Various Spaces within the Administrative Center

Lobby Reception Counter Reception counter facing lobby with accessible area on both lobby and general office sides, along with higher counter and storage shelving/slots above workcounter, and knee spaces below. See Appendix 8 – Typical Millwork Details, Detail 5 – Reception Counter. Display Case Provide securable glass fronted area for display of student work and accomplishments. Coordinate location of wall mounted TV with display case. General Office Work Counter Work counters with a maximum of two student stations. Staff Mailboxes Provide individual teacher mailboxes, typically near the front counter area. Number to be determined during the design. Name tags on both ends, with drawer stops, able to be loaded from the back. Cabinetry to be provided with 12 inch horizontal shelf at front and back to facilitate use of the box, with storage below. Shelf may be located as low as 18-20 “AFF to facilitate having boxes within teacher reach range and able to view into box. Approximately 8 to 10 boxes are oversized (double in height) to accommodate users with larger mail volume. See Appendix 8 – Typical Millwork Details, Detail 6 – Staff Mailboxes for design guidance. Health Room 1 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinet with adjustable Cabinet shelves health room supplies. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet Cabinet and Sink Minimum of 8 linear feet of base cabinets with overhead cabinets and stainless steel sink, gooseneck faucet spout, hot and cold water, and wrist control blades. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets, similar. PCNC Room Cabinet and Sink Provide 8 linear feet of counter with base cabinets. Provide overhead cabinets where practical. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets. Storage Room Storage Room Provide a minimum of 20 linear feet of 18” deep adjustable shelving. Key Cabinet Key cabinet – size per design enrollment and layout of the school during the design. Typically located in office storage room. Safe Upright floor secured safe. Typically located in office storage room and not visible from the lobby area. JPO Storage Room Storage Built-ins Clothes Rod (3 lf) and/or pegs for storage of safety vests and raincoats. Bin and/or wall rack for storage of signs. Adjustable shelving for storage of boots, cones and other safety items. Various Spaces within Administrative Center Television and Locate television mounting bracket with adjacent electrical cable outlet in Lobby VCR Mounting and Conference Rooms; locate furniture or equipment below to meet ADAAG Bracket clearance. Verify size of TV with school and need for VCR bracket. Provide TV outlets in all offices, health room, staff lounge, student activities room, PCNC, SSC/EA, CSSS areas and safety office. Verify location of outlet for cart or wall mount during design. Instructional Provide instructional surfacing (magnetic whiteboard and tackboard) in the offices Surfaces of the Principal, Vice-Principal, counselors, conference rooms, duplicating room, PCNC, CSSS components, staff lounge, health room. In smaller offices and areas, a combination whiteboard/tackboard may be considered. Exact location and size are determined during the design phase. Provide tackboards in the lobby, hallways, and storage room. These are located and sized during the design phase for maximum use of available wall space.

Administrative Center Section 341-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Administration Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Principal’s Office L W H CFCI SFSI Description / Comments: 1 Executive Desk – Double 66” 36” 30” C Options – double pedestal or Pedestal with 6” overhang with 48” L-return 1 Executive Swivel Chair adj C 4 Side Chairs with arms 18” P 1 Credenza – Adjustable 60” 20” 29” C Options – all shelves or with Shelves, 2 sliding doors knee space 1 4 drawer Legal File Cabinet 18” 28” 52” C with lock. 1 Bookcase 48” 16” 42” P 1 Table – Round 48” 29” P

Vice Principal’s Office L W H CFCI SFSI Description / Comments: 1 Executive Desk – Double 66” 36” 30” C Options – double pedestal or Pedestal with 6” overhang with 48” L-Return 1 Executive Swivel Chair adj. C 4 Side Chairs with arms 18” P 1 Credenza – Adjustable 60” 20” 29” C Options – all shelves or with Shelves, 2 sliding doors knee space 1 4 drawer Legal File Cabinet 18” 28” 52” C with lock. 1 Bookcase 48” 16” 42” P 1 Table – Round 48” 29” P

PSAP Room L W H CFCI SFSI Description/Comments 2 Desk with L-return 66” 30” 30” C 48” 24” 2 Adult Chair on Casters adj. C 2 4 drawer Legal File with 18” 28” 52” C lock. 2 Bookcase 48” 16” 42” P 6 Side Chair – without arms * P *Verify height of chairs with height of table. 1 Table – Round or 48” adj. P Shape and height to be Rectangular (30” x60”) determined during design.

Administrative Center Section 341-5 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Furniture & Equipment for Administration (Cont’d) Legend: * = Number varies with enrollment, see comments. CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: General Office L W H CFCI SFSI Description / Comments: * Desk with L-return 66” 30” 30” C *0 – 499: Provide 4 48” 24” 500 – 749: Provide 5 750 – 1000: Provide 6 * Adult Chair on Casters adj. C 4 to 6 (see above) plus one for each knee space * 4 drawer Legal File Cabinet 18” 28” 52” C *0 – 499: Provide 4 with lock. 500 – 749: Provide 5 750 – 1000: Provide 6 * Bookcases 48” 16” 42” P *0 – 499: Provide 2 500 –749: Provide 3 750 – 1000: Provide 4 1 Table - Rectangular 60” 30” 29” P Locate in duplicating room. * 4 drawer Legal File Cabinet 18” 28” 52” P *0 – 499: Provide 3 with lock. (Storage Room) 500 – 749: Provide 5 750-1000: Provide 7 Note: Alternative filing systems may be considered during design (i.e. lateral files) for space efficiency and for additional storage area.

Lobby L W H CFCI SFSI Description / Comments: * Side Chairs without arms 18” P *0 – 499: Provide 6 500 – 749: Provide 8 750-1000: Provide 10

Staff & Spec. Services L W H CFCI SFSI Description / Comments: Conf. Rms. 2 Table – Rectangular 72” 36” 29” P (2 same size tables to create or or one large table) 60” 48” 16 Side Chair – without arms 18” P

Health Center L W H CFCI SFSI Description / Comments: 2 - 4 Student Recovery Couch, 74” 26” 18” P Verify number during the steel frame with roll paper design. * Partition Screens or Privacy X Number to correspond with Curtains with ceiling curtain recovery couches. tracks 1 Desk with L-return 66” 30” 30” C 48” 24” 1 Adult Chair on Casters adj. C 1 4 drawer Legal File with 18” 28” 52” C lock. 1 Bookcase 48” 16” 42” P 5 Side Chair – without arms 18” P

Administrative Center Section 341-6 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Furniture & Equipment for Administration (Cont'd) Legend: * = Number varies with enrollment, see comments. CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Counselor’s Office L W H CFCI SFSI Description / Comments: 1 Desk with L-return 66” 30” 30” C 48” 24” 1 Adult Chair on Casters adj. C 4 Side Chair – without arms 18" P 1 Table – Round 48” 29” P 1 4 drawer Legal File with 18” 28” 52” C lock.

Staff Lounge L W H CFCI SFSI Description / Comments: 1 Sofa (or 3 Lounge Chairs) P Verify need during design 6 Side Chair – with arms 18" P 1 Table – Round, 48” D or 72" 36" 29" P Verify shape during design Rectangular Table

PCNC L W H CFCI SFSI Description / Comments: 2 Table – Rectangular 60” 48” 29” P (2 same size tables to create or or one large table) 72” 36” 12 Side Chairs –without arms 18” P 1 Adult Chair on Casters adj. C 1 Desk with L-return 66” 30” 30” C 48” 24” 2 Bookcase 48” 16” 42” P 1 4 drawer Legal File Cabinet 18” 28” 52” C

Administrative Center Section 341-7 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341.6 Room Data Information

a. Finish Information:

341.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet a background ambient noise levels of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. Operable walls should have a minimum STC of 48 when tested in accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. Provide individual thermostat control in each air-conditioned space. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: 1. Stainless steel sinks shall be provided at countertop applications. Supply faucet with cold water only. 2. Provide accessible electric water coolers, dual height unit within the administrative center. 3. Provide hot and cold water at sinks, lavatories, and shower within the Health Service area. 4. Provide hot shot type faucet in the staff lounge and PCNC if larger hot water source is not readily available. 5. Sinks need to be accessible. Front approach is requested by DCAB. The depth of the sink and the faucet operating force shall meet the requirements of ADAAG. 6. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in mechanical room. 7. See Mechanical Design Criteria for additional requirements.

Administrative Center Section 341-8 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

e. Lighting: 1. Lighting design shall efficiently combine the use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting with multi-level and/or zoned switching at PCNC and conference rooms as a minimum 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Control center for the intercom/program bell combination system. Locate master stations at Principal, Vice Principal and general office. 2. One outlet for closed-circuit TV at all conference rooms, Principal’s office, Vice Principal’s office, all other offices, the health room and PCNC. Location to be determined during design. 3. Provide permanent audio/data/video connections at each permanent computer station, including conduit and wiring. 4. Offices and conference rooms shall have two-way intercom with control switches, except Principal, Vice Principal and general office shall have master stations. 5. Offices shall have telephone lines. 6. See Multi-Media Communications Design Criteria.

341.8 Special Considerations

Items to consider during design:

a. The Administrative Center should be located near the school’s main entrance and readily recognized by all entering the campus. It should provide a comfortable working environment and possess a clearly defined atmosphere which encourages students, teachers, and visitors to enter. It should be located accessible to the general public but not so distant from the classrooms that the teachers and students lose a feeling of closeness.

b. The General Office contains staff work areas and staff mailboxes. The design should permit staff to enter the main office area with others and exit without disruptions to the main lobby area. Strong consideration should be given to entrance/exit doors different than non-staff persons’ traffic pattern. This allows flow of traffic without impediments to the overall school operation.

c. The Health Center should have its own entrance/exit door that is readily accessible for students and can be easily accessed by emergency vehicles. Parents should be able to access this area without going through the rest of the Administrative Center.

d. The Administration Lobby serves as the main entrance to the school.

e. Usually the Safety Office is housed and located in the administration building or student center.

Administrative Center Section 341-9 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

f. Many recent projects are creating a student center as part of the Administrative Center which includes: • Counselor Offices and Special Services Conference Room. • PSAP Room. • CSSS Space area. See Section 341A - Comprehensive Student Support System (CSSS) Space. • SSC/EA. See Section 341D - Student Services Coordinator/Educational Assistant (SSC/EA) Office. • Student Activities Space. See Section 341E - Student Activities Space. • Locate the Student Center near the administration building and convenient for students to visit. • A student center approach is often considered for location of counselors, CSSS, SSC/EA office, and student activities components to be separated from the administration, yet close by for interaction by inclusion of administration as appropriate. Goal is to have these student functions/services very convenient and accessible to the students to foster pro-active use.

g. Also included in the Administrative Center in the more recent projects are: • A Safety Office. See Section 341C - Safety Office. • Receiving/Storage Room. See Section 341B - Receiving/Storage Room.

h. Location of administration offices (principal and vice-principal) should be located to allow for prompt intervention to front office in case of emergency or to meet an irate parent. Also, visibility to the campus and location at the entry of the campus for security reasons are also considerations in determining location(s).

i. A conference room follows the administrative and counseling functions respectively.

j. Provide security gate or other means for after hour deterrent to unauthorized entry at main front entrance. This allows the use of store front type of doors and entrance design.

END OF SECTION 341

Administrative Center Section 341-10 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341A - COMPREHENSIVE STUDENT SUPPORT SYSTEM (CSSS) SPACE

341A.1 Area 2000 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to CSSS area.

341A.2 Program Description and Philosophy

The CSSS draws together the resources of the classroom, the school, neighborhood, DOE, and larger community to provide the social, emotional, and physical environments that help all children attain personal success and the Hawaii Content and Performance Standards. CSSS is based on the belief that, given the appropriate support, every student will learn and succeed. It is a system that addresses the broad needs of all students in a caring and supportive learning environment. CSSS is student-centered and strength-based. The emphasis is for each school to incorporate a consistent range of services, for students with identified learning and behavior concerns, which includes:

• Prevention and early intervention • Referral • Assessment and determination of eligibility • Appropriate, integrated, timely, and coordinated service delivery of all resources with increasing intensity.

CSSS requires close collaboration with private and public agencies and organizations to meet the unique needs of students and families at the school sites.

Activities:

Activities would include: contract service providers’ office and administrative functions, reception and waiting, meetings to be held in the conference rooms, and secured file storage for student files, testing materials, etc.

341A.3 Space Descriptions

Design of this space will be similar to an administrative center and typically provides: • Four offices of 170 square feet each • Two conference rooms of 350 square feet each with an operable partition • Work/storage/reception area of 480 square feet • Two unisex accessible restrooms (one for students and one for adults) of 70 square feet each

This area functions as an auxiliary space to handle the multitude of student support services and to accommodate a number of outside service providers such as Department of Health social workers, etc. The intent is to provide a welcoming space, easily accessible from both within the campus and for visitors, yet separate from the school’s administrative operations, which could be open both during and after school hours for various meetings and services. The counselors’ offices may be co-located with these spaces (to share the work production and waiting functions). Design shall provide access to restroom/s for after-hour use.

Comprehensive Student Support System (CSSS) Space Section 341A-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341A.4 Built-ins for Various Spaces within the CSSS Area

Offices Television and Locate television mounting bracket in corner of office or verify use of cart for VCR Mounting TV/VCR. Locate file cabinet or other furniture or equipment below to meet ADAAG Bracket clearance. Verify size of TV with school and need for VCR bracket.

Instructional Provide a minimum of 6 LF of magnetic whiteboard near the conference area and 4 Surfaces LF of tackboard near the desk area.

Conference Rooms Counter & Sink Provide 12 linear feet of counter with base cabinets in both conference rooms with overhead cabinets. Determine need for accessible sink within counter during the design. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Counter/Sink/Overhead Cabinets.

Television and Locate television mounting bracket in corner of room. Locate furniture or VCR Mounting equipment below to meet ADAAG clearance. Verify size of TV with school and Bracket need for VCR bracket.

Instructional Provide a minimum of 12 linear feet of magnetic whiteboard and 4 lineal feet of Surfaces tackboard space per room.

Reception / Waiting / Work Area Reception Counter Reception counter facing waiting area, storage shelving below with two work stations; outlets for telecom and data at each station.

Instructional Provide a minimum of 8 linear feet of tackboards in Waiting Area. Provide a Surfaces minimum of 4 lf of whiteboard and 4 lf of tackboard space in work area.

Television and Locate television mounting bracket with adjacent electrical/cable outlet; locate VCR Mounting furniture or equipment below to meet ADAAG clearance. Verify size of TV to be Bracket viewed with school and need for VCR bracket.

Storage Area Storage There is a need for secured storage of test materials and other instructional supplies. Sometimes securable closets that open onto the hallways have been Shelving considered as an efficient method of providing storage space. Provide minimum 8 linear feet of 12 inch deep by 6 feet high adjustable shelving. Consider providing as a CFCI furniture item in addition to the heavy duty deeper shelving units.

Comprehensive Student Support System (CSSS) Space Section 341A-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341A.5 Non Built-in Furniture and Equipment

Furniture & Equipment For CSSS Space Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Typical Office L W H CFCI SFSI Description / Comments: 1 Teacher desk 66” 30” 30” C with L-return 48” 24” 1 Adult Chair on Casters Adj. C 4 Side Chair without arms P 1 4 drawer Legal File Cabinet 18” 28” 52” C with lock. 1 Table – Rectangular 60” 36” 29” P or Round (48” Diameter) 1 Magazine/Pamphlet Rack X Wall mounted

Typical Conference Room L W H CFCI SFSI Description / Comments: 2 Conference Tables 72” 36” 29” P Verify size and number during design. 20 Side Chair without arms 18” P

Reception/Waiting/Work L W H CFCI SFSI Description / Comments: Area 4 – 6 Side Chairs without arms 18” P 2 Adult Chairs on Casters Adj.

Storage L W H CFCI SFSI Description / Comments: 4 4 drawer Legal File Cabinet 18” 28” 52” P with lock. 2 Heavy Duty Adjustable 36” 18” 72” X Finalize number and Shelving Units shelving layout during design. Note: Alternate filing systems may be considered during design (i.e. lateral files) for space efficiency and for additional storage area.

Comprehensive Student Support System (CSSS) Space Section 341A-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341A.6 Room Data Information

a. Finish Information: (typical unless noted otherwise)

Floor: Resilient tile (Storage Room floor option: sealed concrete) Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Provide view panel in exterior doors of air-conditioned facilities. Provide a solid door with no vision panel for naturally ventilated rooms with a hold open device (i.e. hook and eye). Provide view panels in all interior doors for offices and conference rooms. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements and provided with maximum security.

341A.7 Utility and Room Data Requirements

b. Air Conditioning and Ventilation: 1. Provide individual thermostat control in each air-conditioned space. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: 1. Accessible stainless steel sink shall be provided at countertop application. Supply faucet with cold water only. 2. Provide accessible electric water coolers, dual height unit within the CSSS space. 3. See Mechanical Design Criteria for additional requirements.

Comprehensive Student Support System (CSSS) Space Section 341A-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

e. Lighting : 1. Lighting design shall efficiently combine the use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting with multi-level and/or zoned switching at conference rooms as a minimum. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Offices and conference rooms shall have two-way intercom system. 2. Provide one outlet for closed circuit TV at all conference rooms and offices. Location to be determined during design (wall mounted vs cart locations). 3. Provide permanent audio/data/video connections at each permanent computer station, including conduit and wiring. 4. Offices shall have telephone lines. 5. See Multi-Media Communications Design Criteria for additional requirements.

341A.8 Special Considerations

Items to consider during design:

a. This area may be combined with the Administrative Center’s student activities components, counseling offices, special services conference room, and sometimes the health services components to create a student center. Location of the CSSS or Student Center should be convenient for both student access and ease of attendance by the administration.

b. Locate and design so that the CSSS areas can operate after school hours with access to restroom/s.

END OF SECTION 341A

Comprehensive Student Support System (CSSS) Space Section 341A-5 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341B – Receiving/Storage Room

341B.1 Area 150 SF

341B.2 Program Description and Philosophy

This room serves as a short term receiving and storage room for equipment and supplies for the school. This room relieves the disruption to the administration building and staff, when supplies are being delivered and stored. This secured room shall also discourage any pilfering of supplies and equipment. It should be located with easy access from a loading zone, and near a secondary entry to the Administration Building.

341B.3 Space Descriptions

This room is for temporary receiving and storage of deliveries of materials/supplies.

341B.4 Built-Ins

Receiving/Storage Room Tackboard Provide 4 linear feet of tackboard near entrance of room.

341B.5 Non Built-In Furniture and Equipment

Receiving/Storage Room Shelving Provide 18 inches deep shelving for the temporary storage of boxes. Approximately six foot in length by 5 feet high. Shelving may be purchased as “CFCI non built-in furniture". Two required – size 36”L x 18”W x 60” H (suggested size only) – Contractor Furnished, Contractor Installed).

341B.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU. Provide corner guards in high traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Provide a solid door with no vision panel. Provide number of doors per Building Code exiting requirements.

Windows: Not required for this storage room.

Receiving/Storage Room Section 341B-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341B.7 Utility and Room Data Requirements

a. Acoustics: See Acoustical Design Criteria for requirements.

b. Air Conditioning and Ventilation: See Mechanical Design Criteria for requirements.

c. Plumbing: (None)

d. Electrical: 1. Provide a minimum of one 120 volt duplex outlet for the room. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None)

END OF SECTION 341B

Receiving/Storage Room Section 341B-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341C – Safety Office

341C.1 Area 120 SF

341C.2 Program Description and Philosophy

This program is to support the school’s efforts to provide a safe and secure environment for students and staff. The room provides space to support the administrative functions of the program and serve as area for conducting individual interviews with students and others.

Activities:

Activities that occur here are administrative functions such as writing of reports and/or individual interviews with students by the safety officer.

341C.3 Space Descriptions

Area designed as a single office to house a safety officer and serve as an interview room.

341C.4 Built-ins

Built-ins for Safety Office Instructional Provide 6 linear feet of whiteboard and 4 linear feet of tackboard to be located Surfaces during the design.

341C.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Safety Office Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Safety Office L W H CFCI SFSI Description / Comments: 1 Desk with L-return 66” 30” 30” C 48” 24” 1 Adult Chair on Casters adj. C 1 4 drawer Legal File Cabinet 18” 28” 52” C with lock. 1 Table – round 48” 29” P 4 Side Chair – without arms P

Safety Office Section 341C-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341C.6 Room Data Information

a. Finish Information:

341C.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet a background ambient noise level of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation. 1. Provide individual thermostat control in each air-conditioned space. 2. See Mechanical Design Criteria for additional requirements.

c. Plumbing: (None)

d. Electrical: 1. Provide one 120 volt duplex outlets minimum of one per each wall and/or as appropriate for the furniture layout. 2. Provide one 120 volt duplex outlet for each permanent computer station. Maximum two computer stations on one 20 amp branch circuit. 3. Provide battery powered quartz wall clock. 4. See Electrical Design Criteria for additional requirements.

Safety Office Section 341C-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

f. Multi-Media/Communications: 1. Provide permanent audio/data/video connection at permanent computer station, including conduit and wiring. 2. Office shall have two-way intercom.. 3. Office shall have telephone line. 4. See Multi-Media Communications Design Criteria.

341C.8 Special Considerations

Items to consider during design:

a. Located usually within the administration facility or the student center, depending on design approach.

b. Locate with a view of campus and with direct access from the building to the outside.

END OF SECTION 341C

Safety Office Section 341C-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341D – STUDENT SERVICES COORDINATOR/ EDUCATIONAL ASSISTANT (SSC/EA) OFFICE

341D.1 Area 330 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to SSC/EA area.

341D.2 Program Description and Philosophy

This position coordinates and schedules the meetings and activities of the CSSS program to serve the educational needs of the students and families of the school. This room provides the work space and some conferencing area to support this program.

Activities:

Activities include administrative functions such as writing of reports and/or scheduling and conducting of conferences with staff and parents.

341D.3 Space Descriptions

Design room to include two adult stations, one for the Student Services Coordinator and one for the Educational Assistant. Space may include a private room or area for confercing.

341D.4 Built-ins

Built-ins for SSC/EA Office Storage Storage may be provided by tall storage cabinet and/or combination of counter and base cabinets and overhead cabinets with locks. See Appendix 8 – Typical Millwork Details, Detail 1 – Typical Detail of Counter /Sink/ Overhead Cabinets (similar), less sink, and Detail 2 Tall Storage Cabinet. Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Bracket Verify size of TV with school and need for VCR bracket. Instructional Provide minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of tackboard Surfaces to be located during the design phase.

Student Services Coordinator/Educational Assistant (SSC/EA) Office Section 341D-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341D.5 Non Built-in Furniture and Equipment

Furniture & Equipment for SSC/EA Office Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Typical Office L W H CFCI SFSI Description / Comments: 2 Desk with L-Return 66” 30” 30” C 48” 24” 2 Adult Chair on Casters adj. C 4 Side Chair without arms P 2 4 drawer Legal File 18” 28” 52” C Cabinet with lock. Typical Office (Cont'd) L W H CFCI SFSI Description / Comments: 1 Table – Rectangular 60” 36” adj. P Or Round (48” diameter) 2 4 drawer Legal File 18” 28” 52” P Cabinet with lock. Note: Alternative filing systems may be considered during design (i.e. lateral files) for space efficiency and for additional storage area.

341D.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete Base: Rubber, vinyl, or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Student Services Coordinator/Educational Assistant (SSC/EA) Office Section 341D-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341D.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet a background ambient noise level of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. Operable walls should have a minimum STC of 48 when tested in accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: See Mechanical Design Criteria for requirements.

c. Plumbing: (Not applicable)

e. Lighting: 1. Lighting design shall efficiently combine the use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Provide permanent audio/data/video connections, including conduit and wiring, at each permanent computer station. 2. Provide two-way intercom. 3. Provide closed circuit TV outlet, location to be determined during design. 4. Provide telephone lines. 5. See Multi-Media Communications Design Criteria for additional requirements.

341D.8 Special Considerations

Items to consider during design:

a. This room is usually located near the Administration, CSSS components, Student Center, or Special Education self-contained classroom/s.

b. The room needs to accommodate a minimum of two adult workstations and small conferencing/meeting area.

END OF SECTION 341D

Student Services Coordinator/Educational Assistant (SSC/EA) Office Section 341D-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 341E – Student Activities Spaces

341E.1 Area 890 SF

(750 SF for Activity Room/Store and 140 SF for Student Activities Coordinator which may be combined into one room.)

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Student Activities area.

341E.2 Program Description and Philosophy

The Student Activities program is that portion of the K-12 curriculum which complements the academic program by providing learning experiences which meet individual needs and develop citizenship, leadership skills, and positive attitudes. Many of the activities are conducted in laboratory settings where students are able to apply their learning through direct participation. The program includes continuous and sequential learning activities such as student council and class council work, conferences and seminars, clubs, contests and tournaments, sports, community service, voter education/registration, and leadership training camps/workshops.

Student Activities Coordinators (SACs) provide student activity coordination services in keeping with Board of Education (BOE) Student Affairs Program Policy and regulations. Typically at the elementary level, the SAC responsibilities are assigned to a teacher or other adult staff member. SACs establish and coordinate a student activities program that provides opportunities for students to acquire, as an important part of the school curriculum, the skills and experiences necessary to participate actively as citizens, practicing and applying learned concepts, process, and skills. The program enriches and broadens the lives of students socially, culturally, and physically, and is designed to provide opportunities for students to participate, on an individual or group basis, in activities that serve the personal, social, and educational needs and interests of all students.

Activities:

Activities in this space typically involve planning/coordinating meetings, group work of various sizes, student government activities, and sales of school related items. Storage space is needed for supplies for school-wide projects, annual events, and community service activities.

341E.3 Space Descriptions

See program description and activities.

Student Activities Space Section 341E-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341E.4 Built-ins

Built-ins for Student Activities Center Counter & Sink Provide 8 linear feet of counter including one large utility sink, with front approach accessibility clearance. Provide base cabinets and overhead cabinets where practical. See Appendix 8 - Typical Millwork Details, Detail 1 - Typical Counter/Sink/Overhead Cabinets. Verify height during design for age appropriateness and Children’s ADAAG requirements. 2 Tall Storage 4 feet wide by 2 feet deep by 7 feet tall lockable storage cabinets with adjustable Cabinets shelves for supplies/materials. Extend storage to ceiling with a second set of doors if (minimum) funds allow. See Appendix 8 - Typical Millwork Details, Detail 2 - Tall Storage Cabinet. Consider providing a lockable storage room with if a separate SAC Coordinator Office is not provided. 2 Bookcases 48 inches wide by 16 inches deep by 30 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 - Typical Millwork Details, Detail 7 - Bookcase. Instructional Provide a minimum of 16 linear feet of whiteboard and 12 linear feet of tackboard to Surfaces be located during the design phase. Transaction Depending on location of space, during design consideration should be given to Window include a counter and sliding window for the store function.

341E.5 Non Built-in Furniture and Equipment (Exact furniture to be determined during the design)

Furniture & Equipment for Student Activities Space Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By:

L W H CFCI SFSI Description / Comments: 1 Desk with L-Return 66” 30” 30” C 48” 24” 5 - 6 Rectangular Tables 60” 36” adj P 20-24 Student Chairs 18” P Coordinate number of chairs with table layout during design. 1 Adult Chair on Casters adj. C 1 4 drawer Legal File 18” 28” 52” C Cabinet with lock

Student Activities Space Section 341E-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

341E.6 Room Data Information

a. Finish Information:

Provide a transaction exterior window for student sales.

Provide an exterior display window.

341E.7 Utility and Room Data Requirements

a. Acoustics: 1. Room shall meet a background ambient noise levels of 45 to 55 DBA. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 35 to 44 and NRC of 0.5 to 0.6. 2. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 3. Operable walls dividing should have a minimum STC of 48 when tested in accordance with ASTM E 90. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. See Sustainable Design Criteria for guidance in the development of air conditioning and/or ventilation systems. 2. Provide individual thermostat control with range set points; locate away from entry door. Verify need for lockable protective thermostat cover during design. 3. See Mechanical Design Criteria for additional requirements.

Student Activities Space Section 341E-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

f. Multi-Media / Communications: 1. Two way intercom in room. Locate call button near SAC’s desk or coordinate call-back feature with an integrated telephone system. Speaker is required with implementation of either option. 2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent audio/data/video connections at each permanent computer station. 4. See Multi-Media Design Criteria for additional requirements.

341E.8 Special Considerations

Items to consider during design:

a. Located typically in the administration building, student center, or adjacent to a high traffic area such as the cafeteria/music rooms.

b. Has access to high traffic pedestrian areas for student display and sale of school supplies, clothing, etc. Usually has a transaction counter window to facilitate sales operation.

END OF SECTION 341E

Student Activities Space Section 341E-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 342 – Cafeteria/Food Service Center

342.1 Area Varies with design enrollment & meal participation

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Cafeteria/Food Service Center.

342.2 Program Description and Philosophy

Student Dining and Support Spaces:

• Student Dining/Multi-Purpose Room: The primary purpose of the dining/multi-purpose facility is to provide students with dining facilities. Because the facility may be used for other school related purposes such as assemblies, large group instruction, stage and musical productions, certain physical educational activities, music instruction, and other demonstrations a permanent stage is provided. Community groups may use the facility for meetings, demonstrations, may be used as an emergency shelter in the event of emergencies and for other community affairs. The discernible trend for this space is more use is being demanded of this facility by both school and community groups for functions other than dining.

• Staff Dining Room: Every school shall provide a separate staff dining room, sized to enable the facility to serve the entire school staff in two servings. Staff members will receive their food from the regular school lunch serving line and carry it to the staff dining room or by a side arrangement directly from the kitchen. A serving area within the staff dining room servicing the staff may be arranged. During non-lunch periods, the dining area may supplement the regular campus faculty lounge. As a teacher- preparation facility, this room can be used as a meeting place through proper arrangements with the administration.

Activities:

The dining/multi-purpose facility facilitates the following functions for:

• School Use a. Dining space for the school b. Dramatic and musical presentations and movies c. Assemblies d. Demonstrations e. Student displays f. Physical education or music classes g. Teacher workshops

• Community Use (Use of kitchen by outside groups may be allowed by the School Principal but only with the guidance of a School Food Services worker.) a. Meetings b. Hearings c. Demonstration and classes d. Voting centers e. Dramatic and musical presentations, and movies f. Others

Cafeteria/Food Service Center Section 342-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

342.3 Space Descriptions

Student and Support Spaces:

Student Dining Room: The student dining area serves as a gathering place for students and is the social center of the school. It also serves as a multi-purpose use as being a gathering place for the community. Although its main function is a student dining area, it should be designed to accommodate a wide range of activities and events from student government assemblies, speech festivals, performance, and a place for community meetings. In more recent projects, the student dining area has access to an outdoor stage which provides an exciting alternative performance venue.

Kitchen Areas:

The kitchen may be one of three types; conventional, preparation or serving. Decision on kitchen type must be made prior to the start of design. The conventional kitchen is a fully- equipped school kitchen planned to prepare and serve foods to the students and staff of that particular school. A preparation kitchen is a fully-equipped kitchen with the capacity to prepare foods for service at that school and at other nearby schools equipped with only serving kitchens. The serving kitchen is a serving area, with limited food-preparation facilities, that serves food prepared at and transported from another school.

CONVENTIONAL KITCHEN Square Feet Per Projected Enrollment TYPE OF SPACE 301-749 750-999 1000-1499 1500-1999 2000-2500 Food Preparation Area 875 915 1100 1400 1800 Dry Storage 350 375 400 425 450 Walk-in Refrigerator 140 160 180 200 220 Walk-in Freezer 180 200 220 240 260 Serving Area 985 1325 1665 1880 2050 Re-cycle Area 180 200 220 240 240 Trash Can Wash Area 50 50 50 50 50 Pot & Pan Washing Area 140 150 160 170 180 Manager's Office 140 140 180 180 180 Locker / Toilet Areas 280 280 280 280 280 Laundry/Utility Area 165 165 200 200 200 Heater Room (Area by Designer) Electrical Room (Area by Designer) Compressor Room (Area by Designer) Circulation (Area by Designer) Transport Cart Storage Area 100 100 100 100 100 Area is needed only if campus has food kiosks &/or satellite serving locations

Cafeteria/Food Service Center Section 342-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

PREPARATION KITCHEN Square Feet Per Projected Enrollment TYPE OF SPACE 750 – 1499 1500-2249 2250-2999 3000-3500 Food Preparation Area 1400 1800 2200 2600 Dry Storage 600 700 800 900 Walk-in Refrigerator 200 220 240 260 Walk-in Freezer 240 260 260 280 Serving Area 1325 1665 1665 1665 Re-cycle Area 220 220 240 260 Trash Can Wash Area 50 50 50 50 Pot & Pan Washing Area 180 200 220 240 Transport Cart Storage Area 175 225 275 300 Area is needed only if campus has food kiosks &/or satellite serving locations Manager's Office 180 180 180 180 Locker/Toilet Area 280 320 400 400 Laundry/Utility Area 200 200 200 200 Heater Room (Area by Designer) Electrical Room (Area by Designer) Compressor Room (Area by Designer) Circulation (Area by Designer)

SERVING KITCHEN Square Feet Per Projected Enrollment TYPE OF SPACE 0 -499 500 –749 750 –1000 Food Preparation/Oven Area 350 450 500 Dry Storage 150 190 220 Reach-in Refrig./Freezer Area 60 60 80 Serving Area 975 1125 1200 Re-cycle Area 180 180 180 Trash Can Wash Area 215 215 215 Pre-rinse Area 85 85 85 Transport Cart Area 100 100 100 Lockers & Restroom 100 100 100 Utility & Broom-Linen Closet 80 80 80 Heater Room (Area by Designer) Electric & Compressor Rooms (Area by Designer)

Definitions: • Conventional Kitchen: Is kitchen that prepares and serves meals for a single school.

• Preparation Kitchen: Is a kitchen that prepares and serves meals for its own campus and prepares/delivers and serves meals to other schools from a serving kitchen approach.

• Serving Kitchen: Is a kitchen in a school that does not have a full conventional kitchen. The serving kitchen may be permanently designed or temporarily established to provide a sanitary environment to serve the meals that are prepared and delivered from a preparation kitchen. Generally a serving kitchen is equipped with a minimum amount of equipment, primarily for serving, not cooking.

Cafeteria/Food Service Center Section 342-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

• Satellite School: Is a school that does not have a full conventional kitchen. The satellite school is generally equipped with a serving kitchen which may be permanently designed or temporarily established to provide a sanitary environment to serve the meals that are prepared and delivered from a preparation kitchen.

Policies:

The following are Department of Education policies to determine when and under what circumstances conventional and preparation kitchens will be planned. • Determination of kitchen type shall be made prior to start of design, in the planning phase.

• All schools (including satellite schools) shall have an approved dining facility.

• All satellite schools shall have an approved serving kitchen.

• Preparation kitchen size shall be determined on a site by site basis considering design enrollment and the average daily participation (ADP).

• Geographic location of adjacent school(s) may make it practical to satellite the meal service.

a. Conventional Kitchen

1. Food Preparation Area: Preparation includes the total processing of foods from raw to ready. This may involve baking, boiling, steaming, reheating, raw vegetable and fruit preparation. To maintain worker efficiency and morale, a system which maintains satisfactory ventilation of comfortable temperature is desirable. Ventilation is required over the cooking area. Any equipment which is not readily movable should be installed a sufficient distance from any other fixed equipment or wall to allow space for cleaning:

Space between ovens 6 inches Steamer/Kettle 9 inches Kettles 18 inches Back to back 30 inches

To permit efficient flow of work, optimum aisle allowances are:

Between oven equipment and work tables 42 inches Traffic aisles 42 to 48 inches Traffic aisles where mobile equipment used 48 inches Between front of refrigerator and other equipment 42 inches Between two work tables 42 inches

For ease of cleaning, a tiled or stainless steel clad wall to enclose the utility lines (gas, electric, water and waste, etc.) may be provided behind and/or between the front and back of the cooking equipment.

Equipment, utility and facility needs in this area include, but is not limited to:

Vegetable Preparation Sink: Vegetable sinks are two compartments with drainboard on each side. When possible, it shall be located near point of delivery, refrigerator and the cooking equipment. A floor sink with grating cover is to be located away from the flow of traffic and placed in an accessible location for cleaning preferably not directly under the sink. Minimum compartment size: 24”L x 24”W x 12”D. Minimum drainboard: 36 inches long each with under shelf 8 inches above floor. Drainboard/

Cafeteria/Food Service Center Section 342-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

counter top edge shall be 1-1/2 inch diameter rolled edge 2 inches high from countertop. Working height (from floor to top of drainboard) should be 32 to 34 inches. Where sinks are multiple (with compartment), each compartment shall have a mixer faucet with hot and cold water. All faucets should have replaceable valve seats. Sink drains shall have center drain, rotary quick waste valve assembly; lever handle shall be located in front, under sink.

Ice Machine: Provide a location and utility accommodation for a 250 lb ice maker with electrical connection, water connection and floor sink.

Mixer: 60 Quart size; electric outlet is required.

Slicer: Slicer may be on mobile table. Electric outlet is required and location will be specified by School Food Services Branch.

Dough Divider/Moulder: Electric outlet is required.

Can Opener: Electric can opener may be on a mobile table. Electric outlet is required and location will be specified by School Food Services Branch.

Work tables: are portable and of stainless steel, varying in width, length, and height. Typical stainless steel work table may be 32 inches high with one stainless steel shelf, 1 inch radius on 4 corners, and have drawers with removable dividers on rollers of stainless steel. The 4 stainless steel pipe legs have 5 inch swivel casters, two casters with brakes.

Steam Equipment (Steamers and Kettles): Steam equipment may be self-contained or direct. Self-contained steam equipment has a small jacketed kettle or steam cooker. Direct steam may be supplied from a separate low pressure generator which is capable of supply steam to several pieces of equipment. Steam lines shall be insulated for safety. A hot and cold water swivel faucet on stanchion with automatic shut-off valves or a hot and cold water swivel faucet mounted on the equipment is needed for filling and cleaning. Water supply is required for self-contained equipment. Utilities (electricity, gas, steam, water and waste connection) shall be provided as needed. Floor sinks with grating covers and/or a stainless steel grated trough in front of the food preparation equipment is required.

Range: A two burner range is needed for preparation of sauces, small quantities of food, and as a back-up for the kettles.

Oven: Convection ovens have a motor drive, high velocity fan to circulate heated air within the cooking chamber. A duplex outlet for every two ovens is needed. The receptacle should be such that would permit the plugging of two 3-prong units simultaneously.

Hood Fire Extinguishing System: When required, an automatic fire extinguisher system shall be provided. The extinguishing system shall not interfere with the flow of gas in event of a non-fire related electrical power outage. The hood fire extinguishing system must be interfaced with the campus fire alarm system.

2. Storage Areas: Storing includes the storage of consumable food and non- consumable products in case lots, bulk, packages, and broken case lots on free- standing shelving, portable pallets and/or dunnage racks, and storage bins on dollies. Cleaning supplies and other chemicals shall be stored separately from food products. Frozen and refrigerated items are stored at proper temperature.

Cafeteria/Food Service Center Section 342-5 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

There are three basic storage areas: Dry storage for food and paper supplies. Walk-in refrigerator for chill food storage. Walk-in freezer for frozen food storage.

Other storage accommodation are a separate storage area for cleaning supplies and chemicals (detergents, sanitizing solutions, bleach, polishes, drain cleaners, oven cleaners, etc.), generally, in the utility area.

Dry Storage: The size of the storeroom is determined by the type of kitchen, projected enrollment and ADP, location of the school, delivery service and whether additional central storage facilities are available. Steel wire shelving, pallets and/or dunnage racks shall be specified according to each school’s storeroom plan. The storeroom should not be subjected to excessive heat (afternoon sun) or excessive dampness, and should have adequate natural or mechanical ventilation. Storerooms should be kept free of electric distribution panels, uninsulated pipe, water heaters, refrigerator and freezer condensing units or other heat producing components. Any wall between a storeroom and a boiler room (or heater room) should be well insulated. Storeroom locks should be keyed separately from the master system. Walk-in Refrigerators/Freezers: Walk-in refrigerators are a necessity for immediate bulk storage or perishables in hampers, crates, baskets, and boxes, the size and construction of which are not suitable for reach-in storage. They are also needed for semi-prepared and prepared foods in bulk. They should be located to make delivery of foods from receiving to production as short a distance as possible. For interior walk- ins, door sills must be level with finished building floor line. Outside temperature dials should be provided as well as inside emergency opening devices. Walk-ins should be sized to accommodate mobile equipment. Eight feet is regarded as minimum width to provide 2-1/2 feet of storage space on either side of the door and a 3-foot passage. Compressor and condenser should be remotely mounted and installed to prevent tampering but accessible for maintenance. A floor drain should be located on the outside of the refrigerator box and out of way of traffic for cleaning, condensate or both. Walk-in freezer floors must be insulated. Heater strips should be provided in full perimeter of door spacing including sill to prevent freezing or icing. Reach-in-Refrigerator: These are furnished as needed. A roll-in refrigerator is an adaptation of the standard reach-in, constructed so that the entire contents of a lower door or full height section may be inserted or removed en masse and transported to or from the preparation or service area. Storage Area: General construction features include: (a) Floors should be slip resistant and level with surrounding food preparation and receiving areas to allow for mobile movement of supplies. (b) Walls, exterior walls and sub-floors need to be tightly constructed, rodent-and insect-proof. (c) A heavy duty door with a minimum width of 42 inches is needed. The door should lock from the outside but always open from the inside without a key. The door should have a “kick plate” to protect it from dollies and carts. (d) Wall thermometers for walk-in refrigerators and walk-in freezers should be mounted in the vicinity of the door where there is less danger of breakage or bumping and about eye level for easy reading. It should not be mounted on the door, near a light bulb, or in a recessed pocket. (e) Refrigeration coils should be located in an area to minimize storage space waste.

Cafeteria/Food Service Center Section 342-6 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

3. Serving Area: Serving includes attractive display of the various food offerings, both hot and cold, and the holding and replenishing of these items as needed. General Serving Area Appointments: Foods may be served from: Conventional mobile or built-in serving counters, counter comprised of transported units, mobile units taken to remote serving areas, existing snack bars and mechanical vending. Consider the use of a “scramble” approach. Number of serving counters needed depends on the size of the dining space or the number of students released at a given interval. One length of counter space needs to be approximately 18 feet including the milk cooler. The material used for serving counter exterior may be laminated plastic, molded fiberglass, stainless steel, or a combination of these. Walls adjacent to serving counter and student traffic should be washable. Sneeze guards are required by State Department of Health regulations. Fold up counter located on the workers’ side (server’ side) of the counter. Tray slides on customer side is optional. Dish Storage: Compartment trays in self-leveling dispensing units are located at the point where they are used. Supplies and Food Replenishment: Enclosed cabinets (heated or insulated) are placed behind or adjacent to the serving counters for 18” x 26” pans and 12” x 30” pans. Heated units require ground electric outlets. Eating Utensils: Dispensers for eating utensils, napkins, and straws are placed on serving counters. Hot Items: Standard pans (12" x 20") are used for serving. Cutouts to accommodate these pans are provided. Heated wells are optional and may be specified by the School Food Services Branch. Cold Items: Cold items are held in the refrigerator and served from a flat counter. Room temperature items are also served from a flat section. Milk Dispenser: The milk dispenser to dispense half pint carton milk directly from the milk case is refrigerated and designed for service from the top and front. A grounded electric outlet is required. Provide one milk dispenser per serving line. Cashier Space: Cashier space is usually provided at the beginning of the counter in the elementary grades and at the end of the serving counter in the secondary schools where supplementary items are sold. Location to be verified during design. Electric outlets and conduits for data transmission shall be provided. The data transmission conduit shall be from the cashier stand area(s) to the kitchen office. Data transmission from the kitchen office to the administration building directly or via a hub is required. 4. Recycle Area: Paper, foam, and disposable plastic trays and flatware may be used. Schools using disposable ware shall have a tray return area arranged to accommodate food and paper waste receptacles, with or without a landing table. Compactors may be used for disposable ware. 5. Trash Can Wash Area: The can wash area includes the storage and washing of garbage cans and other equipment. The can wash area is a tiled area semi-enclosed (to contain the splash). The area is sloped to a floor drain. A sanitizing spray system is provided. The enclosure should be large enough to permit cleaning of the largest mobile cabinet. The enclosure is depressed to contain the water however, provide an area on one side to enable equipment to be easily wheeled in and out. 6. Pot and Pan Washing Area: The process of washing pots and pans includes scraping, soaking, washing, rinsing, sanitizing, and drying. The “scraped” material may be disposed through a food waste disposer in or adjacent to the pot sink or collected in a garbage receptacle.

Cafeteria/Food Service Center Section 342-7 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Pot and Pan Sinks: Four compartments with a drainboard on each side. (At time of planning individual installations, the extreme right hand or left hand compartment will be designated as the “soak” sink and a mechanical surge motor may be specified.) Compartment size shall be minimum 30"L x 24”W x 14”D. Drainboard shall be 36 inches long each with under shelf 8” above floor. Clear width to be 27 inches, 1-1/2 inches diameter rolled edge 2 inches high from counter top. Space for storing clean pots and pans is needed. Wire shelving of appropriate size shall be used. Sink drains should have center drain, rotary quick waste valve assembly, lever handle under sink with nearby floor sink. Working height should be 32 inches from floor. 7. Manager’s Office: The office activities include record keeping, menu planning, ordering, filing, money-handling, administration, consultants with food service and other personnel and frequently meeting the public. It should be located to permit view of the food preparation area and possibly the receiving area. Some means of ventilation should be provided. Office equipment includes a desk with L-return, at least two chairs, file cabinets, shelves, wastebasket, telephone, calculator, and electrical outlets for computer equipment, food service equipment inventory, point of sales server and printer, conduits for data transmission to administration office and serving area. 8. Lockers/Toilet Area: This area provides for the storage of personal items in securable lockers (with provision for padlocks) and includes an accessible restroom. The number of lockers is determined by the number of employees; layout to be determined during design. 9. Hand Wash Sink: Department of Health requires a hand wash sink. Provision should be made for hot and cold water (with mixer faucet), a soap dispenser, and a paper towel dispenser. It should be located in the most convenient location for all staff within the kitchen. 10. Utility Area: Laundry facility should provide room for the washing machine, dryer, laundry tray, storage for detergent and other cleaning chemicals and cabinets for storing clean linen. Brooms, mops and other maintenance equipment may be stored in this area. The dryer shall be vented to the exterior of building. 11. Heater Room: The heater room shall house water heaters sized to meet the needs of the operations. Provide ventilation and makeup air for combustion for gas fired heaters. Provide clearances for boilers and unfired pressure vessels as defined by the State of Hawaii Boiler Code. 12. Electrical Room: The electrical room shall house the electrical panels and step down transformers for the kitchen. 13. Communication Room: The communication room shall house the data transmission and telephone panels for the building. 14. Compressor Room: The compressor room shall house the compressor and condenser for the refrigeration equipment. Provide adequate ventilation for air cooled condensers. Consider sound attenuation techniques if classrooms are nearby. 15. Circulation: Kitchen consultant shall work with School Food Services Branch during design to provide the appropriate and efficient amount of circulation space. 16. Transport Cart Storage Area: This area for the storage of carts is provided only if the school will include satellite eating areas on campus. Provide appropriate switched electrical power for the recharging of cart(s). 17. Receiving/Delivery: Receiving involves the unloading of food and non-food items from commercial vendors’ trucks, checking orders for quantity and specified quality, and checking invoices for accuracy. The loading/delivery area should be easily accessible to the service entry and should be the same level as the kitchen floor. It

Cafeteria/Food Service Center Section 342-8 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

should be of a slip resistant surface. The loading area should have a protective roof high enough to clear high trucks and should extend over the vendors’ tailgate and doors. A service drive and turning area should be separated from student activity areas and large enough to accommodate service vehicles. The service door entrance should be a minimum of six feet wide. Security doors shall be provided. Screen doors and/or fly fans are also required; coordinate with School Food Services Branch. 18. Refuse Area: Refuse disposal and pick up point should be easily accessible to the kitchen. The area should be enclosed on three sides and provided with a hose bib and sloped ground to allow for cleaning and drainage. 19. Grease Interceptor: The grease interceptor shall be located outside of the kitchen and on the exterior of the building, away from the delivery entrance, and accessible for servicing. See Mechanical Standards for other requirements.

b. Preparation Kitchen: In addition to the components of a conventional kitchen, a preparation kitchen requires transporting activities which includes moving food and non-food products and van storage and cleaning. Food may be transported: 1. In bulk 2. Pre-portioned on individual serving trays 3. Frozen and chilled 4. By covered van or commercial truck in appropriate cabinets to maintain appropriate temperatures. 5. By electric or gas operated carts. The delivery area should be large enough to permit the use of commercial vehicle and transport van/s. Compared to a conventional kitchen, a prep kitchen’s delivery area will get used more frequently and have larger deliveries. A parking area for the service vehicles should accommodate 1 or 2 vehicles based on the load and location of serving school sites in relation to the prep kitchen. The loading area should permit easy access in and out of food service van. Attention needs to be given to “cart friendly” thresholds. Transport Cart Storage Area: Additional holding space for transport equipment is needed in a nook near the receiving area. Heated cabinets require electric outlets. A separate pot and pan sink to accommodate returning equipment is optional, to be specified by the School Food Services Branch. c. Serving Kitchen: These are sized based on the projected enrollment and ADP. Serving kitchens consider the following assumptions: • Projected enrollment shall not exceed 700 students. • Distance of preparation kitchen not further than 20-40 minutes. • Preparation kitchen school and serving kitchen school follow the same school calendar.

The following equipment and appointments will be standard for the serving kitchen: • Serving kitchen will have a hood for ovens and/or steamers for proper ventilation. • Serving kitchen will have a two compartment preparation sink with hot and cold water. • Serving kitchen will have appropriate sanitation equipment (minimum 3 compartment sink) hot and cold water and grease interceptor, to wash utensils and other kitchen equipment. • Serving kitchen will have electrical and gas utilities to accommodate required equipment determined during the design process. • Serving kitchen will have one or two 18 foot serving counters with milk cabinets.

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• Serving kitchen will have a can wash area adjacent to the recycle area. • One uni-sex toilet and lavatory • Utility closet with mop sink. • Parking Area for food service vehicle/s.

1. Food Preparation Area includes: Pot and pan sink, preparation sink, work area, storage area for supplies and freezer and refrigerator area. 2. Serving Area includes: Mobile serving counters with milk coolers, student walkway, and workers’ walkway. 3. Can Wash Area includes: Tray return area, can wash sink and mop and broom storage.

DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at: http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

342.4 Built-ins

Student Dining and Support

See Section 342.3 – Space Description.

Consultant shall provide sound equipment including amplifier, microphone, and appropriate number of assistive listening devices to meet ADAAG requirements for student dining area. Locate equipment in amplifier room. Locate amplifier room so user can easily view student audience and stage to facilitate sound and lighting adjustments.

Built-ins for Cafeteria/Food Service Center Projection Student Dining Room: Screen Provide 12 ft. high x 16 ft. wide motorized projection screen above stage. Two control switches to be provided, one in Amplifier Area and one secured switch in Dining Room.

Instructional Cafetorium/Multi-Purpose Areas: Surfaces • Student Dining: Provide tackboards around the perimeter of the student dining for the posting of announcements and display of student work. Location and size to be determined during the design phase. • Staff Dining: Provide a minimum of 12 linear feet of whiteboard and 6 linear feet of tackboard with location determined during design phase. • Dressing Rooms: Provide whiteboard and tackboard with the location and size to be determined during the design phase.

Kitchen Areas: • Cafeteria Manager’s Office: Provide whiteboard and tackboard with the location and size to be determined during the design phase. • Provide minimum of 16 linear feet of tackboard in the various areas of washer/dryer area, locker/restroom area, near main delivery entrance door, and storage rooms. • Custodial Service Center: Provide whiteboard and tackboard with the location and size to be determined during the design phase.

Cafeteria/Food Service Center Section 342-10 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

342.5 Non Built-In Furniture and Equipment

Furniture & Equipment Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: Dining/Multi-Purpose Room and Support Areas L W H CFCI SFSI Description / Comments: * Option 1: Capacity per roll- 96” 48” P Provide minimum seating away dining table bench unit for 1/2 of the Design Enroll- divide into 1/2 enroll-ment ment. Option 2: Circular tables may 36” 36” P be considered during design. Number and type to be determined during design. Accessible dining table P Size to be determined during design based on selection of student dining tables Stage components with 96” 72” P School may opt for removable handrails along permanent stage. both sides of stage Stage step & ramp units. P Need determined during design.

Storage Room L W H CFCI SFSI Description / Comments: 150 Folding chairs with caddies P Locate in storage room

Boy’s Dressing Room L W H CFCI SFSI Description / Comments: 2 Table 60” 30” adj. P 1 Garment rack P Verify need during design 4 Chair – Student 18” P 1 Full length mirror 18” 60” Wall mounted

Girl’s Dressing Room: L W H CFCI SFSI Description / Comments: 2 Table 60” 30” P 1 Garment rack P Verify need during design 4 Chair – Student 18” P 1 Full length mirror 18” 60” Wall mounted

Staff Dining Room: L W H CFCI SFSI Description / Comments: * Table – 48” round, or 60” 29” Verify number and size of round’, or 3’ x 5’ tables during design. 24 Stackable Dining Chairs 18” Verify number during design.

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Kitchen Areas Conventional Kitchen Equipment (see notes at end of table) L W H CFCI SFSI Description / Comments: 1-2 Heater – water 3/4 X Sinks X The drain system for the • Can wash 4/5 compartment sinks for Pot & • Lavatory 4/5 Pan and Prep needs • Laundry 4/5 accommodate the draining • Pot & pan (4 comp.)4/5/6 of all compartments a same • Prerinse (2) 4/5/6 time. • Prep (3 comp.) 4/5/6 1 Hood over cooking area X 1 Walk-in refrigerator 2/6 X 1 Walk-in freezer 2/6 X * Lockers – 18”W x18”D x X *Number and configuration 30”H determined during design 2 Serving Counters, serving X 2 Cashier stands X Provide electric & data min. connection 1-2 Cooler, milk 1 X 2 Kettles, steam, 60 gal direct X Verify number during design or self contained 1/3/4/5/6 2 Steamers, pressure or X pressureless convection 1 Range, modular – 2 burner X 3 4* Oven, single, convection 1/3 X *Provide 5 ovens for DE> 600 1 Mixer, 60 qt, food 2 X 1 Dough divider/moulder, X Floor Mounted 2 1 Can opener, electric, with 30” 30” 32” X table 1 1 Slicer, food with table 1 30” 30” 32” X 1 Refrigerator, reach in 2 X Two (2) door 4 Tables, work – stainless 30” 72” 32” X steel Shelving for: X • Pot and pan area • Storeroom • Walk-in refrigerator • Walk-in freezer 1 Clothes, dryer 2 X 1 Clothes, washer 1/4/5 X 1 Slicer, bun, electric with 30” 30” 32” X table 1 4 Cabinet, non insulated 24” 28” 60” X (corrugated, angle and/or universal) 2 Cabinet, heated, insulated 24” 28” 60” X (universal, full size)

3 Rack, open (corrugated, 24” 28” 60” X angle and/or universal)

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Kitchen Areas (Cont'd) Preparation Kitchen Equipment (see notes at end of table) L W H CFCI SFSI Description / Comments: 1-2 Heater – water 3/4 X Sinks X • Can wash 4/5 • Lavatory 4/5 • Laundry 4/5 • Pot & pan (4 comp.)4/5/6 • Prerinse (2) 4/5/6 • Prep (3 comp.) 4/5/6 1 Hood over cooking area X 1 Walk-in refrig. 2/6 X 1 Walk-in freezer 2/6 X * Lockers. 18” 18” 30” X Verify number during design 3-4 Counters, serving X 3-4 Cashier Stand X Provide electric & data connection 3-4 Cooler, milk 1 X 4 Kettles, steam, 60 gal.,direct X or self contained 1/3/4/5/6 4 Steamer, pressure or X pressureless convection 1 Range, modular – 2 burner X 3 6 Oven, single, convection 1/3 X 2 Mixer, food, 60 quart 2 X 1 Dough divider/moulder, X Floor Mounted 2 2 Can opener, electric, with 30” 30” 32” X table 1 2 Slicer, food with table 1 30” 30” 32” X 2 Refrigerator, reach in 2 X 4 Tables, work – stainless 30” 72” 32” X steel Shelving for: X • Pot and pan area • Storeroom • Walk-in refrigerator • Walk-in freezer 1 Clothes, dryer 2 X 1 Clothes, washer 1/4/5 X 6 Cabinet, heated insulated 12 X x 20 for transport 1 Slicer, bun, electric with 30” 30” 32” X table 1 8 Cabinet, non insulated 24” 28” 60” X (corrugated, angle and/or universal) 4 Cabinet, heated, insulated 24” 28” 60” X (universal, full size for transport 1 Ice machine, 500 lb. X capacity 2/4/6 5 Rack, open (corrugated, 24” 28” 60” X angle and/or universal)

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NOTES for Equipment Tables above:

1. 120V Line 2. 208V Line, Direct Connection 3. Gas 4. Water – Cold 5. Water – Hot 6. Floor drain/sink, final determination to be made during design

342.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete in offices, dining, support spaces. Quarry tile in kitchen; sloped to drain. Sealed concrete in storage areas. Base: Rubber/vinyl or wood in offices, dining. Provide quarry tile or ceramic cove base in kitchen. Walls: Painted gypsum board or painted CMU. Ceramic tile wainscot, min. 6 ft. high, in kitchen. Provide corner guards in high traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height, surface to be easily cleanable in kitchen. Acoustical tile at 12’-0” min. height in dining or exposed structure (if acoustic levels can be achieved). b. Fenestration:

Doors: Provide vision panels for interior doors. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

342.7 Utility and Room Data Requirements

a. Acoustics: 1. Eating areas shall have background ambient noise levels of 45 to 55 dBA. 2. Provide sound system at the stage/dining area. 3. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning & Ventilation for all areas including student dining, staff dining and kitchen. 1. Dining Rooms are not authorized air conditioned spaces unless approved by the DOE. See Mechanical Design Criteria for additional requirements. 2. Mechanical Design Criteria and previous space descriptions. 3. Provide kitchen hood exhaust system for each hood and design in accordance with the requirements of the State DOH. Where required by the local Building Code, provide rated duct shafts for the exhaust duct. 4. Outside air supply fans are recommended for the kitchen exhaust hoods to prevent excessive negative pressures in the kitchen. Outside air shall be filtered. 5. Mechanically ventilate dry storage rooms. 6. Provided ducted exhaust system if required by dishwashing machine manufacturer. 7. Provide air curtains at dining room and kitchen exterior entrances. 8. Provide local on-off control with locking cover for each air curtain.

Cafeteria/Food Service Center Section 342-14 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

9. The dining room and is designed as a naturally ventilated room meeting the requirements of UBC. Provide variable speed ceiling fans to promote air circulation at student dining, staff dining, dressing rooms and all other areas per the DOE guide specifications. 10. Ventilation for compressor room heat rejection requirements. 11. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. Provide accessible hand sinks to meet the requirements of ADAAG. 2. Pot & Pan Sink, Prep Sink, and 3 Compartment Sink need floor drains or sinks; coordinate with Food Services Branch and kitchen consultant during design. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical:

1. Stage: (a) Duplex outlets ever 12 linear feet around walls and three floor outlets. (b) Provide three duplex outlets between stage deck and dining room floor. (c) Provide master control panel and amplifier for the sound system. (d) Provide five microphone outlets: four evenly spaced and one in the middle of the stage approximately 24 inches from the front edge. Provide three outlets for suspended microphones. CATV outlets at stage. 2. Dressing Rooms: Switched duplex outlets on each wall, 18” above floor and one outlet above dressing table. Provide pilot light to indicate outlet energization.

3. Serving Area: Provide separate, dedicated electrical hookup for point of sales system.

4. All Other Areas: Provide adequate electrical outlets for equipment connections. Review location of any floor outlets with School Food Services Branch and kitchen consultant during design for coordination with kitchen equipment and circulation areas..

5. Covered/Uncovered Outdoor Stage Area (if any): Provide adequate electrical outlets and outlets for spot lighting hookup.

6. Staff Dining Room: (a) Provide accommodation for voice, video, and data. (b) See Electrical Design Criteria for additional requirements.

7. Battery Powered Quartz Wall Clocks: Provide in Student Dining, Dressing Rooms, Kitchen, Cafeteria Manager's Office, and Staff Dining Room.

8. Provide a manual “Generator Hook-up Cross Over Switch” in a location that can be operable by the cafeteria manager or principal.

Cafeteria/Food Service Center Section 342-15 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

e. Lighting:

1. Dining Area: (a) Ability to darken area for AV purposes and presentations. (b) Fluorescent lighting on zoned and/or multi-level controls. (c) Provide spot lighting at the stage area with dimmer controls. (d) See Electrical Design Criteria for additional requirements. 2. Dressing Room: Provide make-up lighting around the mirror area. f. Communications:

1. Manager’s Office: (a) Provide two-way speaker, intercom, telephone and computer hookup. (b) Provide outlets for cash register. (c) See Multi-Media/Communications for additional requirements. 2. Student Dining Area: (a) Provide accommodation for video and data around the perimeter of the dining area. 3. Dressing Rooms: (a) Provide accommodation for voice, video, and data in each dressing room. Locations determined during design.

342.8 Special Considerations

Items to consider during design:

a. Air-conditioning for the kitchen shall be determined on a site by site basis. If the kitchen is not going to be air-conditioned, then the design needs to maximize the opportunities for natural and cross-ventilation. The cafeteria manager’s office is air-conditioned in either situation.

b. The dining area is planned for dual use as a multi-purpose area and as part of the educational curriculum. Therefore, design of this space should be planned for flexibility of use.

c. Ventilation of student dining area. Special attention needs to be given during design to maximize thermal comfort for dining and assembly needs.

d. Attention needs to be given during design to consider viewing by overflow of audience on lanai area. Walls should be transparent at times of viewing and yet durable and securable during non-use hours.

e. In order to eliminate congestion, waste return area should be opposite side of where students line up to enter the serving area.

f. The Cafeteria/Multi-Purpose building should be located near accessible service drives and away from student traffic.

g. The manager’s office needs to have a view of the service delivery area and the food preparation/cooking area for control and supervision needs.

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h. The exterior delivery double door design needs to accommodate being open for the period of time during deliveries. Also the screen doors need to be provided with double action swinging hinges and a heavy-duty fly fan controlled by an interior manual switch. Screen door design shall allow for the opening of the solid exterior doors when pushed on from inside.

i. At student dining double door locations, provide either air curtains with keyed, interior manual switch or double acting screen doors for insect control. Screen door design shall allow for the opening of the solid exterior doors when pushed on from inside.

j. Kitchen floor design: Care shall be taken to provide adequate slope to floor drains for cleaning purposes while still providing level areas where carts are to be loaded. Reivew placement of drains with School Food Services Branch and kitchen consultant during design. Tile and grout near thresholds needs to provide smooth transitions for movement of carts.

k. Access to Grease Interceptor: Locate grease interceptor downwind of kitchen and out of high traffic areas.

END OF SECTION 342

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Section 343 – Custodial Service Center

343.1 Area 500 SF (Varies with design enrollment)

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Custodial Service Center.

343.2 Program Description and Philosophy

The Custodial Service Center supports the instructional program and operational needs of the elementary school. The custodial staff strives to provide a healthy, safe, and caring environment for the students which will foster student learning.

Activities:

The custodial service center provides: • A central location and work area for the custodial staff. • A space where custodians report, have breaks/lunch, and an office area for the head custodian. • An area where minor repairs on equipment is done. • A storage area for custodial supplies and equipment. • An employee shower/toilet room.

343.3 Space Descriptions

DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

343.4 Built-Ins

Built-ins for Custodial Service Center Shower, water Provide all toilet accessories and grab bars including shower seat to meet closet & lavatory requirements of ADAAG.

Instructional Provide whiteboard and tackboard with the location and size to be determined during Surfaces the design phase.

Storage Provide 18 “ deep, adjustable shelving along one wall, floor to ceiling. May be purchased as CFCI furniture item. Verify location and arrangement during design.

Lockers Provide 3 double-tiered lockers, each locker 12" x 12" x 30". Verify number and location during design.

Custodial Service Center Section 343-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

343.5 Non Built-In Furniture and Equipment

Furniture & Equipment for Custodial Service Center Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current website) No. Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 1 Desk – Double Pedestal 66" 30" 30" C 1 Chair adj C 1 4 Drawer Legal File Cabinet 18" 28" 52" C With lock. 3 Side Chair Without Arms 18” P 1 Worktable, Metal 72” 36” 29” X

3 Storage Cabinets X Storage cabinets for corrosives, acids, and flammables with location and size to be determined during the design phase.

343.6 Room Data Information

a. Finish Information:

Floor: Sealed concrete Base: None Walls: Painted gypsum board or painted CMU. Provide corner guards in high traffic areas. Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved) b. Fenestration:

Doors: Provide a solid door with no vision panel for naturally ventilated or air- conditioned rooms. Provide number of doors per Building Code exiting requirements. Exterior door/s must be protected from elements, and provided with maximum security.

Windows: Provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite sizes; include window stops, security screens on jalousies.)

343.7 Utility and Room Data Requirements

a. Acoustics: 1. Allowed background ambient noise level of 45 – 55 dBA. 2. See Acoustic Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: See Mechanical Design Criteria.

Custodial Service Center Section 343-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

c. Plumbing: 1. Toilet and shower facility with hot and cold water. 2. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide 120 volt duplex outlets on each wall at 12’-0” o.c. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide one dedicated 120 volt duplex outlet for each permanent computer station. 4. Provide battery powered quartz wall clock. 5. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Communications: 1. Provide permanent audio/data/video connections at one permanent computer station, including conduit and wiring. 1. Office shall have a private telephone line/s. 2. See Multi-Media/Communications Design Criteria for additional requirements.

343.8 Special Considerations

Items to be considered during the design:

a. Locate the custodial service center for ease and availability of deliveries. Typically it shares the delivery/service area of the kitchen.

b. Due to location, attention to appropriate comfort level by either natural ventilation or air conditioning shall be addressed during design.

c. Provide a secured covered area for the parking and re-charging of electric cart/s. Provide an exterior electrical outlet for cart re-charging that is switched to control use.

d. Maximize storage capacity to meet the variety of supplies and equipment (i.e. paint, paper products, wax machines, lawn mowers, weed whackers, etc.)

END OF SECTION 343

Custodial Service Center Section 343-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 344 – Library/Information Resource Center

344.1 Area Varies with design enrollment

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Library/Information Resource Center areas.

344.2 Program Description and Philosophy

The Library/Information Resource Center (formerly the Library/Media Center) provides a multitude of learning spaces and materials to support and enrich the educational curriculum. The Library/Information Resource Center provides additional instructional materials/supplies that enhance classroom learning and meet the individual needs of each student. The Library/ Information Resource Center provides: • A variety of current print and non-print resources available for students, faculty and staff. • A place of instruction • A place to coordinate teaching of 21st Century Learner Standards; work with students on independent study; and provide guidance in researching, reading, etc. • Areas to support curriculum planning and research. • A place for the collaboration and planning of innovative programs and techniques to motivate users. • A place for meetings, teacher in-services, video conferencing. • Equipment and services for multi-media production and services.

Library/Information Resource Centers are: • Becoming a “learning emporium” rather than a place to house books. A multitude of services can be provided in this facility that support student achievement, teacher collaboration and team teaching, large/small group instruction, independent study, and flexible scheduling. • Places for multi-media services which include video conferencing capabilities, networking, closed-circuit TV, multi-media reproduction, studios, etc.

Activities:

The Library/Information Resource Center is arranged for individuals as well as large and small group work as patrons engage in creative inquiry and investigation. A wide variety of media materials are available for student and staff use.

Due to the rapid developments in technology and increasing amount of information available, this center benefits from/requires a qualified librarian to assure the Library/Information Resource Center’s appropriate operation and management.

344.3 Space Descriptions

Entrance: Provides controlled movement of print and non-print materials. Also serves as an area for display of student work and recognition.

Librarian’s Office: (1-2 persons) office area is adjacent to the circulation desk with glass panels for view of activities and supervision within the library.

Storytelling Area: Open space suitable for a class to sit comfortably on carpet to listen to stories and encourage literature appreciation and instruction on information literacy skills.

Library/Information Resource Center Section 344-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Large Group Area includes:

• Circulation Desk Area: For use by librarian. An area for circulation (loaning and returning) of books and resources. • Reading/Study Areas: For use by full class, small groups or individual study. Area to be used for, instruction, investigation and research, teaching of information literacy skills lectures, workshops, faculty meetings, independent study, and recreational reading. • Bookstack Area: Area for housing printed material that is easily accessible for student use and adult visual supervision. • Electronic Catalog and Online Resources Area: Online Public Access Catalog (OPAC) stations for the online searching of information and resources. • Magazine Area: Area for current magazines for browsing, research and study.

Workroom/Production Room: For use by faculty. This is a work area for the development of instructional materials/resources; preparation of lessons; preparation of materials for circulation and instruction; repair, processing and maintenance of the library collection and materials. A section of this area may be used to house the professional materials, archives, and State documents.

Video Production Area: For use by teachers and students involved in video production training programs, production of various graphics, and storage of video production supplies. This area supports the school’s closed circuit TV broadcasts and other video production activities.

Conference Room: For small-group/committee meetings (i.e. small group instruction, teacher-supervised student meetings, etc.). This area may also serve as the school’s TV studio. If so, then it is located adjacent to the Video Production Area.

Storage Room: To accommodate storage of equipment and supplies; must be provided with a minimum of 3 feet of aisle space between shelving and be located to allow for resources to be easily dispersed for utilization in other areas.

Media Control Center/Signal Processing Room: Area/room for locating head-end equipment for the various signal systems supporting the campus operations. This room includes telephone, CATV utility feed and locally generated CCTV channels, administrative data, instructional data, and intercom/program bell, fire alarm, and security systems. This room is typically located adjacent to the Technology Coordinator’s Office.

Staff Toilets: For staff and emergency student use.

Custodial Closet: For janitorial equipment and supplies needed for maintenance of the Library/Information Resource Center.

Mechanical Room: For air-conditioning equipment and electrical panel.

Technology Coordinator Office: Office for Technology Coordinator for service and maintenance of equipment.

Instructional Equipment: These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

Library/Information Resource Center Section 344-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

344.4 Built-ins

Built-In Furniture for Circulation Desk (Designer may modify to fit the floor plan) 5 Metal Shelving 36”L x 18”D x 42”H metal, adjustable with backstops 1 Circulation Desk 60”L x 28”D x 39”H provide with computer center with pull out keyboard. 1 Book Return Unit 36”L x 28”D x 39”H. with large opening to accommodate picture books 1 Depressible Book Truck 30”L x 22”D x 39”H. 1 Cabinet Base cabinet with three shelves. 1 Circulation Desk Unit 42”L x 28”D x 39”H. 1 Circulation Desk Knee 36”L x 28”D x 32”H. Space Unit 1 Circulation Desk 36”L x 28”D x 39”H. Cabinet Unit w/ Doors 28” x 39” 1 Circulation Desk – Open Triangular Corner Unit

Built-Ins for Main Library Display Case/s Appropriately sized, located near entry for display of student work and accomplishments. Glass front, adjustable shelves, lockable. Instructional Surfaces Provide whiteboards and tackboards in the various areas of the library, i.e. Office, workroom/production room, main reading area, conference room, media control center/signal processing room, multi-media production room, and the technology coordinator’s office. The exact location and size to be determined during the design phase. Electrically Operated Provide a minimum 12 feet wide x 8 feet high electrically operated, recessed in Projection Screen ceiling, projection screen in the Large Group Area. Verify size and need for wall or ceiling mount for LCD projector during design. Library Shelving – adj. 42”H free standing floor Sufficient linear ft. for min. of 10,000 books. 25 books/3 L.F.; backstops on all type, double faced; and double faced shelves; end panels as necessary – sufficient linear ft. for 10,000 76” H wall type. books or 15/books/pupil, whichever is larger @ 25 books/3 L.F.; backstops on all shelves and solid end panels as necessary. Shelving for Non-book Shelving to match library shelving. 42”H free-standing floor type; 76”H wall Materials *1-749: 78 lf. type. Adjustable shelves; end panels as necessary. 750-1000: 96 lf.

Built-In Furniture for the Workroom/Production Area Counter & Overhead Minimum of 30 L.F. x 24”D work counter. When applicable provide overhead Cabinets cabinets. A portion of the counter needs to be 30” D to accommodate the die- cut apparatus. All cabinets, below and overhead need to be lockable. Chart Paper Storage & To accommodate large paper, cardboard, etc. (min. 36” x 24” ID), chart paper Refrigerator Area case can be considered. Space for residential type refrigerator needs to be provided. Television and VCR Locate television mounting bracket with adjacent electrical/cable outlets for Mounting Bracket ease of viewing by main work/meeting area. Locate furniture or equipment below to meet ADAAG clearance. Verify size of TV with school. Mounting for projection Provide ceiling mount for a 7 feet wide by 7 feet high projection screen to be screen purchased by the school. Verify need for wall or ceiling mount for LCD projector.

Library/Information Resource Center Section 344-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

344.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Information Resource Center Legend: * = Number varies with enrollment, see comments. CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) No. E = Equipment (see current website) Req’d Item Dimensions Provided By: Office L W H CFCI SFSI Description / Comments: * Desk with L-return 66” 30” 30” C *1-749: 1 24" 48" 750-1000: 2 * Adult Chair on Casters adj. C *1-749: 1 750-1000: 2 * Side Chair – without arms P *1-749: 1 750-1000: 2 * 4 drawer Legal File Cabinet 18” 28” 52” C *1-749: 2 with lock. 750-1000: 4 1 Fax Machine Station 28” 34” 28” P

Circulation Desk L W H CFCI SFSI Description / Comments: 3 Book Truck – metal with 31” 17” 41” P carpet casters 2 Chair swivel height to fit adj. P circulation desk.

Main Library Area L W H CFCI SFSI Description / Comments: 2 Table – 48” round 27”* P *Verify during design if &/or school wants all 29” high 29” tables or a mix of both 27” and 29” heights. * Table - rectangular 60” 36” 27”* P 1 -749: 4 or & 750 – 1000: 6 72” 29”* Verify size during design * Table – rectangular, 60” 36” 29” P 1 -749: 4 powered leg and wire or 750 – 1000: 8 managers 72” Verify number during design * Chairs - Library 18”* P *1-749: 66 750 – 1000: 92 *Verify height of chairs if two sizes of tables are provided. * Book Display 42” 30” 42” P *1-749: 1 750-1000: 2 1 Display/Exhibit Case 72” 24” 84” X May be built-in. 3 Stools – Kick-Step P * 4 drawer Legal File Cabinet 18” 28” 52” P *1-750: 2 without lock. 751-1000: 3 2 Racks - paperback 36” 68” P * Computer Stations to adj. P *1-7490: 6 accommodate OPAC 749-1000: 8 configuration to terminals, 1 unit to serve as be determined during design printer station, powered (hexagonal or rows of with wire managers individual or double stations, etc.)

Library/Information Resource Center Section 344-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Main Library Area (Cont'd) L W H CFCI SFSI Description / Comments: * Carrels or desks to 36” 30” adj. P *1-749: 12 accommodate computer 750 – 1000: 18 with grommet holes for power and data * Student Computer Chairs adj. *Coordinate number of chairs with computer carrels and OPAC stations; may not be necessary if carrels are stand up height.

Periodicals Area L W H CFCI SFSI Description / Comments: 1 Rack - Newspaper 36” 30” 42” P 4 Racks – Magazine, metal, 36” 16” 42” P adjustable 2 Table – rectangular or 60” 36” 29" P Round (48” Dia.) 8 Side Chairs – without arms 18” P

Student Conference Room L W H CFCI SFSI Description / Comments: 2 Table 72” 36” 29” P 20 Side Chairs –without arms 18” P

Workroom/Production L W H CFCI SFSI Description / Comments: Area * Table – rectangular 72” 36” 29” P *1-749: 2 750-1000: 3 * Side Chairs –without arms 18” P *1-749: 12 750-1000: 18

Professional Staff & L W H CFCI SFSI Description / Comments: Materials * Table – rectangular 60” 36” 29” P *1-749: 2 750-1000: 3 * Side Chairs – without arms P *1-749: 12 750-1000: 18 * 4 drawer Legal File Cabinet 18” 28” 52” P *1-749: 2 without lock. 750-1000: 4 * Shelf units – Metal adj. With 36” 12” 72” X *1-749: 5 backstops on all shelves 751-1000: 6

Technical Coordinator's L W H CFCI SFSI Description / Comments: Office 1 Teacher Desk with L-return 66" 30" 30" C (24" x 48") 48” 24” 1 Adult Chair on Casters adj. C 1 Side Chair – without arms 18” P 1 4 drawer Legal File Cabinet 18” 28” 52” C with lock. 1 Bookcase 48” 16” 42” P

Storage L W H CFCI SFSI Description / Comments: 1 Stool – Kick-Step P * Shelf Units – heavy duty, 36” 18” 83” X 1-749: 12 metal, adjustable 750-1000: 15

Library/Information Resource Center Section 344-5 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

344.6 Room Data Information:

a. Finish Information:

Floor: Resilient tile. Carpet in Main Library areas and Student Conference Room. Base: Rubber/vinyl, or wood. Walls: Painted gypsum board or painted CMU. Provide corner guards in high traffic areas. Ceiling: Acoustical tile at 8’-0” minimum height. Provide a 12’-0” minimum height ceiling for the Large Group Area/Main Library areas.

b. Fenestration:

344.7 Utility and Room Data Requirements

a. Acoustics: The Library/Information Resource Center shall have: 1. Room shall meet background ambient noise levels of 45 dBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and NRC of 0.5 to 0.6. 3. Interior partitions surrounding classrooms should have a minimum rating of 51. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. Operable walls dividing classrooms should have a minimum STC of 48 when tested in accordance with ASTM E 90. 5. Interior partitions surrounding regular type offices should have a minimum rating of 47 and 51 at executive offices and conference rooms. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 6. Designer should consult with their acoustical consultant in design of this space. 7. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. Media Center may require 24 hour, 7 days a week cooling for the servers. Continuous air conditioning requirements shall consider a separate air conditioning system if practical to minimize running a central chilled water plant for only the Media Center cooling load. 2. Determine if low cooling load conditions in Media Center will occur and provide reheat if required to prevent high humidity conditions.

3. Incorporate sound attenuation measures as recommended by acoustical consultant for the air conditioning and ventilation systems. 4. Provide temperature control thermostat with set-point range. 5. See Mechanical Design Criteria for additional requirements.

c. Plumbing

Library/Information Resource Center Section 344-6 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

1. One single compartment, large (31” x 22” x 6”D) stainless steel, ADAAG compliant for front approach, countertop sink with a gooseneck faucet. Sink provided with a solids interceptor. Cold water only. 2. Provide accessible drinking fountains – high/low type. 3. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near the sink above the backsplash. 3. Provide one 120 volt duplex outlet for each permanent computer station. Maximum two computer stations on one 20 amp branch circuit. 4. Provide one duplex outlet near any TV mount. 5. Fully powered retractable large projection screen within the library. 6. Concentrate all outlets, switches, thermostats etc. to minimize the use of wall space since this is a primary concern. 7. Floor outlets shall be installed as needed under powered tables and throughout the reading room, and shall be equipped with covers to be closed while connected to a device. Powered is encouraged from wall if appropriate. 8. Provide 208 volt, single phase outlet for the copy machine in the workroom. 9. Consultant should be aware in his design of not placing book shelving that can cover an electrical outlet or control station. 10. Provide battery powered quartz wall clock in each occupied space. 11. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Lighting design shall efficiently combine use of daylighting with artificial lighting. See Sustainable Design Criteria for additional guidance. 2. Fluorescent lighting on multi-level control. Lighting in the main reading room should be zoned to permit banks of luminaries to be switched off in groups to enhance projection of images. Group lighting in banks parallel to screen surfaces. 3. Provide a master lighting control/switch for the entire media center. This is typically located behind the circulation desk for supervision & control. 4. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: 1. Provide outside telephone lines. 2. Provide intercom system in workroom/production area. 3. Provide closed circuit TV. connection. Location to be determined during design. 4. Voice, video, data outlets shall be located throughout the media center, in all conference rooms, library office, at the circulation desk, etc. 5. Projection screen (size to be determined during design) shall be ceiling mounted with modular motor and low voltage control switch, matte finish and installed in the main reading room. The control switch shall be located at the circulation desk. 6. See Multi-Media/Communications for additional requirements.

Library/Information Resource Center Section 344-7 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

344.8 Special Considerations

Items to consider during design:

a. Provide service drive access to the workroom area since deliveries shall be made at this location.

b. Provide adequate parking for media personnel, visitors, and the community in close proximity to the Information Resource Center. This area may have controlled use by the community which suggests some parking near the building would be desirable.

c. Circulation desk checkout counter shall meet ADAAG requirements for both students and adult usage.

d. Provide an accessible book drop.

e. Mechanical consultant shall address dehumidification requirements.

f. Locate the library primarily for student ease and availability of use and community use secondarily. Typically it is located near and centralized to the instructional areas.

g. The design needs to provide a secure environment for the safe keeping of the instructional materials and technology.

h. Provide an after hour access to the workroom/production area with availability to restrooms for support of workshops/distance learning classes/video conferencing activities.

END OF SECTION 344

Library/Information Resource Center Section 344-8 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 345 – Computer Resource Center

345.1 Classroom Area 1,200 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Computer Resource Center Area.

345.2 Program Description and Philosophy

The computer program at the intermediate/middle school level focuses on the development of four processes: access, process, manage, and communicate.

Activities:

A description of the activities is as follows and involves the four processes: • Access: Students will display and record data via the use of computers or may be wireless pads in the future. • Process: Students will be able to change the form of the data collected – word processing. • Manage: Students will learn how to gather information and learn how to store data. • Communicate: Students will be able to share their portfolios by presentations and communicating in non-verbal language.

These activities can be done within the general classroom and/or the dedicated computer resource center.

345.3 Space Descriptions

Typical room arrangements may be based on: • Individual computer work stations • Tables that accommodate 2 or 3 student computers • A cluster type table, two trapezoidal tables or a 5 or 6 sided table with accommodation for the cabling through the center portion • Built-in perimeter counters • Or a combination of the above

Particular arrangement is determined during the design phase to best meet the program needs.

One wall shall be designated as the main instructional wall to accommodate the main whiteboard space, supplemental tackboard space, and space for mounting a television (or locating a television on a cart). Adequate reserve space shall be provided for display and storage of student work and to house the movable teacher storage cabinets. Space shall be allocated for thirty-one permanent computer stations (one teacher and 30 student stations) and one printer with the appropriate power and data connections. The teacher workstation needs to be located to allow visual control of the classroom. Floor space is also required for movable furniture and equipment such as bookshelves, and storage units. The space requirements for most of these items are listed in paragraph 345.5 Non Built-in Furniture and Equipment. However, there are additional equipment items requiring either floor space (such as an overhead projector on a cart) or coordination with building construction (such as mounting of projection screen). These DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

Computer Resource Center Section 345-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

345.4 Built-ins

Built-ins for Computer Resource Center 3 Tall Storage 4 ft. wide by 2 ft deep by 7 ft. tall lockable storage cabinets with adjustable shelves for Cabinets textbooks, teacher and classroom supplies. Extend storage to ceiling with a second set of doors if funds allow. See Appendix 8 – Typical Millwork Details, Detail 2 – Tall Storage Cabinet. Instructional Provide a minimum of 16 linear feet of magnetic marker board at the main instructional Surfaces wall. Provide a minimum of 16 linear feet of tackboard, some of which may be on either end of the whiteboard with the balance on the other walls. Locate the bottom of the whiteboard and tackboard 30 inches from the finish floor. The main instructional whiteboard may be a horizontal sliding type. Television and Locate television mounting bracket with adjacent electrical/cable outlet at one end of VCR Mounting main instructional wall; locate furniture or equipment below to meet ADAAG clearance. Bracket Verify size of TV with school. Mounting for Provide wall or ceiling mount 7 feet wide by 7 feet high projection screen (manually projection screen operated) to be purchased by the school. Verify need for wall or ceiling mount for LCD projector during design. 4 Bookcases 48 inches wide by 16 inches deep by 42 inches high, movable (verify with school - casters or slides) bookcases, with adjustable shelves. See Appendix 8 – Typical Millwork Details, Detail 3 - Bookcase. Counter with Base Provide 8 linear feet of counter with base cabinets for the accommodation of Cabinets scanners/printers and other accessory equipment. Furniture components may be substituted during the design phase. Accessible lavatory Provide a children’s accessible lav. for hand wash.

345.5 Non Built-In Furniture and Equipment

Furniture & Equipment for Computer Resource Center Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current No. website) Req'’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 1 Teacher Desk – with 66” 30” 30” C Verify printer location on L-Return L–Return 1 Teacher Chair adj. C 2 Table – rectangular, 60” 36” 29" P powered leg and wire managers 8 Student Chairs 18" P 30 Computer Workstations 36” 30” 30” P May consider built-in workstations. 30 Student Computer Chairs adj. P Have the option of wheels/ casters 1 Movable Teacher Cabinet 48” 28” 66” P For YRE - Multi-Track Schools 1 4-drawer Legal File Cabinet 18” 28” 52” C with lock

Computer Resource Center Section 345-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

345.6 Room Data Information

a. Finish Information:

345.7 Utility and Room Data Requirements

b. Air Conditioning and Ventilation: 1. Provide individual thermostat control in each air-conditioned classroom. Locate thermostat near teacher station. 2. See Mechanical Design Criteria’s for additional requirements.

c. Plumbing: 1. Provide accessible drinking fountains on each floor of a classroom building – high/low type. 2. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 3. See Mechanical Design Criteria for additional requirements. 4. Provide an accessible lavatory for hand wash per children’s accessibility requirements.

Computer Resource Center Section 345-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

4. Provide a minimum of five (5) circuits per classroom. Utilize a minimum of two (2) dedicated homeruns for these five circuits to allow for the addition of conductors in the future to increase circuit quantities. Note to Designer: If there is an inconsistency between EDSPECS and the program equipment list, the designer will use the higher number. (a) Provide one electrical and data connection to accommodate future LCD projector. Location is determined during design. (b) Provide one duplex outlet near the TV mount. 5. Provide battery powered quartz wall clock. 6. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with multi-level and/or zoned switching. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media / Communications: 1. Two way intercom in classroom with P.A. system to include a speaker above the main instructional board with communication between classroom and administration. Call button near teacher’s desk. 2. One outlet for closed-circuit TV. Location to be determined during design. 3. Provide permanent data cabling connections at each permanent computer station, including conduit and wiring, and one for the teacher. Provide a telephone jack for the teacher. 4. See Multi-Media Design Criteria for additional requirements.

345.8 Special Considerations

Items to consider during design:

a. Provide maximum security for the Computer Resource Center in the glazing and door design.

b. Computer resource center is often located adjacent to the library/media center for convenient use by students.

c. Design for after hours use with access to a restroom is often considered.

END OF SECTION 345

Computer Resource Center Section 345-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 346 – Faculty Center

346.1 – Area 980 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to Faculty Center area.

346.2 Program Description and Philosophy

This area functions primarily as a faculty work and lounge area with shared storage space. Areas in the Faculty Center include:

Work Area: Primary function of this area is to provide faculty members the capability to perform minor media reproduction activities as well as the accomplishment of class preparation work in privacy and in close proximity to their classrooms. This facility supplements teacher work done in classrooms as well as the extensive media reproduction capability of the library/media center. The Faculty Center may be combined with the Teacher Planning Center.

Lounge Area: This setting provides for faculty lounging purposes. In addition, it may also serve as a secluded area for coffee and lunch breaks, small group faculty meetings, parent- teacher conferences and teacher-student counseling activities. Space for a residential type refrigerator shall be provided. Two unisex (usually signage states “Staff”) accessible toilets shall be provided.

General Classroom Storage Room: A lockable storage area to supplement the general classroom storage is included with the capability to store equipment shared by several classrooms as well as furniture and equipment used by classrooms on an infrequent basis.

346.3 Space Descriptions

The Faculty Center may be combined with the Teacher Planning Center.

346.4 Built-ins

Built-ins for Faculty Center Counter with Counter with sink and base cabinets and overhead cabinets. Approximately 10 linear overhead feet, to be determined during design. cabinets Instructional Provide a minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of tackboard Surfaces to be located during the design phase. Restrooms Provide ADAAG compliant staff restrooms for men and women.

Faculty Center Section 346-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

346.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Computer Resource Center Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current No. website) Req'’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 2 Table – round, 48”D or P Type and size to be rectangular 36" x 72" determined during the design, may be a combination of types 8 Chair 18” P 1 – 2 Sofa (optional) P Dependent on size of sofa 2 – 4 Lounge Chairs P 2 End Tables optional P Determined during the design 1 Coffee Tables optional P Dependent on type and size 4 Computer Stations 36" 30" 30" P May consider built-in computer and printer stations 1 Printer Station 36" 30" 30" P May consider built-in computer and printer stations 4 Computer Chairs adj. P

346.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete, ceramic tile in restrooms with wainscot. Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Faculty Center Section 346-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

346.7 Utility and Room Data Requirements

a. Acoustics: Office areas shall be acoustically designed as follows: 1. Room shall meet a background ambient noise level of 45 to 55 DBA. 2. Sound absorptive ceiling with acoustical tiles with an STC rating of CAC 40 to 44 and NRC of 0.5 to 0.6. 3. Interior partitions surrounding regular type offices should have a minimum rating of 47 and 51 at executive offices and conference rooms. The partition section above a ceiling with an STC of 40 – 44 may be less than STC 51. 4. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: See Mechanical Design Criteria.

c. Plumbing: 1. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 2. One large, stainless steel countertop sink with goose neck faucet, cold water only and hot water dispenser. 3. Sinks need to be accessible. Front approach is requested by DCAB. The depth of the sink and the faucet operating force shall meet the requirements of ADAAG. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide one 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide one 110 volt duplex outlet for each permanent computer station. Maximum load is two computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock. 5. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-media/Communications: 1. Provide permanent audio/data/video connections at each permanent computer station, including conduit and wiring. 2. See Multi-Media/Communications Design Criteria for additional requirements.

346.8 Special Considerations

Items to consider during design:

a. Locate Faculty Centers throughout the campus for teacher convenience.

b. May be combined with the Teacher Planning Center

END OF SECTION 346

Faculty Center Section 346-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 347 – Teacher Planning Center

347.1 - Area

Teacher Planning Center 130 SF/per Off-Track Teacher

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to the Teacher Planning Center area.

347.2 Program Description and Philosophy

This area functions primarily as a teacher’s work and planning center.

Activities:

Activities that occur in the Teachers Planning Center are:

If a school is operating on a YRE-MT schedule, this is an area for the off-track teachers to meet, work, and plan either individually or with others. The storage of the teacher’s movable cabinet with their personal instructional materials is within or nearby to the planning center for convenience of use. Primary function of this area is to provide faculty members an area for planning and class preparation work in privacy and in close proximity to their classrooms with the capability to perform minor media reproduction activities. This facility supplements teacher work done in classrooms as well as the media reproduction capability of the library/media center. This area also provides an area for conference with other staff members, students, and parents.

The Teachers Planning Center may be combined with the Faculty Center.

347.3 Space Descriptions:

The Teacher Planning Center, with its areas for planning, conferencing, and storage may be combined with the Faculty Center’s areas for lounging, conferencing, reproduction, storage, and restrooms.

DOE funded items, referred to as “E” items, are listed in the DOE’s Program Equipment List, the latest version of which can be found on-line at http://sls.k12.hi.us/ProgEquipList/. Items listed as "C" or "P" items can be found on-line at: http://www2.hawaii.gov/priceapps/ShowPrice.cfm or go to http://165.248.10.6/oms.nsf and look for the current Student Furniture Price List.

347.4 Built-ins

Built-ins for Teacher Work Center Workstations During design the decision shall be made whether to provide workstations as built-in items or as furniture items. Instructional Provide minimum of 8 linear feet of magnetic whiteboard and 6 linear feet of Surfaces tackboard to be located during the design phase.

Teacher Planning Center Section 347-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

347.5 Non Built-in Furniture and Equipment

Furniture & Equipment for Teacher Work Center Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) E = Equipment (see current No. website) Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 2 Table – rectangular or round 72” 36” adj. P (48”) or combination of both See Work Stations - - - X Note 1: Size, type and Note (built-in or furniture item) number is determined 1 during design See Chair – general office adj. P Note 2: Number Note determined during design 2

347.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete, ceramic tile in restrooms with wainscot Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved) b. Fenestration:

347.7 Utility and Room Data Requirements

Teacher Planning Center Section 347-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

b. Air Conditioning and Ventilation: See Mechanical Design Criteria

c. Plumbing: 1. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 2. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide a minimum of two 120 volt duplex outlets per each wall for general use. 2. Provide 120 volt G.F.I. duplex outlet near any sinks above the backsplash. 3. Provide 110 volt duplex outlet for each permanent computer station. Maximum load is two computer stations on one 20 amp branch circuit. 4. Provide battery powered quartz wall clock. 5. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-media/Communications: 1. Provide permanent data cabling connections at each permanent computer station, including conduit and wiring. 2. Office shall have private telephone lines. 3. Provide video outlet and power. 4. See Multi-Media/Communications Design Criteria for additional requirements.

347.8 Special Considerations

Items to consider during design:

a. Locate within or throughout the campus for teacher convenience.

b. May be combined with or located adjacent to the faculty center/s.

c. Storage component for the teachers’ movable cabinets may be within or adjacent to planning center for convenience of use.

END OF SECTION 347

Teacher Planning Center Section 347-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 348 – Storage Space

348.1 Area Within various EDSPEC components and/or by Designer

Typically the DOE addresses a school's storage needs in the following ways:

a. as a component within other EDSPEC program areas, b. space for the storage needs of YRE-MT (typical mobile cart size is 48"W x 28"D x 66"H), and c. as a percentage of the programmed school area (Hold on implementation of this component at this time).

348.2 Program Description and Philosophy

In the YRE-MT schedule, a storage room is required for the movable teacher’s storage carts. The space requirement for this room is determined by the amount of carts required. The cart size is approximately 48”W x 28”D x 72”H and has casters. The location of this room is near the Faculty Center or a Teacher’s Planning Center or may be included as part of these rooms.

Some EDSPECS components have their own storage components. Sometimes due to stacking of components in a multi-story facility there is excess square footage that can be configured into storage rooms. Though not implemented at this time, the DOE is considering providing campus storage based on a percentage of the overall campus program space square footage if funding allows.

348.3 Space Descriptions

These rooms serve as storage for equipment, instructional materials and supplies, and movable teachers' carts.

348.4 Built-Ins

General school storage rooms will have built-in or furniture type adjustable shelving to be located and sized during design.

348.5 Non Built-In Furniture and Equipment

Shelving may be provided as CFCI furniture. Depth and type of shelving is determined during design.

348.6 Room Data Information

a. Finish Information:

Floor: Resilient tile or sealed concrete Base: Rubber/vinyl or wood Walls: Painted gypsum board or painted CMU Ceiling: Acoustical tile at 9’-0” minimum height or exposed structure b. Fenestration: Doors: Provide a solid door with no vision panel. Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security.

Storage Space Section 348-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Windows: Not required for this storage room, however ventilation is considered in the design for preservation of the supplies/materials.

348.7 Utility and Room Data Requirements

a. Acoustics: 1. Allowed background ambient noise levels of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: Mechanical Standards for requirements.

c. Plumbing: (None)

d. Electrical: 1. Provide a minimum of one 120 volt duplex outlet for each wall. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. Also, consider tube type of lighting. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None)

348.8 Special Considerations:

Items to consider during design:

a. Locate storage for YRE-MT cabinet storage near Teacher Planning and Faculty Centers. Size & design room so that cabinets can be with minimum movement of other cabinets.

b. Locate general storage rooms throughout campus for convenient use by teachers and staff.

c. If the facility is multi-story, proximity/nearness to the elevator needs to be considered.

d. Maximize opportunities for storage as floor plans and structural grid are developed.

e. Keep room finish and utility accommodation to a minimum to insure that storage areas remain as storage areas and not become instructional spaces.

END OF SECTION 348

Storage Space Section 348-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 349 - Toilets

349.1 Area By Designer

349.2 Program Description

Toilets for students are Per Department of Health Sanitation requirements Chapter 11 Administrative Rules and Department of Education Criteria and Uniform Plumbing Code requirements.

349.3 Space Descriptions

Toilet and restroom design shall be fully accessible. Accessibility standards shall based on the primary users, i.e. a gang toilet for elementary students would be designed to children’s standards.

349.4 Built-ins

• Toilet stall partitions • Soap dispensers located within or above the lavatory to contain droppings • Paper towel dispensers and receptacles • Mirrors; coordinate locations with placement of soap dispensers. Soap dispensers can be mounted on the mirrors to be over sink area. • Toilet tissue dispensers – roll type for ADA stalls, single dispensing type for non-ADA stalls • Sanitary napkin disposal receptacles only, no dispensers. • Use institutional hardware i.e. piano hinges, for strength and durability.

349.5 Non Built-in Furniture and Equipment: (None)

349.6 Room Data Information

a. Finish Information:

Floor: Ceramic tile with wainscot. Design needs to provide slope to drain for all areas of the floor to minimize any ponding condition/s. Base: Ceramic tile Walls: Painted gypsum board or painted CMU above ceramic tile wainscot. Ceiling: Gypsum board at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved) b. Fenestration:

Doors: Provide number of doors per Building Code exiting requirements. Exterior doors must be protected from elements, and provided with maximum security. Provide means for holding open door in the open position.

Toilets Section 349-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

349.7 Utility and Room Data Requirements

a. Acoustics: 1. Allowed background ambient noise levels of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning & Ventilation: See Mechanical Design Criteria. c. Plumbing: 1. Provide floor drains in each toilet room and include trap primers. 2. Provide hose bibs with keyed operation. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide one switched G.F.I. outlet per restroom to facilitate cleaning. Locate pilot lighted switch in nearby general utility closet. 2. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting with high impact lens at any student bathrooms. 2. Consider use of occupancy sensors. 3. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None)

349.8 Special Considerations

Items to consider during design:

a. Attention to floor design and construction needs to be given to avoid areas of water ponding.

b. The design needs to provide appropriate privacy from the entrance/hallways, etc. Use of privacy walls is usually incorporated in the design.

c. To facilitate supervision of students, location of lavatories may be considered outside of water closet/urinal area.

d. Providing the appropriate height for the stall partitions/walls to match the height of the users needs to be confirmed during the design phase with the school. Goal is to provide appropriate privacy balanced with ability to supervise.

e. Minimize number of mirrors and give attention to location of mirrors to ensure privacy. Mirror location may be other than above sink.

f. The number of water closets for girls/women gang toilets needs to be discussed and adjusted to address the accommodation of the crowd in a timely manner. Typically, the women’s toilets will always have a greater number of water closets than the men’s toilets and will exceed the minimum number required by code/regulations.

g. Durability, sturdiness, and resistance to abuse (graffiti, scratching) are qualities that are to be considered in the selection of the appropriate hardware. Institutional grade hardware is a minimum standard, i.e. hinges are the continuous or piano type. Partition panel material is a waterproof, solid/uniform colored material, such as phenolic plastic.

Toilets Section 349-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

h. When determining location of toilets, minimal travel distance needs to be considered for supervision and security reasons and to minimize time out of class. Path of travel needs to be visible for staff supervision. If facility is multi-story, toilets for students and staff are provided on each floor. Locate on exterior walls to reduce need for mechanical ventilation.

i. Staff toilets are typically single user unisex in design. Signage designation is either “staff” or “men” and “women”. Determination is made during the design phase.

j. Staff and single user student restrooms are provided with hardware that designates “Occupied/Vacant”.

END OF SECTION 349

Toilets Section 349-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 350 – General Utility Closet

350.1 Area 80 SF

General Utility Closet is typically a minimum of 80 SF.

350.2 Program Description and Philosophy

General Utility Closets are satellite stations directly related to the custodial service center. Minimal quantities of custodial supplies are distributed from this station to the surrounding areas. Cleaning equipment and supplies used by classroom cleaners are kept here. A minimum of one custodial closet shall be provided for each floor of a building and typically located near the student restrooms to share plumbing. The environmental services and effort of the custodial services staff members supports the instructional and educational program by providing a healthy, safe, attractive, and caring environment where children can learn and staff can work with minimal distractions.

Activities:

This space supports the cleaning/maintaining of facilities and provides storage for custodial supplies and equipment used routinely.

350.3 Space Descriptions

(See Program Description)

350.4 Built-Ins

Built-ins for General Utility Closet Mop Sink See Plumbing requirements Mop & Broom Rack May be built-in or supplied as a CFCI furniture item. Provide 4 linear feet of shelving for storage of supplies, approximately 6 feet high. Shelving (Shelf unit furniture item of similar size may be supplied by contractor instead). Whiteboard/tackboard Need, size, and location to be determined during design.

350.5 Non Built-In Furniture and Equipment

Furniture & Equipment for General Utility Closet Legend: CFCI = Contractor Furnished / Contractor Installed SFSI = State Furnished / State Installed – these items are purchased in three ways: C = Position Related (Cash) P = CIP funded (Project purchase) No. E = Equipment (see current website) Req’d Item Dimensions Provided By: L W H CFCI SFSI Description / Comments: 1 Shelving Unit 48” 16” 72” X Suggested size only

General Utility Closet Section 350-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

350.6 Room Data Information

a. Finish Information:

Floor: Sealed concrete and ceramic tile at mop sink. Base: None Walls: Painted water resistant gypsum board or painted CMU, ceramic tile wainscot 4’-0” H at mop sink and wall with mop rack. Ceiling: Gypsum board at 9’-0” minimum height or exposed structure (if acoustic levels can be achieved)

b. Fenestration:

Doors: Exterior doors must be protected from elements and provided with maximum security. Windows: Typically this space does not have windows. If windows are included, provide operable windows - type dependent on ventilation (natural or ac). Maximize security protection measures (i.e. minimize glass lite size; include window stops, security screens on jalousies.)

350.7 Utility and Room Data Requirements

a. Acoustics: 1. Allowed background ambient noise level of 45 – 55 dBA. 2. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. Due to the mop sink and storage of wet equipment, this room needs to be mechanically ventilated if operable windows and/or fixed louvers are not provided. 2. See Mechanical Design Criteria.

c. Plumbing: 1. Provide cold water. 2. Select mop sink orientation to match floor plan and space available. 3. Mop sink type (utility sink with hose attachment for filling mop bucket or floor type, etc.) is confirmed with school during design. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide one 120 volt duplex outlet, G.F.I. type if near the service/mop sink. 2. Locate pilot lighted switch for student restroom and exterior outlets within this room. 3. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: (None)

General Utility Closet Section 350-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

350.8 Special Considerations

Items to consider during design:

a. Location and number of General Utility Closets throughout a school will depend on the ultimate layout of the spaces and functions. Convenience is important to help promote effective preventative maintenance of the facilities.

END OF SECTION 350

General Utility Closet Section 350-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 351 - Mechanical/Electrical/Media-Communication Rooms

351.1 Area By Designer

Area to be determined by designer based on type of mechanical systems used and on configuration of buildings. Note: Minimum dimensions of IDF Rooms shall be 8 feet by 10 feet.

This section addresses the utility rooms required to support the facilities infrastructure in terms of electrical, mechanical, and tele-communications.

351.2 Program Description

Program Description for Mechanical Rooms:

Mechanical rooms contain major mechanical systems for building plumbing and/or air conditioning systems. Access to these rooms should be from the exterior where possible, or from corridor spaces where maintenance activities will not disturb learning activities. Appropriate attention shall be given in the design to control noise and vibration so that it is not disruptive to the surrounding learning environments.

Main mechanical rooms contain mechanical components based on the system design. These items could include but may not be limited to boilers, pumps, storage tanks, domestic hot water systems, air conditioning equipment, air handling equipment, and control panels. Mechanical rooms shall be sized based on the repair or replacement of the largest component of the system. For example, the AHU rooms shall be large enough to allow removing the fan shaft or cooling coil. Access space may include space through opened doors, but doors in the open position shall not block egress paths. Main chiller rooms shall be sized to allow pulling tubes from the chiller. Provide a path for future chiller replacement such that other equipment does not have to be removed to access the equipment being replaced. Heights of rooms with boilers or unfired pressure vessels such as hot water storage tanks shall meet the requirements of the State Boiler Inspector for clearance from the top of the equipment to the ceiling. All mechanical rooms shall provide sufficient access space for the maintenance mechanic to work safely when performing common maintenance tasks such as filter replacement, belt adjustment, etc. Air conditioning equipment shall be floor mounted, not above suspended ceilings unless adequate provisions such as maintenance platforms, permanent ladders, and standing headroom are provided.

Program Description for Electrical Rooms:

Main electrical rooms contain electrical components based on the system design. These items could include but are not limited to: the main electrical switch gear for a building, emergency generator panels and transfer switch, transformers, telephone system, and electrical panels. Appropriate attention to the generation of heat shall be considered in the design phase.

Program Description for Media - Communication Rooms:

These rooms house the signal and backboard connections which interface with the connections of individual outlets to the campus distribution systems. See Chapter 8 – Multi- Media Design Criteria for additional information. Note: Minimum dimension for IDF rooms shall be 8’ x 10’. Appropriate attention to the generation of heat and maintenance of a suitable room temperature shall be considered during the design.

Mechanical/Electrical/Media–Communication Rooms Section 351-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

351.3 Space Descriptions

(See Program Descriptions)

351.4 Built-Ins

Determined during the design.

351.5 Non Built-In Furniture and Equipment (None)

351.6 Room Data Information:

a. Finish Information:

Floor: Sealed concrete Base: None Walls: Painted gypsum board or painted CMU (Important to meet acoustical requirements, see 351.7 Utility and Room Data Requirements, item a. Acoustics and Chapter 5 – Acoustic Design Criteria). Ceiling: Gypsum board at 9’-0” minimum height (height to be determined by equipment needs) or exposed structure (if acoustic levels can be achieved).

b. Fenestration:

Doors: Exterior doors must be protected from elements, and provided with maximum security. Sound insulated doors required per Acoustical Consultant’s recommendation at mechanical rooms.

Windows: Typically these spaces do not have windows. Mechanical rooms require fixed louvers for air intake and exhaust. Louvers should be sized per mechanical system requirements and detailed with security and weatherproof features. Determine if there is a need for windows during the design. Maximize security protection measures (i.e. minimize glass lites sizes; include window stops, security screens on jalousies) if windows are needed.

351.7 Utility and Room Data Requirements

a. Acoustics: 1. Two hour, STC 54 partitions are required around mechanical rooms. 2. Mechanical rooms that contain air handlers should have full height CMU walls that are fully grouted. Bare ceiling and walls should be treated with 3 inch – K-13 acoustical spray on insulation down to one foot off the floor. Doors should be solid, 16 gauge steel with adjustable head, jamb, astragal, and automatic door bottom seals. 3. See Acoustical Design Criteria for additional requirements.

b. Air Conditioning and Ventilation: 1. Consultant shall consider accommodations to address heat and ventilation in these rooms. 2. Outside air shall be ducted to AHU’s. Mechanical rooms with AHU’s shall not be used as a mixing plenum. 3. See Mechanical Design Criteria for additional requirements.

Mechanical/Electrical/Media–Communication Rooms Section 351-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

c. Plumbing: 1. Provide floor sink or standpipe for draining condensate if cooling coil for air conditioning is located in this room. 2. Floor drains provided in main chiller and boiler rooms shall include trap primers. 3. A hose bib for maintenance of the mechanical room equipment shall be provided in the mechanical room or close by, reachable with a common hose. 4. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide 120 volt duplex outlets as appropriate to facilitate equipment connections and maintenance. 2. Provide surge protected outlets in the main signal room. 3. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Fluorescent lighting. 2. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications: 1. Provide telephone outlets within major rooms for maintenance personnel. 2. Provide telephone interface for utility company power metering interface. 3. Provide telephone outlet for interface with security system in signal rooms where required. 4. See Multi-Media/Communications Design Criteria for additional requirements.

351.8 Special Considerations Items to consider during design: a. The mechanical and electrical rooms are generally not entered by school staff, but rather by contracted service/maintenance vendor.

b. The media-communication rooms are more apt to be entered by DOE personnel (staff and/or Network Support Services Branch (NSSB). Therefore, these are often interior rooms.

c. Sensitivity to heat needs to be considered in the design of the media-communication rooms. These rooms typically have some means of heat control, i.e. air conditioning, etc.

END OF SECTION 351

Mechanical/Electrical/Media–Communication Rooms Section 351-3

Sections 352 – 370 (RESERVED)

Physical Education

EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 371 – Covered Playcourt

371.1 Area

Covered Playcourt Area: 6,912 SF Stage, Storage Area, & Restrooms 1,240 SF

371.2 Program Description and Philosophy

The goal of Physical Education (PE) is to empower learners to actualize a vision of themselves as competent movers with the skills, knowledge and desire to become life-long participants in physical activities.

PE is the discipline that teaches students the knowledge and skills to be physically competent. PE determines the curriculum content that students need to know and be able to demonstrate at benchmarked grade levels. PE is not unstructured or free play. In it’s entirely, PE builds an instructional foundation of appropriate instructional practices to promote and facilitate the attainment of movement skills, physical fitness, and the development and improvement of physical activity that can be maintained throughout life. It is important to note that if students do not receive the necessary instruction and opportunities to learn skills and habits at the appropriate developmental levels, they will have tremendous challenges learning them at a later time in their lives.

Based on the Content Standards, students will be able to: 1. Demonstrate successful movement forms at a basic level and some movement forms at a mastery level. 2. Apply movement concepts and principles to the learning and development of motor skills. 3. Exhibit a physically active lifestyle. 4. Demonstrate ways to achieve and maintain health-enhancing levels of physical fitness. 5. Demonstrate responsible personal and social behavior in physical activity settings. 6. Demonstrate understanding and respect for differences among people in physical activity settings. 7. Understand that physical activity provides opportunities for enjoyment, challenge, self- expression, and social interactions.

371.3 Space Description

See the Facilities Assessment Development Schedule (FADS) for the space allocations.

371.4 Built-Ins

Built-ins for covered playcourt/s shall include, at a minimum, accommodations for the sports of basketball, volleyball, tennis, and respective stripping for each; holes for net stanchions with screw caps, basketball nets that are the sleeved removable type may be considered to minimize abuse/vandalism. Basketball layouts provide both official size and cross-court biddy type for optimum use by students. Basketball rim height is discussed and determined during design to meet school needs. Exact court markings/stripping to be determined with school during the design phase. Covered playcourts are enclosed with a minimum of 10 feet tall fencing on the lower portion to provide cross-ventilation with the remaining upper portion enclosed by metal/acrylic siding for protection from the rain. The upper panels and roof should allow the penetration of light to minimize the need for artificial light. Entry is by a minimum of two 4 foot lockable gates for security during non-school hours.

Covered Playcourt Section 371-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Smooth concrete wall/s at one end with vertical markings for handball and a 3 feet horizontal line for tennis is an option to be determined during design with the school.

At one end, there is a raised presentation area of 800 sf, enclosed lockable storage area/s of 300 sf total, and two accessible restrooms of 70 sf/ea. Restroom component may be deleted if nearby exterior restrooms are available.

Facility has accommodations for voice, video, and data. Accommodation for public address system is provided. Extent of public address system to be provided by the project is dependent on the available funding and particular site location.

Provide a 6 feet wide accessible walkway connecting the playcourts to the nearest lanai and/or school accessible route.

371.5 Non Built-In Furniture and Equipment

a. Finish Information:

Floor: Asphalt concrete Base: None Walls: CMU, security fencing/partially open Ceiling: Exposed

b. Fenestration: Exposed

371.6 Utility and Room Data Requirements

a. Acoustics: To be determined during the design.

b. Air Conditioning and Ventilation: See Subsection 371.8 Special Considerations.

c. Plumbing: 1. Provide hose bibs for wash down. 2. Provide an accessible water fountain (dual height) if there is none available in the immediate area. 3. Provide drain that is connected to the sanitary sewer system. 3. See Mechanical Design Criteria for additional requirements.

d. Electrical: 1. Provide switch controlled quadruple outlets on the back and side walls of the stage. Outlets to have weatherproof cover plates and be circuited to a minimum of two dedicated 20 amp branch circuits. 2. Provide NEMA 14-30R outlets on structural columns of the playcourt for portable theatrical spotlights. Position the outlets (2 each total) on opposite sides of the playcourt structure to provide spotlight coverage for both sides of the stage. Provide dedicated branch circuit for each receptacle and rout to a patch panel within the storage room for connection to portable stage lighting dimming system. 3. Provide weatherproof G.F.I. convenience outlets on alternating structural columns of the playcourt structure. 4. Provide a minimum of one convenience outlet in each storage room. 5. Provide power to motorized backboard operators. 6. Provide a dedicated 20 amp convenience receptacle at the sound system cabinet for the facility.

Covered Playcourt Section 371-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

7. Locate power panels, patch panel for portable dimming system and switchbank for lighting and motorized backboard controls all together in one of the storage rooms. Locate near the storage room doorway to facilitate control over lights and motorized backboards. 8. See Electrical Design Criteria for additional requirements.

e. Lighting: 1. Provide HID sports lighting for the playcourts. 2. Provide fluorescent lighting over the playcourt for night use of the playcourt surface as an assembly area and/or audience seating for stage productions. 3. Provide 3 rows of dimmable incandescent downlights over the stage area. Each row of lights used for front stage, middle stage, and rear of stage coverage to be on a separate dimmer and dedicated branch circuit. 4. Provide a row of 3 minimum junction boxes along the front edge of the stage for future installation of stage lights. Each junction box to be on a dedicated 20 amp branch circuit and routed to a patch panel within the storage room for future portable stage lighting dimming system. 5. Provide illuminated exit signs for playcourt area as required for exiting of a dimmed assembly area. Protect the exit luminaries from damage by balls used for the playcourt function. 6. See Electrical Design Criteria for additional requirements.

f. Multi-Media/Communications 1. Provide weatherproof intercom/program bell coverage for the playcourt area. 2. Provide microphone outlets for the back wall of the stage, side walls of the stage and center set of structural columns in the middle of the playcourt area. A minimum of 6 outlets will be required to provide microphone coverage, two each for all of the locations identified. 3. Provide speaker outlets on the walls/structural columns at the front edge of the stage and at the center set of structural columns in the middle of the playcourt area. A minimum of 4 outlets will be required to provide speaker coverage, two each for all the locations identified. Also provide one speaker outlet at the centerline of the front edge of the stage above the mounting height of playcourt lights. 4. Route all of the sound system outlets to a sound system cabinet located within the storage room. A portable sound system or future sound system rack will be located adjacent to the cabinet to provide sound reinforcement for the facility. Route dedicated conduit homeruns with pullstring from each of the sound system outlets identified directly back to the sound system cabinet. 5. Provide one instructional data outlet on the back wall of the stage. 6. Provide a telephone outlet in secured storage area. 7. Provide fire alarm system coverage for the facility based upon usage as an assembly area. 8. See Multi-Media Design Criteria for additional requirements.

371.7 Special Considerations

Items to consider in design:

a. Provide attention in the design to avoid/minimize any opportunities or locations for birds to enter the structure and nest. The nesting is a potentially negative health situation.

b. The design shall provide a comfortable environment for use. Address various heat causing conditions and maximize opportunities for cross-ventilation and release of heat.

c. Design shall consider and address within the funding limitations ways to minimize negative aspects of driving rain, which minimizes the area for safe use of the court.

Covered Playcourt Section 371-3 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

d. Safety and Security concerns. The bottom seven (7) feet of fencing needs to be void of protruding nuts and bolts. All bolts should be cut flush with the nut. Other hinges/fasteners shall be placed in a manner to minimize protruding into the interior of the court. Padding shall be provided for the bottom portion (6 to 7 feet) of all columns if they extend into the interior of the court. The design needs to assure no people entry when in the secured mode, i.e. attention to detail around gates and corner details.

e. Provide a design that is durable, resistant to abuse, securable, and deters unauthorized use. Removal basketball rims may be considered if vandalism/abuse is a concern.

f. Attention to the perimeter detailing of the fencing location and edge of the playcourt surfacing needs to address safety, durability, and drainage/erosion concerns.

END OF SECTION 371

Covered Playcourt Section 371-4 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 372 - Playfields

372.1 Area

Playfield for Kindergarten 16470 SF Playfield for Grades 1 to 6 98800 SF Outdoor Playcourt 6912 SF

372.2 Program Description and Philosophy

Based on the Content Standards, students will be able to: 1. Demonstrate successful movement forms at a basic level and some movement forms at a mastery level. 2. Apply movement concepts and principles to the learning and development of motor skills. 3. Exhibit a physically active lifestyle. 4. Demonstrate ways to achieve and maintain health-enhancing levels of physical fitness. 5. Demonstrate responsible personal and social behavior in physical activity settings. 6. Demonstrate understanding and respect for differences among people in physical activity settings. Understand that physical activity provides opportunities for enjoyment, challenge, self- expression, and social interactions.

372.3 Space Description

See the Facilities Assessment Development Schedule (FADS) for the space allocations.

372.4 Built-Ins

Built-ins for outdoor playcourts shall include, at a minimum, accommodations for the sports of basketball, volleyball, tennis, and respective striping for each; holes for net stanchions with screw caps, basketball nets that are the sleeved removable type may be considered to minimize abuse/vandalism. Basketball layouts provide both official size and cross-court biddy type for optimum use by students. Basketball rim height is discussed and determined during design to meet school needs. Exact court markings/stripping to be determined with school during the design phase. Outdoor playcourts shall be fenced with minimum 12 foot tall fencing and two 4 foot wide lockable gates for security during non-school hours.

Playfields Section 372-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

For Safety and Security concerns, the bottom seven (7) feet of fencing needs to be void of protruding nuts and bolts. All bolts should be cut flush with the nut. Other hinges/fasteners shall be placed in a manner to minimize protruding into the interior of the court. Padding shall be provided for the bottom portion (6 to 7 feet) of all columns if they extend into the interior of the court. The design needs to assure no people entry when in the secured mode, i.e. attention to detail around gates and corner details.

Smooth concrete wall/s at one or both ends with vertical markings for handball and a 3 foot horizontal line for tennis is an option to be determined during design with the school.

Provide a 6 foot wide accessible walkway connecting the playcourts to the nearest lanai and/or school accessible route.

372.5 Non Built-In Furniture and Equipment

Stanchions/poles complete with tension devices for tennis and volleyball are contractor furnished, contractor installed.

372.6 Room Data Information (Not applicable)

372.7 Utility and Room Data Requirements a. Acoustics (not applicable) b. Air Conditioning and Ventilation (not applicable) c. Plumbing: 1. Provide accessible drinking fountains at the outdoor playfields – high/low type. 2. Fields should be irrigated to facilitate maintenance and care of grassing if funding permits. Design of irrigation system should not hamper safe use of playfields. 3. See Mechanical Design Criteria for additional requirements. d. Electrical: Provide three switched duplex electrical outlets on the concrete walls at both ends or smaller pedestal walls if wall/s is not available. e. Lighting: (Not applicable) f. Multi-Media/Communications: (Not applicable)

372.8 Special Considerations

Items to consider during design:

a. Soil to be tested to determine percolation rate, quality and chemistry of the soil. Based on results, soil may need to be amended for appropriate percolation, resiliency, and growth of grass.

b. Grassed fields are to be turned over to the school in a weed free condition after initial construction or renovation of field project.

c. The design shall incorporate proper drainage practices to meet all appropriate codes/regulations and avoid situations of ponding, extended wetness/muddiness, growth of mold/mildew, and erosion of soil.

d. Attention to the perimeter detailing of the fencing location and edge of the playcourt surfacing needs to address safety, durability and drainage concerns.

e. The design of the covered and outdoor playcourts needs to be coordinated if applicable.

END OF SECTION 372

Playfields Section 372-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

Section 373 – Playground Equipment

373.1 Area

Kindergarten/Preschool Site (2 - 5 years old) 2000 SF Elementary Site (5 - 12 years old) 2000 SF Fitness Site (8 - 12 years old) 2000 SF

See latest Elementary School Facilities Assessment and Development Schedule (FADS) for any updates or changes to playground equipment area.

373.2 Program Description and Philosophy

Program Description

Physical Education (PE) is the discipline that teaches students the knowledge and skills to be physically competent movers. PE determines the curriculum content that students need to know and be able to demonstrate at benchmarked grade levels. In its entirety, PE builds a foundation of appropriate instructional practices to promote and facilitate the attainment of movement forms, concepts, skills, physical fitness, and the development and improvement of physical activity that can be maintained throughout life.

PE’s Goal: To empower learners to actualize a vision of themselves as competent movers with the skills and knowledge and desire to become life-long participants in physical activities.

The Hawaii Physical Education Content and Performance Standards are: a. Movement Forms: Students demonstrate motor skills and movement patterns to perform a variety of activity. b. Cognitive Concepts: Students understand movement concepts, principles and tactics as they apply to the learning and performance of physical activities. c. Active Lifestyle: Students utilize appropriate motor skills, tactics and movement concepts/principles while participating regularly in physical activity. d. Physical Fitness: Students demonstrate ways to achieve and maintain a health-enhancing level of physical fitness. e. Social Behavior: Students demonstrate responsible personal and social behavior in physical activity settings. f. Respecting Differences: Students demonstrate understanding and respect for differences among people in physical activity settings. g. Expression: Students choose physical activity for health, enjoyment, challenge, self- expression and/or social interaction.

373.3 Space Description

All play equipment shall meet accessibility requirements and safety regulations per the most current editions of the Americans with Disabilities Act guidelines (ADAAG), the American Society for Testing and Materials “Standard Consumer Safety Performance Specification for Playground Equipment for Public Use” (ASTM F 1487) and the latest guidelines of the U.S. Consumer Product Safety Commission (CPSC) which can be found on-line at: http://www.cpsc.gov/cpscpub/pubs/325.pdf

Play equipment should be designed to permit children to develop gradually and exercise their skills by providing a series of graduated challenges. Because children differ dramatically in their physical size, physical ability, cognitive and social skills, play equipment is regulated to address distinct age groups of intended users. The equipment can be sized for 2 to 5 year

Playground Equipment Section 373-1 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

olds, referred to as “Preschool Age Children” by the CPSC; of for “School Age Children” those who are 5 to 12 years old. Certain equipment will meet the needs of the wider age range, 2 to 12 year olds, while fitness type equipment is meant for children at least 8 years old.

Ages 2 to 5: The focus for this age group, whether the equipment is for Special Ed Preschool or Kindergarten classes is on social interaction. Play time is for fun with just the right level of physical challenge. Equipment may include activity panels, slides, and climbers. Equipment which is not appropriate for this age group includes: free standing arch climbers, non-rigid climbers, long spiral slides (with more than one turn), vertical sliding poles, and upper body components. All elevated surfaces above 20 inches in this age grouping require protective guardrails.

Ages 5 to 12: This age group covers the majority of elementary students although the equipment can be designed more for lower elementary or upper elementary if desired. The equipment for this age group provides physical challenges and may include horizontal climbers, ladders, and slides. All elevated surfaces above 30 inches require protective guardrails for this age grouping. Other requirements that differ from the lower age grouping can be found in the standards referenced above.

Ages 2 to 12: Multi-age equipment can meet the requirements for both 2 to 5 and 5 to 12 year olds. The equipment must meet the needs of the younger users who have not yet developed the balance, coordination, and upper body strength needed to maneuver safely. Care must be given to providing safe ways to descend from climbing equipment for younger children since their ability to descend climbing equipment emerges later than their ability to climb up the same equipment. See the ASTM regulations for specific requirements for this wider age grouping.

Ages 8 to 12: Fitness equipment can be provided for this age grouping which would not be appropriate for children under 8 years old. This type of equipment is often used in the PE program and can also be installed on middle school campuses. This type of equipment would not be appropriate on a school campus unless younger age equipment was also provided and each area should be clearly identified.

373.4 Built-ins

Playground Equipment School’s shall select age appropriate playground equipment with the help of the Playground Equipment Coordinator through the Auxiliary Services Branch of the Office of School Facilities and Support Services.

373.5 Non Built-in Furniture and Equipment (Not Applicable)

373.6 Room Data Information

a. Ground Surfacing: Provide fall protection surfacing to meet the requirements of the current CPSC regulations, and the ASTM standards referenced in F 2223-04 (or most current edition) “Standard Guide for ASTM Standards on Playground Surfacing.” These standards relate to impact attenuation, accessibility characteristics, and product characteristics of surfacing systems for use under and around playground equipment.

b. Informational Signage: Per ASTM F 1487, signs or labels providing information as to age appropriateness of users and “adult supervision is recommended” shall be required on all playgrounds.

Playground Equipment Section 373-2 EDSPECS for Elementary Schools Chapter 3: EDSPEC Guide for Spaces

373.7 Utility and Room Data Information (Not Applicable)

373.8 Special Considerations

Items to consider during design:

a. Locate playground equipment sites to age appropriate areas of campus complete with informational signage.

b. Provide an accessible connection to the campus accessible route.

c. Location of equipment areas shall be coordinated with drainage flow patterns in the area.

END OF SECTION 373

Playground Equipment Section 373-3

Chapter 4 Sustainable Design Criteria

EDSPECS for Elementary Schools Chapter 4: Sustainable Design Criteria

Chapter 4 – Sustainable Design Criteria (Refer to “Hawaii High Performance School Guidelines”)

Section 401 – Sustainable Design Criteria

The goal of the EDSPECS is to provide the design criteria guidelines for creating effective learning environments/conditions where improved learning can take place for the students and staff of Hawaii. One of the most recent and emerging areas showing positive impact on student learning is in the consideration of sustainability and characteristics of high performance schools in the design, renovation/construction, and operation and maintenance of school facilities.

With the incorporation of these elements, the DOE believes we will: • Provide more effective learning environments • Provide healthier school environments • And provide more cost effective environments when viewed from the life-cycle perspective.

Areas for consideration, but are not limited to, include: • Project Planning and Budgeting • Site Design • Natural Ventilation • Daylighting & Windows • Air Conditioning Applicability • Air Conditioning System Type Selection • Air Conditioning System Design Details • Other Mechanical Related Design • Energy-Efficient Building Shell • Lighting & Electrical Systems • Renewable Energy Systems • Water Conservation • Recycling Systems & Waste Management • Transportation • Resource-Efficient Building Products

The DOE acknowledges some of the characteristics will have a higher initial cost, however, from a life-cycle perspective; the facilities will be more cost-effective.

Three areas of special interest for the DOE are: • ways of maximizing natural ventilation to provide comfortable and suitable learning environments • the use of daylighting to enhance student achievement and minimize use of artificial lighting • and energy efficient means of air conditioning.

Some of the areas have no cost implication and should typically be included in the design and construction process. Others areas with a cost impacts will require the DOE to utilize various means to determine the level of implementation for these areas.

Sustainable Design Criteria Section 401-1 EDSPECS for Elementary Schools Chapter 4: Sustainable Design Criteria

See the following Appendices for guidance to consider in these areas:

Appendix 4 – Hawaii High Performance School Guidelines Appendix 5 - Life Cycle Cost Calculations Appendix 6 - Commissioning for Schools Appendix 7 - High Performance Hawaii Classroom Prototypes

These documents were developed for the use by the DOE through a grant by the Department of Business, Economic Development & Tourism (DBEDT).

By approaching the design and construction from a broader perspective, that of high performance schools, more accurate and appropriate funding can be sought and obtained to support the development of improved learning environments over the lifetime of the facilities.

END OF SECTION 401

Sustainable Design Criteria Section 401-2

Chapter 5 Acoustic Design Criteria

EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

Chapter 5 – Acoustic Design Criteria

Section 501 Acoustic Criteria

501.1 General Requirements

All school spaces shall meet a background ambient noise level not to exceed 50 dBA. Libraries and main reading rooms shall meet a background ambient noise level not to exceed 45 dBA. Background ambient noise levels of non-occupied spaces may not adversely affect the acoustic criteria of an adjoining occupied space.

501.2 General Design Recommendations

a. Interior partitions surrounding the classrooms should have a minimum rating of STC 51. An acceptable drywall partition, is shown in ENCLOSURE 1, and should be constructed using 3-5/8 inch metal studs spaced 24 inches on-center, R11 batt insulation, and three layers of 5/8-inch thick gypsum board panels which extend from the floor to the ceiling slabs or roof deck. Exceptions to the STC 51 partitions occur if the classroom adjoins a noisy space, such as a mechanical equipment room. Classroom corridor doors are typically the acoustical weak links, and should be hollow metal or wooden doors with solid mineral cores. If construction costs need to be reduced, the corridor walls which contain doors may be downgraded to STC 47 as shown in ENCLOSURE 2.

b. Hollow-core, 8-inch, dense (44 pounds/sf), CMU has an STC rating of approximately STC 42. The addition of 5/8-inch thick gypsum board attached to 7/8-inch furring channels (spaced 24 inches o.c.) on one side of the CMU is required to meet the STC 51 requirement (see ENCLOSURE 3). Alternately, the hollow cells may be filled with grout or sand to raise the STC rating of the 8-inch CMU wall to STC 48. Because of the excellent low and high frequency performance of the solid-core CMU wall, it should be an acceptable substitute for the drywall partitions shown in ENCLOSURE 1.

c. Notes for Partitions Requiring STC Ratings (Soundwalls):

1. Soundwall (Drywall) Construction: (a) Use 24-inch spacing for drywall studs and furrings. (b) Back all vertical and horizontal gypsum board joints with studs or horizontal bracing (c) Stagger all vertical and horizontal gypboard joints in multi-layer gypboard panels. Fill joint cracks in bottom gypboard layer with joint or acoustical sealant compound before attaching second layer of gypboard. (d) Perimeter and joint cracks should not exceed 3/16-inch. (e) Fill joint cracks with joint compound before taping. (f) Apply 3/8-inch bead of acoustical sealant compound along corner of runners before installing gypboard. Add second bead of sealant along wall perimeter if perimeter cracks are not filled. (g) Fill entire wall cavity with insulation where required. (h) The STC ratings of all drywall partitions shown in this section assume that they are non-load bearing walls, with 24-inch o.c. stud spacing. When load bearing studs are used or when partition height requirements dictate stud spacings less than 24-inches, the CAC ratings will be lower than those shown in the enclosures. In these cases, for load bearing partitions, assemblies should include resilient channels on one side of the partition.

Acoustic Criteria Section 501-1 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

2. Sound Wall (CMU) Construction: (a) Fully mortar all voids and cracks. For thin cracks, especially around perimeter, use acoustic sealant compound after clearing debris. (b) Inspect CMU walls for cracks prior to applying final finish or furred out wall panels. (c) Where CMU wall abuts other concrete walls or floor/ceiling slab, tool mortar joints with trowel to produce a V-shaped cavity. When mortar hardens, fill tooled joint with acoustic sealant.

3. Penetrations Through Soundwalls: (a) Maintain but minimize clearances to less than 3/8-inch. Use metal sleeves with 1/4-inch to 3/8-inch clearances for round pipe penetrations. Fill cracks of less than 1/4-inch to 3/8-inch with acoustic sealant. (b) For penetrations of plumbing or A/C duct work with cracks exceeding 3/8-inch but less than 1/2-inch, fill perimeter cracks with low density fiberglass, then finish with acoustic sealant on both sides of wall. (c) For penetrations of plumbing or A/C ductwork with cracks exceeding 1/2-inch, use semi rigid fiberglass filler, and finish with a single bead of acoustic sealant on both sides of wall. Apply metal, wood or gypboard blocking or metal split collars to reduce the size of the crack to 1/4-inch, and fill crack with a second bead of acoustic sealant. Avoid direct contact of blocking or collar with A/C ductwork or plumbing (see the following resilient duct and pipe penetration details). (d) Coordinate work with electrical trade. Electrical, telephone, and communication outlet boxes, and electrical switch boxes should be staggered and not installed back-to-back. Seal cracks with acoustic sealant.

ENCLOSURES 4 thru 8 provide recommended construction details and considerations for soundwalls.

d. Operable Walls: The operable walls should have a minimum STC 48 rating when tested in accordance with ASTM E 90. Submittals of Laboratory Test Results of STC rating, manufacturer product and STC certification, and warranties should be submitted by the Contractor. The operable walls should be installed in accordance with the recommendations of ASTM E 557.

Field Tests of panel operation and light leakage should be performed following installation.

e. Suspended acoustical ceilings should be used in the classrooms, private offices, conference rooms, dining room, and library, with ceiling CAC rating of 35 to 44, and NRC 0.5 to 0.6. Ceiling panels with the highest available CAC rating should be used when mechanical equipment noise sources are located above the suspended ceiling. Glue-on, 12-inch x 12-inch acoustical tile, with NRC 0.5 to 0.6 rating, should be used where suspended gypboard ceilings are required. Alternately, the 12-inch x 12-inch acoustical tiles with T&G edges may be secured to wooden nailers using staples.

f. Interior partitions around conference rooms and executive offices should have a minimum STC 51 rating (ENCLOSURE 1) to allow for a higher-than-normal degree of privacy for these spaces. g. Partitions separating the other private offices should be similar to the STC 47 partition of ENCLOSURE 1. If CAC 40 to 44 acoustical ceiling panels are used within the private offices, the partitions above the ceiling may be modified as shown in ENCLOSURE 9. Use of ceiling batts to increase the CAC ratings of suspended ceiling panels should be avoided if possible.

Acoustic Criteria Section 501-2 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

h. Partitions separating critical or noisy spaces should be carried up to the underside of the roof deck. Where CAC 40 to 44 acoustical ceiling panels are used within classrooms, conference rooms, and executive offices, the separating partition sections below the ceiling should be rated at STC 51, but the partition sections above the ceiling may be rated at less than STC 51. Acceptable partition sections above the CAC 40 to 44 ceiling panels are shown in ENCLOSURES 10 and 11.

i. As a minimum, use of the 2-HR, STC 54 partition (ENCLOSURE 12) is recommended around Mechanical Rooms. If the Mechanical Equipment or ducts turn out to be too noisy during the design phase, as an alternate, these walls should be upgraded to CMU, which is acoustically better than the drywall partition shown in ENCLOSURE 12.

j. Large Learning Spaces and/or Industrial Commons: Because these areas have very large floor areas, control of reverberation within the area will be required. A design goal of 0.5 second reverberation time could be used. The use of carpeting is recommended to minimize impact noise generation from the movement of furniture and walking, and to control high frequency reverberation. The same acoustical ceiling panels as used in the smaller classrooms (with ceiling STC rating of CAC 35 to 44, and NRC 0.5 to 0.6) may also be used. In addition, the walls of these rooms should be treated with approximately 15 percent coverage of 1-inch thick, acoustical wall panels with minimum NRC 0.78 rating.

k. Air Handler Rooms: Those Mechanical Rooms containing air handlers should have full height CMU walls as shown in the plans. In addition, the M/E Room walls which adjoin learning spaces should have fully grouted cells. The bare ceilings and walls down to the one foot height line of all Mechanical Rooms should be treated with 3-inch thick acoustical spray-on insulation or semi-rigid insulation boards. The doors of the Mechanical Rooms should be solid, 16 gauge steel doors, with adjustable head, jamb, astragal, and automatic door bottom seals. Sound rated doors may be required in some situations.

l. Special Conditions: In the design of new schools and situations which require the design of noisy mechanical equipment and mechanical rooms, diesel generators, facilities which include music rooms, auditoriums, multi-purpose assembly rooms, teleconferencing rooms, gymnasiums, and sound or video recording rooms or studios, it is highly recommended that the design consultant utilize a qualified acoustical engineer.

Acoustic Criteria Section 501-3 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

TYPE 'B' (STC 51)

ENCLOSURE 1

Acoustic Criteria Section 501-4 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

(STC 47)

ENCLOSURE 2

Acoustic Criteria Section 501-5 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

ENCLOSURE 3

Acoustic Criteria Section 501-6 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

DUCT PENETRATION DETAIL (NOT TO SCALE)

ENCLOSURE 4

Acoustic Criteria Section 501-7 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

INTERNALLY LINED DUCT PENETRATION DETAIL (NOT TO SCALE)

ENCLOSURE 4B

Acoustic Criteria Section 501-8 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

PIPE PENETRATION DETAIL (NOT TO SCALE)

ENCLOSURE 5

Acoustic Criteria Section 501-9 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

RECOMMENDED MULTIPLE LAYER GYPSUM BOARD ARRANGEMENT Source: ASTM E497

ENCLOSURE 6

Acoustic Criteria Section 501-10 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

Acoustic Criteria Section 501-11 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

PROPERLY SPACED CABINETS

PROPERLY SPACED OUTLETS Source: ASTM E497

ENCLOSURE 8

Acoustic Criteria Section 501-12 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

ENCLOSURE 9

Acoustic Criteria Section 501-13 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

(STC 51)

ENCLOSURE 10

Acoustic Criteria Section 501-14 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

ENCLOSURE 11

Acoustic Criteria Section 501-15 EDSPECS for Elementary Schools Chapter 5: Acoustic Design Criteria

(STC 54)

ENCLOSURE 12

Acoustic Criteria Section 501-16

Chapter 6 Mechanical Design Criteria

EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

Chapter 6 – Mechanical Design Criteria

Section 601 – Air Conditioning and Ventilation Systems

601.1 Selection of Air Conditioning System

Selection of the air conditioning system shall be based on a life cycle cost analysis (LCCA). The LCCA shall include the following parameters at minimum:

a. A written description of the alternate systems, analysis and the recommended system including the cooling load calculations, economic analysis, assumptions, advantages and disadvantages of each alternative and requirements.

b. Campus wide air conditioning system shall maintain consistency and uniformity between the air conditioning systems for the buildings. Specialized areas or areas with 24 hour cooling requirements shall consider dedicated systems if cost effective.

c. Two or more alternative air conditioning systems.

d. Cooling load of the building(s) based on an industry standard cooling load computer program such as the Carrier Hourly Analysis Program or the Trane Trace Program.

e. Kilowatts hours per year for the air conditioning system in accordance with normal school hours of operation.

f. Energy efficiency ratio for air conditioning equipment shall be based on values available from published data of commercially available equipment.

g. Construction cost data shall be based on nationally recognized sources such as Means Cost Data, quotations from suppliers, etc.

h. Annual maintenance costs shall be based on the schedule of maintenance to be provided for the first year after construction and applied for each year. Equipment life shall be based on a nationally recognized source such as ASHRAE.

601.2 Design Conditions

Design conditions shall include the following requirements:

a. Outdoor design temperature: based on weather data from a nationally recognized source such as the Carrier or Trane cooling load program, National Weather Bureau, National Oceanic and Atmospheric Agency.

b. Indoor design temperature: 75 degrees F, 60% maximum relative humidity, unless specified otherwise for a specialized room.

c. Outside air requirements: ASHRAE 62 latest edition. (Note: The State of Hawaii Department of Health is the authority having jurisdiction over air quality and establishes the minimum requirements. The designer should consider later editions of ASHRAE 62 with more stringent requirements than the currently adopted 1981 edition by DOH to provide higher quality indoor air to the occupants.)

Air Conditioning and Ventilation Systems Section 601-1 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

The following parameters shall conform to the State of Hawaii Model Energy Code or local Building Code whichever is more energy conservative:

• Roof U-value • Wall U-value • Window shading coefficient • Window to wall ratio

d. Sound levels in classrooms and other specialized rooms (e.g. libraries) with sound criteria shall be evaluated by a sound consultant. Sound data for all air conditioning and ventilation equipment shall be provided to the sound consultant for the acoustical analysis. Recommendations from the sound consultant shall be utilized in the selection of the materials and equipment for and the design of the air conditioning and ventilation system. Sound criteria will require air conditioning equipment to be physically separated from the classrooms.

601.3 Basis of Design for Air Conditioning System

A written basis of design shall be submitted at each phase of design. The basis of design shall include: a. A general description of the system including features for part load and other special requirements.

b. Minimum and peak cooling load calculations including detailed air side parameters for the entire system and each zone.

c. Equipment selection including chillers, cooling towers, pumps, air handling units, fans and other major air conditioning equipment.

d. Pipe sizing and pressure drop calculation for chilled water and condenser water systems used to size the pumps.

e. Air side pressure drop calculation to size ducts and fans.

f. Correspondence to document decisions and directives from the State that affected the air conditioning system design.

601.4 Energy Conservation

a. State of Hawaii Model Energy Code or local County energy ordinance provides the minimum equipment efficiencies.

b. Equipment selection shall consider energy efficiency rebates from the local electric utility if being offered.

601.5 Mechanical Ventilation

a. Kitchen Hood Exhaust: 1. Mechanical ventilation shall be designed in accordance with Department of Health Regulations, Title 11, Chapter 39. 2. Kitchen hood exhaust system for commercial kitchens and classrooms shall be designed and specified in accordance with DOH Chapter 39 and NFPA 96.

Air Conditioning and Ventilation Systems Section 601-2 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

3. Provide an acceptable source of makeup air for the kitchen exhaust fans that meets the requirements of DOH Chapter 39 and prevents excessive negative room pressure. 4. For integral horsepower exhaust fan motors, provide solid state starter with adjustable acceleration to minimize motor "whine" during startup for kitchens that start operation early in the morning and located close to neighboring houses. 5. Hood exhaust fans shall be upblast powered roof ventilators unless impractical to use for the particular school location. 6. Fan controls shall include local, manual pushbuttons or swiches.

b. Toilet Rooms: 1. Mechanical ventilation shall be designed in accordance with DOH Chapter 39. 2. Provide an acceptable source of makeup air for the toilet exhaust fans that meet the requirements of DOH Chapter 39 and prevent excessive negative room pressure. 3. Transfer conditioned air from adjacent conditioned spaces where practical. Provide an adequate air flow path without excessive pressure drops and velocities. Maintain fire rating of adjacent corridors if transfer ducts penetrate rated walls. 4. Toilet exhaust systems can only exhaust toilet rooms of the building except janitor's closets can be combined with the toilet exhaust per DOH requirements.

c. Dishwashing Machine Exhaust: 1. Provide dedicated exhaust system to meet requirements of the dishwashing machine. 2. Duct should be stainless steel because of the saturated exhaust air and sloped to a low point to collect condensate. 3. Low points shall be drained so condensate does not stagnate and cause accelerated corrosion of the ductwork. 4. Select fans for corrosion resistance.

d. Dust Collectors: 1. Dust collectors for woodworking shops shall be provided to collect sawdust generated by woodworking operations. 2. Dust collectors shall be designed specifically for wood dust and meet the requirements of NFPA for explosion and fire hazards. 3. Size of the dust collector shall meet the requirements of the project's woodworking machines. 4. Design the dust collection system to conform to the recommendations of the American Conference of Industrial Governmental Hygienists.

e. Kiln Hoods: 1. Provide an exhaust system that meets the requirements of the kilns selected for the project. 2. A canopy hood with an exhaust fan can be used to exhaust the space above the kiln. Canopy hoods shall be at least 6-inches larger on each side of the kiln. Fan control shall be local, manual pushbuttons or switches. 3. Provide means of makeup air to prevent excessive negative pressures in the room where the kiln is located. 4. Discharge exhaust gases in area where gases cannot re-enter the occupied areas of the building.

601.6 Air Conditioning and Ventilation System Controls

a. A campus wide air conditioning system shall be provided with a distributed Direct Digital Control (DDC) system. Provide each building with a building control panel that controls and monitors the air conditioning and ventilation system for that building and communicates with the campus wide system (i.e. main panel). The requirements of the system shall conform to the requirements specified in DOE Technical Guide on Direct Digital Control (DDC) system.

Air Conditioning and Ventilation Systems Section 601-3 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

b. A modem and a dedicated phone line to access the DDC system shall be provided to communicate with the system from off-site locations by authorized users. Coordinate the location of the phone connection with the electrical consultant, the school officials and the DDC main panel location.

c. Provide a written sequence of operation for the air conditioning system on the drawings and a points list for the DDC system in the specifications or drawings.

601.7 Other Issues

a. Building Pressurization: Unless otherwise specified, air conditioned spaces shall be balanced for positive pressure in the conditioned rooms. Toilet rooms, kitchen preparation rooms, physical education activity rooms, industrial arts rooms and science classrooms shall be balanced to negative pressure. Toilet exhaust fans that are manually controlled at the light switch will not be continuously running and may cause pressure changes in the conditioned room when not running. Review pressure of the adjacent room with the exhaust fan running and not running. If necessary to maintain pressurization, interlock the exhaust fan with the AHU fan that serves the adjacent zone. Similarly for other intermittent exhaust fan operation (e.g. lab exhaust hoods).

b. Duct Insulation: No internal duct insulation is allowed except if the interior of the ducts is readily accessible for cleaning. Internal duct insulation is the exception and requires DOE approval. Provide access panels in ducts and ceilings throughout the duct run for cleaning.

c. Ceiling Fans: Specify ceiling fans in accordance with DOE Technical Guide on Ceiling Fans. Coordinate number of control switches and fan groups with electrical consultant.

d. Maintenance of Air Conditioning and Ventilation Systems: The mechanical specifications shall include at least a one year maintenance service contract to coincide with the one year warranty period of the construction contract for all air conditioning and ventilation systems provided in the project. Refer to DOE Technical Guides for requirements and details.

e. Mechanical Rooms: 1. Provide concrete housekeeping pads for mechanical equipment (e.g. floor mounted AHU's, chillers, pumps with baseplates, etc.) in mechanical rooms. 2. Design indoor chiller rooms in accordance with the recommendations of ASHRAE 15. 3. Mechanical rooms located above the ground floor should include a waterproofing of the mechanical room slab.

f. Access to Concealed Devices: 1. Provide access panels in ceilings and walls where air conditioning and ventilation devices and equipment require access for operation or maintenance. Access panels shall be fire rated to match the rating of the wall and ceiling. Coordinate locations of panels with the architectural drawings. 2. Manual duct dampers located above suspended ceilings without removable tiles shall be provided with access panels or a concealed damper regulator where the damper rod is extended to the ceiling for operation and concealed by a cover plate.

Air Conditioning and Ventilation Systems Section 601-4 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

601.8 References

a. Building Code as adopted by the county where the project is located. b. State of Hawaii, Department of Health, Title 11, Chapter 39. c. State of Hawaii, Model Energy Code. d. State of Hawaii, Department of Education Technical Guides. e. American Conference of Governmental Industrial Hygienists (ACGIH), Industrial Ventilation, A Manual of Recommended Practices. f. American Society of Heating, Air Conditioning and Refrigeration Engineers (ASHRAE) Publications. g. Energy Efficiency Ordinance as adopted by the County where the project is location.

END OF SECTION 601

Air Conditioning and Ventilation Systems Section 601-5 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

Section 602 - Plumbing

602.1 Plumbing Fixtures

a. The number of fixtures shall meet the Department of Health requirements for sanitation.

b. All fixtures shall conform to requirements of the local Plumbing Code.

c. Provide accessible fixtures as required by ADAAG.

d. Floor mounted water closets shall be used. Where water pressure is adequate, use flush valve, siphon jet type water closets.

e Floor mounted, stall type urinals are recommended.

f. Coordinate plumbing rough-in locations and sizes for equipment and fixtures specified by other consultants. For example, the kitchen equipment and fixtures, lab equipment and fixtures are specified by other consultants. The utilities such as water, waste and vent piping are provided in the plumbing specifications with the rough-in heights to meet the requirements for the equipment and fixtures. The lab sinks are normally specified with the countertops and of the same material.

g. Provide drinking fountains or electric water cooler – one accessible and one regular at each building.

h. Shower valves shall be pressure balanced type with adjustable setpoint and individual checkstops to allow shutoff of individual shower valves for servicing. If column showers are used for gang shower rooms, shutoff valves shall be provided for the each column shower assembly.

i. Provide access panels in ceilings and walls where plumbing devices require access for operation or maintenance. Access panels shall be fire rated to match the rating of the wall and ceiling. Coordinate locations of panels with the architectural drawings.

j. DOE Technical Guide for other requirements for fixture selection used in schools.

602.2 Drainage, Waste and Vent Piping

a. Provide trap primers for floor drains that are not commonly used. (Note: Some counties require trap primers for all floor drains. Verify requirement with county building officials where project is located.)

b. Coordinate invert of the building sewer with the site utilities consultant.

c. Avoid locating floor cleanouts at low points in the shower and drying rooms.

602.3 Domestic Water

a. Fixture unit table in accordance with locally adopted Plumbing Code or local Board of Water Supply regulations shall be tabulated on the drawings for the entire project.

b. All fixtures, products, materials and equipment used in the potable water system shall contain no lead.

Plumbing Section 602-1 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

c. Verify with the site utilities consultant that water pressure is supplied to each building is adequate for proper operation of the plumbing fixtures. Design for a booster pump system if pressure is below the minimum recommended for satisfactory operation of all plumbing fixtures.

d. Hot Water: Estimate hot water load in accordance with local Plumbing Code or ASHRAE Service Water Heating recommendations. Solar water heating and air conditioning system waste heat recovery systems are encouraged to lower operating costs and shall be analyzed in the basis of design.

e. Provide tempered water mixing valve with adjustable setpoint for showers provided for students such as in the special education classrooms, student health room, gyms, PE locker room, etc. For large variations in hot water demand, provide two stage mixing valve station for low and high flows.

f. Coordinate backflow preventer devices of domestic water supply with the site utilities consultant and to meet the local code requirements and regulations.

g. If water pressure is higher than maximum recommended at plumbing fixtures, provide pressure reducing valve station.

h. Locate boilers and storage tanks to meet clearance requirements of the Boiler Code.

602.4 Energy Conservation

a. Use low flow fixtures as required by local Plumbing Code except pressure assist, tank type water closets shall not be used.

b. Insulate hot water piping as required by the Energy Code or local County's energy efficiency ordinance.

602.5 Other Fixtures and Systems

a. Solids Interceptor: Undercounter, factory manufactured, solids interceptor be provided to trap solid particles like clay pieces. Interceptor shall be mounted with adequate clearance to remove the cover and strainer for periodic cleaning. Coordinate location with the architectural cabinet details to provide clearance for maintenance but allow use of the cabinet space. For accessible sinks, locate interceptor in accordance with ADAAG requirements.

b. Grease interceptor: Size of the interceptor and fixtures that are connected to the interceptor shall be in accordance with the local Plumbing Code or Wastewater Agency requirements whichever is more stringent. Separate grease drain lines from sanitary sewer lines and route the grease drain lines to the interceptor. Provide access for a pumper truck to periodically "pump out" the interceptor. Coordinate vehicle access with other consultants to allow the pumper truck to park within 50 feet of the grease interceptor. If interceptor is located in a vehicle traffic area, interceptor shall be rated to withstand vehicle traffic loads.

c. Food Service Equipment and Fixtures: Coordinate specification of the food service equipment and fixtures with the food service consultant. Provide water, drainage and gas for each equipment and fixture. Specify booster water heater to meet the requirements of the dishwasher.

Plumbing Section 602-2 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

d. Air compressor shall be located and provided with sound attenuation methods to meet sound levels for the classroom. Condensate discharged from the oil lubricated type air compressors shall be pretreated prior to discharge to the sanitary sewer.

e. Elevator holding tanks shall be provided in lieu of oil water interceptors for the elevator shaft sump in accordance with the DOE Technical Memorandum. Minimum holding capacity shall be 100 gallons. If tank is located underground, provide concrete or other corrosion resistant construction. Sump pump shall pump directly to the holding tank. Holding tank will be drained when needed to the sanitary sewer after sampling the liquid in the tank meets the requirements of the County Wastewater Department. Otherwise, the effluent shall be disposed by a contractor certified for removing oil contaminated waste material.

f. Provide concrete housekeeping pads for mechanical equipment (i.e. hot water storage tank, water heaters, etc.) in mechanical rooms.

602.6 Fuel Gas System

a. Contact local suppliers of fuel gas for the specific job site to determine the service available.

b. Coordinate sizing, installation of gas service line and gas equipment, and point of connection between gas supplier and contractor for project.

c. Estimate gas demand for the systems requiring gas.

d. Ensure equipment is specified for type of fuel available (i.e. synthetic natural gas or propane)

e. If propane tanks are required, coordinate with supplier the tank sizes available and provide concrete pad, enclosures, etc. Locate tanks in accordance with the Building Code and regulations. Provide access for a fuel truck to periodically refill the tank.

f. If propane tanks are provided, provide a separate tank for the kitchen from the locker shower rooms, science classrooms and other gas loads.

g. For kitchens with gas appliances and kitchen grease hood, provide a mechanical gas shutoff valve that is compatible with the automatic suppression system required for the hood.

h. For science classrooms with gas service, provide a master, manual shutoff valve to allow isolating all gas to the classroom. The valve shall be located in a valve box, recessed into a wall with a locking, hinged cover. The valve shall be located so the valve handle will not allow closing of the cover when the valve is fully open. When the valve is fully closed, the wall cover shall be locked.

i. For science classroom buildings, provide a manual shutoff valve that will isolate fuel gas from the entire building. The valve shall be capable of being locked or protected from inadvertent shutoff and vandalism but accessible to the fire department in the event of a fire that requires fuel shutoff of the building.

j. Minimize routing of fuel gas lines under the occupied buildings. Fuel gas lines routed under buildings shall meet requirements of the local Plumbing Code.

Plumbing Section 602-3 EDSPECS for Elementary Schools Chapter 6: Mechanical Design Criteria

602.7 Basis of Design for the Plumbing System

a. Fixture selection. b. Equipment selection and sizing. c. Hot water load calculation. d. Hot water generation system selection. e. Cold water system sizing. f. Fuel gas system sizing.

602.8 References

a. Plumbing Code as adopted by the county where the project is located. b. DOE Guide Specifications and Technical Memoranda. c. Local Board of Water Supply Regulations. d. Local Wastewater Regulations. e. Uniform Plumbing Code, International Association of Plumbing and Mechanical Officials. f. American with Disabilities Accessibility Act Guidelines. g. State of Hawaii, Department of Health, Sanitation, Chapter 11, Title 11. h. State of Hawaii, Boiler Code. i. State of Hawaii, Model Energy Code. j. Energy Efficiency Ordinance as adopted by the County where the project is located.

END OF SECTION 602

Plumbing Section 602-4

Chapter 7 Electrical Design Criteria

EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

Chapter 7 – Electrical Design Criteria

Section 701 Exterior Electrical Distribution Systems

701.1 Primary Exterior Electrical Distribution System

a. Primary electrical service to be derived from, owned, and maintained by the local power utility company. Primary metering is not desired for DOE schools.

b. Route from interface point along abutting public roadways onto campus via underground ductlines to pad-mounted service transformer that is to be provided and maintained by the local utility company.

c. Coordinate requirements with local utility company.

701.2 Secondary Exterior Electrical Distribution System

a. Secondary power for new buildings will originate from the local utility company’s new pad-mounted service transformer located near where loads for the campus are concentrated. The transformers will supply power to the building at 480Y/277 volts, 3 phase, 4 wire, unless load magnitude, economics, and voltage drop considerations allow for use of 208Y/120 volt, 3-phase, 4-wire service supply.

b. Secondary electrical service feeders consisting of copper conductors installed in concrete encased ductlines will be routed underground from the pad-mounted transformer to main service switchboard and then to distribution panels located in the main electric room of each building on the campus.

c. Secondary distribution system will consist of individual 600 volt conductors, with RHW/USE insulation, within electrical handholes and concrete encased PVC ductlines.

701.3 Exterior Telecommunications Utility Distribution System

a. Incoming telephone service will be derived from Verizon Hawaii, Inc. (VHI) distribution system located off-site from the school campus.

b. Route new underground ductlines from interface point along abutting public roadways onto campus for connection to telephone service entrance backboards within the Multi- Media Center.

c. The “on-site” VHI telephone service entrance ductline will consist of two 4-inch, GTS 8342 conduits with muletape routed to the main multimedia signal room. From that interface point, all facilities will be tied together via underground ductline for hook-up by the selected/successful telephone interconnect vendor. (Probably VHI if the State’s HATS contract is used.)

d. Underground ductlines originating from the main multi-media signal room to interconnect other buildings in campus to consist of 4-inch concrete encased Schedule 40 PVC conduits with pullstring. See Multi-Media Standards for ductline quantities.

e. Selected conduits will be stuffed with four 1 1/4-inch innerducts for fiber optic cabling segregation. Coordinate with NSSB for identification of conduits requiring this feature.

Exterior Electrical Distribution Systems Section 701-1 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

701.4 Exterior Cable Television Utility Distribution System

a. Cable television (CATV) service will be derived from the local cable utility company. Incoming CATV to be derived from the utility company’s off-site distribution system located along abutting public roadways.

b. Route new underground ductlines from interface point in public roadways onto campus for connection to CATV service entrance backboard within the Multi-Media Center.

c. Campus CATV distribution system will interconnect all buildings on campus. Exterior CATV system will consist of empty concrete encased ductlines with pullstrings. Refer to Multi-Media Standards for ductline sizes and quantities.

d. For new instructional facilities, Oceanic Time Warner Cable will provide cabling, equipment, terminations, and jacks to the State for classrooms (not for other types of rooms).

701.5 Exterior Fire Alarm Distribution System

a. A campus-wide fire alarm system is required. System to conform to building codes and ADAAG criteria. All buildings will need to be interconnected to provide a unified alarm signal and annunciation at the Administrative Office.

b. Exterior fire alarm distribution system will consist of a looped, multiplexed Class A circuit, wet location cables with PVC jackets, in underground handholes and concrete encased ductlines.

c. Exterior cabling will not be allowed to have splices in handholes. Type TC cabling only for underground installation.

701.6 Exterior Lighting

a. Except where low pressure sodium mandated by local building code, energy efficient high pressure sodium (HPS) luminaires to be provided at exterior doorways for safety, security and general illumination around the entrances/exits. Luminaires to be specified with cutoff photometric characteristics where required to conform to County building code.

b. Pole mounted lights will be provided for illumination of driveways and vehicle parking areas. Target lighting level will be an average of 0.5 footcandles maintained illumination.

c. Exterior lights will be operated by lighting contactors with photoelectric cell and time switch control. The switching scheme will segregate lighting into night light (all night) and curfew light control groupings. Night lights will be activated solely by photoelectric cell operation and operate from dusk to dawn. Curfew lights will be turned on by photoelectric cell operation, but will be turned off before dawn by a time switch. Curfew lights are to operate during early evening hours when the campus might still be occupied by teachers and administrative personnel or of the general public for sporting events, night school, open house, public forums, auditorium events, etc., to facilitate circulation within and between buildings.

Exterior Electrical Distribution Systems Section 701-2 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

701.7 Grounding Systems

a. All exterior luminaire poles will be grounded and bonded.

b. A grounding system consisting of a ground bus tied to the building service ground will be provided in control rooms and equipment rooms.

END OF SECTION 701

Exterior Electrical Distribution Systems Section 701-3 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

Section 702 Interior Electrical Distribution Systems

702.1 Interior Wiring Systems

a. Secondary power distribution will be at 480Y/277 volts, 3 phase, 4 wire, 60 Hertz. Step- down dry-type transformers will be utilized to provide 208Y/120 volts, 3 phase, 4 wire, 60 Hertz power where necessary.

b. All equipment racks and receptacles supporting electronic signalling systems in the Main Signal Room (Media Control) to be energized from dry-type transformers and “technical power” panels dedicated to these loads. This load segregation from other 120/208 volt loads is intended to help isolate head-end electronic equipment from general usage loads.

c. Electrical wiring systems will consist of insulated copper conductors in raceways. Raceways will consist of galvanized rigid steel or intermediate metal conduit for all exposed work. EMT will be permitted above grade slab where cast into concrete and within concealed ceiling spaces. PVC conduit will be utilized underground and within ground floor slab only.

d. Electrical equipment enclosures will be NEMA Type 1 for interior locations and NEMA Type 3R for exterior or damp interior locations. Specialty enclosures will be provided where applicable.

702.2 Switchboards, Distribution and Branch Circuit Panelboards

a. Switchboards, distribution and branch circuit panelboards to be equipped with copper bussing.

b. The distribution and branch circuit panelboards will be equipped with bolt-on, molded- case circuit breakers. Spare breakers and provisions for breakers will be provided to accommodate future power needs.

c. All switchboards and panelboards will be equipped with separate ground busses. Isolated ground busses will be provided where required.

d. Fully rated circuit breaker compliments preferred. Utilize series rated product only if significant cost savings achievable.

e. Main switchboard to include a circuit breaker and feeder to an exterior mounted junction box with terminal lugs for connecting a portable emergency generator. The generator connection circuit breaker is to be key-interlocked with the utility service entrance main breaker to prevent paralleling of both power supplies. Manual load shedding will be required to match the portable generator set capacity to the loads that are to be supported during the natural disaster/civil defense scenarios when the campus is used as an emergency shelter.

f. Branch circuit wiring for receptacles and equipment within science classrooms shall be grouped onto sub-panels with shunt trip main breakers to allow for emergency shutdown of these circuits. Do not connect lighting circuits to such sub-panels. Locate emergency shutdown pushbutton stations for convenient access by the instructor. Adjacent science classrooms can share a common sub-panel. Locate these sub-panels within storage rooms associated with the science classrooms to allow for convenient re-setting of circuit breakers.

Interior Electrical Distribution Systems Section 702-1 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

702.3 Receptacles

a. Convenience receptacles will be provided throughout the building. Each habitable room will have a minimum of one receptacle on each wall or approximately 12 feet maximum on center. Minimum 20 ampere branch circuit rating.

b. Receptacles located in bathrooms, adjacent to sinks and at building exteriors will be ground-fault circuit interrupting type for personnel safety.

c. Exterior receptacles shall be switch controlled via a pilot lighted tumbler switch located in the nearest janitor closet.

d. Special purpose receptacles will be provided as required to serve specialized equipment identified by the Users. Special receptacles will be rated for the application and provided with matching plug caps.

e. Provide two (2) dedicated 20 ampere, 120 volt circuit adjacent to each media system distribution frame and distribution frame location. Terminate the circuit in two color coded isolated ground duplex receptacles with replaceable element surge protection, one located at normal receptacle height and the other located at 7’-0” minimum above finish floor. A maximum of two (2) Remote Wall Distribution Frames (RWDF) on each building floor may be carried on each dedicated 20 ampere circuit with terminal pairs at each (RWDF) location.

f. Enough service and distribution capacity and local circuits should be installed to permit simultaneous operation of all equipment in any or all classrooms.

g. A minimum of two duplex convenience receptacles should be provided on each classroom wall. If receptacles are provided on the floor they shall be recessed and properly protected at all times with a hinged or threaded cover plate.

h. Additional duplex convenience receptacles should be provided on the walls above work surfaces on counters or tables. On any wall on which receptacles are provided above counters provide only one duplex convenience receptacle elsewhere on the wall.

i. Provide a duplex convenience receptacle adjacent to and level with each classroom and assembly area television monitor mounting frame.

j. For purposes of sizing school electrical distribution wiring and circuit breaker panels all the dedicated computer circuits shall have a demand factor of unity individually and in any combination with like or other circuits.

k. Special consideration must be given to electrical requirements on building exterior walls and within enclosed open areas (i.e., courtyards) inside of buildings. A system should be provided that will allow easy attachment and removal of duplex receptacles and hard- wired equipment.

702.4 Interior Lighting

a. Target footcandle levels will be as recommended by the IESNA Lighting Handbook. The following target footcandle lighting levels will be used.

Interior Electrical Distribution Systems Section 702-2 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

Design Illumination Levels

Room Usage (Maintained Footcandles) Lamp Type

Conference Rooms 50 Fluorescent Maintenance/Custodial 20 Fluorescent Lounges 30 Fluorescent Offices 50 Fluorescent Classrooms 70 Fluorescent Library Stacks/Reading 30/70 Fluorescent Lobby/Waiting 30 Fluorescent Toilet Facilities 20 Fluorescent Mechanical Room 20 Fluorescent Electrical Room 25 Fluorescent Media/Signal Room 70 Fluorescent Corridors 20 Fluorescent Storage Areas 20 Fluorescent

b. General interior illumination will be provided by energy efficient fluorescent luminaires utilizing T-8 lamps and electronic ballasts except where otherwise noted. Luminaires will be equipped with standard A-12 acrylic prismatic lenses and be recessed into the ceiling wherever possible.

c. Emergency lighting in conformance with NFPA 101, Life Safety Code, will be provided by integral battery backup modules within selected fluorescent luminaires. Separately mounted emergency lighting units will also be utilized.

d. Iluminated exit signs with integral battery packs will be provided for all emergency exits and exit passageways as required by NFPA 101, Life Safety Code.

e. For large rooms, multi-level and/or zoned switching will be provided for energy conservation and selectivity for task illumination. Zoning of lights for all classrooms will be by rows starting at the front of the room.

f. Occupancy or Motion Sensors will be provided to control lighting for classrooms, restrooms, private offices and lounges as an energy conservation measure. Also, provide occupancy or motion sensors for large area rooms to illuminate the path to centralized switchbanks that control lighting circuits for such rooms when student access to switches next to entry doorways is undesirable (i.e., libraries, assembly, interior entries/corridors, etc.).

g. Where risk of burglaries is high, provide occupancy or motion sensors at probable points of entry to control interior lighting after school hours as a deterrent measure.

702.5 Intrusion Detection System (IDS)

a. Provisions, which consist of empty raceways with pullstring and outlet boxes with blank device cover plates, will be made for a User furnished and installed IDS for areas with a high density of electronic equipment. System equipment, cabling, and installation will not be funded with construction monies.

b. Designate location for main control panel(s) and include provisions to energize panel from power panel. Provide telephone wiring for interface with off-site monitoring service.

c. Coordinate security system requirements with campus representative and school’s selected alarm system vendor.

Interior Electrical Distribution Systems Section 702-3 EDSPECS for Elementary Schools Chapter 7: Electrical Design Criteria

702.6 Interior Fire Alarm System

a. Fire alarm system for each building will be integrated into campus-wide fire alarm system.

b. Fire alarm equipment will consist of a fire alarm control panel (FACP), pull stations, audible signaling devices, visual signaling devices, raceways and wiring. Additional initiation devices such as smoke detectors, fire sprinkler system connections, cooking hood fire suppression system, etc. will be provided as necessary.

c. All devices within each building will be hard-wired to FACP. Communications between the remote FACP and the main campus FACP within the Administration Building will be via a multiplexed data link between FACPs. In the event the data link fails, each FACP will have the capability of functioning as a stand-alone alarm panel with no loss of initiating or signaling capabilities at the building.

END OF SECTION 702

Interior Electrical Distribution Systems Section 702-4

Chapter 8 Multi-Media Design Criteria

EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Chapter 8 – Multi-Media Design Criteria

Section 801 – Multi-Media Systems

801.1 Media Systems

Media systems shall be provided in all school facilities as described below:

a. Audio: The audio systems for the school shall be designated by the abbreviation AUDIO. The audio system is envisioned primarily as a two way public address distribution network consisting of at least one audio circuit originating from a control console located in the Media Control Center and terminating with speaker assemblies in each classroom and elsewhere as indicated here and on the Architectural Considerations chart.

1. This system will be utilized for conducting relatively high fidelity audio signals to the above indicated spaces. By the use of this scheme, it will be possible to transmit audio information from the control center to selected classrooms or all classrooms simultaneously. This will greatly facilitate and expedite the function of information dissemination, involving administrative as well as academic purposes.

2. The system shall be arranged to be controlled and accept input from the Media Control Center. Provide full function remote control console with input circuit in the administrative center clerical area at a location to be determined by the school principal. Provide for call origination at each audio system termination and individual terminal monitoring from the control consoles.

3. The call origination located at each terminal shall be momentary contact to maintain illumination of a lamp and activation of an annunciator on both the system control console in the Media Control Center and the remote control console in the administrative center. One panel mounted lamp shall be provided for and illuminated by each origination location. The annunciator and all illuminated lamps shall remain activated and illuminated until manually switched off by a momentary contact pushbutton reset switch located on each control console with each individual lamp. In addition, for each console, provide a momentary contact pushbutton to simultaneously reset all lamps and the annunciator. The annunciator and all console mounted lamps shall be activated by a momentary contact pushbutton test switch on each control console. Initiation of call origination may be by wall mounted pushbutton or by means of hand carried devices (one for each termination) transmitting radio frequency, acoustic, or infrared signals to appropriately placed local transceivers.

4. The design of the audio system equipment and cabling may be for either analog or digital signals or a combined analog/digital hybrid. The distribution and physical topology of either system design shall be hierarchical star and be provided complete and operating with control consoles, operating equipment, distribution frames, speaker assemblies, call origination devices, cabling and conduit. Distribution frames shall be located as follows: (a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frame (IDF): Signal room at each building. (c) Horizontal Distribution Frame (HDF): Signal room on each story of multi-story buildings. (d) Portables Horizontal Distribution Frame (PHDF): Ground floor perimeter signal room in a nearby permanent building.

Multi-Media Systems Section 801-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

5. The distribution frames shall not be located adjacent to areas where any electric motors, electric power switch gear, or both sources of electromagnetic interference are located. b. Television: The television system shall be designated by the abbreviation CATV. There shall be a television outlet(s) provided in every classroom, office, faculty center, computer center, library, cafeteria, staff dining room, media control center, signal processing room, and elsewhere as indicated here and on the Architectural Considerations chart. The television system is mainly comprised of a signal entry and generation, and coaxial cable distribution system.

1. The cable television system shall be capable of simultaneously carrying and individually distributing video signals to all interior occupied areas and Media Control Center from any of the following three sources: (a) Cable Television Utility: Signal source originating external to the school and entering through the Signal Processing Area trunked to the Media Control Center (MDF) and distributed to all interior occupied areas from the Media Control Center (MDF) (b) Intermediate Distribution Frames (IDF): Signal room at each building. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story buildings. (d) Each building shall have a location for an intermediate distribution frame (IDF), however the locations for (HDF) may be omitted for single story buildings. Locations for (RWDF) may be omitted for buildings of less than 1200 square feet net floor area containing only offices. (e) Classroom, library and interior assembly areas: Signal source originating in classroom, library and interior assembly areas and distributed to all interior occupied areas and the Media Control Center.

2. The external source signal service shall be from the cable television (CATV) utility located offsite.

3. The distribution and physical topology shall be tree and branch originating in the Media Control Center (MDF). No branch which supports terminal legs or terminal outlets shall support additional branches.

4. Provide at least one (1) CATV backboard in each facility to be the head end for terminal legs and outlets in that facility.

5. A CATV backboard shall be located at MDF, IDF, and HDF locations, and shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

c. Data: The data systems for the school shall be designated by the abbreviation DATA. Two separate data systems, administrative data (AD), and instructional data (ID) shall be provided for the school. The systems shall include distribution frame locations, wallplates, connecting conduit, and all cable, distribution frames, and equipment for an operating local area network (LAN) system. The distribution and physical topology of the systems shall be hierarchical star with a backbone linking same level distribution frames within each building.

1. The administrative data system (AD), which shall be used for bidirectional transmission and broadcast of administrative data between the administrative center, faculty centers, and all classrooms and offices in the school. The outlets shall be modular combination telephone/data wallplates located with all telephone outlets and as indicated on the Architectural Considerations chart. Distribution frame locations shall be as follows:

Multi-Media Systems Section 801-2 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

(a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frames (IDF): Signal room at each building. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story buildings. (d) Each building shall have a location for an intermediate distribution frame (IDF), however the locations for (HDF) may be omitted for single story buildings. Locations for (RWDF) may be omitted for buildings of less than 1200 square feet net floor area containing only offices.

2. The instructional data system (ID), which shall be used for bi-directional transmission of data used for the instructional programs between classrooms, library, and Media Control Center, IDF/HDF. The wallplates shall be located in all classrooms as determined by instructional needs. Distribution frame locations shall be as follows: (a) Main Distribution Frame (MDF): Media Control Center. (b) Intermediate Distribution Frames (IDF): Signal room at each classroom building and library. (c) Horizontal Distribution Frames (HDF): Signal room on each story of multi-story classroom and library buildings.

3. The distribution frames shall not be located adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

d. Telecommunications: The telephone systems specified for the school shall be designated by the abbreviation TCOM. The telephone outlets shall be modular combination telephone/data wallplates and shall be provided in each classroom, office, faculty center, computer center, library, service kitchen, kitchen office, cafeteria, staff dining room, interior assembly area, media control center, signal processing room, and as indicated on the Architectural Considerations chart.

1. This telephone system shall be for voice communication by conventional telephone with various levels of sophistication. For example, each telephone unit may be equipped with various augmentive accessories such as intercom circuits, lights, multiple circuit pushbutton switches, etc., depending on the functions to be performed. It is not within the scope of this document to identify or recommend the best switchboards, switching equipment, or other phone system components. It is recommended that a study be made by the phone company serving this geographical area. However, where intercoms are required and multiple circuits are desirable, appropriate notes have been included in the media systems column associated with each space described herein. The mounting location has been approximated, i.e., wall mount, desk, etc., in a number of instances throughout these specifications.

2. The distribution and physical topology of the system shall be hierarchical star with distribution frame locations as follows: (a) Telephone System: Media Control Center (MDF). (b) Main Distribution Frame (MDF): Signal Processing Area. (c) Intermediate Distribution Frame (IDF): Signal room at each building and Media Control Center. (d) Horizontal Distribution Frame (HDF): Signal room on each story of multi-story building.

3. The distribution frames shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference area located.

Multi-Media Systems Section 801-3 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

e. Telemetry: The telemetry system shall be designated by the abbreviation TLM. The telemetry system specified for the school is primarily used for actuating the program bell, smoke, and fire alarms although additional functions could be controlled, i.e., building lights, sprinklers, etc., with the basic telemetry system. The locations of telemetry system terminals and devices shall be as described here and in the Architectural Considerations chart. 1. The distribution and physical topology for the fire alarm and program bell systems shall be as selected by the system designer with the proviso that no branch which supports terminal legs shall support any additional branch.

2. Distribution frames and/or cabinets housing telemetry system operating equipment shall be located in dry storage rooms and shall not be adjacent to areas where electric motors, electric power switch gear, or other sources of interference are located.

f. Implementation of Systems: In the planning and construction of school facilities, the following considerations shall be incorporated. Where above ground metal conduits or raceways are specified they shall be clearly marked with factory printed adhesive labels having 1/4 inch letters on a contrasting background, attached to the conduit or raceway on 10 foot centers, readily visible, and indicating the system cabling contained therein:

1. Signal Processing Area: (a) The Signal Processing Area shall be a dedicated area set aside within the Media Control Center (MDF). (b) There shall be an area designated for signal processing where all offsite source signals enter the school and from where the signal distribution to the school is accomplished. (c) Amplifiers for offsite CATV signals shall be located in the Signal Processing Area. (d) The telephone demarcation shall be located in the Signal Processing Area. (e) The room shall have a suitable number of duplex convenience receptacles dedicated for equipment power. (f) The room shall be sized to accommodate media entry and distribution conduits, have wall space for amplifiers, backboards, and equipment cabinets, and have floor space for 4 equipment racks. Provide ample clearance for installation and maintenance of equipment. (g) The room shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

2. Media Control Center (MDF): (a) There shall be an area designated as the Media Control Center for control of all audio, video, data, telecommunication, and telemetry signals within the school. (b) Audio system operating controls, console, and signal processing equipment shall be located in the Center. (c) Offsite video signals shall be trunked from amplifiers located in the Signal Processing Area to the Center and distribution of all offsite video signals shall be from the Center. (d) The main distribution frames (MDF) for the administrative and instructional data systems shall be located in the Center. (e) A remote terminal for control and monitoring of the telephone system shall be located in the Center. (f) Telemetry system operating controls, consoles, and signal processing equipment shall be located in the Center. (g) Provide empty conduits from the Center to media system handholes associated with the Center for future facilities indicated on the master plan.

Multi-Media Systems Section 801-4 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

(h) Provide empty capped conduit stubs with concrete markers from the media system handholes associated with the Center for future facilities indicated on the master plan. (i) The Center shall have a suitable number of isolated ground duplex convenience receptacles dedicated for equipment power. (j) The Center shall be sized to accommodate source trunk cable entries and branch distribution conduits, have wall space for amplifiers, backboards, and equipment cabinets, and have floor space for six (6) equipment racks and two (2) occupant/operators. Provide ample clearance for installation and maintenance of equipment. (k) The Center shall be provided throughout with an accessible raised floor with a plenum height of 9 inches clear above concrete subfloor. (l) The Center shall be secured and air conditioned for room ambient of 75 degrees F and 50 percent Rh. (m) The Center shall not be adjacent to areas where any electric motors, electric power switch gear, or other sources of electromagnetic interference are located.

3. Service and Distribution Structure for all Media Systems: (a) All distribution structure design shall conform to TIA/EIA-569A standards. All exceptions to these standards will require concurrence of the Department of Education Network Support Services Branch (NSSB). (b) All cabling and circuits for all media systems shall run in metallic conduit concealed wherever possible and provided with pull wires. Conduit running underground between buildings or handholes shall be in concrete jackets and may be PVC. (c) All exterior cabling and circuits for media shall be run underground. (1) Where underground cabling and circuiting are not practical or otherwise unsuitable provide aerial cable and circuits complete with adequate support structures and weatherhead entries to buildings. (2) Weatherheads shall be sized equal to the service and distribution conduit sizes listed for each media system. (d) All offsite signals shall enter the school at the Signal Processing Area. (e) All buildings shall be connected to each media system via a handhole dedicated exclusively for that system and building. (f) Minimum conduit sizes shall be as indicated for each system listed hereinbelow. (g) All bends in conduits shall be gradual and of a radius recommended for the design bandwidth. (h) No more than 4 bends in a conduit shall be permitted between any two handholes, junction boxes, or cabinets, or on any terminal leg and total bend radius must not exceed 180 degrees unless approved by NSSB. (i) No conduit bends or elbows of 90 degree or less will be permitted. (j) Spacing between conduit bends shall be 5’-0” minimum. (k) Conduit entries to handholes, junction boxes, and cabinets shall be perpendicular to the box or cabinet face. (l) Conduit terminations at telephone system location, all distribution frame locations, and CATV backboard locations shall be: (1) Provided with factory printed adhesive label having 1/4 inch letters on a contrasting background indicating the system cabling, the terminal distribution frame identification and identification of the conduit destination. (2) Capped and duct sealed ends unless otherwise noted. (3) Provided with adequate working clearance around capped and terminations for installation of fittings. (4) Bushing shall be provided for all conduit stubs. (m) All junction boxes shall be double gang type.

Multi-Media Systems Section 801-5 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

4. Audio Systems: Provide an operating system complete with service and distribution structure, cabling, and all necessary operating equipment and devices, fully activated to provide public address and call origination at all system terminal locations.

(a) System Design: (1) Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the audio system exclusively. (2) Control, source signal, and input shall be from the control console located in the Media Control Center with a remote control console and input located in the administrative center. (3) Provide multiple pair cables, each pair shielded, sized for a minimum of 150% of the design number of circuits between any distribution frame. (4) The minimum design number of circuits shall be determined for each school based on the number and type of facilities required to meet the design enrollment.

(b) Audio Service and Distribution Structure: (1) Minimum conduit sizes shall be as follows: • Main Distribution Frame (MDF) to Intermediate Distribution Frame (IDF) – 2-inch • Intermediate Distribution Frame (IDF) to Horizontal Distribution Frame (HDF) – 1-inch • Intermediate Distribution Frame (IDF) or Horizontal Distribution Frame (HDF) to system terminals – 3/4-inch

(2) Where the Master Plan indicates the placement of portables nearby a permanent building provide conduit and cable from the permanent building Intermediate Distribution Frame (IDF) stubbed to a Portables Horizontal Distribution Frame (PHDF), and empty conduits from the (PHDF) to an external handhole, all sized and located for extension to future portable(s).

5. CATV Systems: Layout, provide, and install a conduit system, complete with wallplates, grounded backboard, and cabinets within which to run the television circuits. The implementation of all cabling, all necessary operating equipment, and system activation to provide television reception from all television terminal outlets shall be by the Network Support Services Branch (NSSB).

(a) System Design: (1) Layout, provide, and install a conduit system within which to run cable and circuits conforming to the physical topology for the television system exclusively. (2) The external source signal shall be from the cable television (CATV) utility located offsite. (3) The system bandwidth shall be 5 to 830 megahertz. (4) Outlet video carrier signal levels shall be +0 to +7 dbmV. (5) The signal slope shall not exceed 8db between the highest and lowest video signal frequency (Channel 3 to 70). (6) The system design shall allow for future return (two way) upgrade. (7) The total developed length of a series of terminal outlets shall be no longer than 200 feet within a building.

(b) Television Service and Distribution Structure: (1) Minimum conduit sizes shall be as follows: a. CATV utility to Signal Processing Area – 4 inches. b. Signal Processing Area to Media Control Center – 4 inches.

Multi-Media Systems Section 801-6 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

c. Media Control Center to head end site distribution handhole – 4 inches. d. Site handhole to site handhole – 4 inches. e. Handhole serving single facility to the facility CATV backboard – 3 inches. f. IDF to HDF – 2 inches. g. IDF/HDF to terminal outlets – 1 inch, home run. (2) Provide and install a 4’-0” x 8’-0” x 3/4” treated plywood backboard with ground connection in the Signal Processing Area and the Media Control Center. (3) After the conduit entry to each permanent building nearby planned or existing portables, provide for extension to portables with an empty 2 inch or 3 inch conduit. Consult with NSSB. (c) Distribution Components: All cable, connectors, passive components, and active components, and all other items used in the CATV system shall meet FCC signal leakage requirements, FCC Rules and Regulations Part 76.

6. Data systems (administrative and instructional): Layout, provide and install conduit system, complete with outlets, wallplates, distribution frame locations, and grounded backboards within which to run data system cabling. Implementation of the data systems cabling, distribution frames, operating equipment, software, and system activation shall be by the Network Support Services Branch (NSSB).

(a) System Design: (1) Layout, provide, and install a conduit system within which to run the data circuits conforming to the physical topology for the administrative data system exclusively. The physical topology of the backbone linking same level distribution frames within each building shall be home run. (2) Layout, provide, and install a conduit system within which to run the data circuits conforming to the physical topology for the instructional data system exclusively. The physical topology of the backbone linking same level distribution frames within each building shall be home run.

(b) Data Systems Service and Distribution Structure:

(1) Minimum conduit sizes for data systems shall be as follows: a. Main Distribution Frame (MDF) location to each Intermediate Distribution Frame (IDF) location - 3 inches. b. Intermediate Distribution Frame (IDF) location to each Horizontal Distribution Frame (HDF) and Portables Horizontal Distribution Frame (PHDF) location - 2 inches. c. Backbone linking (HDF) to (HDF) shall be 2 inches. d. Intermediate Distribution Frame (IDF) or Horizontal Distribution Frame (HDF) to wallplate(s) shall be 1 inch, home run.

(2) Conduit termination at each distribution frame location shall be as follows: a. Main Distribution Frame (MDF): Stubbed and duct sealed at 6 inches above finish Media Control Center finish subfloor. b. Intermediate Distribution Frame (IDF): • From (MDF): Stubbed and duct sealed at 6 inches above finish floor. c. Horizontal Distribution Frame (HDF): • From (IDF): Capped at 6 inches above finished floor. • Backbone to and from (HDF): Stubbed and duct sealed at 6 inches above finish floor.

Multi-Media Systems Section 801-7 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

(3) Provide and install a 4’-0” x 8’-0” x 3/4” treated and painted plywood backboard with ground connection at each (MDF) and (IDF) location. (4) Outlet types for the administrative data system shall be as selected by the Network Support Services Branch (NSSB) and located with the telephone/data wallplate. (5) Wallplate types for the instructional data system in classrooms shall be as selected by Network Support Services Branch (NSSB) and located adjacent to the modular combination telephone/data wallplate.

7. Telecommunications System: Layout, provide and install a conduit system complete with outlets, wallplates, distribution frame locations, grounded backboards, and telephone cabinets within which to run the telecommunications system cabling. Implementation of the telecommunications system cabling, telephone system, distribution frames, operating equipment, software, and system activation shall be by the Network Support Services Branch (NSSB).

(a) System Design: (1) Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the telephone system exclusively. (2) Source signal service shall be from the telephone utility located offsite.

(b) Telecommunications Service and Distribution Structure: (1) Minimum conduit sizes shall be as follows: • Utility pullbox or pole to Main Distribution Frame (MDF) location - 4 inches. • Main Distribution Frame (MDF) location to Intermediate Distribution Frame (IDF) location – 3 inches. • Intermediate Distribution Frame (IDF) location to Horizontal Distribution Frame (HDF) location – 2 inches. • Intermediate Distribution Frame (IDF) or Horizontal Distribution Frame (HDF) to wallplate(s) shall be –1 inch, home run.

(2) Conduit termination at each distribution frame location shall be as follows: • Main Distribution Frame (MDF): Stubbed and duct sealed at 6 inches above finish floor.

• Intermediate Distribution Frame (IDF): From (MDF): Stubbed and duct sealed at 6 inches above finish floor or subfloor. • Horizontal Distribution Frame (HDF): From (IDF): Stubbed and duct sealed at 6 inches above finish floor.

(3) Telemetry: Provide operating and fully activated system complete with all service and distribution structure, cabling, and all necessary operating equipment and devices.

a. System Design: 1. Layout, provide and install a conduit system within which to run cable and circuits conforming to the physical topology for the telemetry system(s). 2. Provide and install an operating and activated fire alarm system complete with smoke detectors and with cabling and circuits run in a dedicated conduit system. 3. Provide and install an operating and activated program bell system complete and with cabling and circuits run in a conduit system reserved for telemetry system cabling. The program bell master

Multi-Media Systems Section 801-8 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

control shall be located in the clerical area of the administrative center with the exact location to be determined by the system designer in cooperation with school officials.

b. Telemetry Service and Distribution Structure: 1. Minimum conduit sizes shall be as follows: • Media Control Center to other buildings – 1 inch. • Distribution within buildings – 3/4 inch. • Terminal legs to outlets and devices – 3/4 inch. 2. After conduit entry to each building provide for extension to future portables with an empty 1 inch conduit branch running to a surface mounted double gang junction box located in a perimeter signal room.

g. Implementation for New Facilities in Existing Schools:

1. Where existing media systems are as described above: Provide the full complement of media systems, implemented as described above within the new facility. Extend each existing media system to the new facility. Where an extension is made to/from an existing system, the implementation of the extension shall be as described above for that system. The interface between the existing media systems and the new facilities systems shall be configured to preserve topologies and integrity of the media systems serving the entire school.

2. Where existing Media Systems are not as described above: Some existing schools do not have the full complement of media systems and as described above. Consideration should be given to upgrading media systems in those schools. In the event that new facilities are added to existing schools without the existing media systems being upgraded then the new facilities shall be provided with the full complement of media systems, implemented as described above from new handholes located with the new facilities. If the new facility is a library or administrative center, provide a Signal Processing Room and a Media Control Center. Where an extension is made to/from an existing system, the implementation of the extension shall be as described above for that system. The interface of new systems with the existing systems shall be as follows:

(a) Media systems in new facility with existing systems: Extend each existing media system to the new external handholes and from there into the facility.

(b) Media Control Center in a new facility with existing systems: (1) Audio: Extend existing audio system to new facility and provide new remote control panel and input at Media Control Center circuited to existing audio control console. (2) CATV: Extend CATV system trunk from existing CATV entry to Media Control Center and provide new distribution conduit and cable from Media Control Center to existing CATV distribution head end. (3) Data: Extend systems from existing data system distribution frame locations to Media Control Center, conduit sized for MDF to IDF, for those facilities with an existing hierarchical physical star topology. Provide empty conduit, sized MDF to IDF, from the Media Control Center through to capped stubs exiting each Media Control Center data handhole for each existing facility without an existing hierarchical physical star topology. (4) Telecommunications: Extend the telecommunication system from existing MDF to the new facility and provide conduit, cable, and equipment for remote control of the switch from the Media Control Center.

Multi-Media Systems Section 801-9 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

(5) Telemetry: Extend the telemetry systems from the existing systems to the new facility and provide remote controls and control panels in the Media Control Center circuited to the existing telemetry systems master controls and central panels.

END OF SECTION 801

Multi-Media Systems Section 801-10 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Section 802 – Utilities

a. Provide two (2) dedicated 20 ampere, 120 volt circuit adjacent to each media system distribution frame and distribution frame location. Terminate the circuit in two each color coded isolated ground duplex receptacles with replaceable surge protection modules, one located at normal receptacle height and the other located at 7’-0” minimum above finish floor. Where distribution frames other than Main Distribution frames (MDF) are located adjacent to each other a maximum of two (2) distribution frames may be carried on each dedicated 20 ampere circuit and terminal pair.

b. Provide a duplex convenience receptacle adjacent to and level with each classroom and assembly area television monitor mounting frame.

c. Provide an isolated ground duplex convenience receptacle with replaceable surge protection module adjacent to and level with each video system CATV cabinet.

PUBLIC ADDRESS – SITE CONDUIT CONSOLIDATIONS Number Bldg IDF Site Site Entry Bldg Pullbox Media Center of To Handhole to Handhole Handhole to to Site to Signal Tributary Bldg Site to Media Signal Remark Handhole Process Buildings Pullbox Handhole Center Process s 1 (1)-2” (1)-2” (1)-2” (1)-2” (1)-2” - 2 (1)-2” (1)-2” (1)-2” (2)-2” (1)-2” - 3 (1)-2” (1)-2” (2)-2” (2)-2” (1)-2” - 4 (1)-2” (1)-2” (2)-2” (2)-2” (1)-2” - 5 (1)-2” (1)-2” (3)-2” (1)-2”, (2)-2” - (1)-4” 6 (1)-2” (1)-2” (3)-2” (1)-2”, (2)-2” - (1)-4” 7 (1)-2” (1)-2” (4)-2” (2)-4” (1)-2”, - (1)-4” 8 (1)-2” (1)-2” (4)-2” (2)-4” (1)-2”, - (1)-4” See Note See Note #2 See Note #3 See #1 Note #4

Notes:

1. Maximum number of conduits from Site Handhole to Media Control Center shall be two (2) 4 inch conduits for any number of buildings.

2. Conduit(s) from Media Control Center to the Signal Processing Room are for system interconnect cables and are in addition to school service, building, and site distribution conduits when they are run thru common handholes.

3. Conduit(s) from site handhole(s) to the Signal Processing Room are for utility cable service to the school from exterior sources and are in addition to site distribution and interconnect conduits when they are run thru common handholes.

4. Public Address conduits may be run thru the same site to site handholes as television conduits.

Utilities Section 802-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

TELEVISION - SITE CONDUIT CONSOLIDATIONS Number Bldg IDF Bldg Pullbox Site Site Media Entry of To to Site Handhole to Handhole to Center to Handhole to Tributary HDF Handhole Site Media Signal Signal Remarks Buildings Handhole Center Process Process Area 1 (1)-2” (1)-3” (2)-3” (1)-3” (1)-3” (1)-4” 2 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 3 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 4 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” (1)-4” 5 (1)-2” (1)-3” (2)-3” (2)-3” (2)-3” (1)-4” 6 (1)-2” (1)-3” (2)-3” (2)-3” (2)-3” (1)-4” 7 (1)-2” (1)-3” (2)-3” (2)-4” (1)-3”, (1)-4” (1)-4” 8 (1)-2” (1)-3” (2)-3” (2)-4” (1)-3”, (1)-4” (1)-4” See Note #1 See Note #2 See Note #3 See Note #4

Notes:

1. Maximum number of conduits from Site Handhole to Media Control Center shall be two (2) 4 inch conduits for any number of buildings.

2. Conduit(s) from Media Control Center to the Signal Processing Area are for system interconnect cables and are in addition to school service, building, and site distribution conduits when they are run thru common handholes.

3. Conduit(s) from site handhole(s) to the Signal Processing Area are for utility cable service to the school from exterior sources and are in addition to site distribution and interconnect conduits when they are run thru common handholes.

4. Television conduits may be run thru the same site to site handholes as Public Address conduits.

Utilities Section 802-2 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

ADMINISTRATIVE AND INSTRUCTIONAL DATA – SITE CONDUIT CONSOLIDATIONS Number Bldg IDF Bldg IDF to Site Site Media Site of To Site Handhole to Handhole to Center to Handhole Tributary HDF Handhole Site Media Signal to Signal Remarks Buildings Handhole Center Process Process 1 (1)-2” (1)-3” (1)-3” (1)-3” (1)-3” - 2 (1)-2” (1)-3” (1)-3” (2)-3” (1)-3” - 3 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” - 4 (1)-2” (1)-3” (2)-3” (2)-3” (1)-3” - 5 (1)-2” (1)-3” (3)-3” (3)-3” (2)-3” - 6 (1)-2” (1)-3” (3)-3” (3)-3” (2)-3” - 7 (1)-2” (1)-3” (4)-3” (4)-3” (2)-3” - 8 (1)-2” (1)-3” (4)-3” (4)-3” (2)-3” - See Note #1 See Note #2 See Note See Note #3 #4

Notes:

1. Add one (1) 3 inch conduit for every two (2) additional tributary buildings beyond eight (8) tributary buildings from Site Handhole to Media Control Center.

4. Administrative Data conduits may be run thru the same site to site handholes as Instructional Data conduits.

Utilities Section 802-3 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

TELECOMMUNICATIONS – SITE CONDUIT CONSOLIDATIONS Number Bldg IDF Bldg IDF to Site Site Media Entry of To Site Handhole to Handhole Center to Handhole Tributary HDF Handhole Site to Media Signal to Signal Remarks Buildings Handhole Center Process Process Area 1 (1)-2” (1)-3” (1)-3” (1)-3” (2)-4” (2)-4” 2 (1)-2” (1)-3” (2)-3” (2)-3” (2)-4” (2)-4” 3 (1)-2” (1)-3” (2)-3” (2)-3” (2)-4” (2)-4” 4 (1)-2” (1)-3” (3)-3” (3)-3” (2)-4” (2)-4” 5 (1)-2” (1)-3” (3)-3” (3)-3” (2)-4” (2)-4” 6 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” 7 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” 8 (1)-2” (1)-3” (4)-3” (4)-3” (2)-4” (2)-4” See Note See Note #2 See Note See Note #1 #3 #4

Notes:

1. Add one (1) 3 inch conduit for every two (2) additional tributary buildings beyond eight (8) tributary buildings from Site Handhole to Media Control Center.

4. Telecommunications conduits shall be run thru handholes as telecommunications conduits only.

END OF SECTION 802

Utilities Section 802-4 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Section 803 - Media System Conduit Identification

All media system conduits shall be identified by sleeves or labels at all terminations of each conduit. The Electrical specifications for the construction contract shall include a complete product description of the sleeve/label system including, styles, types, and accessories furnished by a brand name manufacturer and acceptable brand name substitutions. The Electrical specifications for the construction contract shall include a suitable sleeve/label system which will meet the following requirements.

Conduit identification shall be made by using vinyl sleeves or vinyl adhesive labels applied at the conduit terminations, and junction box interiors. The sleeves and labels shall be stamped or factory printed with information to identify the system and location of the termination and its destination except at room outlets where only the system and destination shall be identified. Handwritten tags or labels will not be accepted.

Examples of Tags/Labels of Conduit Stubs

Instruction Data DATA/IDF-2 Administrative Data DATA/IDF Video Reception CATV/IDF Video Origination CATV/IDF-1 Telephone TEL/HDF

Examples of Tags/Labels at Distribution Frame Conduit Terminations Where the Other End Termination is at a Room Outlet

IDATA IDF to Room B101 Outlet IDF or IDATA/IDF/B101 B101

CATV HDF to Room B202 Outlet HDF or CATV/HDF/B202 B202

TEL IDF to Room B104A Outlet IDF or TEL/IDF/B104A B104A

Examples of Tags/Labels at Distribution Frame Conduit Terminations Where Other End Termination is at a Distribution Frame

IDATA IDF at Bldg “B” to MDF IDF-B or IDATA/IDF-B/MDF MDF

ADATA MDF to IDF at Bldg “C” MDF or ADATA/MDF/IDF-C IDF-C

CATV IDF TO HDF at Bldg “B” IDF-B or CATV/IDF-B/HDF-B HDF-B

TEL HDF to IDF in Bldg “D” HDF-D or TEL/HDF-D/IDF-D IDF-D

Media System Conduit Identification Section 803-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

TEL IDF to HDF in Bldg “D” IDF-D or TEL/IDF-D/HDF-D HDF-D

Media system conduits shall be identified in each site distribution handhole with a 1 inch diameter brass valve tag securely fastened to the inside concrete wall of the handhole above each conduit termination. The tag shall identify the media system and its destination.

Examples of Tags at Handholes for Various Systems and Destinations

HHG #1 to Telephone Utility Pullbox TEL/ENTRY HHG #1 to Cable TV Utility Pullbox CATV/ENTRY HHG #10 to HHG #11 Telephone TEL/HHG11 HHG #4 to HHG #4B Video VID/HHG4B HHG #12 to HHG #11 Adata ADATA/HHG11 HHG #7 to MDF in Building “A” Adata DATA/MDF-A HHG #12 to IDF in Building “G” Idata DATA/IDF-G HHG #6 to IDF in Building “D” Telephone TEL/IDF-D

END OF SECTION 803

Media System Conduit Identification Section 803-2 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Section 804 - Telecommunication Infrastructure

804.1 Objective

To install conduits from building MDF to building IDF’s, To install conduits from building IDFs to classrooms, and To provide additional power/outlets to classrooms.

Design Review Process • Plan at least two meetings (initial scope and pre-final) at the school site, including outer island schools. • All meetings will be scheduled and conducted by the DOE Project Coordinator. • Adhere to the project schedule determined by the Project Coordinator.

Electrical Drawings • Follow DOE DPW Policies and Procedures Governing Design Consultant Contracts. • On preliminary drawings, include the proposed electrical and telecom outlets for verification by the school before designing the conduit routing. Combine the power plan and signal plan on the same sheet. • Provide complete site plan with graphic scale and include all existing telecom conduits and size of conduits as well as new underground conduits. • Provide as much details as needed, including elevations and sections. • Follow DOE DPW distribution list during design review; provide NSSB with two half size drawings at preliminary and pre-final stages. • Include “Complex Area Superintendent of appropriate complex area, Department of Education, State of Hawaii” on the Title Sheet, and obtain the signature from DOE Facilities Branch. • Include the school name(s) on the Title Block; this will facilitate easier identification on DOE card filing system for future projects.

Contract Specifications • Provide pre-final specifications for review. • Determine number of working days or construction timetable if power outage required for electrical upgrade on pre-final specs (review with school).

Design Guideline • Adhere to the TIA/EIA569-A Standards for telecommunication infrastructure design and installation specifications. Any exceptions must be approved by NSSB. • Follow NEC specifications where applicable.

Handholes (HH) • Follow NEC specifications for HH design and installation. • Provide detail drawing of typical 30” x 48” and 3’ x 5’ handholes. • Provide minimum 3’ depth. • Provide to school one cover hook and socket. • Provide cable racks on two walls. • Label handhole cover “COMM”. • Limit turns/bends to two 90 degree bends maximum from HH to HH. • Limit conduit run to 200 feet maximum for straight runs from HH to HH; if not straight, limit distance to 150-180 feet. • Conduits should enter/exit handhole short wall, not long wall, except if conduits going in 3 or 4 directions.

Telecommunication Infrastructure Section 804-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Junction Boxes (JB) • Normally provided in conduit runs of more than 100 feet in length, and contain more than the equivalent of two 90 degree bends. • Provide detail drawing of JB with conduits entering/exiting JB. • Should be installed on straight runs and not at turns. • If used at turns JB must have minimum depth of 12 inches. • Typical JB size on riser with pull thru: for 2-3”c - 12”W x 12”H x 8”D. • Typical JB size on riser with turn: for 2-3”c -18”W x 18”W x 10”D. • Provide stainless steel, fiberglass, cast aluminum, or PVC JBs in areas with corrosive environment and for all exposed environments. • Limit junction box installation at 10 feet or less off the ground; bottom of JB must be above 6’-8” minimum in walkway locations.

Conduit/Raceway in Classrooms • For all schools, typically EMT conduits are used for telecom and electrical outlets in the classrooms.

Conduit Support under Walkways • For 2 inch and 3 inch Schedule 40 PVC conduits, provide support every 4 feet.

Conduits from Building IDF to Classrooms • Typically 2 inch, 3 inch surface conduits from IDF to classrooms with JBs at each classroom. • Conduit path to be determined by consultant - exterior front or rear with penetration into classroom or interior front or rear with penetration between classroom. • Avoid conduits through windows if possible; if not possible/feasible, remove existing windows and board up. • Typical conduit and junction box sizes from classrooms to IDF: 1 classroom 1-1/4”c to 8”x 8”x 6” JB 2 classrooms 2”c to 12”x 12”x 6” JB 3 classrooms 2-1/2”c to 12”x12”x8” JB 4 classrooms 3”c to 18”x 18”x 8” JB

Conduits from Building to Building • Either underground or surface depending on availability of covered walkways; to be determined by consultant. • Underground ducts to be concrete encased or direct buried depending on location. • Conduit size is usually one 3 inch or two 3 inch, or 4 inch depending on the layout of the school buildings. • Provide adequate separation between electrical conduits and telecom conduits if side by side.

Telecom Outlets in Classrooms • Use the following symbols on the signal plan: AD f or admin data outlet, ID for instructional data outlet, V video outlet, and AV for telephone/data//video outlet.

• Provide a maximum of four IMO’s per classroom; one IMO per staff office.

Classroom Junction Box (IMO) • Provide Wiremold Deep Switch and Receptacle Box-Ivory, 2-1/2 inch Deep (Wiremold Part No. V5744S-2) for all outlets.

Telecommunication Infrastructure Section 804-2 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Wall Plates • Provide and install the following nylon wall plates. AD - Leviton Part No. 42080-4IP 4 port ID - Leviton Part No. 42080-4IP 4 port V - Leviton Part No. N138-I 2 gang (1 duplex, 1 blank) with Blonder Tongue Versatap V-1GF-FT F-connector AV - Leviton Part No. 80716-I 2 gang (2 duplex ) with Blonder Tongue Versatap V-1GF-FT F-connector and Leviton Quad106 adapter 41807-QIP

Electrical Outlets and Circuits • Provide two circuits and maximum of four duplex receptacles per classroom. • Provide one circuit for up to four staff offices; provide one duplex receptacles per staff office. • Provide one dedicated duplex outlet for IDF locations; four duplex outlets for MDF locations. • Label on the top or side of each outlet box the panel number & circuit number using Kroy type label. • Provide Bell cast aluminum outlet box if conduits being used or Wiremold outlet box if surface metal raceways being used.

Building MDF • Provide minimum 4’ x 8’ x 3/4 inch treated backboard. If more wall space available, provide additional backboard. • Provide two dedicated four duplex electrical outlet on either side of backboard. Provide another two duplex electrical outlet for a second backboard. • Provide a #4 ground wire and ground bus on the board if one is not available. • Provide duct seal in all conduits entering MDF room from handholes; seal 1 inch overlap at conduit entry and 1” deep inside of conduit.

Building IDF • Provide minimum 4’ x 4’ x 3/4 inch treated backboard. • Provide a dedicated two duplex electrical outlet on either side of backboard. • If building IDF is a classroom, mount backboard up high below ceiling. • Provide duct seal in all conduits entering IDF room from handholes; seal 1 inch overlap at conduit entry and 1 inch deep inside of conduit.

Sidewalk Repair • Include typical sidewalk restoration detail. • Install dowels into existing sidewalk. • Fill sidewalk joint with sealer (between old and new concrete).

Conduit Risers • Include typical riser detail. • Secure conduits on exterior walls with two hole “U” clamps at walkway locations. • If riser is 3”c and cannot make turn into building due to limited wall space, place • JB at turn and size JB to ensure adequate turning radius.

General Notes to Drawings - REQUIRED • Should project conditions require rearrangement of work, mark such changes on the as- built drawings. If these changes require alternate methods to those specified in the contract documents, submit drawings showing the proposed alternate methods to the engineer. Do not proceed until approval is obtained from the engineer, consultant, and DOE. • Provide nylon pullstrings in all conduits except for Verizon conduits which require continuous mule tape.

Telecommunication Infrastructure Section 804-3 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

• Paint all new work to match the surrounding finish except for stainless steel JBs. • Conduit bodies (e.g. LB, LR, etc) are not permitted in telecommunications raceway systems. • Provide insulated bushings at all telecommunications conduit terminations at all boxes and conduit stubs. • All Installation of telecommunication infrastructure shall comply with TIA/EIA-569-A unless otherwise noted.

END OF SECTION 804

Telecommunication Infrastructure Section 804-4 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Section 805 - Cabling Specifications

805.1 Cabling System Overview

a. Overview: The Network Support Services Branch (NSSB), Department of Education (DOE), has implemented a Voice, Data, and Video cabling system utilizing Unshielded Twisted Pair (UTP), Fiber Optic, and Coaxial cables throughout the school campus. This system will support voice, video and high speed data traffic. The cabling system design in the DOE is based on a star topology.

b. Voice: The cabling for the Voice system stations from the Information Outlet (I/O) to the MDF, IDF, or HDF will utilize the Category 5e, UTP cable, Copper 12, 25, 50, and 100 pair cables will be used to provide connectivity for voice traffic between each building, thereby linking all the buildings back to the Telephone system. The Telephone system is usually located in the library media control center.

c. Data: The cabling for the Data system stations from the I/O to the MDF, IDF, or HDF will utilize the Category 5e, UTP cable. Fiber Optic cable will be utilized to provide connectivity for data traffic between each building, thereby linking all the buildings into one large data network.

d. Video: The cabling for the Video system stations from the I/O to the MDG, IDF, or HDF will utilize RG-6 Coaxial cable. 0.540 or 1/2 inch Coaxial cable will be utilized to provide connectivity for video traffic between each building, thereby linking all the buildings back to the Video Head-End. The Video Head-End is usually located in the library media control center.

Intrabuilding Cables (Horizontal Cabling)

• Voice Station Cable 1. Manufacturer: Bertek #532283TP Non-Plenum or equal. 2. Description: Category 5e rated, 4 pair, 24 AWG, UTP, Non-Plenum, UL verified to Category 5e specifications, Color jacket: Pink.

• Data Station Cable 1. Manufacturer: Bertek #532141TP Non-Plenum or equal. 2. Description: Category 5e rated, 4 pair, AWG, UTP, Non-Plenum, UL verified to Category 5e specifications, Color jacket: Gray.

• Video Station Cable 1. Manufacturer: Belden #9058 RG-6 Coaxial or equal. 2. Description: Non-Plenum, 18 AWG, gas injected foam polyethylene insulation, aluminum braid, PVC jacket.

Interbuilding Cables (Backbone Cabling)

• Voice Cable 1. Manufacturer: General Cable #7527 Series Type PE-22 or equal. 2. Description: 12, 25, 50, 100 pair, TIA/EIA Category 3, Non-Plenum, 24 AWG.

• Data Cable 1. Manufacturer: Bertek #OPR Series UNI-Lite or equal. 2. Description: 6, 12, 18, 24, 36, or 48 Strand, Multimode, 62.5/125 micron fibers, loose tube, get filled, UV resistant jacket, complies with FDDI, Bellcore and TIA/EIA standards, Outside Plant Riser (OSP) rated.

Cabling Specifications Section 805-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

3. Manufacturer: Bertek #OPR6B018-012CB3510/15-006AB0504 or equal. 4. Description: Composite fiber optic cable, outside plant riser rated, loose rube, 12 strand multimode, 6 strand single mode.

• Video Cable 1. Manufacturer: Comm/Scope, Inc., #QR540JCA Quantum Reach Coaxial or equal. 2. Description: 0.540 copper clad aluminum center conductor, aluminum outer conductor with polyethylene jacket.

Fiber Optic Termination

• Fiber Optic Distribution Panels, Rack Mount 1. Manufacturer: Multilink #FRMOXX-XS-YY. (XX, YY = number of fibers) 2. Description: SC duplex, fully loaded, clear door.

• Fiber Optic Distribution Panels, Wall Mount 1. Manufacturer: Multilink #FWMXX-XD-YY. (XX, YY = number of fibers) 2. Description: SC duplex fully loaded, split door (key lock)

• Fiber Optic Connector, SC 1. Manufacturer: Siecor #95-000-40 or equal. 2. Description: Multimode, unicam connector, composite.

Voice Cable Termination

• R66 Punchdown Block 1. Manufacturer: Siemon #S66M Series or equal. 2. Description: 25 pair terminal block w/standoff bracket, clear plastic cover, bridge clips. 3. Terminate 25 pair per block.

Category 5e Cable Termination

• Cat 5e Panels, Rack Mount 1. Manufacturer: Pass & Seymour XX845-C5E or Leviton 5G584-UXX. (XX=12, 24, 48, 64, 72, 96 ports) 2. Description: 12, 24, 48, 64,72, 96 ports rack mount, TIA/EIA 568A.

• Cat 5e Panels, Wall Mount 1. Manufacturer: Pass & Seymour JPXX-845C5E or equal. (XX=12, 24, 36 ports) Only products with front facing terminations are acceptable. 2. Description: 12, 24, 36 ports wall mount w/standoff legs, TIA/EIA 568A.

CATV Cable Termination • F-Connector, RG-6 1. Manufacturer: Augat #SNS6 or equal. 2. Description: Male cable end w/center conductor pin.

• F-Connector, 0.540 Coaxial Cable 1. Manufacturer: Thomas & Betts AI540QR, EI540QR, SI540QR, or equal. 2. Description: Male connector with center conductor pin.

Cabling Specifications Section 805-2 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Information Outlet Jacks • Telephone Jacks 1. Manufacturer: Leviton #41106-RV6 or equal. 2. Description: 6-conductor jack, Color: green.

• Data Jacks 1. Manufacturer: Leviton #5G108-RR5 or equal. 2. Description: 8-conductor, Category 5e jack, TIA/EIA 568A, Color: red.

• Video Jacks 1. Manufacturer: Blonder Tongue #V-1GF-FT or equal. 2. Description: Versa Tap.

Information Outlet Face Plate • Double Gang Face Plate: (AD/TEL and ID Outlets) 1. Manufacturer: Leviton #42080-XIP or equal (X=4, 6 ports) 2. Description: 4, 6 ports wallplate, Color: ivory.

• Double Gang Face Plate: (CATV Outlets) 1. Manufacturer: Leviton #N138-I or equal. 2. Description: 1 Duplex, 1 Blank wallplate, Color: ivory with Blonder Torque Versatap #VIGF-FTF Connector.

• Ganged Face Plate: (DATA/CATV Outlet) 1. Manufacturer: Leviton #80716-I with Leviton #4108-QIP or equal. 2. Description: 2 gang, 2 duplex with Blonder Torque Versatap V-IGF-F connector and Leviton Quad 106 adapter.

Equipment Rack 1. Manufacturer: Ortonics #OR-60400159 or equal. 2. Description: Cable Management Rack, 84” high, 19” wide, one (1) shelf unit and rack mount surge protectors with minimum 6 outlets and 12’ cord.

805.2 Installation

a. General 1. The installation of cabling shall be done by qualified technicians in accordance with industry standards and practices. 2. Contractor shall have minimum 2 years experience in the installation of telephone, data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer. 3. Contractor shall have minimum 2 years experience in the installation of telephone, data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer. 4. The products specified above are listed for reference purposes and is not intended to provide the contractor all the materials required to complete the installation. Generic items such as nuts, bolts, mounting hardware, cable ties, distribution rings, etc. are also required and assumed to be basic elements of the cabling system installation. 5. All cables shall be labeled at both ends. Cables passing through handholes shall be labeled also. Brady-type laminating cable markers or other machine printed adhesive labels shall be used. No handwritten labels are allowed. 6. All backbone and horizontal cable pulls shall include a nylon pullstring for future additions. 7. After cable pulls through handholes, duct seal shall be installed in conduit stub outs in the communication rooms and in handhole ducts to seal around installed cables and prevent rodents and insects from using the conduits as an entryway into the building.

Cabling Specifications Section 805-3 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

8. Contractor shall install cable racks/supports in existing handholes to support new cables installed if none available. 9. No splices will be allowed in system wiring other than at designated locations.

Interbuilding Fiber Optic Cable 1. The Fiber Optic cable will originate normally in the Media Control Room or MDF and will terminate in the IDF’s of other buildings. Within the MDF the fiber optic cable will terminate on a rack mounted fiber patch panel on the equipment rack. At the IDF’s the fiber optic cable will terminate on a rack mount or wall mount fiber patch panel. 2. A minimum of 10 feet reserve is required at each end of the cable termination, coiled near the fiber optic distribution panel. 3. A minimum of 3 feet reserve is required at each end of the cable termination, coiled and contained within the distribution panel. 4. All fiber strands will be terminated with SC connectors. These connectors will be mounted on the coupling panels within the distribution panel. 5. Cables shall be labeled at both ends in the following format: X-R-FIBER where “X” represents the building number, “Y” represents the destination building number, and “FIBER” represents Fiber Optic cable. 6. Cables passing through handholes shall be labeled as above.

Interbuilding Voice Cable 1. The voice backbone cabling system utilize EIA/TIA Category 3, 24 AWG, 12, 25, 50, and 100 pair, outside plant cable with water blocking and rodent protection. The number of cable pairs to each building will vary depending on the building type. Minimum pair count for most buildings is 25 pairs. 2. Contractor shall have minimum 2 years experience in the installation of telephone, data and video cabling systems and be certified to install the proposed cabling/components by the manufacturer. 3. Cables will be terminated on 110 or R66 punchdown blocks which are wall mounted. At the MDF, provide separate 110 blocks to terminate each backbone cable, and provide another 110 block to terminate the horizontal cables. If R66 blocks are used, terminate backbone cables only on the left side and provide another R66 block to terminate the horizontal cables on the right side only. 4. At the IDF, provide a 110 block to terminate the backbone cable and another 110 block to terminate the horizontal cables. If R66 blocks are used, terminate the backbone cable on the left side only with the right side reserved for horizontal cables. 5. Cables shall be labeled at both ends and in handholes in the following format: X-Y- TEL where “X” represents the building number, “Y” represents the destination building number, and “TEL” represents telephone cable.

Interbuilding CATV Cable 1. The video backbone cabling system utilize 0.540 Coaxial cable from the video MDF to each building. The video MDF is usually in the library. 2. Each backbone cable will be terminated with an F-connector on both ends of the cable. 3. Cables shall be labeled at both ends and in handholes in the following format: X-Y- CATV where “X” represents the building number, “Y” represents the destination building number, and “CATV” represents television cable. 4. Provide splitters, drop taps, amplifiers, modulators, etc. necessary to produce signal level of 5 to 10 dB at each video outlet.

Intrabuilding Data Cable 1. The Category 5e, four-pair, unshielded twisted pair, non-plenum cable is used to connect each data information outlet (I/O) to the MDF/IDF. The number of data jacks for each I/O will vary from outlet to outlet. Some outlets may require 1 or 2 jacks while others may require more. The cable sheath shall be GRAY in color.

Cabling Specifications Section 805-4 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

2. Each cable run is homerun in conduits from the I/O to the AD/ID IDF backboard and must be within 280 linear cable feet, thus complying with distance limits of UTP cable. 3. At the I/O end, each four-pair cable is terminated on a RJ45 module, 8 conductor/8 pin data jack. Allow 12 inch slack to be coiled in the outlet box. The jacks will be wired in compliance with Category 5e, TIA/EIA 568A, UTP cable standards. 4. At the MDF/IDF end, each four pair cable is terminated on a rack mount 110 jack panel on a 19 inch equipment rack or wall mount 110 jack panel on the data backboard. Data cables must be terminated on the 110 panel in ascending order, relative to the location code/jack # or room #. A minimum of 4 feet of reserve is required, coiled and strapped on the backboard. 5. Cables shall be labeled using computer generated or typewritten wrap-around stick-on labels at both ends. For administration, library, cafeteria and other support buildings, label cables with the following format: AD-LL-X or ID-LL-X where “AD” and “ID” represents the type of outlet, “LL” represents the location code of the I/O, and “X” represents the jack number of the I/O (e.g. AD-1-1, AD-1-2, AD-2-1, etc.). For classroom buildings: Only at the IDF end, add the room # to the label I the following format: ZZZZ-AD-LL-X or ZZZZ-ID-LL-X where “ZZZZ” represents the room # (e.g. B101-AD-1-1, B102-AD-1-1, etc.). 6. The number of jack panels installed is dependent on the number of AD and ID outlets being installed. Allow for 20% growth for future installations. 7. The 110 jack panels shall be labeled in the same format as #5 above.

Intrabuilding Voice Cable 1. The Category 5e, four-pair, unshielded twisted pair, non-plenum cable is used to connect each telephone information outlet (I/O) to the MDF/IDF. The number of telephone jacks for each I/O will vary from outlet to outlet. Most outlets will require one jack but some others will require two. The cable sheath shall be PINK in color. 2. Each cable run is homerun in conduits from the I/O to the TEL IDF backboard, normally in 1 inch conduits. 3. At the I/O end, each four-pair cable is terminated on a RJ11 module, 6 conductor/6 pin jack. Terminate only the blue and orange pairs. One Category 5e cable shall accommodate one voice jack, not two. Allow 12 inch slack to be coiled in the outlet box. 4. At the MDF/IDF end, each four-pair cable is terminated on a 110 Terminal Block in ascending order, relative to the location code. If the R66 Punchdown Block is used, only the blue and orange pairs are terminated on the right side of the block. Reserve the left side of the R66 block to terminate backbone trunk cables. 5. Cables shall be labeled using computer generated or typewritten wrap-around stick-on labels at both ends. For administration, library, cafeteria and other support buildings, label with the following format: T-L-X where “T” represents the type of outlet, “L” represents the location code of the I/O, and “X” represents the jack number of the I/O (e.g. T-4-1, T-4-2, T- 5-1, T-6-1, etc.). For classroom buildings: Only at the IDF end, add the room # to the label in the following format: ZZZZ-T-L-X where “ZZZZ” represents the room # (e.g. D201-T-1-1, D201-T-1- 2, D202-T-1-1, etc.). 6. The 110 Terminal Block or R66 Punchdown Block shall be labeled in the same format as #5 above.

Cabling Specifications Section 805-5 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Intrabuilding Video Cable 1. Each video outlet will have one RG-6 coaxial cable with F-connector installed and signal level of 5-10 dB. Each RG-6 coaxial cable connects back to the TV IDF backboard in 1 inch conduits. 2. Leave cable slack coiled in the outlet box. 3. Cables shall be labeled using computer generated or typewritten wrap-aground stick- on labels at both ends in the following format: V-L where “V” represents the type of outlet, and “L” represents the location code of the I/O (e.g. V-1, V-2, V-3, etc.).

For classroom buildings: Only at the IDF end, add the room # to the label in the following format: ZZZZ-V-L where “ZZZZ” represents the room # (e.g. D201-V-1, D202-V-1, etc.).

Information Outlet (I/O) 1. There will be two types of faceplates for the Voice and Data outlets. The wall faceplates will be a dual gang plate with 4 or 6 outlet openings. For I/O’s requiring up to 4 jacks, use the 4 outlet faceplate. For more than 4 jacks, use the 6 outlet faceplate. Install blank plates over any outlet openings that are not in use. 2. For AD outlets, reserve the top openings for Voice jacks with the left side opening being the first jack and the right side opening being the second jack. If there is only one Voice jack, install it in the left side opening and use a blank plate for the right side opening. Reserve the bottom openings for Data jacks in left-right sequence. 3. For Video outlets, the wall faceplate will be a dual gang plate with 1 Duplex and 1 Blank. 4. Each jack position shall be labeled using computer generated or typewritten stick-on labels in the same format as E.5, F.5, and G.3 above. 5. In cases where no cables are initially required, the faceplate shall be double gang, four outlets with blank inserts. Do not use blank stainless steel plates. 6. For video and data outlet, use double gang, two duplex outlet with Versatap and 106 Quad Adapter.

Equipment Racks 1. The equipment rack shall be equipped with wire management panels to allow for routing of patch cords and future cables. 2. The rack assembly shall be permanently mounted to the floor and properly grounded with #6 copper ground wire to a suitable building ground. 3. The rack shall be installed perpendicular to the backboard, between the AD IDF and ID IDF backboards, 8 inches from the backboards. This will allow minimum two feet work space in the front and rear of the rack.

END OF SECTION 805

Cabling Specifications Section 805-6 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

Section 806 – Testing and Inspection

806.1 General

a. If the State or its representative discovers any errors, the Contractor, at his own expense, shall go over all similar portions of the entire job taking the necessary or directed remedial action.

b. All terminations shall be tested end-to-end by the Contractor using commonly accepted industry procedures and equipment. The Contractor shall conduct and provide all test equipment required.

806.2 Telephone Backbone and Horizontal Cables

a. All terminations must be tested end-to-end for shorts, opens, reversals, crossed pairs and split pairs. End-to-end shall mean from the MDF to IDF of each building and from each IDF to each connected telephone outlet.

b. Test results for each cable and pair shall be provided in writing on a test form developed by the Contractor.

806.3 Data Backbone and Horizontal Cables

a. Fiber Optic Cable: The Contractor will be required to perform a pre-installation continuity test of all fiber optic cables on the factory reels. Cables containing any damaged strands shall not be installed. Contractor must also submit to the DOE representative the reflective index setting at 850 nanometers and 1300 nanometers for multimode and single mode for composite fiber cable according to the manufacturer’s specifications. The Contractor will test each and every installed fiber strand utilizing an Optical Time Domain Reflectometer (OTDR) for both distance and attenuation. The Contractor shall submit the test results no later than fifteen (15) working days after the cable test to the DOE representative with at least the following information: • Date of test • Name of test personnel • Fiber cable identification • Test wavelength • Direction of test • Overall distance • Attenuation in dB or dBm

The Contractor shall test every fiber link for overall attenuation from end-to-end. The Contractor shall perform test utilizing a stabilized light source and measuring the receive level with a power meter. The DOE will accept the test results when the above test have been completed and link losses are within accepted tolerances based on the manufacturer’s optical transmission performance for the fiber and guaranteed maximum mated pair loss for the connectors. End-to-end attenuation shall be less than 8 dB.

b. Category 5e UTP Cable: All terminations must be tested end-to-end for shorts, opens, reversals, crossed pairs, attenuation, impedance, mutual capacitance, DC resistance, structural return loss, NEXT, and split pairs. End-to-end testing shall mean from the patch or jack panel in the MDF/IDF in each building to each connected data outlet. In addition, the Contractor shall demonstrate that the installed Category 5e cable runs from each data outlet to the patch panel to meet the transmission requirements as outlined in TIA/EIA 568A Commercial Building Wiring Standard Test results for each cable and pair shall be

Testing and Inspection Section 806-1 EDSPECS for Elementary Schools Chapter 8: Multi-Media Design Criteria

provided in writing on a test form developed by the Contractor. Cable runs which fail to meet the transmission requirements shall be replaced at no cost to the State.

806.4 Video Backbone and Horizontal Cables

a. The Contractor will generate a one volt peak to peak video signal across all segments of the RG-6 type cables. Signal loss per 1000 feet must conform to manufacturer’s specifications.

b. The Contractor shall submit test results for each video outlet conveying signal strength (output level at 54-400 MHz and 400-750 MHz range).

c. Written test results for each cable segment shall be provided to the DOE representative on a test form developed by the Contractor.

END OF SECTION 806

Testing and Inspection Section 806-2

Chapter 9 Safety and Security Design Criteria

EDSPECS for Elementary Schools Chapter 9: Safety and Security Design Criteria

Chapter 9 – Safety and Security Design Criteria

Section 901 – Safety and Security

The following are design issues that are considered by the DOE to promote safety and security in schools:

a. New schools are being designed through the charette process. This design process allows opportunities for input and involvement by the various role groups. This process fosters ownership among the role groups that leads to a protective and valued appreciation of the school. The community can provide a watchful eye on the school, especially during the non-school hours.

b. Schools are increasingly becoming the centers of a community and are being considered for extended hours of use. As this happens, this will minimize the time for negative or abusive actions toward schools.

c. Stairwells and entry to multi-level building are gated for security during non-school hours. Similar treatment is now considered for main entrances to libraries and administration buildings that have windows within the doors.

d. Security screens are provided for all ground floor facilities. Secure lock, window, and door systems that will deter unwanted/forced entry are considered for facilities when appropriate. Metal doorframes and doors with astragal or protection plates are standard design features for exterior doors. Fiberglass reinforced doors are also considered for the resistance to graffiti.

e. Open areas and vistas are maintained so that enforcement officers and public can readily see into campus during after hours.

f. Fire lanes and campus roads provide opportunities for enforcement officers to readily patrol the schools after hours.

g. Provide fencing (minimum 6 feet) around the campus perimeter and secure gates at the entrances/exits to allow the school control/deter traffic (pedestrian and vehicular) onto the campus.

h. Minimize the points of entry to school.

i. Minimize exterior door hardware to deter vandalism and unauthorized entry to the facilities. Exterior doors used as “exits only” do not have exterior hardware to prevent unwarranted entry.

j. Fewer windows are considered for certain facilities to enhance their security.

k. Campus Lighting - Curfew and night lighting are provided for schools. Provide activation by motion detectors in addition to timers.

l. Parking Lot Lighting – Consider the use of solar powered light fixtures for security and safety issues and the conservation of energy.

m. Recessed areas on building facades are minimized to eliminate places to hide.

n. For schools with covered walkways, design to minimize entry to second floors must be considered.

Safety and Security Section 901-1 EDSPECS for Elementary Schools Chapter 9: Safety and Security Design Criteria

o. Building courtyards are gated to limit entry during non-school hours.

p. Pay attention to the detail of skylights to deter unwanted entry through them.

q. Bare walls should have shrubbery in front of them to discourage graffiti.

r. Visibility by school personnel of student and outdoor areas is a high priority in planning.

s. Provide the needed infrastructure for surveillance cameras for the common areas (pedestrian mall, common areas, courtyards, parking lots, and playgrounds).

t. Investigate the feasibility and cost of incorporation of an integrated alarm system within the project.

u. Coordinate the determination for shelter in place accommodation with the Safety and Security Services Section.

v. Ensure that gas tanks are in a protected location from vandalism/abuse. Typically bollards are provided for protection from moving vehicles.

w. Provide appropriate signage to communicate traffic information (authorized parking areas, loading areas, direction of traffic, intended use, etc.)

x. Provide non-rubbish bearing trees in the parking lots with controlled root systems.

y. Provide chain link protective enclosure around exterior air-conditioning equipment.

END OF SECTION 901

Safety and Security Section 901-2

Chapter 10 Traffic, Bus, and Parking Design Criteria

EDSPECS for Elementary Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

Chapter 10 – Traffic, Bus, and Parking Design Criteria

Section 1001 – Traffic

Traffic consultants are encouraged to view morning and afternoon traffic of a similar school before starting their design. Schools have unique traffic needs.

a. The traffic consultant needs to provide traffic plan/instructions for the school’s administration to follow when school opens. This gives the administrator a starting point for a traffic plan.

b. Provide separation of buses and passenger vehicles whenever possible.

c. Minimize conflicts with special consideration for pedestrian safety.

d. Provide sidewalks of the appropriate width based on the designed pedestrian flow.

e. Provide design barriers to minimize pedestrian walking through parking lot or other vehicle pathways. Consider having walkways and convenient crossings for pedestrians to deter walking through the parking lots.

f. Provide containment mechanisms (i.e. fencing or railing with periodic openings) for student loading and unloading areas. Examples are Kapolei Middle, Keaau Elem., and Campbell HS.

g. Curbside loading and unloading on the right side of the vehicle is preferred. Loading curbs should be painted yellow and have signage. Loading areas should be kept clear during peak loading and unloading time, i.e. between 7:00 - 8:00am, and 1:00 - 3:00pm. The area could double as visitor parking at other times.

h. Traffic lanes next to the loading and unloading area should allow no more that three vehicles abreast. DOE wants only curbside loading/unloading with no loading between vehicles.

i. Design with no reversing by large vehicles, such as buses, vans, and delivery vehicles if possible.

j. Delivery areas should be kept away from student traffic, especially if backing up is required.

k. Provide adequate loading and unloading areas for buses and passenger vehicles. Multiple loading and unloading locations help spread the peak demand.

l. Locate the loading and unloading areas closer to the exit than the entrance, to avoid traffic bottleneck. This is best done by site layout and not by school regulation.

m. Traffic controls are to be used, such as stop signs, yield signs, speed bumps, stop wording and stop bars written on the ground, no parking zone signage, yellow zone and red zone curbs, loading and unloading begin and end signs, painted pedestrian walkways and etc.

n. Use yellow for zones of loading and unloading and red for no stopping.

Traffic Section 1001-1 EDSPECS for Elementary Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

o. Provide a stacking area for parents who come early to wait for their child/children in the afternoon. Possible solution could include designated area where parents could double park and wait behind teachers who are not leaving immediately after school.

p. Location of the rubbish bin should be considered in terms of vehicular and pedestrian conflicts.

q. The location of the large delivery truck loading should be considered, especially if their timing conflicts with bus loading.

r. When site is practical, make the school entrance and exits right turns only. Left turns tend to be slow and back up traffic.

s. Good internal circulation is important. Prefer not to have to send vehicles off school property to circle the lot.

t. When necessary, locate bus farther out than passenger vehicles. Bus riders are captive audience and easier to control. Bus driver pickup and drop off is controlled by their contract.

u. Allow for future parking lot expansions. Temporary, special event parking on the field should also be designed.

v. ADA requirements must be met with good proximity to the entrance. At the same time, see if it's possible to locate the ADA stalls strategically to best utilize the fact that these stalls are rarely occupied.

w. Space for sitting and shade could be considered for waiting area.

x. Consideration should be given for sight distance for drivers to pickup their kids, and also for administrator supervision purpose.

y. If there is an adjacent county park, consideration should be given for student walking in that direction which results in fewer kids being picked up.

z. Simplify. Whenever possible, use one way traffic patterns. When using perpendicular parking stalls, constricting the entrance and exits could promote single directional flow.

aa. Consider the need for campus security when designing the parking lot. This includes visibility, campus evacuation, etc.

bb. Parking lot drainage shall be considered.

cc. Use bollards to protect bus shelters and keep vehicles out of access aisles.

dd. Consider safe and functional locations for school name signage, school activity signboard, recycle bin, garbage bins, and other deliveries. Parking lot should provide adequate spaces for the recycling bins function plus a stall space for user. Sight distance, vehicular and pedestrian conflicts are of primary concerns.

Traffic Section 1001-2 EDSPECS for Elementary Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

ee. Parking lighting should be considered. Design should locate light locations and include conduits.

ff. Consideration should be given to supervision for loading and unloading.

END OF SECTION 1001

Traffic Section 1001-3 EDSPECS for Elementary Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

Section 1002 – Bus Safety

a. In the selection of school sites, major consideration should be given to the safety of pupils riding school buses. School buses will be forced to utilize the roads in and around the school site plus public highways leading into the school area. High-density traffic flow near school exits and entrances due to the proximity of freeways, periodic commercial traffic or massive commuter traffic from industrial plants should be avoided. It must be recognized in many cases that the area designated for the school site has been selected prior to hiring an architect. It is suggested, therefore, that this information be issued to boards of education and municipal planning authorities alerting them to the dangers inherent in the process of site selection. It is also suggested that boards of education discuss the selection with the superintendent of schools, traffic engineers and the state office of school plant planning and solicit their help in evaluating possible school sites.

b. The location of the school plant on a site should be determined to provide a safe means of entrance and egress for all pupils. When considering school sites, the state, county and local roads servicing the area should have a minimum 30-feet paved width where loading and unloading is contemplated off the main thoroughfare. If it is necessary to load or unload pupils on the main thoroughfare in front of the school, at least a 40-feet wide paved road should be provided.

c. All school bus traffic should be considered as one-way traffic flow, preferably with the service door side of the bus always next to the loading and unloading zone.

d. Whenever possible, separate student drop-off/pickup, service delivery and parking from each other.

e. Campus road design shall coordinate pedestrian and vehicular traffic to minimize crossing and insure pedestrian safety.

f. All school bus roads entering into or exiting from main arteries should have a 50 to 100- feet-radius turn on inner edge of pavement. Within the school site, roads should have at least a 60-feet radius on inner edge of pavement on all curves. At least a 50-feet tangent section should be provided between reverse curves. In order to minimize driveway entrance and exit widths, island construction may be required. Driveway openings must conform to local requirements. Driveway openings on state highways should be approved by the state highway department.

g. Curbing, with suitable drainage, should be constructed on all roads utilized by school buses within the school site. Consideration should be given to state highway department performance specifications. A minimum of 30-feet should be maintained for one-way traffic and 36-feet for two-way traffic. Roads should be wider on all curbs.

h. It is desirable to separate all parking areas. It would be advantageous to have only the visitor parking area located in close proximity to the administration facility. Care should be exercised in the placement of these areas to preclude the visitor from crossing the school bus traffic pattern.

i. Consider the use of bollards or curbs to keep vehicular traffic out of the access aisles and to protect the roof overhangs.

Bus Safety Section 1002-1 EDSPECS for Elementary Schools Chapter 10: Traffic, Bus, and Parking Design Criteria

j. Prior to designing and laying out roads and parking lots, architects should consult with the school administration on the following items:

1. Total number of pupils and school personnel.

2. Number of present and projected pupils to be transported. 3. Number of buses. 4. Type of schedule. (a) Staggered opening and closing times. (b) Single opening and closing times. 5. Extra-curricular activities that would necessitate use of school buses. 6. Site visitations should be made to observe existing conditions at morning and afternoon peak times if possible.

k. It is desirable to locate parked buses and cars on school grounds in such a manner to avoid the glare from reflective surfaces of windows, doors and windshields from being transmitted into the classroom.

l. Attention should be given in planning school bus parking, loading and unloading areas. Parking should exclude the necessity for backing the bus.

m. Sidewalk plans for pupils walking to school should avoid crosswalks in front of the buses.

n. Campus design should consider covered waiting areas. Height of the covering shall accommodate the highest school bus. All support posts adjacent to the driveway curb shall have a 3 foot minimum setback from the curb to minimize the possibility of crushing a pupil between the support posts and arriving school buses.

o. For areas that will be constantly utilized by heavy school buses, the type of pavement and base should conform to state highway department specifications.

p. All roads within the school site should be designed to avoid configurations that could impair a motorist’s vision. It is suggested that a maximum 5% grade be allowed on all roads and, at entrance and exit points, a maximum 2% grade be allowed. Blind corners and intersections should be eliminated. Trees and shrubbery planted on the school site should not obstruct a motorist’s vision.

q. Plans for the location of access and service roads should exclude conditions that would require school buses to be backed on the school premises.

r. All student loading and unloading should be provided for on the school site.

s. Plans for loading facilities should include separate areas specifically designed for handicapped pupils. Attention should be given to entrance ramps and handrails.

t. Plans for roads and loading areas should accommodate emergency vehicles with access to the school at all times.

u. Where necessary, traffic control devices should be provided to assist school traffic merging with the regular traffic flow.

END OF SECTION 1002

Bus Safety Section 1002-2

Chapter 11 Landscape Design Criteria

EDSPECS for Elementary Schools Chapter 11: Landscape Design Criteria

Chapter 11 – Landscape Design Criteria

Section 1101 - Planting and Irrigation System

The purpose of landscaping is to prevent erosion, provide shade, enhance opportunities for general cultural development, and to create an aesthetically pleasing environment that will promote pride in the school and community. Consideration should be given to the safety of the students and the maintenance of the plant material.

Function and simplicity should be the criteria used to create the landscape design. A school’s landscaping consists primarily of grassed areas with accent planting near the campus and buildings’ entries and at major gathering areas such as courtyards and outdoor stage or hula mound areas.

1101.1 Protection of Existing Trees

Trees existing on a site selected for construction or expansion of a school need to be evaluated for value of retention. If the tree has significant value in terms of size, health and appropriateness, it should be evaluated to be saved or relocated. Many times construction costs may override the effort to save an existing tree. If this happens, efforts to replace it should be taken.

If a tree is to be saved, require a soil analysis and fertilize the trees accordingly over the root zone areas to increase tolerance to stress prior to the start of construction. Do not allow parking, movement, or storage of any vehicle or equipment within 10 feet of the tree’s canopy. Soil compaction over the tree’s root zone may kill the tree. Fence or tape off the root zone of the trees to be retained. Do not allow dumping of chemicals on the site. Do not allow cut, fill or other grade changes around the root zone of existing trees.

1101.2 Soils/Amendments

Imported Soil:

Imported screened soil shall be screened (1/2-inch screen), natural, fertile, friable loam, with good structure. The soil shall be free of stones, noxious seeds, roots, sticks, weeds (especially nutsedge). Subsoil in any quantity, red humic latosol soils or types known as “Palolo Clay” or “Lualualei Clay” are unacceptable. Soil analysis providing the textural class of the soil is required. Provide imported soil with sufficient quantities of available nutrients to support normal plant growth or amendable to support normal plant growth in accordance with the soil analysis recommendations. Soil analysis providing nutrient amendment recommendations is required.

1101.3 Soil and Site Preparation Materials

a. Fertilizer. Fertilizer shall be a standard commercial fertilizer containing the minimum analysis and in physical form as specified. Fertilizer will be furnished in standard containers with the name, weight and guaranteed analysis of the contents clearly marked. When a complete fertilizer is specified, such as 5-10-5, the first number represents the percent of total nitrogen, the second number is the percent of available phosphoric acid, and the third number is the percent of available potash. The specific analysis and amount of the fertilizer to be used will be determined based on soil test results and recommendations.

Planting and Irrigation System Section 1101-1 EDSPECS for Elementary Schools Chapter 11: Landscape Design Criteria

b. Soil neutralizing agents. Lime (calcium carbonate), dolomitic lime (calcium carbonate and magnesium carbonate), aluminum sulfate, sulfur and/or any other soil neutralizing agents shall be agricultural type. c. Organic Soil Conditioners are any soil supplement derived from organic material that physically stabilizes the soil, improves resistance to erosion, increases permeability to air and water, improves soil texture, increases resistance of the surface to crusting, eases cultivation or otherwise improves the physical quality of the soil. 1. The organic soil conditioner may be compost or other fully stable organic material. Acceptable compost may be derived from natural organic sources such as food, plant or animal residuals, landscape debris and/or biosolids. Organic soil conditioners must contain a minimum of 50 percent post consumer organic waste food processing residuals and/or post consumer paper). The organic soil amendments may not include uncomposted sawdust or tree bark, nor be a cover crop grown primarily as a soil amendment. The organic soil conditioner shall not contain any treated or painted woods in any quantity, nor contain any resin, tannin, or other materials in quantities that would be detrimental to plant life

2. Compost and other fully stable organic soil amendments shall meet the following criteria: (a) Compost and other fully stable organic soil conditioner may be brown, gray or black in color. The compost or organic soil amendment may have an earthy odor but shall be free of any foul or putrefactive odor. (b) The material must be free of live weed seed or other propagiles and have written proof of EPA minimum heating requirements of 55 degrees Celsius (55 C) for 3 days. (c) The material must contain less than 0.5 percent foreign materials by weight. (d) The material will contain less than maximum limits of heavy metals established by EPA 503. (e) The compost and organic soil conditioner shall pass through a 1/2 inch screen. (f) Compost must be mature and stable and should be “cured” for at least 30 days prior to application. (g) The organic soil amendment must contain more than 50 percent organic material.

1101.4 Planting Soil Mixtures

a. Backfill Mix: 4 parts screened soil 1 part organic soil conditioner 1 part organic soil amendment 18 lbs. Gro-Power per cubic yard of mix

b. Light Weight Soil Mix: 1 part screened soil 1 part 3/8 inch minus black cinders 1 part organic soil amendment 20 lbs. Gro-Power per cubic yard of mix

Require submittal of 1 cubic foot. of the specified pre-mixed light weight soil mix and a certified soil testing laboratory for soil weight testing. Contractor shall not place any light weight soil mix on the project site until the General Contractor and the Owner has reviewed test results and given the Contractor written notification to proceed.

Planting and Irrigation System Section 1101-2 EDSPECS for Elementary Schools Chapter 11: Landscape Design Criteria

c. Backfill Mix for Coconut Palms: 4 parts washed beach sand or black sand 1 part organic soil conditioner 15 lbs. Gro-Power per cubic yard of mix

1101.5 Plant Material

Trees are planted for shade and to define spaces and entries. Shrubs and hedges are used as accents at entries, screens for trash enclosures and electrical transformers, and to reinforce the boundaries of the school. The shrubs layout must avoid creating hiding areas on campus.

Incorporate native Hawaiian plant materials that are suitable to the school’s climatic and geographical conditions. Native Hawaiian plants should be designed to support the learning environment with provision of plant identification signage along with classroom instruction of the cultural values.

The criteria for the selection of trees and shrubs should: 1. Consider the appropriate climate, form, ultimate size, color, and maintenance. 2. Avoid trees that are poisonous or thorny, break easily, have root systems above ground, or have aggressive root systems. 3. Utilize trees with fruit in selective areas where neatness is not a primary concern and the fallen fruits will not interfere with mowing operations and be an attractive nuisance for students. 4. Keep all plant material a minimum of 2’-6” from building walls to ease maintenance of the buildings and to keep moisture away from foundations.

1101.6 Inspections

Provide for regular inspections during construction to include: • Plant inspections prior to installation; • Inspection during soil placement to check proper grading; • Inspections during planting installation; • Pre-maintenance inspection; • Pre-final inspection at 90 days; • Final inspection at 120 days.

1101.7 Grass and Ground Covers

Grass should be the major ground cover on a school campus. Where slopes exceed 4:1, low- maintenance ground covers should be planted for erosion control and easier maintenance. Select grasses and ground cover types based on site location, climate, and function (high traffic vs. low traffic). Consider sun and shade factors when making selections for optimal plant growth.

1101.8 Sport Fields

The largest management concern for sport fields is compaction because of the varied uses, frequency of use, and high intensity of use.

Controlling the detrimental effects of compaction is achieved in two ways: (1) construction with compaction resistant materials and (2) management techniques (maintenance), including careful scheduling and timely cultivation (aeration).

Planting and Irrigation System Section 1101-3 EDSPECS for Elementary Schools Chapter 11: Landscape Design Criteria

Planning a multi-use field is too important to be approached haphazardly. To avoid costly mistakes, all decisions should be made with the best advice possible. This usually means consulting with a non-biased, experienced sport turf agronomist or designer.

Safety and Playability: 1. Increase traffic tolerance, through compaction-reduction techniques; 2. Increase footing or traction, through dense, uniform, strongly knit turf; 3. Increase drainage and aeration rates; 4. Reduce drastic micro-topography changes (such as undulations or holes from settlement of irrigation components and erosion around sprinkler heads etc.);

1101.9 Construction Techniques

Sand-based root zone constructions are typically composed of 80 to 100 percent of specified sand with the remaining proportions of the mixture being composed of an organic component or a soil -organic mixture component.

Soil Selection: if soil is used in the root zone mix, it shall have a minimum sand content of 60 percent, and a clay content of 5 percent to 20 percent.

Contour the sub grade so it conforms to the proposed finished grade, with a tolerance of one inch. The sub grade should be 18 inches below the planned finished grade and should be firmed to prevent settling. Care should be taken to ensure that the final sub grade base contours, within the overall slope, drain gravitational water to the nearest drain line.

1101.10 Mulching

Organic and inorganic mulches conserve water, reduce irrigation needs, control weeds, reduce soil temperature fluctuations, and provide many other positive benefits to the landscape. Organic mulches improve the structure of the soil and reduce compaction. Mulches should be applied at a uniform depth of 2 – 3 inches and replenished at least once a year.

Use mulch around the bases of trees and shrubs instead of planting grass and ground covers right up to the base of the plants. Mulch around the base of trees and shrubs reduces the need for trimming and protect plants from potential damage by string trimmers and mowers.

1101.11 Irrigation

Water is the most critical factor in determining the growth and quality of a landscape. Separate planting zones of similar water needs for efficiency. Design the irrigation system to avoid runoff, puddling and overspray onto paved areas.

Provide automatic irrigation systems with state-of-the-art technology including computer controlled systems, rain/moisture sensors, radio controllers, and drip and spray systems. Provide training for maintenance crew by manufacturer representatives.

Designs should reflect full-coverage with an 80 percent spacing of sprinkler heads to accommodate areas where wind plays a factor in efficient coverage. To minimize dry spots due to windy conditions, use stream rotors and low angle heads where possible.

In areas that area highly visible, use pop-up heads to minimize vandalism. Shrub spray heads may be used in areas that are not visible. In high-traffic areas, particularly near sidewalks and parking lots, the use flex pipe can minimize sprinkler head breakage.

Planting and Irrigation System Section 1101-4 EDSPECS for Elementary Schools Chapter 11: Landscape Design Criteria

Irrigation plans should include gallonage rates and proper operating pressures for each irrigation circuit.

Materials

All irrigation materials shall be new, without flaws or defects and of quality and performance specified.

1. Pipe: a. Pressure Mains: 3 inch Schedule 40 PVC, ASTM D 1785. b. Laterals: 1/2 inch and 3/4 inch laterals. Class 315 PVC; 1 inch and larger laterals. Class 200 PVC, SDR 26, ASTM D 2241 with integral solvent weld bell end, ASTM D 2672; solvent weld coupling, ASTM D 2466; or integral elastomeric seal coupler, ASTM D 3139. c. Copper Pipe: Type K Copper Water tube. d. Exposed Pipe: UVR/PVC. e. Visible Pipe and Fittings: (a) General: Integral gray. (b) Threaded Risers and Nipples: Schedule 80 PVC. (c) Other Risers and Fittings: Schedule 40 PVC, Type 1, solvent weld. (d) Cement: ASTM D 2564 or as recommended by the manufacturer. (e) Flexible Tubing: thick wall pipe or equal for flexible swing joints. f. Sleeves: (a) 4 inches and Smaller: Schedule 80 PVC. (b) Larger than 4 inches: Class 315 PVC. g. Conduit: Schedule 80 PVC.

2. Irrigation Heads: Provide lavender non-potable covers marked with “Do Not Drink!” for non-potable systems.

3. Valves a. Gate Valves: American made 200 WOG brass with non-rising stem and threaded ends. b. Remote Control Valves: Brass body with a contamination-proof self-flushing screen and pressure-regulating module. c. Quick Coupling Valves: Every 100 feet.

1101.12 Maintenance

The success of a landscape depends on a regular maintenance program. Because each school site is unique in terms of location, climate, design, and function, include an Operations and Maintenance Manual specific to the school which includes schedules for mowing, edging, pruning, mulching, trimming, irrigation maintenance, fertilizing, and herbicides. The manual should include the names of all plant material included in the design with information on growth habits, water requirements, pruning/trimming frequencies, fertilizer requirements, and other information helpful to the school’s maintenance staff.

END OF SECTION 1101

Planting and Irrigation System Section 1101-5

Chapter 12 Other Design Criteria

EDSPECS for Elementary Schools Chapter 12: Other Design Criteria

Chapter 12 - Other Design Criteria

Section 1201 Graphics and Signage

The design intent is to provide a standard campus-wide Signage system. This signage system shall conform to all building code requirements and signage standards for ADAAG.

a. Ground Sign for School Identification: Provide a ground sign for identification of the school. Area of the sign (sign/lettering) shall conform to all applicable building codes. Sign base and lettering shall be fabricated using exterior rated materials only. Copy/Letters shall be legible from a distance of 60 feet (1 inch of height =10’-0” of viewing distance). All lettering shall be in upper case format. The sign shall be located in proximity to the main entry/access of the school.

b. Building Identification: Each building shall have a minimum of one sign for building identification purposes, if the building has more than one major access/entry, additional signs may be required. The sign shall be 1/4 inch thick cast aluminum plaque with raised copy and border, letter height shall be a minimum of 2-5/8 inch. All lettering shall be in upper case format. Sign shall be mounted adjacent to the main entry of the building. Sign shall be mounted with tamperproof fasteners.

c. Room Signs: A sign to identify each permanent room and/or space (Room Number, Room Description, Restrooms, etc.) shall be provided in all buildings. Signs shall conform to all appropriate ADAAG standards and be set to the height of the primary users. Therefore, the signage heights for the classrooms would be at the children’s height while the signage height for the library work/production area, which is primarily used by adults, is at adult height. These signs shall have raised and Braille letters, must comply with finish and contrast standards; and must be mounted at certain height and locations. Lettering shall be a minimum 5/8 inch in height, not to exceed 2 inches. All lettering shall be in upper case format. Materials used for fabrication/ installation of the signs shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Signs shall be mounted with tamperproof fasteners.

d. Miscellaneous Signs:

1. “FIRE EXIT” - Where a required illuminated “Exit” sign occurs, an additional companion “FIRE EXIT” sign mounted on the latch side of the door, shall be provided. This sign shall conform to all appropriate ADAAG standards. This sign shall have raised and Braille letters, must comply with finish and contrast standards; and must be mounted at certain height and locations. Lettering shall be a minimum 5/8 inch in height. All lettering shall be in upper case format. All materials used for fabrication/installation of the sign shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Sign shall be mounted with tamperproof fasteners.

2. “FIRE EXTINGUISHER INSIDE”, “TOBACCO FREE”, “ROOM CAPACITY”, “NO SMOKING”, “IN CASE OF FIRE…”- Signs shall be designed, fabricated and installed according to all appropriate building code and fire department regulations and ADAAG standards. All lettering shall be in upper case format. All materials used for fabrication/installation of the sign shall be exterior rated. Sign shall be mounted with tamperproof fasteners.

Graphics and Signage Section 1201-1 EDSPECS for Elementary Schools Chapter 12: Other Design Criteria

3. “SYMBOL OF ACCESSIBILITY”, “AREA OF RESCUE ASSISTANCE”- Sign shall conform to all appropriate ADAAG standards. This sign must comply with design, finish and contrast standards; and must be mounted at certain height and locations. All materials used for fabrication/installation of the sign shall be exterior rated (fiberglass, exterior polymer, melamine, etc.). Sign shall be mounted with tamperproof fasteners. e. Typography 1. Helvetica Medium type shall be the standard typestyle used through out, except for the ground sign, where a different typestyle may be selected. 2. Lettering shall be set by a professional typographer. All type shall be set on a Photo typositor or equivalent equipment. 3. Regular Spacing for letters and words shall be used throughout. 4. Enlargements and reductions shall be made photographically from clean reproduction proofs. Letter height shall refer to upper case letter, final height of letter may change depending on length of copy. 5. All copy shall either be silk-screened, raised tactile copy or individual letters. All signs/materials shall be rated and approved for exterior use.

f. Paints 1. All plaques that require painting shall be prepared to have a clean, dry and greaseless surface and spray painted with two (2) even opaque coats of automotive acrylic lacquer. 2. Surfaces to be silk-screened shall be clean and free of grease. Silk-screening enamels shall be produced by Naz Dar or equal.

g. Fasteners: All bolts, screws, expansion shields, toggle bolts, threaded rods, etc. shall be of heavy duty rating, size and type shall be best suited for its intended purpose. All fasteners shall be stainless steel.

h. Installation of Signs

1. All signs shall be fabricated and installed in accordance to standards as set by ADAAG signage standards. All signs with Braille shall be proofread prior to installation. Install the signs and components at the locations in accordance with ADAAG regulations. Ensure all permanent signs installed are mounted so that a person may approach within 3 inches of signage without encountering protruding objects or standing within the swing of a door.

2. All fasteners/adhesives that are used shall be the best suited for its intended purpose. Manufacturer’s recommendations shall be followed when applying any fastener/ adhesives. Shields or mechanical fasteners shall be provided as required to suit the mounting conditions. When installed the signs be rigid in support and construction. Plaque type signs shall be mounted with tamperproof fasteners.

END OF SECTION 1201

Graphics and Signage Section 1201-2 EDSPECS for Elementary Schools Chapter 12: Other Design Criteria

Section 1202 Master Key System - Implementation

1202.1 New School Construction

A master key system for new schools will be established during the first increment construction bidding via open bids. The following guidelines will constitute the desired key system:

a. Each room requiring security measure shall be provided with its individual key. b. All doors within a room shall be keyed alike. c. Each building or group of buildings will be provided with two master keys. d. All keyed cabinet doors within a room shall be master keyed. All sub-room doors shall be keyed alike.

1202.2 New Buildings on Existing School Campus

Where a multiple key system exists on a campus, a selection will be made by the Office of Business Services, Department of Education, in consultation with the district offices, to determine which of the various brands will be adopted for the school master key system. The determination will be based on the predominance of any one brand already installed in those buildings that are incorporated in the master plan as part of its permanent set of campus facilities. Once the key brand preference is established, all future facilities construction will incorporate the determined brand and will be specified as such in the construction contract documents (closed specification item).

The desired key system guidelines will be identical to those described under “New School Construction.”

1202.3 Old Buildings on Existing School Campus

Should any of the existing permanent buildings have a key system other than the selected master key system, it will be left intact during its serviceable life span and changed to conform when it needs to be replaced from normal wear and tear. These buildings will then be re-keyed to conform to the selected master key system.

END OF SECTION 1202

Master Key System - Implementation Section 1202-1

Appendices

Appendix 1 Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students

FACILITIES ASSESSMENT and DEVELOPMENT SCHEDULE State of Hawaii FADS Department of Education Revised February 2007 SCHOOL NAME —2cNEW Aloha Elementary School YRE-MT ? NO

DISTRICT: NAME COMPLEX: NAME Air-Con ? NO

GRADE ORGANIZATION: BOTT: K TOP: 5 RAINFALL

CURRENT ENROLLMENT 10 MONTH ENROLLMENT = 55 550 REGULAR ENROLLMENT n/a EDSPEC PERMANENT CLASSROOMS SPEC ED ENROLLMENT ( K -2 ) CLRM. 12 PROJECTED SPECIAL ED. ENROLLMENT @ DESIGN n/a ( 3 -5 ) CLRM. 9 SPED PRE-SCHOOL 1 SPED TCHR(S) or % ENROLL 15.0% SPEC ED —2c17 /CLR 7 Suppl. Permanent(s) 3 Type 'B' DESIGN ENROLLMENT 550 PERMANENT CR. 29 + 3 REGULAR ENROLLMENT 467 SPEC ED @ 15.1 % of DE 83 SUPPL. PORTABLES 0 ( K -2 ) ENROLLMENT 234 PEAK PORTABLES 3 ( 3 -5 ) ENROLLMENT 233 TOTAL ALL CLRM 35 GENERAL NOTES 1.00

Supplemental portables need to be converted to permanent (see note for Gen Clrm "B")

Go to Special Ed sheet and adjust numbers of self contained and resource classrooms.

One SpEd Pre-school classroom is provided in the permanent classroom count. Provide additional pre-school classroom locations on the master plan. Total number to be determined during design.

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 1 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area School Area = EDSPEC BUDGET $ 0 PROJECT $ School Summary - Classrooms —7FNew Area: (+/-) Excess/Deficit, (e) EDSPEC GENERAL CLASSROOMS General Classroom (K-2) 12 980 11760 —2ce 11760 11760 General Classroom (3-5) 9 980 8820 —2ce 8820 8820 General Classroom `B' (K-5) 3 980 2940 —2ce 2940 2940 General Classroom `C' (K-5) 0 980 0

SP ED CLASSROOMS Self Contained "X" 3 1500 4500 —2ce 4500 4500 Resource 4 980 3920 —2ce 3920 3920 Self Contained "Y" 0 1200 0 0 0 Pre-School 1 1500 1500 1500 1500

School Summary - Supports —7FNew Area: (+/-) Excess/Deficit, (e) EDSPEC Administrative Center 1 7730 7730 —2ce 7730 7730 Library Media Center 1 6100 6100 —2ce 6100 6100 Cafetorium/Multi-Purpose 1 9500 9500 —2ce 9500 9500 Food Service-Kitchen (CONV) 1 3485 3485 —2ce 3485 3485 Custodial Service Center 1 500 500 —2ce 500 500 Faculty Center 2 980 1960 —2ce 1960 1960 Computer Resource Center 1 1200 1200 —2ce 1200 1200 Teacher center(s) (YRE-MT) 0 0 Optional Support Spaces 0 0 0 Itinerant 1 330 330 —2ce 330 330

Staff Parking (DE/ 8) Stalls 1/8 69 69 Visitor Pkg (5 Stalls/499 DE) Stalls 10 10

TOTAL CLASSROOM AREA 33440 0 33440 33440 TOTAL SUPPORTS AREA 30805 0 30805 30805 TOTAL SCHOOL AREA 64245 64245 Notes and Comments THIS SCHOOL DOES NOT QUALIFY FOR COVERED WALKWAYS

The Unit areas and ED SPEC areas shown on the School Summary and on the individual facility component area tables are net Educational Program and School Support floor areas and do not include area required for building structure, systems, service enclosures, auxiliary rooms, corridors, and passageways inless specifically shown otherwise in the tables

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 2 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area School Area = EDSPEC BUDGET $ 0 PROJECT $ School Summary - Classrooms —7FNew Area: (+/-) Excess/Deficit, (e) EDSPE GENERAL CLASSROOMS General Classroom (K-2) 12 980 11760 —2ce 11760 11760 General Classroom (3-5) 9 980 8820 —2ce 8820 8820 General Classroom `B' (K-5) 3 980 2940 —2ce 2940 2940 General Classroom `C' (K-5) 0 980 0

SP ED CLASSROOMS Self Contained "X" 3 1500 4500 —2ce 4500 4500 Resource 4 980 3920 —2ce 3920 3920 Self Contained "Y" 0 1200 0 0 0 Pre-School 1 1500 1500 1500 1500

OPTIONAL PROGRAMS Optional Classroom(s)

School Summary - Supports —7FNew Area: (+/-) Excess/Deficit, (e) EDSPE Administrative Center 1 7730 7730 —2ce 7730 7730 Library Media Center 1 6100 6100 —2ce 6100 6100 Cafetorium/Multi-Purpose 1 9500 9500 —2ce 9500 9500 Food Service-Kitchen (CONV) 1 3485 3485 —2ce 3485 3485 Custodial Service Center 1 500 500 —2ce 500 500 Faculty Center 2 980 1960 —2ce 1960 1960 Computer Resource Center 1 1200 1200 —2ce 1200 1200 Teacher center(s) (YRE-MT) 0 0 Optional Support Spaces 0 0 0 Itinerant 1 330 330 —2ce 330 330

Staff Parking (DE/ 8) Stalls 1/8 69 69 Visitor Pkg (5 Stalls/499 DE) Stalls 10 10

TOTAL CLASSROOM AREA 33440 0 33440 33440 TOTAL SUPPORTS AREA 30805 0 30805 30805 TOTAL SCHOOL AREA 64245 64245 Notes and Comments THIS SCHOOL DOES NOT QUALIFY FOR COVERED WALKWAYS

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 3 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ General Classroom (K-2) 12 TOTAL (K-2) CLASSROOMS

20 pupil activity area 1 460 460 460 12 pupil Activity area 1 225 225 225 Individual activity area 1 100 100 100 Teacher station 1 60 60 60 Circulation area 1 135 135 135

Area General Classroom K-2 980 980

Area All General Clrm (K-2) 11760 11760 School Area = EDSPEC BUDGET $ PROJECT $ Notes and Comments Provide carpeted area of 230 sf below main instructional board.

|:: School Area = EDSPEC BUDGET $ 0 PROJECT $ General Classroom (3-5) 9 TOTAL (3-5) CLASSROOMS

28 pupil activity area 1 460 460 460 12 pupil Activity area 1 225 225 225 Individual activity area 1 100 100 100 Teacher station 1 60 60 60 Circulation area 1 135 135 135

Area General Classroom 3-5 980 980

Area All General Clrm (3-5) 8820 8820 School Area = EDSPEC BUDGET $ 0 PROJECT $ Notes and Comments

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 4 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ General Clrm "B" & "C" 3 NO CLASSROOM MINIMUM

General Classroom "B" 3 3 —2c—bPermanent Supplemental Classroom(s) Edspec GCR Area 1 980 980 980

Area General Classroom "B" 980 980

General Classroom "C" Edspec GCR Area 1 980 980

Area General Classroom "C" 980 0

Area All General Classroom(s) "B" & "C" 2940 2940 School Area = EDSPEC BUDGET $ 0 PROJECT $ General Classroom "B" Notes and Comments

The number of Supplementary Portable classrooms will be reduced by number of type "B" classrooms selected. All suppl port clrms should be converted to perm "B" Clrms.

The number of Type "C" classrooms will be increased by the number that Special Education classrooms that are reduced.

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 5 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Special Education 8 TOTAL SPECIAL ED CLASSROOMS

Self-contained clrm "X" 1 2 <<-- Add or Subtract Self-contained Large group area 1 510 510 510 Small group activity area 1 330 330 330 Motor development area 1 270 270 270 Technology area 1 60 60 60 Restrooms 2 70 140 140 Shower & drying room 1 50 50 50 Laundry area 1 80 80 80 Teacher Station 1 60 60 60 Area of Self Contained Clrm "X" 1500 1500 1500 Self-contained clrm "X" 1 Pre-School Classroom 1 1500 1500 Self-contained clrm "Y" If "Y" is used, manually adjust # of "X" & Res Classroom area 1 980 980 980 Bathrooms & Shower 1 220 220 220 Area of Self Contained Clrm "Y" 1200 1200 Resource Services: 5 -1 <<-- Add or Subtract Resource Large group area 1 520 520 520 Small group activity area 1 460 460 460

Area of Resource Classroom 980 980 980

Special Education 8 TOTAL SPECIAL ED COMPONENTS

Itinerant Services Room 1

Small Group Meeting 1 330 330 330

Area of Itinerant Services 330 330

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 6 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area

Special Education Summary

Total All Itinerant Services 1 330 330

Total All Self Contained "X" 3 4500 4500

Total All Pre-School (Type"X") 1 1500 1500

Total All Self Contained "Y" 0 0 0

Total All Resource Services 4 3920 3920

Total All Special Education 10250 10250 |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Special Education Notes and Comments

Provide fenced playground for pre-school only: 900 SF (Area may be adjusted) Playground to be located adjacent to SPED Pre-School Classroom.

Itinerant Services Room is not included in the permanent classroom count.

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 7 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Administrative Center 1

550 If this is a Satellite Enter 0.01 >> Principal's office 1 200 200 200 Vice-Principal's office 1 200 200 200 200 0 0 General office: 1 400 400 400 00 FMS 1 100 100 100 Duplicating room 1 150 150 150 Storage room 1 215 215 215 Receiving Area 1 150 150 150 Lobby 1 155 155 155 Staff conference room 1 260 260 260 Student Activities Coordinator 1 140 140 140 Student Act. Rm/Store/Storage 1 750 750 750 Health service: 0 0 Treatment/Recovery area 1 320 320 320 Nurse's station/waiting area 1 150 150 150 Restroom w/ Shower 1 90 90 90 Counselor's office 2 140 280 280 Conf./spec. serv. rm. 1 260 260 260 Staff lounge 1 180 180 180 Staff restrooms 2 70 140 140 Custodial closet 1 80 80 80 Hallway/Waiting/Alcove * 1 340 340 340 JPO storage 1 40 40 40 PCNC 1 350 350 350 CSSS 1 2000 2000 2000 SSC/EA 1 330 330 330 PSAP 1 330 330 330 Communications Room 1 Area by Designer 0 Mechanical/Electrical Room 2 Area by Designer 0 Safety Office 1 120 120 120

Total Area of Admin Center 7730 7730 |:: School Area = EDSPEC BUDGET $ 0 PROJECT $

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 8 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area Administrative Center Notes and Comments

* Maximum area given for Hallway/Waiting/Alcove

Comprehensive Student Support System (CSSS) suggested components: - 2 Conference rooms @ 350 sf/ea 700 - 4 Offices @ 170 sf/ea (1 - SBBH & 3 - Student Service Providers) 680 - Reception/work/storage area @ 480 sf/ea 480 - Restrooms 2@70 sf ea (1 adult, 1 child) 140 Total 2000 sf SBBH stands for School Based Behavioral Health, position is a counseling type. Position is accommodated within the CSSS area.

PCNC stands for Parent-Community Networking Center

SSC/EA stands for Student Support Coordinator/Educational Assistant Position works primarily with adults.

PSAP stands for Primary School Adjustment Project Position works primarily with lower elementary students. Includes work area for 2 adults & activity/conference/storage areas.

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 9 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Cafetorium/Multi-Purpose 1 Design Enrollment (DE) 550 If this is a Satellite Enter 0.01 >> Student dining room 1 6600 6600 6600 0-300 3600 301-550 DE x 12 551-1100 6600 1101-up DE x 6

Permanent stage area 1 750 750 750 (or Port Stage 500sf & Stor 250s 00 Chair storage 1 250 250 250 Amplifier area 1 60 60 60 Hallway 1 Area by Designer 0 Boy's dressing/storage room 1 180 180 180 Girl's dressing/storage room 1 180 180 180 Boy's Restroom 1 70 70 70 Girl's Restroom 1 70 70 70 Adult Unisex Restroom 1 70 70 70 A+ program office 1 120 120 120 A+ program storage 1 170 170 170 Art Kiln Room 1 250 250 250 Custodial closet 1 80 80 80 Staff dining room 1 650 650 650

Total Area Cafe/Multipurpose 9500 9500 C O N T I N U E D School Area = EDSPEC BUDGET $ 0 PROJECT $ Custodial Service Center 1

If this is a Satellite Enter 0.01 >> Custodial service center Off/stor./repair area 1 230 230 230 Locker area 1 60 60 60 Tool room 1 120 120 120 Restroom w/ Shower 1 90 90 90 0 0

Total Area Custodial Service 500 500

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 10 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area C O N T I N U E D |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Food Service-Kitchen 1 CONVENTIONAL KITCHEN for 550 If this is Satellite Enter 0.01 >> SERV - CONV - PREP ?? CONV Food Preparation Area 1 875 875 875 Dry Storage 1 350 350 350 Walk-in Refrigerator 1 140 140 140 Walk-in Freezer 1 180 180 180 Serving Area 1 985 985 985 Recycle Area 1 180 180 180 Can Wash Area 1 50 50 50 Pot & Pan Washing Area 1 140 140 140 0 Transport Cart Storage Area - - -- 0 Manager's Office 1 140 140 140 Lockers and Restroom 2 140 280 280 Laundry/Utility Area 1 165 165 165 Heater Room 1 Area by Designer Mechanical/Compressor Rm/s 2 Area by Designer Electrical & Communication Rms 2 Area by Designer Food Kiosks —2b(Y or N) ==> n Total Area of Kitchen 3485 3485 School Area = EDSPEC BUDGET $ 0 PROJECT $ Cafe Kitchen Notes and Comments

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 11 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Library Media Center 1 If this is Satellite Enter 0.01 >> Office 1 140 140 140 Large group area: 0 Circulation desk 1 180 180 180 Reading/study/bookstack 1 2600 2600 2600 Periodical 1 220 220 220 Storytelling area 1 400 400 400 Student conference 1 250 250 250 Video production room 1 350 350 350 Workroom/production room: 1 600 600 600 Professional staff & mat'l area 1 210 210 210 Storage room 1 180 180 180 Mechanical/Elec. room 1 Area by Designer 0 Custodial closet 1 80 80 80 Staff restrooms 2 70 140 140 Media control ctr/Signal process 1 450 450 450 Tech coordinator's office 1 300 300 300 300 Total Area Library Media Cntr 6100 6100 School Area = EDSPEC BUDGET $ 0 PROJECT $ Library Media Center Notes and Comments

|:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Faculty Center 2 TOTAL FACULTY CENTER(S)

Unit Components: Work area 1 250 250 250 Lounge area 1 170 170 170 Classroom storage room 1 420 420 420 Staff restrooms 2 70 140 140 0 0 0 0 Area of Faculty Center 980 980

Total All Faculty Centers 1960 1960 School Area = EDSPEC BUDGET $ 0 PROJECT $ Faculty Center Notes and Comments

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 12 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Computer Resource Cntr 1 EDSPEC PROVIDES FOR (1) CENTER

<<-- Add or Subtract Computer Center(s)

General Requirements: Group activity area 4 225 900 900 Common activity area 1 100 100 100 Circulation area 1 200 200 200 0 0 0 0 Area of Computer Resource Center 1200 1200

Total All Computer Resource Centers 1200 1200 School Area = EDSPEC BUDGET $ 0 PROJECT $ Computer Resource Cntr Notes and Comments

|:: School Area = EDSPEC BUDGET $ 0 PROJECT $ Teacher Center (YRE-MT) 0 FOR YRE-MT PROGRAM OMLY NUMBER OF CENTERS "A" -1 0 Teacher work stations (Each) 1 60 60 Conference room ( / Station) 1 20 20 Storage ( / Station) 1 50 50 Area of Teacher Center 130 SF / Tchr 0 NUMBER OF CENTERS "B" 1 Total Area of Teacher Center(s) `B' = 0 Teacher work stations (Each) 1 60 60 Conference room (Each) 1 20 20 Storage (Each) 1 50 50 Area of Teacher Center 130 SF / Tchr

EDSPEC PROVIDES NO SQ. FT. OF TEACHER CENTER / TEACHER

Area of All Teacher Center(s) 0 School Area = EDSPEC BUDGET $ 0 PROJECT $ Teacher Center (YRE-MT) Notes and Comments If more than one Teacher Center is provided reduce the number of stations per center proportionately.

Locate Teacher Center(s) near Faculty Center(s)

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 13 of 14 Max School Area = 62745 32 CR Unit Ed Spec Existing New Total TYPE / COMPONENT Units Area Area Area Flr Area Area |:: v BUDGET $ 0 PROJECT $ PHYSICAL EDUCATION FACILITIES MEDIAN ANNUAL RAINFALL 0 Outdoor Facilities

SPED PRE-SCHOOL Fenced Play Area 1 900 900 900 900

KINDERGARTEN Grassed Playfield 1 16470 16470 16470 16470 Playground Equipment Area 1 2000 2000 2000 2000

GRADES 1 to 6 Grassed Playfield 1 98800 98800 98800 98800 Playground Equipment Areas* 3 2000 6000 2000 6000 Paved Playcourt 6912 6912 Covered Playcourt 1 6912 6912 6912 6912 Presentation Area 1 800 800 800 800 PE Storage Room 1 300 300 300 300 Boy's & Girl's Restrooms 2 70 140 140 140

THIS SCHOOL DOES NOT QUALIFY FOR COVERED WALKWAYS

Area of All PE Facilities 132322 132322 School Area = EDSPEC BUDGET $ 0 PROJECT $ Notes and Comments

Playground area may be adjusted to account for adjacent public park size. If the playground size is adjusted to acount for the presence of a public park then the entire public park shall be placed under DOE control during school hours.

*Playground Equipment Site Selection: - Designate four accessible playground equipment sites and routes. Pre-School/Kindergarten site (2-5 years old) Lower Elem site (5-12 years old) Upper Elem site (5-12 years old) Fitness site (8-12 years old) - Provide equipment and accessible walkway for a minimum of one designated site. Selection of equipm is determined with school & Auxiliary Services Branch during design.

Covered Playcourt Components: Playcourt of 6,912 sf Presentation Area of 800 sf Storage of 300 sf Restrooms 2 @ 70 sf/ea = 140 sf. May be deleted if available nearby.

Elementary School Facilities Assessment and Development Schedule (FADS) with Design Enrollment of 550 Students Page 14 of 14

Appendix 2 Glossary of DOE Acronyms

GLOSSARY OF DOE ACRONYMS

Acronym Meaning A A+ After-School Plus Program A+ A Computer Hardware Repair and Maintenance Program AA Alternate Assessment AAS Alternate Assessment Standards AAT Associate of Arts in Teaching ABC Above and Beyond the Challenge ABE Adult Basic Education ACCN Authorized Courses and Code Numbers ACE Administrator Certification for Excellence ACE A Committee on Excellence ACS Accrediting Commission of Schools ACT Autism Consulting Teacher College entrance exam formerly know as American College Testing, now just ACT ACT Act 51 Reinventing Education Act of 2004 AD Athletic Director ADA Americans with Disabilities Act ADAD Alcohol & Drug Abuse Division (Department of Health) ADD Attention Deficit Disorder ADHD Attention Deficit Hyperactivity Disorder AE Adult Education AEFLA Adult Education and Family Literacy Act AFT American Federation of Teachers AG Attorney General AGE Adult General Education AGT Academically Gifted and Talented AHERA Asbestos Hazard Emergency Response Act (Federal) AIDS Acquired Immune Deficiency Syndrome AITS Artists in the Schools ALC Alternative Learning Center AP Advanced Placement APC Association Policy Committee APP Art in Public Places APR Annual Performance Report (req. by OSEP) ARLISE Alternative Route to Lincensure in Special Education AS Assistant Superintendent ASAP As Soon As Possible ASCD Association for Supervision & Curriculum Development ASD Autism Spectrum Disorder ASI Accreditation School Improvement ASPIRE Accelerating Successful Performance in Regular Education

Glossary of DOE Acronyms Page 1 of 17 ASR Accountability Systems and Reporting ASVAB Armed Services Vocational Aptitude Battery AT Assistive Technology ATP Approval to Pay ATR Advanced Technology Research (Branch) AUP Acceptable Use Policy AV Audio-Visual AYP Adequate Yearly Progress B B&F Budget & Finance (State Department of) BASC Behavior Assessment System for Children BASE Bachelor or Arts in Special Education BASICS Basic Academic Skills Improvement through Core Subjects BASIS Basic Academic Skills Improvement System BEP Business-Education Partnership BEST Basic Education Skills through Technology BIASC Big Island Association of Student Councils BICS Basic Interpersonal Communication Skills BIIF Big Island Interscholastic Federation BIMEA Big Island Music Educators Association BINL Basic Inventory of Natural Language BIP Behavior Intervention Plan BISCA Big Island School Counselors’ Association BL Blind BMT Benchmark Tracker BOE Board of Education BOR Board of Regents BPA Basic Practical Arts BSP Bevavioral Support Plan BSSP BOE Support Services Personnel BU Bargaining Unit C CAI Computer-Assisted Instruction CALLA Cognitive Academic Language Learning Approach CALP Cognitive Academic Language Proficiency CAMHD Child and Adolescent Mental Health Division (Dept. of Health) CAPA Content Area Performance Assessment CAPE Collaborative Action for Public Education CAR Collection Activity Report CAS Complex Area Superintendent CASAS Comprehensive Adult & Student Assessment System CASSP Child and Adolescent Service System Program CAT California Achievement Test CATV Cable Access Television CBE Competency-Based Education

Glossary of DOE Acronyms Page 2 of 17 CBHSDP Competency-Based High School Diploma Program (Adult Education) CBI Community-Based Instruction CBM Competency-Based Measures CCC Community Children’s Council CCCO Community Children's Council Office CCSSO Council of Chief State School Officers CCTV Closed Circuit Television CDS Center on Disability Studies (U.H.) CE Community Education (Adult Education) CEC Council for Exceptional Children CEP Character Education Partnerships CHP Short for Chapter (e.g. Chapter 34) CIMIP Continuous Integrated Monitoring and Improvement Process CIP Capital Improvement Program CIR Computerized Information Retrieval CIS Communities in Schools (formerly Cities in Schools) CJIS Criminal Justice Information System CLIP Core Learning Improvement Plan CLMS Centralized Library Management System CM Case Manager CMI Computer Managed Instruction CMP Connected Math Program CNS Corporation for National Service COE College of Education COTA Certified Occupational Therepy Assistant COW Committee on Weights (Act 51 Weighted Student Formula) CPC Centralized Processing Center (Public Library) CPS Child Protective Services CRADLE Center for Research and Development in Law-Related Education CRC Civil Right Compliance CRDG Curriculum Research and Development Group CRE Coordinated Review Effort CRES Consortium on Reading Excellence Schools CRU Crime Reduction Unit CS&CS Child Study & Consultation Service CSA Community School for Adults CSAO Charter School Administrative Office CSAP Comprehensive School Alienation Program CSHP Coordinated School Health Program CSL Chancery Software Ltd. CSP Coordinated Service Plan CSR Coordinated Services Review / Comprehensive School Reform CSSS Comprehensive Student Support System CTAPS Consortium for Teaching Asia and the Pacific In the Schools CTBS Comprehensive Tests of Basic Skills

Glossary of DOE Acronyms Page 3 of 17 CTE Career and Technical Education CTEAC Career & Technical Education Coordination Advisory Council CTSO Career and Technical Student Organization D D&ES Design & Evaluation Section/FSSB DAGS Department of Accounting and General Services DAP Developmentally Appropriate Practices DARE Drug Abuse Resistance Education DASH Development Approach in Science and Health DBE Development Bilingual Education DBEDT Department of Business and Economic Development and Tourism DBL Deaf-Blind DC Deferred Compensation DC Department Chairperson DD Development Delay DDC Developmental Disabilities Council DEAR Drop Everything and Read DECA Distributive Education Clubs of America DES District Educational Specialist DF Deaf DH Department Head DHRD Department of Human Resources Development (formerly DPS) DHS Department of Human Services (formerly DSSH) DI Direct Instruction DIBELS Dynamic Indicators of Basic Early Literacy Skills DLIR Department of Labor and Industrial Relations DLNR Department of Land and Natural Resources DLT Distance Learning Technology DOE Department of Education DOH Department of Health DOT Department of Transportation DPAC District Parent Advisory Council (Title 1) DPS Department of Public Safety DRT District Resource Teacher DVR Department of Vocational Rehabilitation (Federal) E E-Academy Magnet Electronic Academy E-School Electronic School EA Educational Assistant EB Employee Benefits EBA Emotional Behavioral Assessment EBC Employee Background Check ECE Early Childhood Education ECLI Early Childhood Learning Impairment ECOS Education and Career Opportunities System

Glossary of DOE Acronyms Page 4 of 17 ECS Education Commission of the States ED Emotional Disturbance EDF Electronic Data File EDG Electronic Data Form EDN short for Education; Budget Program Structure Designation for DOE EDP Educational Data Processing EE Environmental Education EEOC Equal Employment Opportunity Commission EETT Enhancers Education Through Technology EFF Equipped for the Future EFL English as a Foreign Language EGO Equal Goals in Occupations Emergency Immigrant Education Program (formerly Emergency Immigrant EIEP Education Act) EIS Early Intervention Section (DOH) EISP Enrichment in Science Program ELA English Language Arts ELL English Language Learner ELLs English Language Learners ELP English Language Proficiency EM/E-Mail Electronic Mail EO Educational Officer EOY Employee of the Year EPA Environmental Protection Agency (Federal) EPT English Proficiency Test ERIC Educational Resources Information Center ERS Employees’ Retirement System ES Educational Specialist ESAA Emergency School Aid Act ESEA Elementary and Secondary Education Act ESIS E-School Student Information System ESL English as a Second Language ESLL English for Second Language Learners (formerly SLEP) ESLRs Expected Schoolwide Learning Results ESOL English for Speakers of Other Languages ESS Effective Schools Survey ESY Extended School Year ETAL Effective Teaching and Learning Project ETC Educational Technology Center ETO Employment Training Opportunities ETV Educational Television EVAL Evaluation EXCELL Expediting Comprehension for English Language Learners

Glossary of DOE Acronyms Page 5 of 17

English and Cross (X) Cultural Improvement in Testing (Bilingual Education EXIT Project) F FAMIS Financial Accounting, Management Information System FAPE Free Appropriate Public Education FAST Foundational Approach in Science Teaching FAY Full Academic Year FB Fiscal Biennium FBA Functional Behavioral Assessment FBLA Future Business Leaders of America FCCLA Family Career and Community Leaders of America FEA Future Educators of America FEP Fully English Proficient FERPA Family Educational Rights and Privacy Act FES Fluent English Speaker FFA Future Farmers of America FHS Future Homemakers of America FL Facilitative Leadership FLES Foreign Language in Elementary Schools FLSA Fair Labor Standards Act FMLA Family Medical Leave Act FMS Financial Management System FOL Focus on Learning (School Accreditation) FRP Felix Response Plan FSC Fully self –contained FSSB Facilities & Support Services Branch FTE Full -time Equivalency FX Foreign Exchange FY Fiscal Year FYI For Your Information G GE Geographic Exception GE/ACT General Education/Article VI Classroom Teacher GEAR UP Gaining Early Access to Resources for Undergraduate Programs GED General Education Development (Test) GF General Fund GFUS Graduate Follow-Up Survey GLC Grade Level Chairperson GLO General Learner Outcomes GPA Grade Point Average GT or G/T Gifted and Talented H H-KISS Hawaii Keiki Information Service System HAAE Hawaii Alliance of Arts Education

Glossary of DOE Acronyms Page 6 of 17 HAAPAE Hawaii Association for Asian and Pacific American Education HAEP Hawaii Arts Education Partnership HAEYC Hawaii Association for the Education of Young Children HAIS Hawaii Association of Independent Schools HAMS Hawaii Association of Middle Schools HAP Hawaii Assessment Program HAR Hawaii Administrative Rules HASCD Hawaii Association for Supervision and Curriculum Development HASL Hawaii Association for School Librarians HASSA Hawaii Association of Secondary School Administrators HBEA Hawaii Business Education Association HCDB Hawaii Center for the Deaf and the Blind HCEOC Hawaii County Economic Opportunity Council HCIDS Hawaii Career Information Delivery System HCJDC Hawaii Criminal Justice Data Center HCPS II Hawaii Content and Performance Standards II HCRC Hawaii Civil Rights Commission HCTE Hawaii Council of Teachers of English HEA Hawaii Education Association HEAP Health Education Assessment Project HENC Hawaii Education Network Consortium HEP Hawaii English Program HERA Hawaii Educational Research Association HETP Hawaii Educational Technology Plan HFAA Hawaii Families as Allies HFT Hawaii Federation of Teachers HGEA Hawaii Government Employees Association HH Hard of Hearing HHA Hawaii Housing Authority HHSAA Hawaii High School Athletic Association HI Hearing Impaired HIMAG Hawaii Institute for Management and Analysis Government HIOSH Hawaii Occupational Safety and Health HIRE Help Through Industry Retraining and Employment HITS Hawaii Interactive Television System HKM Halau Ku Mana (a public charter school) HLIP Hawaii Language Immersion Program HLRB Hawaii Labor Relations Board HNLC Hawaii Networked Learning Communities HOPPE Hawaii Opinion Poll on Public Education HOST Help One Student to Succeed HPE (HF) Hawaii Public Employees’ Health Fund HPERB Hawaii Public Employment Relations Board HRS Hawaii Revised Statutes HSA Hawaii State Assessment

Glossary of DOE Acronyms Page 7 of 17 HSAC Hawaii School Advisory Council HSCA Hawaii School Counselors Association HSEOA Hawaii State Educational Officers’ Association HSOICC Hawaii State Occupational Information Coordinating Committee HSPLS Hawaii State Public Library System HSSC Hawaii State Student Council HSTA Hawaii Science Teachers Association HSTA Hawaii State Teachers Association HSTW High Schools that Work HTIRE Help Through Industry Retraining and Employment HTSB Hawaii Teacher Standards Board HYCF Hawaii Youth Correctional Facility HYTS Hawaii Youth Tobacco Survey I IAES Interim Alternative Educational Setting IAPS Identification, Assessment, and Programming System IASA Improving America’s School Act IBR Institute for Beginning Reading IBS Intensive Basic Skills IDEA Individuals with Disabilities Education Act IDM Instructional Development Model IEP Individualized Education Program IFSP Individualized Family Service Plan IHE Institution of Higher Education IISC Intensive Instructional Services Consultant ILC Intensive Learning Center ILH Interscholastic League of Honolulu ILI Initial Line of Inquiry IMP Interactive Mathematics Program IP Issue Paper IPP Individually Prescribed Program IPS Introductory to Physical Science IRA Instructional Resource Augmentation IRA International Reading Association IRM Information Resource Management IRMB Information Resource Management Branch ISAP Interim School Administrator Program ISB Instructional Support Branch ISC Integrated Self Contained ISDN Integrated Digital Service Network ISPED Integrated Special Education Database ISSB Information System Services Branch ITAC In-Service Training Advisory Council ITC Information Technology Centers ITP Individualized Transition Program

Glossary of DOE Acronyms Page 8 of 17 ITPA Illinois Test of Psycholinguistic Abilities ITV Instructional Television IWG Interagency Work Group (on Act 51 delinking) J JCPD Juvenile Crime Prevention Division JJIS Juvenile Justice Information System JPO Junior Police Officer JPR Job Performance Report JROTC Junior Reserve Officer Training Corps JTPA Job Training Partnership Act JV Junior Varsity JVEF Joint Venture Education Forum (Military/Schools partnership program) K KANAKA Kula Aupuni Niihau A Kaheilani Aloha (a public charter school) KEEP Kamehameha Early Education Program KIF Kauai Interscholastic Federation KOEC Keakealani Outdoor Education Center KSBE Kamehameha Schools Bishop Estate L L1 First Acquired Language L2 Second Acquired Language-English LAN Local Area Network LAS Language Assessment Scales LC Learning Center LDAH Learning Disabilities Association of Hawaii LEA Local Education Agency (Federal) LEAA Law Enforcement Assistance Agency LEP Limited English Proficiency LES Limited English Speakers LET Language Experience Thinking LG Lieutenant Governor LI Learning Impaired (preschool) LINCS Literacy Information National Communications System LITPRO Literacy Pro LR Labor Relations LRB Legislative Reference Bureau LRE Least Restrictive Environment LRE Law Related Education LTA Limited Term Appointment LWOP Leave Without Pay M MAC Macintosh Based Student Information System School MAT Metropolitan Achievement Test MAT Miller Analogies Test

Glossary of DOE Acronyms Page 9 of 17 MBE Maintenance Bilingual Education MBL Microcomputer Based Laboratory MHPCC Maui High Performance Computing Center MIC Mathematics in Context MIL Maui Interscholastic League MOA Memorandum of Agreements MOF Means of Financing or Method of Funding MOVE Mililani/Oceanic Video Exploration MP Modification Plan MPA Mark Point Average MR Mental Retardation MR Mental Retardation (Chapter 56) MS Multiple Sclerosis MSDS Material Safety Data Sheet MTYRE Multi-Track Year-Round Education N NAACP National Association Advancement of Colored People NAAPAE National Association for Asian and Pacific American Education NABE National Association of Bilingual Education NAEP National Assessment of Educational Progress NAESP National Association of Elementary School Principals NAPT National Association of Pupil Transportation NASC National Association of Student Councils NASDSE National Association of State Directors of Special Education NASDTEC National Association of State Directors of Teacher Education and Certification NASSP National Association of Secondary School Principals NAYRE National Association for Year-Round Education NCAA National Collegiate Athletic Association NCE Normal Curve Equivalency NCES National Center for Education Statistics NCFL National Center for Family Literacy NCLB No Child Left Behind Act NCSS National Council for the Social Studies NCTE National Council of Teachers of English NCTM National Council of Teachers of Math NEA National Education Association NEP Non-English Proficient NES Non-English Speakers NetPrep (A 3Com Program) Computer Data Networking Preparation NFSC Navy Family Service Center NHEA Native Hawaii Education in Art NIFDI National Institute for Direct Instruction NIFL National Institute For Literacy NII National Information Infrastructure NIOSH National Institute for Occupational Safety and Health (EPA)

Glossary of DOE Acronyms Page 10 of 17 NJC Neighborhood Justice Center NLP Native Language Proficiency NMSQT National Merit Scholar Qualifying Test NOD National Origin Desegregation NPEP Navy Personal Excellence Program NRS National Reporting System(Adult Education) NSBA National School Boards Association NSF National Science Foundation NSF-RSI National Science Foundation – Rural Systemic Initiative NSSB Network Support Services Branch NTE National Teacher Examination NWREL Northwest Regional Educational Laboratory O OBEMLA Office for Bilingual Education and Minority Languages Affairs OBS Office of Business Services OCB Office of Collective Bargaining OCISS Office of Curriculum, Instruction and Student Support OCR Office for Civil Rights ODD Oppositional Defiant Disorder OELA Office of English Language Acquisition OEQC Office of Environmental Quality Control OH Orthopedically Handicapped OHA Office of Hawaiian Affairs OHI Other Health Impaired OHIA Other Health Impaired - Autism OHR Office of Human Resources OI Orthopedic Impairment OIA Oahu Interscholastic Association OIP Office of Information Practices OITS Office of Information Technology Services OMS Operation & Maintenance Section/FSSB OPAC On-Line Public Access Catalog (State Library) OS Occupational Skills OSDVE Office of State Director of Vocational Education OSEP Office of Special Education Programs (U.S. DOE) OSERS Office of Special Education and Rehabilitative Services (vs. DOE) OSHA Occupational Safety and Health Act (Federal) OSR On-site Review OT Occupational Therapy or Occupational Therapist OTE Onward to Excellence OVAE Office of Vocational and Adult Education (U.S. DOE) OYC Olomana Youth Center OYS Office of Youth Services P P&R Parks and Recreation (Counties)

Glossary of DOE Acronyms Page 11 of 17 P/C Days Planning/Collaboration Days PA Practical Arts PAAC Pacific and Asian Affairs Council PAC Project Advisory Committee or Parent Advisory Council PACT Parent and Children Together PAESMT Presidential Awards for Excellence in Science and Mathematics Teaching PAFA Presidential Academic Fitness Awards PALC Performing Arts Learning Center PAS Performance Appraisal System (for classifies) PASP Program Accessible School Plan PATH Project for Assessing Teaching in Hawaii PATL Positive Attitudes Toward Learning (Program) PBS Positive Behavioral Support PBS Public Broadcasting System PCCS Public Charter Conversion School PCNC Parent-Community Networking Center PCNC DF Parent-Community Networking Center (District Facilitator) PCNC PF Parent-Community Networking Center (Parent-school level Facilitator) PCS Public Charter School PCSPO Public Charter Schools Program Office PD Professional Development PD-Credit Professional Development Credit (formerly B-Credit) PDERI Professional Development & Educational Research Institute (formerly HSLA) PE Performance Expectations PE Physical Education PEMAH Professional Employee Management Association of Hawaii PEO Planning and Evaluation Office PEP Peer Education Program PEP-SL Professional Evaluation Program for School Leaders PEP-T Professional Evaluation Program for Teachers PERT Program Evaluation Review Technique PERT Physical Education Resource Teacher PI Parent Involvement PIA Parent Involvement Assistant PILWOP Professional Improvement Leave Without Pay PILWP Professional Improvement Leave With Pay PIM Parent Involvement Model PINS Primary Instructional Needs (for middle/intermediate) Schools PIP Performance Improvement Program PLT Principles of Learning and Testing (test for teachers) PMR Profoundly Mentally Retarded PO Purchase Order POPS Power of Positive Students PPBS Program Planning Budgeting System PPOP Pre-Placement Orientation Program

Glossary of DOE Acronyms Page 12 of 17 PPST Pre-Professional Assessments for Teachers PPT Paraprofessional Tutors PPVT Peabody Picture Vocabulary Test PRAXIS Series of Professional Assessments for Teachers PREK Pre-Kindergarten PREL Pacific Resources for Education and Learning PS Partially Sighted PSAP Primary School Adjustment Project PSAT Preliminary Scholastic Aptitude Test PSD Program Support & Development PSHF Public Schools of Hawaii Foundation PSPP Private School Participation Project PSRC Performance Standards Review Commission PSSC Physical Science Study Committee PT Physical Therapy PT Pysical Therapist PTA Parent Teacher Association PTA Physical Therapist Assitant PTG Parent Teacher Group PTI Parent Training & Information Center PTSA Parent Teacher Student Association PTSO Parent Teacher Student Organization PTT Part-Time Temporary Teacher PW Public Works Division (State DAGS) R REA Reading Excellence Act REACH Reinventing Education Act for the Children of Hawaii (2004) REAL Families for Resources and Early Access to Learning RFA Request for Assistance RFP Request for Proposal ROFEC Regional Operations for Facilities Engineering & Construction RRSC Recruitment & Retention Support Center (formerly RISE) RSI Rural Systemic Initiatives RT Resource Teacher RT Regular Classroom Teacher S SAC Student Advisory Council (ESAA) SAC Student Activities Coordinator SACVE State Advisory Council on Vocational Education SAIP Special Alternative Instructional Programs SAL School Assessment Liaison SAP School Accountability Program SARSA School Administrator Recruitment, Selection, and Appointment SAS Special Analytic Study SASA School Administrative Services Assistant

Glossary of DOE Acronyms Page 13 of 17 College Board's exam formerly known as Scholastic Assessment Test, now SAT just SAT SAT Stanford Achievement Test SATE State Approved Teacher Education SATP School Administrator Training Program SBBH School-Based Behavioral Health SBCOTA School-Based Certified Occupational Therapy Assistant SBPTA School-Based Physical Therapist Aide SBPTA School-Based Physical Therapist Assistant SCASS State Collaborative on Assessment and Student Survey SCBM School/Community-Based Management SCC School Community Council SCIC School Climate Improvement Committee SCIS Science Curriculum Improvement Study SCL School & Community Leadership (Branch) SCS Student-Centered Schools SD Staff Development SDFSC Safe and Drug-Free Schools and Communities SEA State Education Agency SEAC Special Education Advisory Council SEBD Severe Emotional Behavioral Disturbance SEC School Evaluation Committee SED Severe Emotional Disability SEPS Senior Exit Plans Survey SERT Special Education Resource Teacher SES Special Education Section SESAT School Early Stanford Achievement Test SETC State Employment and Training Council SEVR Special Education Vocational Rehabilitation SFA Success for All SFCA State Foundation on Culture and the Arts SHA School Home Assistant SI Speech Impaired SID Standards Implementation Design SIE Statewide Inservice Education SIECUS Sex Information and Education Council of the US SIG State Improvement Grant SIMS School Improvement Management System SINSP School Inspection Program SIOP Sheltered Instruction Observation Protocol SIP Strategic Implementation Plan SIP Strategic Implementation Plan SIPMS Student Information and Program Management System SIS Student Information Services/Systems SLD Specific Learning Disability

Glossary of DOE Acronyms Page 14 of 17 SLE Schoolwide Learning Expectations (See ESLRs) SLEP Students of Limited English Proficiency SLI Speech Language Impaired SLMPC School Library Materials Processing Center SLN School Library Network SLP Speech Language Pathologist SLS School Library Services (Section of OCISS) SMC Special Motivation Class SMH Severe Multiply Handicapped SMI School Meals Initiative SMP Special Motivation Program SPAC School Parent Advisory Council (Chapter 1) SPACE Strengthening Pacific Area Concentration in Education SPEBE Summer Program for the Enhancement of Basic Education SPED Special Education SPIN Special Parent Information Network SPMS Special Programs Management Section (OCISS) SQS School Quality Survey SR Salary Range SRA Statistical Research and Analysis SRI Selection Research, Inc. SRS School Renewal Specialist SSC Student Services Coordinator SSC Student Services Coordinator SSIR School Status and Improvement Report SSAS Student Services Application Section (OITS) SSS Student Support Section (OCISS) SSSB Student Support Services Branch SSSI Supplemental Social Security Insurance SST Student Support Team SSW School Social Worker ST Skills Trainer STAR State Teacher Alternative Route STEP Sequential Test of Educational Process STSS School Transportation Services Section STWO School to Work Opportunities STYRE Single-Track Year-Round Education SUPT Superintendent SY School Year T T-SEAS Teacher Substitute Employee Automated System T3 Technology Training for Teachers TA Technical Assistance TA Temporary Assignment TAOL Temporary Appointment Outside of List

Glossary of DOE Acronyms Page 15 of 17 TAP Technical Assistance Panel TB Teleschool Branch TBE Transitional Bilingual Education TBI Traumatic Brain Injury TCE Temporary Contract Employee TDI Temporary Disability Insurance TDR Treasury Deposit Receipt TDS Test Development Section TECC Teacher Education Coordinating Committee TEPS Teaching Elementary Physical Science TESOL Teachers of English to Speakers of other Languages TLC Teacher Learning Community TLCF Technology Literacy Challenge Fund TOPSPRO Teaching of Program and Students TOY Teacher of the Year TP Telecommunication Project TPI Teacher Perceiver Interview TQL Total Quality Learning TQM Total Quality Management TR Telecom Request TRO Temporary Restraining Order TSA Tax Sheltered Annuity TSCA Toxic Substance Control Act (Federal) TSD Text Start Date TTA Temporary Teaching Assignment TTT Troops to Teachers U UAP University Affiliated Program UHM University of Hawaii - Manoa UIPA Uniform Information Practices Act ULAP Unauthorized Leave Without Pay UPW United Public Workers USDOE United States Department of Education USSR Uninterrupted Sustained Silent Reading USTs DP User Support Technician V VCC Video Conference Center VEDS Vocational Education Data System VI Visually Impaired VICA Vocational Industry Clubs of America VISTA Volunteers in Service to America (now called AmeriCorps-VISTA) VO-TECH Vocational Technical Program VP Vice Principal W WAM Senate Committee on Ways and Means

Glossary of DOE Acronyms Page 16 of 17 WAN Wide Area Network (for computers) WASC Western Association of Schools and Colleges WATS Wide Area Telephone Service WC Workers’ Compensation WCCC Western Curriculum Coordination Center Project WD Waiver Day WIA Workforce Investment Act WIN School Windows Based Student Information System WISC Wechsler Intelligence Scale for Children WJR Woodcook Johnson Revised WPPSI Wechsler Preschool and Primary Scale of Intelligence WRAT Wide Range Achievement Test WRRC Western Regional Resource Center WSF Weighted Student Formula or Weighted Student Funding WWW World Wide Web Y YDP Youth Development Project YETP Youth Employment and Training Program YRE Year-Round Education YRE/MT Year-Round Education/Multi-Track YRE/ST Year-Round Education/Single Track YRBS Youth Risk Behavior Survey (reserved)

This list is available on the DOE website at: http://doe.k12.hi.us/acronyms.htm

Glossary of DOE Acronyms Page 17 of 17

Appendix 3 Educational Specifications Development/Revision Process

EDUCATIONAL SPECIFICATIONS DEVELOPMENT/REVISION PROCESS

This 2006 version of the DOE’s EDSPECS is intended to be reviewed on an on-going basis with updates issued periodically. As new programs emerge appropriate EDSPECS would be developed.

Since the EDSPECS are intended for use by a variety of users, it is envisioned that recommendations for changes may come from many different sources. The Facilities Development Branch, under the Office of Business Services (OBS), will receive and review requests from both within and outside the DOE, and may generate possible revisions of its own. These proposals will be reviewed with their submitted justification along with their educational and economic impacts.

Per BOE Policy 6700, approval of changes and revisions to the EDSPECS is the responsibility of the OBS Assistant Superintendent. Recommendations for changes and revisions will be forwarded to the Assistant Superintendent for approval before issuing the periodic updates to the document.

In addition to approved changes to the document, minor variations to the EDSPECS are a common, expected result of the DOE’s design charette process. The EDSPECS are meant as the baseline standard on which informed discussion takes place during the charette sessions to specifically address the needs of the new facility or school. Therefore it is important to document the decisions made during the charette process to keep a record of the justification for any variations. During its periodic review of the EDSPECS, the Facilities Development Branch will take into consideration the variations developed through these design charettes.

PROCEDURES FOR RECOMMENDING ADDITIONS AND REVISIONS:

Suggestions for additions and revisions to the EDSPECS should be submitted via fax (sample format provided on following page) to the Planning Section of the Facilities Development Branch, or following a similar format, by email to: [email protected]

Submission of proposed EDSPECS additions and/or revisions should include the following information:

• Name and contact information for person submitting request • Affected Chapter(s) / Section(s) • Proposed Change • Justification for Change • Educational Impact • Economic Impact

The Facilities Development Branch will acknowledge receipt of submission by return email or fax and provide a contact person to follow up with.

Educational Specifications Development/Revision Process Page 1 of 3 PROPOSED EDSPEC CHANGE / REVISION

To: Planning Section Fax No.: (808) 733-4865 Facilities Development Branch email:[email protected] 809 8th Avenue Honolulu, HI 96816

Attn: Nick Nichols, Brenda Lowrey No. of Pages (inc. this page):

From: email: Department /School / Office: Phone: Fax. No:

Please fill in the information below, attach additional sheets if necessary.

Affected Chapter(s) / Section (s):

Proposed Change:

Justification for Change:

Educational Impact:

Economic Impact:

Educational Specifications Development/Revision Process Page 2 of 3 EDUCATIONAL SPECIFICATIONS DEVELOPMENT / REVISION PROCESS

(This process shall be used when implementing changes to the Educational Specifications)

Activity

Initial Request Receive initial request generated from within or outside the DOE.

Review/Investigate Potential Additions/Revisions Meet with appropriate academic, administrative, and/or support staff to determine revision to current space/s or the need for additional space/s.

Develop Initial Change Proposal Develop initial change proposal from the suggestions and requests of academic, administrative, and/or support staff.

Review Proposed Change Review proposed change for impact on facilities, programs, and cost.

Approve & Implement Change

Prepare recommendation for Assistant Prepare statement Superintendent and submit for review. of “No further or action at this time” complete with Assistant Superintendent reviews and rationale and approves/disapproves. feedback to initial requestor/s.

Approved Disapproved Proceed for Return to initial implementation. requestor with rationale.

Educational Specifications Development/Revision Process Page 3 of 3

Appendix 4 Hawaii High Performance School Guidelines

Hawaii High Performance School Guidelines

March 31, 2005

Prepared for: Department of Business, Economic Development & Tourism State of Hawaii

Prepared by: Architectural Energy Corporation Hawaii High Performance School Guidelines March 31, 2005

This publication was funded by U.S. Department of Energy grant DE-FG51-00R021191. However, any opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Department of Energy, the State of Hawaii, or any agency or employee thereof.

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Contents 1 Introduction...... 1 2 Project Planning and Budgeting (Roadmap) ...... 2 3 Life-Cycle Cost Analysis...... 14 4 Commissioning ...... 26 5 Air Conditioning Applicability ...... 36 6 Air Conditioning System Type Selection ...... 44 7 Air Conditioning System Design Details ...... 48 8 Natural Ventilation ...... 53 9 Daylighting...... 56 10 Classroom Acoustics ...... 58 11 Additional Topics ...... 59 12 High Performance Hawaii Classroom...... 62

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1 Introduction

The focus of these guidelines is on the highest priority topics related to new school construction and major renovations in Hawaii. The topics are considered to be the highest priority because they address opportunities that are either unique to Hawaii or not well covered by existing guidelines.

Where appropriate, references are included to other documents, such as the Hawaii Commercial Building Guideline for Energy Efficiency and the CHPS Best Practices Manual for detailed design guidance.

The guidelines were established in collaboration between DOE, DAGS, DBEDT, and Architectural Energy Corporation.

1.1 Guideline Audience

The intended audience for these guidelines is the following:

• DOE project managers who are planning and budgeting projects.

• Project managers who are overseeing design and construction.

• Facilities managers and personnel who maintain schools and have a say in the selection of system types.

• Architects, mechanical engineers, electrical engineers and lighting designers working on DOE school projects.

1.2 Guideline Goals

• Provide guidance to decision makers for budgeting and prioritizing projects.

• Provide guidance to designers on identifying and evaluating design alternatives and developing plans and specifications.

• Cover both new construction and renovation (especially air conditioning retrofits).

• Encourage decision making based on life-cycle cost.

• Encourage integrated design decisions.

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2 Project Planning and Budgeting (Roadmap)

2.1 Summary

This section presents a “roadmap” to the process of managing a high performance school project. This roadmap consists of a list of recommended considerations at the following phases of the project development process.

• Project scope development

• Preliminary budget estimate

• Consultant selection

• Design

• Bidding

• Construction

• Furniture and equipment

While the recommendations are listed under the “Details for the Project Manager” section 2.3, they are valid considerations to be taken into account throughout the life of the project—from initial planning into design and construction—by all of the project team.

2.2 Background

Budgets that are set early in the planning process can restrict high performance design opportunities. The intent of this guideline is to encourage consideration of operating costs, as well as other benefits such as improved indoor environmental quality, in the up-front budgeting process.

These opportunities include reduction or elimination of HVAC equipment due to measures that reduce cooling loads. Examples of cooling load reduction measures include lighting power reduction, roof insulation, cool roof membrane, or window shading. Therefore these potential projects should also be considered when setting a budget, especially for renovation projects.

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2.2.1 Sustainable Building Costs

A recent study performed for the State of California came to the following conclusion about first costs.1 “Largely derived from several dozen conversations with architects, developers and others, the data indicates that the average construction cost premium for green buildings 2 is almost 2%, or about $4/ft in California, substantially less than is generally perceived.”

Studies performed for the City of Los Angeles by Architectural Energy Corporation (then Eley Associates) estimated the cost for LEED compliance to be an additional 3% — 4% for construction, with an additional design cost equal to about 1% of the construction cost. These studies looked at fire stations, police stations and animal care and control facilities.

CHPS estimates that the cost for complying with the CHPS criteria is roughly $2/ft2.

School Hard Costs Soft Cost Total Initial Average Energy 20% Energy Simple Life Cycle Type Costs Use Savings Payback Cost

K-6 $0.65/ ft² $1.10/ft² $1.75/ft² $1.31/ft² -$0.26/ft² 6.7 years -$1.34/ft²

7-8 $0.65/ ft² $1.25/ft² $1.90/ft² $1.61/ft² -$0.32/ft² 5.9 years -$1.86/ft²

9-12 $0.65/ ft² $1.40/ft² $2.05/ft² $1.75/ft² -$0.35/ft² 5.9 years -$2.07/ft²

2.3 Details for the Project Manager

This section lists considerations for the project manager at each step of the process. Table 1 highlights the appropriate activities at each project phase, and the following sections provide more details about each step. These recommendations are focused on achieving high performance school goals, including the following:

• Energy efficiency

• Indoor air quality

• Acoustic performance

• Visual comfort

• Thermal comfort

• Resource efficiency

1 Katz, et al. The Costs and Financial Benefits of Green Buildings: A Report to California’s Sustainable Building Task Force, October 2003

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Table 1 — Highlights of High Performance School Roadmap Activities Project Phase Activities for the Project Manager Project Scope Development Identify performance goals and potential design strategies for inclusion in project scope for both new construction and renovation projects. Determine appropriate level of project commissioning. Preliminary Budget Estimate Include construction costs, design fees, commissioning fees and other allowances for high performance design measures. Consultant Selection Include high performance design experience in evaluation. Develop consultant scope that includes appropriate evaluation and documentation tasks. Select commissioning agent if appropriate of the project. Design Phase Oversee design team and commissioning consultant in developing and tracking performance indicators, evaluating integrated design opportunities, performing lifecycle cost analysis, performing design reviews, and including appropriate contractor requirements in the construction documents. Bidding Phase Pre-qualify bidders, requiring experience with appropriate high performance measures. Construction Phase Track construction-phase commissioning activities Furniture and Equipment Consider indoor air quality impact of furnishings. Consider selection of furnishing materials with low environmental impact. Specify Energy Star equipment.

2.3.1 Project Scope Development

Many of the decisions related to producing a high performance school can be addressed later, during the design phase of the project, but there are some issues that should be addressed when the project scope is being developed. It is especially important to consider integrated design opportunities at this initial stage.

For new construction projects, there are two recommendations regarding development of the project scope. The first recommendation is that a preliminary approach be described for dealing with each of the high performance characteristics listed in Table 2. By considering these issues at this early scoping phase, the project manager may identify budget issues and will also help highlight high performance goals for the rest of the project team. The second recommendation (which is related to the first one) is that the scope answers the specific questions listed in

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Table 3, which will lead to the development of a more accurate project budget.

Table 2 — Basic High Performance Characteristics to be Described in Project Scope Thermal Comfort Strategy Natural ventilation combined with solar load control measures, and perhaps ceiling fans, wherever possible. Different strategies may be appropriate for different buildings on the same campus or for different spaces within the same building, depending on the space usage. See Air Conditioning and Natural Ventilation sections of these guidelines. Indoor Air Quality Strategy Anticipated ventilation method: either natural ventilation, mechanical ventilation or mixed mode ventilation. Selection of site to avoid external sources of air pollution. Specification of finishes and furnishings to limit emissions of toxic substances. Daylighting strategy The goals for daylighting (e.g. all classrooms shall be completely daylighted) should be established because there may be an impact on building form and orientation that may affect budget. Acoustic strategy It should be determined as early as possible whether special measures will be necessary to reduce noise from external sources at the site. These measures can have a significant budget impact Solar control strategy If necessary for the budgeting phase, special solar control measures should be identified. These measures may include building orientation or building form, which can have a significant budget impact. Commissioning strategy The level of commissioning appropriate for the project should be identified at this stage. See the Commissioning guideline Energy efficiency strategy. Consider including energy performance goals in the project, such as a target of 20 percent better than minimum energy code requirements Resource efficiency strategy Include goals for the use of materials with high durability, low environmental impact, waste reduction, and recycled content. Also address special goals regarding site selection and construction waste management.

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Table 3 — Specific Budget-Related Questions to be Answered During Project Scope Development Scope Questions Discussion Air conditioning or not Depends on location and space usage among many other factors. See the section titled “Air Conditioning Applicability”. Air conditioning system type (if applicable) This choice may not be necessary at the project scoping phase but can have a significant impact on the budget. Therefore, if a high performance system is desired, some allowance may be necessary at this point. See the sections titled “Air Conditioning System Type Selection” and “Air Conditioning System Design Details”. Building form (e.g. number of stories, A building form conducive to natural ventilation and daylighting classrooms with windows on both sides) opportunities typically requires windows on two opposite walls. Therefore, exterior wall area may be greater than the least costly building form options. See the guideline sections titled “Daylighting” and “Natural Ventilation”. Unusual acoustic mitigation measures If the selected site is close to busy roads or other noise sources, then the budget should account for the cost of noise mitigation measures necessary to meet acoustic standards. Such measures might include sound walls, laminated glass windows, and special wall constructions. Level of commissioning See the section titled “Commissioning” for guidelines on the appropriate level of commissioning and budget estimates. Special material goals Determine whether the project will have goals related to use of sustainable materials, which can have a budget impact. Control system Determine the requirements for a building automation system, which is critical if there will be air conditioning. Certification Include costs for documentation certification with LEED or CHPS requirements if appropriate.

For most renovation projects there are also high performance school goals to be considered when developing the project scope. For renovations it is especially important to consider the opportunities for integrated design. Sometimes a combination of projects can yield significant benefits compared to the same projects implemented separately. Some opportunities may be lost if these potential synergies are not considered when the project scope is being developed. In addition, it is important to consider these opportunities when developing the scope so that a design consultant with appropriate skills can be selected. The following is a list of renovation- type projects along with a brief explanation of the impact on high performance goals and the potential for integrated design benefits.

• AC installation. Addition of air conditioning has a huge impact on energy consumption, and the scope should address the energy efficiency goals for the system to be installed. In addition, consider performing a lighting retrofit (which may be cost effective on its own) before installing air conditioning because the cooling load reduction may allow selection of a smaller AC unit. Also consider other load reduction measures such as roof insulation, cool roof membrane, window shading, window replacement, reflective exterior wall color, and automatic daylighting controls on electric lights.

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• AC replacement. When an existing air conditioning system is to be replaced, then it is important to address the energy efficiency of the replacement as well as the indoor air quality performance. Older AC systems may not meet modern ventilation requirements. An AC replacement project is also an opportunity to implement cooling load reduction measures and perhaps install a smaller AC unit.

• Painting. Consider the selection of paint type and the timing of painting due to the impact on indoor air quality. Also consider the reflectance of the selected paint color and its impact on the lighting and daylighting performance.

• Paving. The selection of paving type affects storm water runoff; consider permeable paving options. The reflectance of the paving material can affect the local thermal environment; choosing a light colored paving may help improve comfort in a naturally ventilated school. Recycled material options should also be considered.

• Landscaping and irrigation. Selection of plants and irrigation methods obviously has an impact on water consumption. Consider also the impact on the need for pesticides as well as the impact on the local thermal environment. Addition of trees or ground cover can lower local temperatures and may help improve comfort in naturally ventilated schools. Conversely, elimination of landscaping can have a negative impact.

• Window replacement. Selection of replacement windows should consider energy efficiency, natural ventilation opportunities, security, daylight, visual comfort, and acoustics. Windows have a significant impact on several of the high performance school goals.

• Roof. At time of reroofing, uninsulated roofs should be insulated because there is a significant impact on thermal comfort in naturally ventilated schools and a big impact on energy efficiency in air conditioned spaces. A cool roof surface should be considered.

• Lighting retrofit. If a lighting system needs to be replaced, then consider the opportunities for improving the design with, for example, a pendant-mounted system, rather than a straight lamp and ballast replacement. It may be possible to make the improvement in lighting quality while also reducing energy consumption.

• Plumbing fixture replacement. Consider water-saving alternatives.

• Floor coverings. Consider the air quality implications. For example, carpet is harder to keep clean than hard coverings.

• Window coverings. Consider the impact on daylighting performance and visual comfort.

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• Wall coverings. Wall coverings can have an impact on the daylighting performance (reflective colors improve light distribution). Impermeable wall coverings such as vinyl can trap moisture and lead to mold problems, affecting indoor air quality.

• Casework and furniture. In the scope for addition or replacement of casework, consider indoor air quality (off-gassing), durability, and resource efficiency (e.g. wheatboard).

• Exterior lighting. Consider the potential of a “dark campus” approach to security lighting, where motion sensors are used to turn on lights rather than leaving lights on all night.

2.3.2 Preliminary Budget Estimate

The preliminary budget estimate should include consideration of the following:

• Construction budget to cover integrated design opportunities identified in the project scope.

• Design fees to cover life-cycle cost analysis and energy performance analysis

• Commissioning fees. See the commissioning guideline section.

• Allowance for integrated design opportunities that may be identified later during the design phase (to be used only for related projects that provide life-cycle cost benefits).

2.3.3 Consultant Selection

The appropriate scope of work for design consultants will obviously vary from one project to the next, but in general it should include the following items:

• Review of integrated design options

• Life cycle cost analysis for system alternatives

• Participation in design phase commissioning activities

The selection criteria for design consultants should include the following as appropriate for the project:

• Experience with sustainable school design (e.g. LEED, CHPS)

• Experience with energy efficient design and building energy analysis

• Natural ventilation design experience

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• Life cycle cost analysis experience

• Acoustic design experience

• Lighting design and daylighting design experience

If an independent commissioning agent is required for the project, then the selection should also be made at this time. See the commissioning section of the guidelines for more details regarding scope and qualifications.

2.3.4 Design Phase

This section lists a number of recommended activities for the project design phase. The overall intent of these activities is that high performance measures are identified early and then properly implemented in the construction documents.

One of the concepts presented here is that a set of performance indicators be identified at the beginning and that these indicators be used by the project manager to evaluate the design as it progresses. It is difficult to define a comprehensive set of indicators, but those recommended here are intended to focus attention on some of the important high performance school goals. For most of these indicators there is not a single pass/fail level of performance that is appropriate for all cases because constraints vary from one project to the next. But they provide a tool that the project manager and quality assurance (QA) staff can implement to help ensure that issues are addressed.

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Table 4 — Recommended Design-Phase Activities Activity Description Responsibility Define performance Develop a list of indicators and performance targets that Design team, with input indicators can be used to track performance as the design progresses. from DOE & others The list might include the following: • Peak cooling load (Btu/ft2) • Cooling system capacity (Btu/ft2) • Cooling efficiency at full load (kW/ton) • Cooling efficiency at partial load (kW/ton) • Cooling airflow (cfm/ft2) • Fan system efficiency at full load (W/cfm) • Fan system efficiency at part load (W/Btuh of cooling delivered) • Lighting power (W/ft2) • Electric lighting illumination (footcandles) • Other lighting performance indices • Electrical design load (W/ft2) • Outdoor air ventilation rate (cfm/ft2) • Air filtration efficiency (% or MERV) • Daylighted area (% or ft2) • Desired daylighting illumination levels (fc) • Peak solar load (Btu/ft2) • Acoustic performance (NC, dBa, reverberation time) • Predicted energy consumption (kWh/yr, therms/yr) • Building material recycled content (%) • Construction waste recycling (%) • Water consumption (gallons/yr) Design intent document This document is compiled by the commissioning agent or Design team, with input design team and describes the owner’s requirements from DOE & others, review related to building performance. The list of targeted by commissioning provider performance indicators should be included. The design intent document serves as a guide throughout the design and construction process to help ensure that performance goals are achieved. Examples are available in many of the resources listed in the Commissioning guideline. Integrated design A discussion of the following specific issues: load reduction, Design team, with input options review air quality strategy, solar control strategy, lighting and from DOE & others daylighting strategy, thermal comfort strategy, energy efficiency, visual comfort strategy. Energy performance Energy simulation analysis if appropriate may be part of the Design team, with input analysis AC system selection and life-cycle cost analysis. from DOE & others AC system selection Evaluate system alternatives. See the Air Conditioning Design team, with input process (if applicable) System Type Selection section for details. from DOE & others Life cycle cost analysis Project decisions should be made on the basis of lowest Design team, with input life-cycle cost (LCC), with the goal of maximizing the from DOE & others project’s value to the State. See the LCC guideline for recommended calculation method. Basis of design Description of the chosen design alternative. Design team; review by document Documentation of assumptions used in developing the commissioning provider design and explanations of the reasons for major design decisions.

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Activity Description Responsibility Schematic Design For energy efficiency and sustainability and compliance with By commissioning Phase third-party high performance school guidelines. Record progress consultant design review toward meeting the performance goals listed in the design intent document. Design Development For energy efficiency and sustainability and compliance with By commissioning Phase third-party high performance school guidelines. Record progress consultant design review toward meeting the performance goals listed in the design intent document. Construction For energy efficiency and sustainability and compliance with By commissioning Documents Phase high performance school guidelines. Record progress consultant third-party design toward meeting the performance goals listed in the design review intent document. Miscellaneous Ensure that the construction documents include the Design team; input from Construction Document following (as appropriate): DOE/DAGS Items Requirements regarding phasing of construction. Limitations on construction operation hours to minimize disruptions at existing school sites Construction waste management requirements

2.3.5 Bidding Phase

If possible, require that the contractor meet minimum qualifications for experience with construction of energy efficient systems, construction waste management, construction phase air quality management, and collaboration with commissioning provider. A selection method that should be considered is to pre-qualify bidders based on these criteria, and then choose the best bid from among the pre-qualified contractors.

2.3.6 Construction Phase

See the Commissioning section for recommended construction phase activities. The purpose of those commissioning activities is to ensure that the design is implemented as intended and that proper training and operating instructions are provided by the contractor.

2.3.7 Furniture and Equipment

When furniture and equipment are specified, consider the impact on the high performance goals. Some of the issues to consider include the following:

• Choose furniture that facilitates flexibility, ease of room re-arrangement, durability, student comfort, and ergonomics.

• Materials for furnishings should be selected to minimize emissions of harmful substances.

• Furnishings should have recycled content or low environmental impact.

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• Color of furnishings may affect the performance of the lighting and daylighting designs.

• Equipment selection can affect the achievement of acoustic performance standards. Computers, projectors, and other equipment can be significant sources of noise.

• Electronic equipment or other heat generating equipment will affect the ability of the AC system to maintain comfort.

• Energy efficient equipment, including computers, printers, and copiers can be identified by an Energy Star rating.

2.4 Resources/Standards

Katz, et al. The Costs and Financial Benefits of Green Buildings: A Report to California’s Sustainable Building Task Force, October 2003

Matthiessen & Morris, Costing Green: A Comprehensive Cost Database and Budgeting Methodology, Davis Langdon Adamson, http://www.davislangdon-usa.com/publications.html.

Steven Winter Associates, GSA Cost Study, October 2004. http://www.wbdg.org/

The U.S. General Services Administration (GSA) commissioned this ground breaking study, completed in October 2004, to estimate the costs to develop "green" federal facilities using the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED) Building Rating System, Version 2.1. The report provides a detailed and structured review of both the hard cost and soft cost implications of achieving Certified, Silver, and Gold LEED ratings for two GSA building types, using GSA's established design standards as the point of comparison.

The two building types examined in the study are:

1. A new mid-rise federal Courthouse (five stories, 262,000 GSF, including 15,000 GSF of underground parking; base construction cost is approximately $220/GSF).

2. A mid-rise federal Office Building modernization (nine stories, 306,600 GSF, including 40,700 GSF of underground parking; base construction cost is approximately $130/GSF).

These building types reflect a significant percentage of GSA's planned capital projects over the next five to ten years.

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[For both building types, low- and high-cost estimates were developed at the Certified, Silver, and Gold rating levels in order to bracket the LEED costs. The estimated percent change in hard costs for the new courthouse were: Certified: Low (-0.4%), High (+1.0%). Silver: Low (-0.03%), High (+4.4%). Gold: Low (+1.4%), High (+8.1%).].

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3 Life-Cycle Cost Analysis

3.1 Summary

Project decisions should be made on the basis of lowest life-cycle cost (LCC), with the goal of maximizing the project’s value to the State. The intent of this LCC recommendation is to minimize ongoing operating and maintenance cost as well as to account for integrated design opportunities. In LCC methodology, alternative projects are evaluated against a base case. If a single alternative is being considered, then the base case can be “do nothing.”

This section actually describes two decision-making tools: a LCC calculation method and a method to evaluate alternatives based qualitative factors. The ultimate decision should be based on a combination of these two results.

The incremental cost and savings estimations for project alternatives shall include the following items as appropriate. If there is no difference in cost between alternatives for some of these items, then those costs need not be included in the LCC calculation.

• Project administration cost

• Design cost

• Construction costs (including credits for reduced air conditioning, electrical, and other systems costs)

• Energy cost

• Water cost

• Sewage cost

• Maintenance cost

• Replacement cost

• Residual value

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The following items shall also be considered in the comparison of alternatives even though it may not be possible to give them a specific economic value.

• Occupant access to daylight and views

• Occupant thermal comfort

• Indoor air quality

• Access to operable openings for natural ventilation

• Use of standardized parts and materials (for easier maintenance)

• Compatibility with State maintenance staff capabilities

The following economic criteria shall be used for life-cycle cost evaluations. If different economic criteria are used, then they must be used for all alternatives to achieve a “level playing field.”

• A real discount rate of 3 percent

• Project lifetime of 30 years

Where the project budget is not large enough to pay for the alternative with the lowest LCC, then the appropriate agency official should: 1) seek additional funds; 2) investigate cost reduction options in other parts of the project; or 3) choose the alternative with the lowest LCC that fits within the project budget.

3.2 Background

This guideline provides LCC analysis instructions to design teams to encourage use of consistent methods and assumptions for all projects. This section provides a brief overview of some concepts used in LCC analysis: discount rate, present value, project lifetime, and energy cost escalation rate.

3.2.1 Discount Rate

Expenses or costs that occur in the future have a smaller value in current dollars. The rate at which future expenses or costs are discounted is the discount rate. It is the percent reduction in future benefits or costs for each year in the future.

The discount rate can be "real" or "nominal." The real discount rate is the rate at which future benefits or costs are discounted without consideration for inflation. If future expenses and costs

Architectural Energy Corporation for DBEDT Page 15 Hawaii High Performance School Guidelines March 31, 2005 are quantified in current dollars, a real discount rate is used. It is generally easier to quantify future benefits and costs in current dollars, so a real discount rate is commonly used in economic analysis. The nominal discount rate is the real discount rate plus the inflation rate.

The discount rate is the rate of return that an investor typically makes or expects to make from other investment opportunities with a similar risk. It also indicates whether an investor has a short-term or long-term perspective. Investors with a short-term perspective generally have a higher discount rate, while investors with a long-term perspective have a lower discount rate. Risk must also be considered in selecting a discount rate.

For State investment in schools, a low discount rate is appropriate due to the low risk associated with energy efficiency investments.

3.2.2 Present Value

The discount rate can be used to calculate the “present value” of a future expense. The present value of expenses is lower for expenses that occur further in the future. For a single expense that occurs “n” years in the future, the present worth factor (PWF) is calculated using the following equation, where “i” is the discount rate:

1 PWF = ()1 + i n

The equation above is appropriate for one-time expenses in the future, such as replacement costs. Table 7 below lists values of the PWF for different lifetimes based on a 3 percent discount rate.

For a series of future expenses, such as annual energy costs or annual maintenance costs, the uniform present worth factor (UPWF) is a shortcut to calculating the present value. Most engineering-economics textbooks have tables that list UPWF for different discount rates and project lifetimes. The UPWF for a 3 percent discount rate and 30 year lifetime is 19.6, which means that a $1.00 annual expense that occurs for 30 years has a present value of $19.60.

Spreadsheet programs include functions to calculate UPWF. In Excel, the “PV” function can be used to calculate the present value of a recurring expense.

3.2.3 Project Lifetime/ Study Period

The LCC results depend significantly on the assumption used for project lifetime, which is the number of years into the future for which operating, maintenance, and replacement costs will be considered. Choice of a longer lifetime favors investments in designs with lower operating and maintenance costs. Use of a shorter study period favors designs with lower first cost.

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For State building projects, a long lifetime is appropriate for analysis because most projects are expected to be in service for many years. The recommended project lifetime for LCC analysis is 30 years.

3.2.4 Energy Cost Escalation Rate

The energy cost escalation rate is the difference between the rate of change in energy price and the general inflation rate. The energy cost escalation rate is zero if energy prices increase at the same rate as general goods and services. If, for example, energy prices are expected to rise at 3% per year, and inflation is 2% per year, then the energy cost escalation rate is 1%.

For simplicity, and due to the difficult of predicting future energy costs, it is recommended that a zero energy cost escalation rate be used for LCC analysis on State projects. This assumption helps avoid overestimating energy savings, and it is generally consistent with historical energy prices.

3.3 Details for the Project Manager

Life-cycle cost analysis should be performed during the schematic design phase to compare design alternatives. Additional LCC analysis may be appropriate during later design phases as well. Examples of appropriate LCC analysis subjects include the following:

• Selection of air conditioning and ventilation system type

• Comparison of natural ventilation and air conditioning strategies

• Comparison of roof insulation alternatives

• Comparison of water-cooled and air-cooled cooling equipment

• Comparison of pool heating systems

Developing construction cost and energy cost estimates for design alternatives takes time, and there should be a budget allocation for LCC analysis. Costs will vary depending on the scope and size of the project. A very rough rule of thumb for LCC analysis energy modeling is a cost of about 0.5 percent of the construction budget.

It may not always be appropriate to select the alternative with the lowest LCC if there are differences in non-monetary impacts between design alternatives. Therefore, some judgment may be necessary to assess the value of differences in areas such as health and comfort benefits. The next section includes a method for ranking alternatives based on non-monetary criteria.

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3.4 Details for Design Consultant

This section contains general guidance for performing LCC calculations for State projects and also describes LCC information to be provided to the State’s project manager. Alternative calculation methods may be approved by the State’s project manager if appropriate.

There are two parts to the recommended evaluation method. The first part is the LCC calculation, which is an economic evaluation of alternatives. Those LCC results should be summarized as shown in Table 5. The second part is a qualitative evaluation that is based on factors that are difficult to express in economic terms. The results of the qualitative evaluation should be presented as shown in Table 8. These two tables are shown here as being formatted to compare three alternatives: A, B, and C. More columns may be added, of course, if more alternatives are being evaluated.

Table 5 — Life-Cycle Cost Summary Format for Multiple Alternatives. Present Value Cost Alt. A Alt. B Alt. C Project Administration Cost Design Cost Construction Cost Energy Cost Water Cost Sewage/Disposal Cost Maintenance Labor Cost Maintenance Material Cost Replacement Cost #1 Replacement Cost #2 Replacement Cost #3 Residual Value Total LCC

The present value costs summarized in the previous table shall be calculated as shown in Table 6. The cost items in this calculation are described in the following sections.

Table 6 — Life-Cycle Cost Calculation for a Single Design Alternative Present Value Cost Multiplier* Present Value Project Administration Cost ($) X 1.0 = Design Cost ($) X 1.0 = Construction Cost ($) X 1.0 = Energy Cost ($/yr) X 19.6 = Water Cost ($/yr) X 19.6 = Sewage/Disposal Cost ($/yr) X 19.6 = Maintenance Labor Cost ($/yr) X 19.6 = Maintenance Material Cost ($/yr) X 19.6 = Replacement Cost #1 ($) X =

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Replacement Cost #2 ($) X = Replacement Cost #3 ($) X = Residual Value ($) X -0.41 = Life-Cycle Cost Total *Based on a 3% discount rate and 30 year project lifetime.

3.4.1 Project Administration Cost

Together with the State’s project manager, determine whether there are any administrative costs that will vary between alternatives. If the costs are the same for all alternatives, then zero may be entered.

3.4.2 Design Cost

Enter the incremental cost required for the design team to implement the alternative. If the design cost is the same for all alternatives, then zero may be entered.

3.4.3 Construction Cost

Enter the incremental construction cost estimate for the alternative, including contractor markups. Be sure to account for any savings due to elimination or reduction in size of equipment due to efficiency measures. Consider both mechanical system and electrical distribution system impacts.

3.4.4 Energy Cost

Enter the estimated annual energy cost ($/yr) based on energy simulation or approved engineering calculation method. Use actual current utility rates. If only incremental energy cost is estimated, then enter zero for the cost of the base case and enter a negative cost (savings) for the alternative(s).

3.4.5 Water Cost

Enter annual water cost based on approved engineering calculation method. Use actual current water rates. If there is no difference in water consumption between the alternatives, then zero may be entered.

3.4.6 Sewage/Disposal Cost

Enter annual sewage cost based on approved engineering calculation method. Use actual current sewage rates. If there is no difference in sewage output among the alternatives, then zero may be entered.

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3.4.7 Maintenance Labor Cost

Enter the annual maintenance labor cost based on $_ per hour for mechanical system maintenance, or actual cost of a service contract if applicable. Incremental maintenance costs may be used by entering zero for the baseline case and entering the extra cost (positive) or cost savings (negative) for each alternative. If there is no difference in maintenance cost between alternatives, then zero may be entered for all cases.

3.4.8 Maintenance Material Cost

Enter the annual cost for components such as filters and lamps that are replaced as part of regular maintenance. Incremental material costs may be used by entering zero for the baseline case and entering the extra cost (positive) or cost savings (negative) for each alternative. If there is no difference in maintenance material cost between alternatives, then zero may be entered for all cases.

3.4.9 Replacement Cost

For equipment that lasts less than the project lifetime (i.e. 30 years), the replacement cost should be included in the LCC calculation. Table 6 includes rows for up to three different replacement costs, but as many as necessary can be added. The cost should be entered in current dollars. The present value multiplier can be found in Table 7, as a function of the year of replacement. If, for example, a piece of equipment is expected to last 15 years, then the present value multiplier is 0.64. In other words, the present value of the cost of replacing $100 worth of equipment in 15 years is $64 in current dollars.

Table 7 — Present Value Multipliers for Replacement Cost (for use in Table 6). Year of Replacement Replacement Cost Multiplier 5 0.86 10 0.74 15 0.64 20 0.55 25 0.48 Based on 3 percent discount rate

3.4.10 Residual Value

If there is a significant difference in value or useful life for different alternatives at the end of the project lifetime, then residual value should be entered. Such a difference might occur if, for example, one alternative has equipment that lasts 15 years and the other has equipment that lasts 25 years. In both alternatives there will need to be one replacement during the 30 year

Architectural Energy Corporation for DBEDT Page 20 Hawaii High Performance School Guidelines March 31, 2005 analysis timeframe, but the first alternative will have no equipment life remaining at the end of 30 years, while the second will have another 20 years of useful life. Therefore, it is appropriate to assign a “residual value” to the equipment in the second alternative. Some judgment is needed to assign an appropriate value. At the high end the residual value is the original cost of the equipment prorated based on remaining life. At the low end is the price that the used equipment could be sold for at that time (which is often zero).

3.4.11 Qualitative Factors

Not all factors in a LCC calculation can be quantified in terms of cost. Some of these other factors are listed in Table 8, where qualitative performance can be ranked. Additional criteria may be appropriate for specific projects. For each criterion, a weighting factor should be determined that represents the level of importance (1= not important, 10 = very important). Then each alternative should be given a score indicating how well it satisfies each criterion. Finally, the total score for each alternative is calculated by summing the product of weighting times score for all the criteria. The results of this qualitative analysis should be presented together with the LCC calculation summary shown in Table 5 so that both the quantitative and qualitative information can be used to make design decisions.

Table 8 — Ranking of Alternatives Based on Non-Monetary Criteria Score (1 = poor, 10 = excellent) Criterion Weighting Alt. A Alt. B Alt. C (1 to 10) Occupant Access to Views Illumination Provided by Daylight Occupant Thermal Comfort Occupant Access to Operable Openings Indoor air quality Compatibility with State maintenance staff capabilities Use of standardized parts and materials (for easier maintenance) Other: Other: Sum of (Weighting * Score) --

3.5 Resources/Standards

Building Life-Cycle Cost (BLCC), developed by the National Institute of Standards and Technology (NIST). http://www.eere.energy.gov/femp/information/download_blcc.cfm. eVALUator is an easy-to-use Windows™-based program that calculates the lifecycle benefits of investments that improve building design. It analyzes the financial benefits from buildings that

Architectural Energy Corporation for DBEDT Page 21 Hawaii High Performance School Guidelines March 31, 2005 reduce energy cost, raise employee productivity, and enhance tenant satisfaction. www.energydesignresources.com.

EPA's "Energy Star Cash Flow Opportunity Calculator" (CFOC). The CFOC is another "tool" DOE/DAGS can use in their quest for highly energy efficient facilities. Plug loads are a concern, so, using this tool, DOE/DAGS can determine how much equipment and services can be installed by using the energy efficiency savings realized from the project to pay for the financing of the needed equipment. http://www.energystar.gov/ia/business/CFO_01July04.xls

3.6 LCC Glossary

The following definitions come from the Life-cycle Costing Manual for the Federal Energy Management Program (see references below) and are provided here for convenience. Please see that document for additional definitions.

Discount rate. The rate of interest, reflecting the investor’s time value of money (or opportunity cost), that is used in discount formulas or to select discount factors which in turn are used to convert (“discount”) cash flows to a common time. Real discount rates reflect time value of money apart from changes in the purchasing power of the dollar and are used to discount constant dollar cash flows; nominal discount rates include changes in the purchasing power of the dollar and are used to discount current dollar cash flows.

Life-cycle cost. The total discounted dollar costs of owning, operating, maintaining, and disposing of a building or building system over the appropriate study period.

Present value. The time-equivalent value of past, present, or future cash flows as of the beginning of the base year.

Residual value. The estimated value, net of any disposal costs, of any building or building system removed or replaced during the study period, or remaining at the end of the study period, or recovered through resale or reuse at the end of the study period (also called resale value, salvage value, or retention value)

Uniform present value (worth) factor. The discount factor used to convert uniform annual values to a time-equivalent present value.

Study period. The length of time covered by the economic evaluation. This includes both the planning/construction period and the service period.

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3.7 Example LCC Calculation

A simple scenario is presented here as an example of using the LCC calculations described above.

3.7.1 Air Conditioning Retrofit Example

In this example, air conditioning is to be added to an existing school. An LCC calculation is to be performed to determine whether it is also cost effective to install roof insulation (existing uninsulated concrete roof) and to replace the existing lighting system (2 watts per square foot) at the same time.

• Alternative A ($30,000): 5-ton packaged rooftop unit installed on existing classroom. Installed cost is $30,000 per classroom.

• Alternative B ($35,000): Two inches of foam board installed on top of roof deck, topped by new roof membrane. 4-ton packaged rooftop unit installed (smaller unit due to lower cooling load with insulation). Cost of insulation and new roof is $7000, and cost of installing 4-ton system is $28,000. Additional design cost for roof is $500.

• Alternative C ($40,000): Replace existing lighting system with pendant-mounted high- efficiency system, reducing installed lighting power from 2.0 to 1.0 watts per square foot. Also include roof insulation from Alternative B and install 3.5-ton AC system. Installed cost for new lighting system is $6,000, for AC system is $27,000, and for roof insulation is $7,000. Additional design cost for lighting is $1000 and for roof is $500.

The energy cost for alternative A is $1,550/yr, for B is $1,230/yr, and for C is $930/yr per classroom. To get an accurate LCC result it is important to consider the condition of the existing roof, because if we replace the membrane in Alternatives B and C, then we will not have to replace the roof again as soon as if we choose Alternative A. For this analysis, we assume that the existing roof membrane is 10 years old and has an expected 20-year life. The cost of replacing the roof membrane will be about $5,000. Therefore, in Alternative A we need to spend $5,000 in year 10, and then at the end of the 30-year study period there will be no residual value (it will need to be replaced again). In Alternatives A and B, there will be a $5,000 cost to replace the roof in year 20, and then the roof will still have one-half of its life remaining at year 30.

The following tables show that Alternative B has the lowest life-cycle cost ($61,329) even though the initial cost of the project is $5,000 higher than alternative A. The result for Alternative C is only slightly higher ($61,448) and might be the best choice because it would also improve the visual environment, providing some non-monetary benefit compared to the other two options.

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Cost Present Value Project Administration Cost ($) X 1.0 = $0 Design Cost 0 ($) X 1.0 = $0 Construction Cost 30000 ($) X 1.0 = $30,000 Energy Cost 1550 ($/yr) X 19.6 = $30,381 Water Cost 0 ($/yr) X 19.6 = $0 Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0 Maintenance Labor Cost 0 ($/yr) X 19.6 = $0 Maintenance Material Cost 0 ($/yr) X 19.6 = $0 Replacement Cost #1 5000 ($) X 0.74 = $3,700 Replacement Cost #2 0 ($) X = $0 Replacement Cost #3 0 ($) X = $0 Residual Value 0 ($) X -0.41 = $0

Life-Cycle Cost $64,081 Figure 1 — Alternative A (AC only)

Cost Present Value Project Administration Cost ($) X 1.0 = $0 Design Cost 500 ($) X 1.0 = $500 Construction Cost 35000 ($) X 1.0 = $35,000 Energy Cost 1230 ($/yr) X 19.6 = $24,109 Water Cost 0 ($/yr) X 19.6 = $0 Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0 Maintenance Labor Cost 0 ($/yr) X 19.6 = $0 Maintenance Material Cost 0 ($/yr) X 19.6 = $0 Replacement Cost #1 5000 ($) X 0.55 = $2,750 Replacement Cost #2 0 ($) X = $0 Replacement Cost #3 0 ($) X = $0 Residual Value 2500 ($) X -0.41 = -$1,030

Life-Cycle Cost $61,329 Figure 2 — Alternative B (AC + Roof Insulation)

Cost Present Value Project Administration Cost ($) X 1.0 = $0 Design Cost 1500 ($) X 1.0 = $1,500 Construction Cost 40000 ($) X 1.0 = $40,000 Energy Cost 930 ($/yr) X 19.6 = $18,228 Water Cost 0 ($/yr) X 19.6 = $0 Sewage/Disposal Cost 0 ($/yr) X 19.6 = $0 Maintenance Labor Cost 0 ($/yr) X 19.6 = $0 Maintenance Material Cost 0 ($/yr) X 19.6 = $0 Replacement Cost #1 5000 ($) X 0.55 = $2,750 Replacement Cost #2 0 ($) X = $0 Replacement Cost #3 0 ($) X = $0 Residual Value 2500 ($) X -0.41 = -$1,030

Life-Cycle Cost $61,448 Figure 3 — Alternative C (AC + Roof Insulation + Lighting Replacement)

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Present Value Alt. A Alt. B Alt. C Project Administration Cost $0 $0 $0 Design Cost $0 $500 $1,500 Construction Cost $30,000 $35,000 $40,000 Energy Cost $30,381 $24,109 $18,228 Water Cost $0 $0 $0 Sewage/Disposal Cost $0 $0 $0 Maintenance Labor Cost $0 $0 $0 Maintenance Material Cost $0 $0 $0 Replacement Cost #1 $3,700 $2,750 $2,750 Replacement Cost #2 $0 $0 $0 Replacement Cost #3 $0 $0 $0 Residual Value $0 -$1,030 -$1,030 Total $64,081 $61,329 $61,448 Figure 4 — Summary of LCC Results

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4 Commissioning

4.1 Summary

The intent of the commissioning process is to ensure that systems are designed to meet the owner’s needs, work as intended, and perform at optimal energy efficiency. This process starts at the initial planning phase of a construction project and continues through the post-occupancy period. The appropriate choice of commissioning activities depends on the type and size of the project. Ideally, a complete commissioning process is part of every project. However, from a practical point of view, the full process may not be cost effective for small projects.

The intent of this guideline is to help the project manager to define the appropriate level of commissioning activities, to assign responsibility for those activities, and to manage the commissioning process.

To simplify the project manager’s task of specifying the appropriate level of commissioning, two levels of commissioning effort are defined in this guideline: “basic” commissioning and “additional” commissioning. This two-tiered approach is consistent with the commissioning requirements of LEED2 and CHPS3. These two levels of commissioning are described below in the section titled Details for the Project Manager.

4.2 Background

High performance schools can only be achieved with some level of commissioning. No matter how carefully a school is designed, if the building materials, equipment, and systems weren’t installed properly or aren’t operating as intended, the health, productivity, and other benefits of high performance design will not be achieved.

Studies show that many building systems will not operate as expected unless they are commissioned. One study of sixty newly-constructed, nonresidential buildings revealed that more than half had controls problems, 40% had malfunctioning HVAC equipment, and one-third had sensors that did not operate properly. In many of the buildings, equipment called for in the plans and specifications was actually missing. One-fourth of the buildings had energy management control systems (EMCS), with economizers or variable-speed drives that did not run properly.

2 Leadership in Energy and Environmental Design (LEED), a rating system developed by the US Green Building Council. www.usgbc.org. 3 Collaborative for High Performance Schools (CHPS), has developed a rating system specifically for schools. www.chps.net.

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Commissioning is a systematic process of ensuring that all building systems perform interactively according to the contract documents, the design intent, and the district’s operational needs. Commissioning is occasionally confused with testing, adjusting, and balancing (TAB). Testing, adjusting, and balancing measures building air and water flows, but commissioning encompasses a much broader scope of work. Building commissioning typically involves four distinct “phases” in which specific tasks are performed by the various team members throughout the process. The four phases are pre-design, design, construction, and warranty.

The commissioning process integrates the traditionally separate functions of equipment startup; control system calibration; testing, adjusting and balancing; equipment documentation; and facility staff training, as well as adds the activities of documented functional testing and verification.

Commissioning can take place for one building system or for the entire facility; however, the more comprehensive the commissioning, the greater the impact on school performance.

Whichever level of commissioning chosen, a commissioning provider/agent should be engaged during the schematic design phase or earlier.

It is therefore important that commissioning responsibilities—particularly who will bear the cost of correcting conditions that do not meet specifications—are clearly spelled out in the beginning of the design process.

Typical costs for commissioning are described in the Details for Project Manager section that follows. Benefits of commissioning include the following:

• Improved efficiency

• Reduced change orders

• Improved maintainability

• Improved occupant comfort and productivity

A recent study of commissioning costs and benefits includes the following findings:4

• Commissioning cost for new construction ranges from $0.49 to $1.66 per square foot (2003 dollars) with a median of $1.00 per square foot (equal to 0.6 percent of total

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construction cost). Consultant fee equals about 80 percent of this total commissioning cost.

• When cost savings such as equipment downsizing is included, then the median net cost for commissioning decreases from 0.6 percent to 0.2 percent, with many projects showing a net cost decrease because the first cost savings are greater than the commissioning cost.

Another report provides the commissioning cost estimates listed in Table 9. For projects of 30,000 ft2 or less, the higher end of the range is appropriate. For larger projects the lower end of the range is typical. The complexity of systems to be commissioned also has an impact on costs; therefore some judgment is necessary in setting a budget.

Table 9 — Commissioning Cost Allowance for Project Budget Commissioned System Commissioning Cost HVAC and controls 2.0% — 3.0% of total mechanical cost Electrical system 1.0% — 2.0% of total electrical cost HVAC, controls and electrical 0.5% — 1.5% of total construction cost Source: Establishing Commissioning Costs, 2002, www.peci.org,

4.3 Details for the Project Manager

This section includes information to help the project manager oversee the commissioning process at each step of the project, from initial project scope development through construction.

4.3.1 Project Scope Development Phase

To facilitate budgeting, the project scope should include the following information listed in Table 10. See the following discussion for more details.

4 Mills, Evan, et.al., The Cost Effectiveness of Commercial-Building Commissioning, Lawrence Berkeley National Laboratory, December 15, 2004. http://eetd.lbl.gov/emills/PUBS/Cx-Costs-Benefits.html. The new construction results cover a survey of 74 buildings located in 15 states.

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Table 10 — Commissioning Scope Checklist for Project Scope Development Phase Level of commissioning _____ Basic commissioning _____ Additional commissioning Party responsible for commissioning _____ State official: ______Independent commissioning agent Systems to be commissioned _____ Air conditioning _____ Energy management and control system (EMCS) _____ Lighting occupancy sensors _____ Lighting daylighting control _____ Lighting time of day control _____ Natural ventilation _____ Water heating _____ Swimming pool _____ Kitchen equipment _____ Security _____ Clocks _____ Fire alarm

At this early stage, a detailed commissioning scope may not be appropriate, but the level of commissioning effort can be defined in a number of ways to aid the budgeting process. In this guideline, two levels of commissioning are described: “basic” and “additional.” In general, more complex systems require more commissioning, and larger projects can afford higher levels of commissioning.

“Basic” commissioning requirements should apply under the following conditions:

• Any new construction project covering 5,000 ft2 or more of floor area.

• Any renovation project that meet all of the following criteria: 1) project cost of $1,000,000 or more; 2) floor area covered of 5,000 ft2 or more; and 3) project scope includes HVAC replacement, building control system installation or upgrade, or lighting system controls.

• Any project for which LEED or CHPS compliance is sought. In those cases, these basic level commissioning requirements are roughly equal to the “prerequisite” commissioning requirements in those two rating systems.

Under basic commissioning, a third party or State official (at the project manager’s discretion) should perform the tasks listed in Table 11, as applicable for the scope of the project.

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Table 11 — “Basic” Commissioning Task List • Verify that lighting controls have been installed per design and have been tested to work as intended. Includes daylight controls, occupancy controls, multi-level switching, and automatic time-of-day control. • Verify that ventilation and air conditioning system equipment is installed per design and that outdoor air flow, supply air flow, fluid flows, and controls are tested to meet design criteria. • Verify that energy management and control system (EMCS) has been tested to perform the sequence of operations and to provide trend logs per design. Verify that sensor calibrations have been performed. • Verify that a complete guide for operating and maintenance staff is provided. • Verify that a short operating brief for school administrators and teachers is provided. • Verify that training has been provided to operating staff.

“Additional” commissioning requirements should apply to projects that meet the following criteria:

• New construction projects covering 30,000 ft2 or more of floor area.

• Renovation projects that meet all of the following criteria: 1) project cost of $5,000,000 or more; 2) floor area covered of 50,000 ft2 or more; and 3) project scope includes HVAC replacement, building control system installation or upgrade, or lighting system controls.

The additional commissioning requirements include the following items listed in Table 12.

Table 12 — “Additional” Commissioning Task List • Engage a commissioning agent. • Develop and utilize a commissioning plan. • Develop design intent and basis of design documentation. • Include commissioning requirements in the construction documents. • Conduct a focused review of the design prior to the construction documents phase. • Conduct a focused review of the construction documents when close to completion. • Conduct a selective review of contractor submittals of commissioned equipment. • Verify installation, functional performance, training, and documentation. • Develop a system and energy management manual. • Have a contract in place for a near-warranty end, or post-occupancy, review. • Complete a commissioning report

The choice of whether to use an independent commissioning consultant or “in-house” staff to carry out commissioning tasks will depend on the size and complexity of the project. For small projects it may not make sense to hire an independent consultant. The “basic” level of commissioning can generally be carried out by in-house staff (if they are available). The “additional” level of commissioning should be implemented by an independent commissioning consultant.

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At a minimum, the list of systems to be commissioned should include the following because they have the biggest potential impact on the energy efficiency of the school:

• Mechanical ventilation and air conditioning

• Building automation systems (also known as energy management systems)

• Automatic lighting control systems

There are other systems that might be appropriate to include on the commissioning list, such as:

• Swimming pools

• Kitchens

• Natural ventilation

• Security

• Fire alarm

• Clocks

4.3.2 Preliminary Budget Estimate for Commissioning

Recommended budget allowances for commissioning are provided in Table 13 and Table 14. These costs are listed in terms of dollars per square foot of floor area. The first table covers the most critical systems, which should be always be included in the commissioning scope (as long as they are expected to be included in the design). The second table includes allowances for additional systems that either have little energy impact or that are less commonly part of project scope.

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Table 13 — Preliminary Budget Guidelines for Commissioning for Critical Systems ($ per square foot) Level of Commissioning Systems to be Commissioned Basic Additional Air conditioning $0.10 $0.35 Energy management and control system (EMCS) $0.10 $0.30 Lighting occupancy sensors $0.03 $0.05 Lighting daylighting control $0.10 $0.25 Lighting time of day control $0.02 $0.05 Total cost $0.35 $1.00

Table 14 — Preliminary Budget Guidelines for Commissioning for Other Systems ($ per square foot) Level of Commissioning Systems to be Commissioned Basic Additional Natural ventilation $0.01 $0.05 Water heating $0.01 $0.05 Swimming pool $0.01 $0.10 Kitchen equipment $0.01 $0.10 Security $0.01 $0.10 Clocks $0.01 $0.05 Fire alarm $0.01 $0.10 Total $0.07 $0.55

4.3.3 Consultant Selection for Commissioning

As mentioned in the Policy section earlier, the appropriate person to be in charge of commissioning depends on the size of the project. If only “Basic Commissioning” is required, then either a third party or State official may be in charge. If “Additional Commissioning” is required, then a third-party commissioning agent must be hired. The recommended qualifications listed below are borrowed from the CHPS Best Practices Manual, Volume 5 Commissioning.

Minimum Qualifications

• Experience in design, specification, installation, or operating of commercial building mechanical and control systems.

• Experience commissioning projects of similar size and equipment in the last 3 years. This includes writing functional performance test plans.

• History of responsiveness and proper references.

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• Meet district’s liability requirements.

• Experience working with project teams, project management, conducting scoping meetings, and good communication skills.

Optional Qualifications

• Direct responsibility for project management of at least two commercial construction or installation projects with mechanical costs greater than or equal to current project costs.

• Experience installing designs and/or troubleshooting direct digital controls and energy management systems, if applicable.

• Demonstrated familiarity with metering and monitoring.

• Knowledge and familiarity with air/water testing and balancing.

• Experience planning and delivering O&M training.

• Building contracting background.

• Overall understanding by the commissioning team of all building systems including building envelope, structural, and fire/life safety components.

4.3.4 Design and Construction Phase Commissioning

The project manager should make sure that commissioning activities take place as planned. During the design phase the specific activities and deliverables may vary between projects. However as a general guide, Table 15 provides a checklist to help the project manager to track commissioning tasks.

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Table 15 — Commissioning Deliverable Checklist Deliverables Basic Additional Commissioning Commissioning Commissioning plan Design intent documentation Basis of design documentation Commission requirements in the construction documents (specifications) Design review report (prior to the start of construction documents phase) Design review report (prior to the completion of construction documents phase) Contractor submittals review report for commissioned equipment. Pre-functional test report (verifying installation) Functional performance test report System and energy management manual Commissioning report. Contract in place for a near-warranty end, or post-occupancy, review. Verification that a complete guide for operating and maintenance staff is provided. Verification that a short operating brief for school administrators and teachers is provided. Verification that training has been provided to operating staff. Post-occupancy commissioning report

4.4 Details for Designer

A great deal of information is available to assist the designer in developing commissioning specifications. See the resources listed in the following section for details. Commissioning specifications shall be developed for each project and shall include at a minimum the following information:

• Commissioning roles and responsibilities of the contractor, design team, district, and commissioning agent.

• Project closeout requirements that link contractor payment to successful completion of commissioning.

• Section 01810 Commissioning (or equivalent section containing general commissioning requirements).

• Section 15999 Mechanical System Commissioning (or equivalent section).

• Section 16999 Electrical System Commissioning (or equivalent section).

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4.5 Resources

ASHRAE Guideline 1-1996 The HVAC Commissioning Process, www.ashrae.org.

Building Commissioning Association, www.bcxa.org.

California Commissioning Collaborative, www.cacx.org.

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2002, www.chps.net. (Best Practices Manual, Volume 5, Commissioning 2005 to be published mid-2005)

Energy Design Resources, Commissioning Guidelines, www.energydesignresources.com.

Energy Design Resources, Cx Assistant. An online tool that helps in the development of commissioning documentation. www.energydesignresources.com.

Adopting the Commissioning Process for Successful Procurement of Schools. January 16, 2003. Prepared by Farnsworth Group for the California Department of General Services.

Mills, Evan, et.al., The Cost Effectiveness of Commercial-Building Commissioning, Lawrence Berkeley National Laboratory, December 15, 2004. http://eetd.lbl.gov/emills/PUBS/Cx-Costs- Benefits.html.

Portland Energy Conservation Incorporated, www.peci.org.

Architectural Energy Corporation for DBEDT Page 35 Hawaii High Performance School Guidelines March 31, 2005

5 Air Conditioning Applicability

5.1 Summary

The point of this section is to provide guidance in determining whether air conditioning is appropriate. This decision applies to new construction as well as existing school buildings. The general options in order of preference are:

• Natural ventilation

• Mixed mode ventilation (allows use of natural ventilation for part of the year)

• Air conditioning only

Air conditioning should be considered only for classrooms and administration areas, and only under the following circumstances (which should be documented as part of the design process):

• The Board of Education Policy 6700 defines conditions where air conditioning can be provided based on temperature. This policy states the following:

Air conditioning may be installed if the Effective Temperature, as determined by the “New Effective Temperature Scale,” as defined in the American Society of Heating, Refrigerating, and Air-Conditioning Engineers, Inc. (ASHRAE) Handbook, exceeds 80°F for 18 school days in classrooms and 25 weekdays in administration/staff facilities during any 12 month period.

• Outdoor air contaminants at the site make the use of unfiltered ventilation air a health hazard to occupants.

• Odors due to external sources cannot be mitigated.

• External noise level is greater than L10= 65 dBA at the windows or other potential natural ventilation openings, and the external noise sources cannot be mitigated with reasonable measures such as installing sound barriers along roadways or relocating equipment or other noise sources.

• It can be shown that reasonable design provisions for natural ventilation and heat gain reduction (such as roof insulation, cool roof membrane, radiant barriers, window shading, lighting power reduction, daylighting controls) cannot maintain comfortable indoor air temperatures from exceeding 80°F for 18 days for classrooms and 25 weekdays in the administration/staff facilities during any 12 month period.

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• Load reduction measures have been carried out prior to installation of an air conditioning system, including reduction of lighting power to no greater than the energy code power allowance, insulation of roof to R-19 or equivalent performance (see the Hawaii Commercial Building Guidelines section on Cool Roof Systems that illustrates roof construction alternatives), minimizing of solar heat gain through windows via overhangs, external sunshades, window film, or glazing replacement with a glazing having SHGC of 0.40 or lower.

• Air leakage paths are eliminated, including jalousie windows that cannot provide an airtight seal.

• It can be established that adding air conditioning will not create moisture or humidity conditions conducive to mold growth within the space or in the building structure.

Where air conditioning is unavoidable, the building should be designed for “mixed mode” ventilation, meaning that air conditioning can be turned off and natural ventilation can be employed to provide comfort and air quality when milder outdoor conditions occur. In terms of outdoor temperatures, the entire State experiences conditions conducive to natural ventilation for at least part of the year. Exceptions to the mixed mode recommendation include cases where it can be shown that permanent external noise or outdoor air quality problems make natural ventilation undesirable.

5.2 Background

Air conditioning carries a significant up-front price tag and large lifetime costs for energy, maintenance, and equipment replacement. Initial cost for air conditioning in new construction is at least $15/ft2 and for retrofits is more than $25/ft2. The annual energy costs for air conditioning in a school are $0.50/ft2 or more. The present value of these air conditioning energy costs considered over a 30-year classroom lifetime is about $10/ft2 (assuming a 3% real discount rate). The present value of equipment replacement 15 years in the future is $10/ft2 to $16/ft2 (also assuming a 3% real discount rate). Therefore, a decision to install air conditioning incurs a life-cycle cost on the order of $35/ft2 to $50/ft2 in today’s dollars, which adds up to $35,000 to $50,000 per classroom. Due to the significant costs, it is important to establish criteria for when air conditioning is necessary and desirable.

In many cases, the need for air conditioning can be avoided by designing to minimize heat gain (both solar and internal) and by providing air movement via natural ventilation or ceiling fans. There are also many other measures that can help make natural ventilation feasible, such as shading of the site, orienting openings to minimize noise, and siting buildings to avoid sources of outdoor air contamination or odors.

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The San Diego Unified School District established a temperature standard which states that classroom temperatures should not exceed 78°F for more than 10 percent of school hours. Air conditioning is allowed only in cases where these standards are exceeded.

ASHRAE Standard 55-2004 includes new information about thermal comfort for occupants of buildings with access to natural ventilation. The result of the new comfort model is illustrated in the following figures, taken from the Natural Ventilation chapter of the Hawaii Commercial Building Guidelines for Energy Efficiency. These show that natural ventilation should be able to provide comfort for much of the school year in Honolulu and all of the school year in Hilo.

Adaptive Comfort for Space With Operable Windows (Honolulu) 88 Average Maximum 86 Outdoor Temperature

Indoor Comfort Range 84

90 % 80 % 78 feel feel comfortable comfortable

Temperature (°F) Temperature 76

70 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Figure 5 — Indoor comfort range in naturally ventilated buildings in Honolulu

Adaptive Comfort for Space With Operable Windows (Hilo) 86 A v er age Max imum Outdoor Temperature Indoor Comfort Range 84

78 90 % 80 % feel feel comfortable comfortable 76

Temperature (°F) Temperature 74

68 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Figure 6 — Indoor comfort range in naturally ventilated buildings in Hilo

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The following two tables show average hourly outdoor temperatures for Honolulu and Hilo and indicate the hours that fall outside the new ASHRAE comfort range. They show that there are times of the day between May and October when Honolulu is outside the 90% comfort conditions, and times in August and September when the 80% comfort conditions are exceeded. The table for Hilo shows that outdoor temperatures meet comfort conditions all year.

Table 16 — Average outdoor hourly temperatures (°F) for Honolulu. Dotted line marks the hours when outdoor temperature exceeds indoor comfort limits in naturally ventilated buildings for 10% of occupants. Source of temperature data: Typical Meteorological Year Data, U.S. National Climatic Data Center.

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR HOUR 1 69.3 68.2 70.2 71.1 72.7 75.4 75.4 77.2 76.4 75.6 72.9 69.7 72.9 2 68.8 67.9 69.6 70.8 72.3 75.1 74.9 77.1 76.0 75.1 72.4 69.4 72.5 3 68.4 67.6 69.1 70.1 71.8 74.7 74.5 76.7 75.6 74.9 72.1 69.4 72.1 4 68.1 67.6 68.8 69.9 71.4 74.3 74.3 76.3 75.3 74.4 71.9 69.2 71.8 5 67.8 67.3 68.2 69.9 70.8 74.0 73.9 76.1 74.9 74.2 71.7 69.2 71.5 6 67.6 66.6 69.3 69.6 70.5 74.0 75.3 75.8 76.1 75.3 71.8 69.4 71.8 7 67.3 66.5 70.4 70.5 73.4 75.1 76.8 76.6 77.4 76.3 71.7 69.6 72.7 8 69.1 67.5 71.5 73.9 77.0 77.5 78.2 78.5 78.6 77.5 74.1 69.8 74.5 9 73.3 71.2 73.6 76.1 79.3 79.3 80.0 80.4 80.6 79.2 77.2 72.7 76.9 10 76.3 73.7 75.9 78.5 81.3 80.9 81.7 82.5 82.8 80.9 79.6 75.4 79.2 11 77.7 75.9 78.0 79.9 82.5 82.4 83.5 83.8 84.8 82.6 80.7 78.3 80.9 12 78.5 77.1 78.5 81.0 83.3 82.9 83.9 85.4 85.2 82.8 81.4 78.7 81.6 13 78.7 77.5 79.3 81.4 84.0 83.5 84.2 85.7 85.9 83.5 81.6 79.2 82.1 14 79.0 77.9 79.9 81.0 83.4 83.5 84.6 86.2 86.3 83.7 81.7 79.6 82.2 15 78.1 77.5 79.2 80.9 82.8 83.4 83.7 85.6 85.4 82.9 81.1 78.8 81.6 16 77.3 76.3 78.6 80.5 81.5 82.7 83.0 84.4 84.3 81.9 79.7 78.0 80.7 17 75.6 75.4 77.9 78.5 79.8 81.6 82.1 83.4 83.4 81.1 78.2 77.2 79.5 18 73.5 73.9 76.5 76.2 78.0 80.0 80.4 81.2 81.8 79.9 76.0 75.8 77.8 19 72.2 72.2 75.1 73.6 75.9 78.4 78.9 79.5 80.1 78.6 75.2 74.5 76.2 20 71.5 71.5 73.6 72.7 74.9 77.2 77.3 78.7 78.5 77.5 74.3 73.1 75.1 21 71.2 70.5 72.9 72.6 74.5 76.9 77.0 78.3 78.3 77.2 74.2 72.2 74.7 22 70.5 69.5 72.2 72.3 74.1 76.7 76.5 78.1 77.6 76.8 73.6 71.4 74.1 23 69.9 69.0 71.6 71.8 73.9 76.4 76.3 77.8 77.4 76.5 73.4 70.5 73.7 24 69.7 68.7 71.0 71.4 73.6 75.8 75.8 77.7 77.0 76.0 73.1 70.2 73.4 Avg. Outdoor Temperature (Dry bulb) 72.1 71.7 73.8 74.3 76.1 78 78.8 78.9 78.9 78.2 76.3 72.9 75.8 AVG. DAILY MAX. TEMP. 80.1 79 79.9 82.5 84.7 84.5 85.2 86.9 86.5 84.2 82.6 80.1 83 AVG. DAILY MIN. TEMP. 66.1 65.4 67.7 68.8 70.2 73.5 73.7 75.5 74.8 73.8 70.8 67.5 70.7

10% feel uncomfortable Typical occupied hours (7 am - 6 pm)

20% feel uncomfortable

Architectural Energy Corporation for DBEDT Page 39 Hawaii High Performance School Guidelines March 31, 2005

Table 17 — Average outdoor hourly temperatures (°F) for Hilo. There are no cases where the hourly average temperature exceeds comfort limits. Source of temperature data: Typical Meteorological Year Data, U.S. National Climatic Data Center.

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR HOUR 1 67.4 66.4 67.7 68.3 69.2 69.8 71.2 71.3 72.1 71.0 69.2 67.4 69.3 2 67.0 65.8 67.3 67.7 68.7 69.4 70.6 70.6 71.4 70.8 68.6 66.9 68.7 3 66.6 65.5 67.0 67.2 68.4 69.1 70.4 70.3 71.1 70.2 68.4 66.7 68.4 4 66.1 65.2 66.7 66.8 68.0 68.8 70.3 70.1 70.8 69.5 68.1 66.2 68.1 5 65.8 65.0 66.3 66.3 67.6 68.5 69.9 69.8 70.5 69.2 67.9 65.9 67.7 6 66.4 65.7 67.1 67.8 69.7 70.5 69.9 71.5 72.2 68.9 68.8 66.6 68.8 7 66.9 66.3 67.8 69.4 71.8 72.7 70.9 73.4 73.9 69.7 69.6 67.3 70.0 8 67.5 67.1 68.7 70.9 73.8 74.8 74.1 75.1 75.7 73.5 70.6 68.0 71.7 9 70.7 69.7 71.3 72.6 75.3 76.5 76.2 76.6 78.0 77.0 72.9 71.3 74.0 10 73.9 72.4 73.7 74.3 76.9 77.9 78.0 78.5 80.3 78.1 75.1 74.5 76.2 11 77.1 75.0 76.3 76.0 78.4 79.7 79.3 80.1 82.6 78.6 77.5 77.7 78.2 12 77.1 75.6 76.6 76.0 78.4 80.3 79.9 80.4 82.4 79.0 77.8 77.9 78.5 13 77.1 76.1 77.1 76.5 78.5 80.9 80.0 80.7 82.4 79.1 78.2 78.2 78.8 14 77.1 76.6 77.5 76.5 78.5 81.5 80.2 80.9 82.2 79.3 78.6 78.5 79.0 15 76.1 75.6 76.8 75.8 77.9 80.5 79.9 80.2 81.3 79.0 77.5 77.1 78.2 16 75.2 74.7 76.0 75.0 77.4 79.4 79.1 79.7 80.3 77.9 76.3 75.9 77.3 17 74.2 73.7 75.3 74.4 76.8 78.4 78.1 79.0 79.4 76.6 75.2 74.5 76.3 18 73.1 72.2 73.9 73.2 75.4 76.7 76.8 77.5 78.0 75.6 74.1 73.1 75.0 19 71.8 70.8 72.3 72.1 73.7 74.8 75.1 76.1 76.6 74.5 73.1 71.8 73.6 20 70.7 69.2 70.9 71.0 72.3 73.1 74.0 74.6 75.2 73.6 72.0 70.3 72.3 21 69.9 68.7 70.1 70.5 71.6 72.3 73.6 74.1 74.7 73.1 71.3 69.6 71.6 22 69.2 68.0 69.5 69.9 70.8 71.4 72.9 73.4 73.9 72.4 70.7 68.8 70.9 23 68.4 67.5 68.7 69.4 70.2 70.6 72.4 72.8 73.3 71.8 70.1 68.1 70.3 24 67.9 66.9 68.3 68.8 69.6 70.3 71.8 72.1 72.6 71.5 69.5 67.6 69.8 Avg. Outdoor Temperature (Dry bulb) 71.0 70.0 71.4 71.5 73.3 74.5 74.8 75.4 76.3 74.2 72.5 71.3 73.0 AVG. DAILY MAX. TEMP. 78.2 77.0 77.7 77.2 79.6 81.7 81.1 81.4 83.4 80.5 79.0 78.9 79.7 AVG. DAILY MIN. TEMP. 65.0 64.2 65.9 66.0 67.3 68.1 69.4 69.5 70.2 68.3 67.4 65.3 67.2

All hours fall within 90% comfort range Typical occupied hours (7 am - 6 pm)

One challenge when setting an air conditioning policy based on outdoor air temperature is finding an appropriate source of weather data. The wide range of micro climates in Hawaii makes the task especially difficult. Data from two sources are summarized on the following pages. The first is the Western Regional Climatic Center, which posts data on the Internet for 27 locations around the state. Data for five locations are summarized in Figure 7, which shows daily maximum temperatures and the number of days per year they occur.

The second source illustrated below is hourly Typical Meteorological Year (TMY2) data from the National Climatic Data Center. Figure 8 shows the number of hours per year that each temperature occurs. This information is available for only the four locations shown in Figure 8.

There is some inconsistency between these two sources. For example, Figure 7 shows that daily maximum temperature in Honolulu exceeds 88°F for 60 to 70 days per year, but Figure 8 shows temperatures in Honolulu never reaching 88°F, and show only 10 hours per year at 87°F. However, the two data sources also show some patterns, including the fact that temperatures in Hilo and Lihue appear to be 85°F or less for all hours.

On-site temperature monitoring can be used, but great care is necessary to get accurate readings. And year-to-year variations can be significant.

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Honolulu Airport

80 70

s 60 50 40 30

NumberDay of 20 10 0 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Average Maximum Outdoor Temperature, 1971-2000

Honolulu Observatory

70 60

s 50

40 30

Number of Day of Number 20 10

0 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Average Maximum Outdoor Temperature, 1971-2000

Kaneohe

120 100 s 80 60 40

Number of Day 20 0 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Average Maximum Outdoor Temperature, 1971-2000

Hilo

140 120 s 100 80 60 40 Number of Day 20 0 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Average Maximum Outdoor Temperature, 1971-2000

Lihue

100

s 80

Number of Day 20

0 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Average Maximum Outdoor Temperature, 1971-2000

Figure 7 — Maximum Daily Temperature Data for Five Hawaii Locations. Average Maximums for 1971-2001. Source: Western Regional Climatic Center, http://www.wrcc.dri.edu/summary/climsmhi.html

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Honolulu

2500

2000 r 1534 1500

864 1000 771 759 598 621 649

Hours Per Yea Per Hours 483 461 471 500 356 344 321 257 168 69 24 10 000 0 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Outdoor Temperature

Kahului

2500 2266

2000 r

1500

1000 683 683 559 615

Hours Per Yea 486 458 431 366 369 500 328 350 343 314 270 127 51 35 17 9 0 0 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Outdoor Temperature

Hilo

2500

2000 r

1500

1000 659 629 574 508 Hours Per Yea Per Hours 481 431 407 407 388 500 278 167 102 42 15 15 31000 0 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Outdoor Temperature

Lihue

2500

2000 1834 r

1500

900 1000 869 666 678 564 601 634 Hours Per Yea Per Hours 477 391 500 350 347 257 149 37 600000 0 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90+ Outdoor Temperature

Figure 8 — Outdoor Hourly Temperature Distribution for Four Hawaii Locations. Source: Typical Meteorological Year (TMY2) data from National Climatic Data Center

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5.3 Details for the Project Manager

The decision whether or not to use air conditioning needs to occur during the project scope development process, so that an appropriate budget can be developed. In cases where there is uncertainty regarding issues such as local air quality or noise, then an investigation may be necessary. Where air conditioning is unavoidable, consider whether it can be used for only portions of a campus or individual building where comfort and air quality problems cannot be mitigated through passive measures.

Prior to installing air conditioning in an existing building, ensure that the load reduction measures listed in the policy above (e.g. lighting retrofit, roof insulation) have been carried out or already exist. In some cases, those measures will eliminate the need for air conditioning. In all cases, they will allow smaller air conditioning equipment to be installed and will reduce operating costs.

5.4 Details for Design Consultants

An integrated package of measures is usually necessary in order to avoid the need for air conditioning. See the Hawaii Commercial Building Guidelines for Energy Efficiency for information about natural ventilation, efficient lighting, cool roof systems, and window shading.

See also the policies regarding Air Conditioning System Type Selection, Air Conditioning System Sizing, and Air Conditioning Design Details.

5.5 Resources

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

National Climatic Data Center, http://www.ncdc.noaa.gov/.

Western Regional Climatic Center, http://www.wrcc.dri.edu/.

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6 Air Conditioning System Type Selection

6.1 Summary

When air conditioning is determined to be necessary, a minimum of two alternative system types should be compared based on the criteria in Table 18 or a similarly rigorous method in which the reasoning behind the selection is documented. In making a system selection some judgment is necessary, including consideration of both the score calculated based on the method in Table 18 as well as the life-cycle cost estimate for each alternative.

Table 18 — Air Conditioning and Ventilation System Evaluation Matrix System Description Describe the system characteristics here. central / room-by-room chilled water / packaged variable air volume (single-duct or dual-duct) / constant volume dual-path / single-path water-cooled / air-cooled overhead air distribution / displacement ventilation / underfloor air distribution ducted return / plenum return special controls other special characteristics Criteria Criteria Comments Score Weight (1 to 10) (Totals 1 = poor to 100) 10 = excellent Mechanical System First Costs 12 Impact on Other Trades: General Contractor 6 Impact on Other Trades: Electrical Contractor 4 Floor Space Requirements 6 Ceiling Space Requirements 3 Energy Efficiency: Normal Operation 8 Energy Efficiency: Off-hour Operation 2 Flexibility for After-School-Hours Operation 5 Acoustical Impact 8 Dehumidification Performance Over Full 6 Operating Range Indoor Air Quality 8 Comfort 8 Ease of Maintenance During School Hours 4 Compatibility with Maintenance Staff 6 Resources Use of Standardized Parts 4 Maintenance Cost and Reliability 4 Longevity 4 Flexibility for Future Occupancy Changes 2 100 Total Score (Rooftop/Floor-by-Floor) (Sum of Weight × Score, maximum is 1000)

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The following system elements should be given consideration for each project:

• Variable air volume (crucial to energy savings and comfort)

• Dual-path air handler arrangement (capability to cool outside ventilation air separately from return air for better dehumidification)

• Displacement ventilation

• Demand-control ventilation

• Water-cooled or evaporatively cooled condenser (as opposed to air cooled)

6.2 Background

There are always performance and cost tradeoffs when comparing different AC system options. Therefore, the best choice may not be immediately obvious, and the best choice may vary from one project to the next depending on project constraints. Therefore, rather than specify one or two required systems, this recommendation sets a minimum level of analysis to be performed when selecting a system.

6.3 Details for Project Manager

First, ensure that a determination has been made that AC is necessary (see the separate guideline regarding air conditioning applicability), and that all cost-effective heat-load mitigation measures (i.e., roof and wall insulation, high-performance windows, etc.) have been implemented or included in the project plans before selecting an AC system type.

Work with the design team during programming or schematic design phases to evaluate AC system options using the method described in this section or an equally rigorous method.

Use the selection criteria as a tool to help make an optimal selection, it is not absolutely required that the system with the best score be the one that is selected. However, there must be documentation of the justification for the selection that is made.

Once a system type is selected, then focus on ensuring efficiency and air quality issues are considered in developing the AC system design details. See the section titled Air Conditioning System Design Details.

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6.4 Details for Designer

The version of the system selection matrix in Table 19 includes brief descriptions of the meaning of each of the criteria. When this table is filled out by the designer, those comments should be replaced with a brief discussion of the relative merits or drawbacks for each system option. One table should be filled out for each system type being evaluated. The criteria weights listed in the table should be considered examples, and the appropriate weights for each project should be discussed between the designer and the project manager.

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Table 19 — System Evaluation Matrix with Notes for Designer System Description Describe the system characteristics here. central / room-by-room chilled water / packaged variable air volume (single-duct or dual-duct) / constant volume dual-path / single-path water-cooled / air-cooled overhead air distribution / displacement ventilation / under-floor air distribution ducted return / plenum return special controls other special characteristics Criteria Criteria Comments Score Weight (Note: The comments below are provided as guidance (1 to 10) (Totals 1 = poor to the designer. When this table is filled out by the to 100) designer, these comments should be replaced with a 10 = excellent brief discussion of the relative merits or drawbacks for each system option) Mechanical System First Costs 12 First cost ranked relative to other system options. Impact on Other Trades: General Contractor 6 Impact on construction requirements such as mechanical rooms, duct enclosures, shafts, equipment screens. Impact on Other Trades: Electrical Contractor 4 Impact on electrical system cost and complexity. Floor Space Requirements 6 Impact on usable floor area. Ceiling Space Requirements 3 Amount of space required for ducts, fan coils or other system components. Energy Efficiency: Normal Operation 8 Energy performance during normal school hours relative to the other system options. Energy Efficiency: Off-hour Operation 2 Energy performance after normal school hours if only portions of the school are occupied. Flexibility for After-School-Hours Operation 5 The ability to air condition only portions of the school for after-hour activities. Acoustical Impact 8 Relative impact on noise in the classrooms and other spaces. Dehumidification Performance Over Full 6 Ability to extract moisture from the supply air to maintain Operating Range comfort and air quality even when space sensible cooling loads are low. Indoor Air Quality 8 Ability to provide adequate level of clean outdoor air to the occupied zone. Comfort 8 Ability to maintain stable comfort and humidity Ease of Maintenance During School Hours 4 Ability to be accessed for routine or emergency maintenance tasks without disrupting classes. Compatibility with Maintenance Staff 6 Level of training required to perform maintenance tasks, and Resources frequency of maintenance required. Use of Standardized Parts 4 Commonly replaced components are standard items that can be stocked by Central Services or easily sourced in Hawaii. Maintenance Cost and Reliability 4 Cost and reliability relative to the other system options. Longevity 4 Relative lifetime of different system options. This can be an issue when comparing water-cooled and air-cooled equipment and when comparing indoor vs. outdoor equipment placement. Flexibility for Future Occupancy Changes 2 Ease of rezoning, adding capacity, or adapting to change in occupancy. 100 Total Score (Rooftop/Floor-by-Floor) (Sum of Weight × Score, maximum is 1000)

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7 Air Conditioning System Design Details

This section addresses specific AC design details that have an impact on efficiency, performance, and reliability. Hawaii’s unique conditions mean that optimal choices are sometimes different than in other parts of the U.S.

7.1 Summary

Air conditioning system designers should give consideration to the following system design preferences when selecting a system type and when developing design details.

7.1.1 Air Distribution

Variable air volume (VAV) systems are preferred. A VAV system generally provides fan savings as well as good dehumidification performance. Dehumidification improves because the supply air temperature can be maintained at 55°F or below while the air volume is modulated to control space temperature. The typical application of a VAV system is a central air handler that serves multiple zones. However, VAV control should also be considered for single-zone systems that are traditionally constant volume. Significant fan energy savings and improved dehumidification performance are possible if space temperature in single zone systems is controlled by varying air flow rather than supply air temperature.

If a constant air volume strategy is selected instead of VAV, then a “dual-path” air handler arrangement or other special measure to improve dehumidification performance is highly recommended (see next section). Otherwise, when cooling loads in the space are low and the supply air temperature rises to avoid overcooling, less moisture will be removed from the supply air.

A dual-fan, dual-duct system may be a good choice for buildings with high, yet variable, outside air ventilation requirements such as classroom buildings. Traditionally, a dual-duct system has a “warm” duct and a “cold” duct, and each zone has a mixing box that combines these airflows to maintain space temperature control. However, in the Hawaii classroom context, this system can consist of a “ventilation” duct and a “cooling” duct. The “ventilation” duct delivers cooled outside air and is sized for the ventilation load (e.g. 15 cfm/person) the “cooling” duct delivers cooled return air. Each duct has its own air handler with separate fan and cooling coil. At the zone level, a dual-duct VAV box provides demand control ventilation and space temperature control. The VAV damper on the vent-duct inlet is controlled (between max and min setpoints) based on a CO2 sensor located in the space. Therefore, when a space is unoccupied, the outdoor air flow to that zone will drop to a minimum setpoint. The “cooling” duct damper is controlled based on a space temperature signal. Therefore, as cooling loads in the space increase, the airflow from

Architectural Energy Corporation for DBEDT Page 48 Hawaii High Performance School Guidelines March 31, 2005 the cooling duct will increase. The supply air temperature of the “ventilation” duct will always be maintained fairly low (e.g. 53°F) to extract moisture from the outdoor air. The temperature of the “cooling” duct can be reset depending on cooling demand from the zones.

Displacement ventilation should be considered for classrooms. Delivering supply air at low velocity near the floor level allows space cooling loads to be handled with roughly 65°F supply air temperature. Air quality improves compared to standard overhead mixing air distribution. Note that a “dual path” arrangement is probably necessary to provide adequate dehumidification at the higher supply air temperature.

Central air handlers are generally preferred over single-zone air handlers, though either can be a good choice in specific cases. The benefits to central air handlers include easier maintenance of filters and cooling coils, better potential acoustic performance because fans can be remote from classrooms, and better potential for efficiency with larger fans and motors.

7.1.2 Air Handler

A dual path arrangement is preferred, especially for constant volume air handlers, to improve dehumidification performance at low-load conditions. There are several ways to implement a dual-path system; the common feature of all dual-path systems is that the outside air that is introduced for ventilation is cooled separately from the return air. The typical method is to provide a separate cooling coil on the outside air. In Hawaii, with its year-round dehumidification requirements, this outside air cooling coil may not even need a modulating control valve. The outside air can be provided with constant cooling, and the space temperature can be controlled with the main cooling coil that is located in the return air or mixed air path. See the Hawaii Commercial Building Guidelines for Energy Efficiency chapter on Dehumidification for more information.

Another variation on the dual-path arrangement include using a separate air handler for outside air, sometimes called a dedicated outside air system (DOAS) that delivers air to other central air handlers (e.g. floor-by-floor) or to fan coils.

Select cooling coils and filters for a face air velocity of 400 ft per minute or lower to minimize air pressure loss.

Consider UV-lamps on the cooling coils and condensate drain pans, especially in areas with dusty outdoor conditions, to inhibit mold growth.

Consider demand control ventilation in all spaces with variable occupancy, especially larger spaces such as gyms and multipurpose rooms if they are air conditioned.

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Design for supply air temperature of 50°F to 55°F, and avoid supply air temperature reset controls because increasing the SAT typically reduces the dehumidification performance.

To help maintain good indoor air quality, specify filters with ratings equal to or greater than MERV 12 or 85% dust spot efficiency.

7.1.3 Chilled Water Cooling Systems

Chilled water systems are generally preferred over packaged cooling systems due to better potential energy efficiency. And when compared to individual packaged (i.e. DX) classroom units, the chilled water fan-coil system also offers better acoustic performance.

Chilled water pumping arrangement should be primary-only, variable-flow as a first choice and primary-secondary with variable-flow secondary loop as second choice.

Cooling coils should be selected to provide a chilled water temperature rise (delta T) of at least 16°F across the coil in order to minimize pumping energy and improve chiller efficiency.

Chilled water supply temperature should be 40°F to 44°F.

Chilled water supply temperature should not be reset upwards at low loads because cooling coil dehumidification performance will suffer. Instead, make sure that the cooling coil is selected so that it can operate over the full range of anticipated load conditions with constant entering chilled water temperature. Pay special attention to low-load conditions.

Water-cooled chillers (i.e. systems with cooling towers) are generally preferred due to greater energy efficiency and typically longer life than air-cooled chillers.

Select cooling towers for an approach temperature of 6°F or less in order to provide cooler condenser water and improve chiller efficiency.

If air-cooled chillers are specified, then careful attention to the specification of the condenser (outdoor) coil is required to ensure long life in Hawaii’s climate. When there is an option, then thicker and more widely spaced fins are preferred.

7.1.4 Consider thermal energy storage to reduce peak electric load. Packaged Cooling Systems

Select equipment to maximize latent cooling (dehumidification) capacity.

Consider systems with refrigerant subcooling coils downstream of the evaporator (cooling) coil to increase latent capacity.

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Do not oversize packaged air conditioners because excessive on/off cycling dramatically reduces dehumidification performance at partial load.

Consider systems with multiple refrigerant circuits and split coils where at low load only a portion of the supply air is cooled to low temperature and dehumidified.

Pay careful attention to the specification of the condenser (outdoor) coil to ensure long life in Hawaii’s climate. When there is an option, then thicker and more widely spaced fins are preferred to help avoid degradation.

7.1.5 Controls

Direct digital control (DDC) is recommended for all new air conditioning systems to allow remote monitoring of operating schedules and system performance.

Control system shall at a minimum provide remote time-of-day on/off control, remote adjustment of space temperature setpoints, system monitoring (trending) and remote data access, and alarming for system faults or out-of-range values.

Control system trend logs shall be set up to monitor system performance, and the control system shall have adequate data storage capacity for at least 3 months of 15 minute interval readings of the following at a minimum (as applicable depending on system type): space temperature, supply air temperature, outdoor air temperature, fan speed, chilled water supply and return temperatures, condenser water supply and return temperatures, chiller electric demand, and pump speed.

VAV systems shall have static pressure reset control whenever DDC control is extended to the zone level.

VAV systems shall not use supply air temperature reset control unless it can be shown that dehumidification performance will be adequate when the temperature is increased.

Chilled water systems shall not use chilled water temperature reset control unless is can be shown that dehumidification performance will be satisfactory over the full range of potential loads.

7.1.6 Load Calculations and System Sizing

Sizing of air conditioning systems can have a significant impact on energy efficiency and dehumidification performance. Oversized systems cost more and often perform worse than properly sized equipment.

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A minimum of two, and perhaps more, load calculations should be performed for different conditions. In addition to a traditional peak design load calculation, which is based on conditions that occur for a relatively few hours per year and are often based on conservative assumptions, also perform a load calculations for typical (or most frequent) conditions. The typical conditions should include realistic lighting and plug loads and include impact of window shades. The purpose of the typical conditions calculation is to provide a point to evaluate system comfort performance and efficiency and ensure that the system works optimally under the loads it will see most of the time.

7.1.7 General Issues

For areas such as laboratories that require 100 percent outside air, consider heat recovery.

Specify adequate weather protection for equipment.

Provide occupants with some level of temperature control.

Consider using a ground-coupled heat rejection system instead of typical water-cooled or air- cooled alternatives. A ground-coupled system typically consists of a loop of pipe buried in a horizontal trench or vertical well that acts as a heat exchanger between condenser fluid and the ground. The feasibility of a ground-coupled system depends on soil conditions and availability of space for the ground heat exchanger.

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8 Natural Ventilation

There are number of building envelope design features that affect natural ventilation performance. In addition there are a number of issues that are unique to Hawaii. This guideline summarizes recommendations for natural ventilation design strategies.

8.1 Summary of Natural Ventilation Design Recommendations5

• Natural ventilation has to be an integral part of the schematic design phase.

• Provide 5% — 8% of the floor area as free ventilation area. Equal inlet and outlet areas maximize airflow whereas outlets that are 2% — 5% larger than inlets produce higher air velocities.

• The inlet location affects airflow patterns far more significantly than outlet location. Locate inlets at the occupied level. Stagger location of the outlet openings both vertically and horizontally by a few feet (relative to the inlet locations) to achieve longer air paths through the space.

• Thermal mass helps the effectiveness of natural ventilation. Concrete walls and floors can act as heat reservoirs, absorbing heat through the day and dissipating it at night. At night, natural ventilation can be used to increase the amount of dissipated heat. Most mass wall strategies, such as double layers of drywall, can also help improve acoustic separation between spaces.

• Inlets and outlets should be designed with security in mind so that they can be left open overnight in order to cool the building mass before occupants arrive in the morning.

• Integration with Daylighting and View Windows. The openings for cross ventilation must work together with the daylighting design. One typical solution for Hawaii is to use low windows as inlets on the north or northeast side to capture the prevailing trade winds. These windows are also relatively easy to shade from the sun with small overhangs. The outlet openings can then be located on the south or southwest side higher in the wall where they are easier to shade from the sun.

• High Ceilings. Increased ceiling height can extend the period when natural ventilation is effective and also allows the use of ceiling fans. At the same time, a high ceiling can

5 Much of the information in this section is distilled from a draft version of the Advanced Buildings Guidelines, being developed by the New Buildings Institute.

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improve daylight penetration as well as allow the use of suspended lighting fixtures. A minimum height of 9 ft is recommended for ceiling fans such that the fan blades are at least 8 ft from the floor and 1 ft from the ceiling.

• For natural ventilation to function properly, solar gains and internal heat gains should be minimized. Use shading devices like overhangs, awnings, and fins to control solar gains.

• Provide windows that can be opened or shut in increments. This allows the occupants to vary the inlet and outlet areas according to seasonal variations.

• Ensure that vents and windows are accessible and easy to use. Avoid blocking windows with exterior objects such as shrubs and fences, but do not eliminate shading.

• Use features like overhangs, awning windows, eaves, and porches to protect the openings from rain. Awning windows work very well for cross ventilation because they provide more airflow than double hung windows (for the same glazed area) and also provide protection from rain. Casement windows provide maximum airflow in both perpendicular and oblique wind conditions, but also offer less rain protection than awning windows.

• The incoming air may be cooled through good site planning, landscaping, and planting strategies. If a water body is planned for the site, place it on the windward side to pre- cool the incoming air through evaporative cooling. Planting tall deciduous trees on the windward side will lower the temperature of the inflow and shade the openings.

• Locations of adjacent buildings may cause complex wind patterns. Wind tunnel testing may help determine flow patterns around buildings in urban areas.

• Consider using ceiling fans to improve comfort when winds are calm.

o Use “Quiet Type” energy-efficient ceiling fan and motor assemblies.

o A larger fan provides a greater range of airflow settings and ventilates a larger area at lower velocities, with less noise, and only slightly more power than similar smaller units. Use two 48 in. fans in classrooms (based on 30 ft x 32 ft classrooms). These will move air most effectively in a 4 ft to 6 ft radius, and somewhat less effectively for another 3 ft to 4 ft radius. At the level of seated occupants, this will achieve air speeds ranging from 50 fpm to 200 fpm. Beyond 30 fpm, every additional 15 fpm results in a perceived 1°F drop in temperature. The more blade surface, the more air it will catch.

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o Ceiling fans work best when the blades are 8 ft to 9 ft above the floor and 10 in. to 12 in. below the ceiling. Placing fans so the blades are closer than 8 in. to the ceiling can decrease the efficiency by 40%. Fans also require at least 18 in. of clearance between the blade tips and walls. Two types of mountings are available for ceiling fans—rod and hugger. In rod fans, the motor housing is suspended from the mounting bracket by a rod. With hugger fans, the motor housing is mounted directly to the ceiling box. Hugger fans are not as efficient as rod fans in the down motion, especially at higher speeds. The blades will starve themselves for air when they are too close to the ceiling.

o Select a fan with at least a two-speed control for better regulation of air movement.

o Fans should be on only when the space is occupied; otherwise the movement of the motor is also introducing some heat in the room without any cooling benefits. Remember that ceiling fans cool people, not spaces. Consider using an occupancy sensor in conjunction with an occupancy sensor for the lighting system.

• Exterior noise can defeat even the best natural ventilation design if occupants must close the openings to eliminate distractions. Therefore, a successful natural ventilation design also needs to consider the placement of openings relative to exterior noise sources.

• As noted in the earlier section “Air Conditioning Applicability,” designing for good natural ventilation is desirable even in buildings with air conditioning because it allows “mixed- mode” operation. However, the design details may be different for spaces that also include air conditioning. The most important issue is that natural ventilation openings (typically windows) be air tight when closed.

8.2 Resources

For guidelines on cross ventilation, stack ventilation, and ceiling fans see:

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.Field Guide for Energy Performance, Comfort, and Value in Hawaii Homes, Edition 1/0b, Available from DBEDT. Chapter 11, “Airflow Around Buildings,” and Chapter 12, “Airflow in Buildings,” provide good provide recommendations for natural ventilation design.

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9 Daylighting

Daylighting is an important feature of a high performance school. Research has shown daylighting can dramatically reduce energy costs and substantially improve student test scores. This section summarizes daylighting design principles and includes a list of resources for detailed information. Please see also High Performance Hawaii Classroom section of this guideline for some specific daylighting design examples.

9.1 Summary of Daylighting Principles

Daylighting strategies described in the Hawaii Commercial Building Guidelines for Energy Efficiency include the following:

• Provide uniform illumination using GOOD DAYLIGHT DESIGN

• Provide access to exterior views through VIEW WINDOWS

• Use CLERESTORIES for deeper daylight penetration

• Add LIGHTSHELVES TO CLERESTORIES to improve daylight distribution

• Balance daylight from window walls with WALL-WASH TOP-LIGHTING

• Provide even daylight with CENTRAL TOPLIGHTING

• Use PATTERNED TOPLIGHTING to provide even illumination across a large area

• Use LINEAR TOPLIGHTING to direct movement or provide visual orientation in a linear space

• Employ TUBULAR SKYLIGHTS for toplighting areas with deep roof cavities and for low- cost retrofits

The following principles, which are also discussed in the Hawaii Commercial Building Guidelines for Energy Efficiency, are fundamental elements of good daylighting design:

• Prevent direct beams of sunlight from penetrating the space

• Provide uniform illumination

• Avoid glare

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• Provide methods of controlling daylight

• Integrate daylight with electric lighting

• Lay out the interior spaces so that they benefit from daylighting opportunities

• Optimize the aperture size

• Consider safety and security issues when designing daylighting apertures

9.2 Resources

Advanced Lighting Guidelines. White Salmon, OR: New Buildings Institute, 2001. Web site: www.newbuildings.org.

Ander, Gregg. Daylighting Performance and Design. NY: John Wiley & Sons, Inc., 1997.

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2002, www.chps.net. (Best Practices Manual, Volume 5, Commissioning 2005 to be published mid-2005)

Daylighting Initiative Case Studies and Project Reports. San Francisco: Pacific Gas & Electric Company, 1999. Web site: www.pge.com/pec/daylight.

Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

IESNA Lighting Handbook, 9th edition. NY: Illuminating Engineering Society of North America (IESNA), 2000. Web site: www.iesna.org.

SkyCalc. A Microsoft Excel-based spreadsheet used to determine the optimum skylighting strategy for a building. Available from www.energydesignresources.com.

Skylighting Guidelines. California: Energy Design Resources. Web site: www.energydesignresources.com.

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10 Classroom Acoustics

There are three fundamental strategies to ensure a superior acoustical environment:

• Reduce sound reverberation time inside the classroom.

• Limit transmission of noise from outside the classroom.

• Minimize background noise from the building’s HVAC system and other equipment.

Acoustics design standards for Hawaii are included in the Education Specifications and Standards for Facilities.

For more information about designing for superior acoustic in schools, see the following reference:

Collaborative for High Performance Schools (CHPS), Best Practices Manual, Volume 2, Design, 2005. www.chps.net. (to be published mid-2005)

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11 Additional Topics

The information in this section is covered in less detail than the proceeding guidelines, with references to existing guidelines for more information.

11.1 Construction and Demolition (C&D) Waste Management.

Resources:

• A Contractor’s Waste Management Guide, Best Practices and Tools for Job Site Recycling and Waste Reduction in Hawaii. Prepared by O’Brien & Company for DBEDT. www.hawaii.gov/dbedt/ert/chc.

• Listing of Construction and Demolition Waste Management Facilities, Clean Hawaii Center, DBEDT. www.hawaii.gov/dbedt/ert/chc.

• Collaborative for High Performance Schools (CHPS) Best Practices Manual, Volume 2. www.chps.net

11.2 Stormwater Management

• Collaborative for High Performance Schools (CHPS) Best Practices Manual, Volume 2. www.chps.net

• International Erosion Control Association. Provides technical assistance and an annual Erosion Control Products and Services Directory. (800) 455 4322 or http://www.ieca.org/.

• Stream Corridor Restoration: Principles, Processes and Practices developed by 14 Federal Agencies. Available at http://www.usda.gov/streamrestoration/.

• Stormwater and Urban Runoff Seminars — Guide for Builders and Developers, NAHB, Edited by Susan Asmus, Washington DC, (800) 368 5242 x538 or http://www.nahb.com/.

• Stormwater Management for Construction Activities: Developing Pollution Prevention Plans and Best Management Practices: Summary Guidance. EPA#833 R 92 001, October 1992, U.S. Environmental Protection Agency Office of Wastewater Management, 401 M St. SW, Mail Code EN 336, Washington DC, 20460. (800) 245 6510, (202) 260 7786 or http://www.epa.gov/owm/sw/construction/.

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• Storm Water Phase II Final Rule: Small Storm Water Program Overview. http:/www.epa.gov/npdes/pubs/fact1-0.pdf

11.3 Electric Lighting and Control Guidelines

The values below correspond to the recommendations in the IESNA Lighting Handbook, 9th Edition. While a lighting designer might identify more specific tasks and specific illumination to support those tasks, the listed values suit general requirements.

It is recommended that ASHRAE 90.1-1999/2001 be used as a basis for lighting designs. Although counties in Hawaii have not yet adopted this standard, it provides many energy saving and maintenance benefits over previous standards.

Table 20 — Recommended Average Maintained Values in Footcandles (fc). Space Illuminance (fc) Comments For lux, multiply values by 10

Classrooms 40-50 See note. Drafting, lab, shop 50 See note. Corridors, stairways, washroom 10 Security needs may indicate 15 fc or more. Library 30 See note; add task lighting for special tasks Food preparation areas 50 See IESNA Lighting Handbook, 9th Edition, for more details. Dining/cafeteria 10-30 10fc works for simple dining, but security may suggest more. Also, some tasks like self-serve may need task lighting for more illumination. Multipurpose spaces may need 30fc; fluorescent lighting with multi-level switching may work best. Gymnasium 30-50-80 Elementary schools only need 30fc, but high school competition needs 50fc. 80fc is recommended for important high school interschool events. Fluorescent lighting with multi-level switches may work best. Locker room 10 Security needs may indicate 20fc or more; some tasks need task lighting. Note: All areas with computers (computer lab, drafting, art, etc.) need 30 fc or less. Use multi-level switches for fluorescent lighting, since some users prefer 15 fc or less, and task lighting as necessary for reading and other tasks that need more light.

There are several very good references available with lighting design recommendations.

• Advanced Lighting Guidelines. www.newbuildings.org

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• Collaborative for High Performance Schools (CHPS) Best Practices Manual, Volume 2. www.chps.net

• Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

11.4 Enclosure and Insulation Guidelines

Energy efficient windows, window shading, and cool roof systems are covered in great detail in the following reference.

• Hawaii Commercial Building Guidelines for Energy Efficiency. 2003. Prepared by Architectural Energy Corporation for DBEDT. http://www.archenergy.com/library/general/hawaiigl/.

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12 High Performance Hawaii Classroom

12.1 Summary

A high performance classroom benefits most from good daylight design. Good daylight design incorporates adequate illumination, uniform distribution and reduced glare. While shading is important to reduce peak loads and energy consumption, it has a bigger influence in ensuring that full daylight benefits are captured, because a lack of shades increases glare and direct solar penetration that compromise visual comfort. Location and distribution of windows and glazing choice with high light transmission and relatively low solar transmission also affects daylight design. In addition, efficient electric lighting design integrated with dimming daylight controls and occupancy sensors, can save a significant amount of energy and shave some peak load. The other big cost saver is ensuring that the fenestration design is integrated to facilitate natural ventilation. Even without natural ventilation, if all the recommended energy efficiency measures are implemented, one can expect savings of $ 1.00/ft2 as shown in Figure 9.

Annual Energy Cost $/ft2 $0.00 $0.50 $1.00 $1.50 $2.00 $2.50

Baseline + Roof Insulation + Reflective Roof + White Wall + 3' Overhangs + Daylighting Controls + Green Tint Glass + Efficient Lighting Design (1 w/s.f.) + 8 ft. Overhangs + Nat. Vent. (Dec.-Mar.) + 100% Nat. Vent.

Plugs Fans Cooling Lights

Figure 9 — Impact of Energy Efficiency Measures on Utility Cost

12.2 Introduction

Compared to large commercial buildings, classrooms are subject to proportionally greater envelope and occupant internal loads. Figure 10 shows that the energy consumption is almost evenly distributed between lights and plugs, and HVAC energy. Space loads are almost evenly

Architectural Energy Corporation for DBEDT Page 62 Hawaii High Performance School Guidelines March 31, 2005 distributed between internal loads due to occupants, lights and plugs, and external loads from envelope as shown in Figure 11. Hence, energy efficient guidelines related to envelope are as important to lighting and HVAC measures. However, in case of portable classrooms, heat gains through the external sources is slightly higher than in case of the classroom mainly because all walls are considered exposed in the case of portable classrooms.

Most Exposed Classroom Portable Classroom

Energy End-Use for Most Exposed Classroom Energy End-Use for Portable Classroom

Lights Lights

31.6% 27.5% Lights Plugs Lights Plugs

44.2% 50.3% Cooling Fans Cooling Fans

Cooling Cooling 13.6% Plugs 15.7% 8.5% Plugs 8.6% Fans Fans

Figure 10 — Energy Distribution by End-Use

Most Exposed Classroom Portable Classroom

Load Distribution for Most Exposed Load Distribution for Portable Classroom Classroom

20% Conduction Through 40% Conduction Through Exterior Surfaces Conduction Exterior Surfaces Conduction

Solar Gains Through 37% Solar Gains Through Windows Internal Windows 53% Loads Internal Loads Internal Loads Due to Internal Loads Due to Lights, Plugs, and Lights, Plugs, and Occupants Occupants

27% Windows 23% Windows

Figure 11 — Distribution of Loads Through External and Internal Sources in a Typical Classroom

The primary purpose of this study was to provide a package of best practices for a few frequently occurring classroom designs, which included:

• Least exposed classroom: A first floor classroom with only one wall exposed.

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• Most exposed classroom: A top floor classroom with at least 2 exposed walls and exposed roof.

• Portable classroom: A portable classroom with a raised floor.

However, based on the energy simulation results, the relative impact of various energy efficiency measures that were examined were similar for all three cases. Hence, the results that support the guidelines have not been distinguished into three separate categories.

The two alternative packages that have been identified are:

• Best Practice: This represents the ideal combination of measures based on energy savings, low life-cycle cost, environmental and health benefits.

• Alternative Package: This includes trade-offs that may be substituted when it is not possible to implement the best practice classroom.

In general, the most critical strategy for classrooms in Hawaii is to reduce solar gains and provide adequate daylighting. Most of the external heat gain is through the roof and window. While windows can be shaded to prevent solar heat gains, roofs should to be light-colored in order to keep solar gains off by reflecting most of it. These are fairly simple, low-maintenance and very effective strategies.

Once the external gains have been controlled, the total air-conditioning load can be further reduced by using an efficient lighting design, occupancy sensors and daylight controls to reduce lighting energy as well as heat added to the space from lights when they are on.

Hawaii is blessed with very moderate climatic conditions, and reducing external and internal gains can extend the hours when comfortable indoor temperatures can be attained by natural ventilation.

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Table 21 — Summary of “Best Practice” and “Alternative” Classroom Characteristics Best Practice Alternative Orientation The ideal orientation for windows is facing north If the ideal orientation is not possible, try to orient or south, as these orientations are least exposed windows towards southeast and northwest. If this to direct solar exposure. Any direct solar is not possible, due to site/design constraints, use penetration on the south side can be controlled evergreen vegetation with dense foliage and large quite easily with relatively short overhangs spread to shade windows on the east and west (ideally as deep as the window is high). This side. This will not only reduce solar gains but also orientation also facilitates taking advantage of provide a “relief” through the view windows. prevalent trade winds from a northerly direction for natural ventilation. Roof A light-colored roof with a radiant barrier is the Adding an equivalent of about R-13 will make up best solution. Use a sloped roof design to for not having a radiant barrier, but can be more facilitate drainage and add ceiling, and use the expensive. Alternately, adding equivalent of an attic space to allow use of radiant barrier inch of rigid insulation will substitute for not having insulation. a light-colored roof. Ceiling Use light-colored ceiling located at least 10’ Even if 10’ high ceilings cannot be achieved, light height. The light color enhances daylight color is still imperative to good daylight distribution. The high ceiling height facilitates distribution. Retain at least 1’-6” to accommodate better daylight distribution by allowing at least 2’ daylight windows even if this means of space to accommodate daylight windows compromising the height of the view windows. above view windows, and allows for pendant mounted lighting. Wall Wall color has less impact on heat gains If walls are not shaded, light colored walls are compared to roof. Shading is the most effective more beneficial than adding insulation. However, way of reducing heat gains. In case of mass insulation may be an appropriate strategy for walls, adding insulation is not as beneficial as framed walls if it cannot be ensured that the making the walls light colored. Concrete walls reflective wall color will be maintained for the life have additional ventilation and acoustic benefits of the building. compared to light framed walls. Fenestration The most important strategy is to shade Use high performance glass (such as high windows. Windows on the south or north side performance tint low-e) if windows are not can be shaded very easily. Shading also helps in shaded, to reduce solar gains without controlling glare which can interfere with good compromising available daylight. Glare can be daylight distribution. Laminated glazing with high controlled only via shading devices – such as performance tint is a cost-effective choice for interior blinds, or light shelves. Tinted glazing can daylighting benefits as well as security and also reduce glare but not as much as with good protection against extremely windy conditions shading design. If adequate ceiling height is not Ideally, separate the glazing into view windows available to locate adequate area of daylight and and daylight windows. Minimize glazing area for view windows, compromise the height of view view windows and use tinted glass to avoid windows in favor of larger daylight windows. glare. Locate view windows flush to side walls Use skylights equivalent to 3% of roof area to for surface illumination; operable blinds for balance daylight distribution in the space, if it’s not privacy optional. possible to put daylight windows on two sides. Locate daylight windows flush to ceiling and side walls to illuminate interior surfaces evenly. Use high light transmission glass; approximately 40 ft2 on either side of classroom. Locate the walkway cover just below the clerestory, and paint it white or a very light-color to bounce daylight further into the space. Where this is not possible, such as in the lower floor on the walkway side, increase the depth of the clerestories to 2’-6”. Locating windows on opposite walls balances daylight on both vertical and horizontal planes. The teaching wall should be located on an internal wall to take advantage of this balanced distribution.

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Best Practice Alternative Lighting Use rows of suspended pendant fixtures with Use recessed troffers in place of suspended second generation T-8 lamps and high efficiency fixtures. electronic ballasts, so that lighting rows are parallel to daylight source. Install daylight sensors and dual technology occupancy sensors. Natural Use approximately 40 ft2 ventilation area per If vents cannot be located close to the floor, use Ventilation each opposing wall at occupant level. Locate bottom half of view windows on north side as inlet inlets close to the floor on north side for and top half of view windows on opposite wall as prevailing winds and simpler shading. They outlet. If openings cannot be located on opposite should seal tightly for warm season. Casement, walls, locate inlets on one wall and outlets in the awning, or hopper-type windows are appropriate. adjacent wall as far away from the inlet as Lower portion of inlet can be left open for night possible. cooling; fixed exterior louvers for the inlet prevents rain intrusion and provides security. The inlet location affects airflow patterns far more significantly than outlet location. Use operable clerestories as outlets.

12.2.1 Orientation

Description

Orientation is one of the first things that needs to be addressed early in the design phase. While the decision related to orientation is influenced by many factors, such as program and site constraints, it is critical to optimize it in early stages of design, as it significantly impacts envelope loads and daylighting opportunities. Especially, in classrooms where envelope loads constitute over 50% of the total air-conditioning loads, ideal orientation is the first step towards reducing air-conditioning loads, due to solar gains and opening up opportunities for daylight and related lighting energy savings.

Results

The impact of orientation is two-fold. While the energy use may not vary significantly based on orientation, the decision has a significant impact on peak loads. The following graphs illustrate the impact of orientation on utility cost as well as peak loads. Optimizing the orientation can reduce AC size and hence, reduce HVAC equipment cost. However, if the roof is uninsulated and not protected from solar gains, orientation has very little impact on over all cooling loads because majority of the cooling load is dominated by the roof.

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Most Exposed Classroom

Impact of Orientation

$2.50

$2.40 3' Overhang, R-0 Roof

$2.30

$2.20

3' Overhang, R-13 $2.10 Roof Annual Utility Cost Per Sq. Ft.

$2.00 N/S NE/SW E/W SE/SW

Figure 12 — Impact of Orientation on Utility Cost

Most Exposed Classroom

Impact of Orientation

60 3' Overhang, R-0 Roof 55

40 3' Overhang, R-13 35 Roof Peak Cooling Load (Kbtu/hr) 30

25 N/S NE/SW E/W SE/NW

Figure 13 — Impact of Orientation on Peak Load

The other more significant impact of orientation is when daylight design is integrated with the classroom. In order to take advantage of available natural light and save lighting energy, a uniform, glare-free distribution has to be ensured within the space. The following graphics show how a west-facing room is subject to glare during late afternoon hours even with an overhang.

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South Facing Classroom West Facing Classroom

Figure 14 — Impact of Orientation on Daylight

Economic Impact

Orientation for fenestration is a design choice and a result of site and programmatic constraints, and there is no incremental cost associated with this recommendation. However, there are some utility cost benefits, and slightly lower initial cost associated with smaller equipment cost when orientation is optimized. However, this is true only is roof is insulated, which is addressed in the next portion of this study.

Recommendation

In classrooms (including portables) the ideal orientation is to have windows facing north and/or south. The next best choice in case of site constraints would be to have the windows facing southeast, northeast or northwest. Avoid windows facing west and south west directions.

Maintenance and Operation

None.

12.2.2 Roof Design

Description

The roof is subject to high solar loads, and unlike walls, they are typically unshaded. The best way to reduce heat gains through the roof is through careful material choices. Various materials can impact heat transfer through roofs – color, insulation and radiant barrier.

A “cool roof” is light-colored, non-metallic material that acts as the finishing layer on the roof. It could be a single-ply membrane or a liquid coating, but should be ENERGY STAR qualified, and have an initial reflectance greater than 0.65 and an emittance greater than 0.8.

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A radiant barrier is a material with a shiny metallic finish, and having a low emittance, such as aluminum foil. It should be installed in ceilings of attic spaces to be effective. The most inexpensive method is to use plywood or composition board with a film that is pre-applied to the board. Alternately, a more expensive and more effective method is to drape foil over the rafters before the sheathing is installed. Radiant barriers work by reducing heat gains from the warm ceiling to the cooler attic floor.

The Hawaii Energy Code takes into account all these factors and incorporates them in calculating the Roof Heat Gain Factor, which is required to be lower than 0.05.

Results

Figure 15 shows that in cooling dominated climates such as in Hawaii, more insulation doesn’t necessarily translate into proportionately higher benefits. While roof color has a much bigger impact when there is no insulation, Figure 15 also shows that it is relatively more energy efficient to have some insulation (R-13) in combination with a light-colored roof. In addition, adding insulation also significantly reduces peak loads as shown in Figure 16, though more so in case of the site built classroom than portable classroom as there is a greater contribution of loads in the portable classroom due to uninsulated walls in the portable baseline as opposed to thermal mass walls in the site built-baseline. Previous studies done for commercial structures in Hawaii, show that installing a radiant barrier has a similar impact on heat transfer through the roof as an equivalent of R-13 insulation.

Most Exposed Classroom Portable Classroom Impact of Roof Color and Insulation Impact of Roof Color and Insulation Light, R-30 Light, R-19

Light, R-19 Light, R-13 Light, R-13 Light, R-0 Light, R-0

Dark, R-30 Dark, R-19

Dark, R-19 Dark, R-13 Dark, R-13 Dark, R-0 Dark, R-0

$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70 $2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70 Annual Utility Cost Per Sq. Ft. Annual Utility Cost Per Sq. Ft. Figure 15 — Impact of Roof Color and Insulation on Utility Cost

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Most Exposed Classroom Portable Classroom Impact of Roof Color and Insulation Impact of Roof Color and Insulation Light, R-30 Light, R-19

Light, R-19 Light, R-13 Light, R-13

Light, R-0 Light, R-0

Dark, R-30 Dark, R-19 Dark, R-19 Dark, R-13 Dark, R-13

Dark, R-0 Dark, R-0

40 45 50 55 60 65 40 45 50 55 60 65 Peak Cooling Load (kBtu/hr) Peak Cooling Load (Kbtu/hr) Figure 16 — Impact of Roof Color and Insulation on Peak Loads

Economic Impact

Rigid insulation installed over structural decks is more expensive than installing batt insulation in framed cavities, due to construction details and added insulation cost. The average cost of insulation is varies from $ 0.25/ ft2 to $ 2.00/ ft2 depending on level of insulation. Typically, R-13 batt insulation costs about $ 0.60/ ft2, whereas equivalent rigid insulation costs almost twice as much. The cost of installing a radiant barrier is only 0.15/ft2 to $ 0.25/ft2, with similar thermal benefits.

While the incremental cost for installing a cool roof is only $ 0.10/ft2 to $ 0.20/ft2 when it is a color choice, such as in case of a single-ply membrane roof design or painted metal roof, it can be as high as $ 2.00/ /ft2 if a built-up roof is part of the base design. The additional cost for installing equivalent insulation (R-5) varies between $ 0.50/ft2 to $ 1.00/ft2. However, a potentially longer roof life associated with a cool roof due to less thermal stresses is another economic benefit to be considered.

Recommendation

Figure 15 and Figure 16 indicate that combining R-13 insulation with a light-colored roof have the lowest energy cost, and peak demand. Thus, the optimum choice would be to use a light- colored roof, with a radiant barrier6. Substitute a radiant barrier with equivalent of R-13 insulation, if attic space is not available. If a light colored roof is not preferred due to aesthetic reasons, or initial incremental cost, use the equivalent of one inch of foam board (R-5) to substitute for the cool roof.

6 As mentioned earlier, a radiant barrier is equivalent to about R-13 insulation in its thermal impact.

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Maintenance and Operation

Insulation materials themselves require no maintenance, but should be protected from moisture at all times. Moisture reduces thermal performance of the material as well as encourages mildew growth that can cause IAQ problems.

Cool roofs need to be cleaned each year to remove dirt accumulated over time that reduces the reflective properties and performance of the roof overtime. Manufacturer’s instructions should be followed as cleaning by high-pressure spray may not be suitable for all cool-roof membranes and could damage the membrane. Liquid-applied coatings may need to be refinished every 5 years or so.

Radiant barriers don’t require any maintenance unless they are damaged due to intrusive work in the attic. In case of damage, the damaged section will need to be replaced.

12.2.3 Exterior Wall Design

Description

The construction of exterior walls not only affects energy consumption and peak loads, but also affects thermal and aural comfort. Solar loads coming in through the walls are affected by color, orientation, shading and insulation. As discussed earlier, orientation is the first step to reducing heat gains through walls and windows.

Results

Shading has a much bigger impact on reducing energy consumption than adding insulation. Similarly, color has a bigger impact on energy savings than insulation, but the benefit due to color reduces as the walls get more shaded. The biggest savings occur when an 8’ walkway is added on the exterior to shade the walls. However, in cases where the wall has significant thermal mass, insulation added on the interior wall is actually detrimental to the performance. This is because the interior insulation compromises the thermal mass effect in the CMU walls from the interior heat gains, so daytime loads from all other sources "build up" faster when the walls are insulated. In addition, without any fan, night time operation or economizers, the heat loss from this heat build-up at night is impeded by the insulation.

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Most Exposed Classroom

Most Exposed

R-13, 8' Walkway, Light

R-0, 8' Walkway, Light

R-13, 3' Overhang, Light

R-0, 3' Overhang, Light

R-13, No Shade, Light

R-0, No Shade, Light

R-13, 8' Walkway, Dark

R-0, 8' Walkway, Dark

R-13, 3' Overhang, Dark

R-0, 3' Overhang, Dark

R-13, No Shade, Dark

R-0, No Shade, Dark

$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70 Annual Utility Cost per Sq. Ft.

Portable Classroom

Portable

R-13 Wall, 3' Overhang, Light

R-0 Wall, 3' Overhang, Light

R-13 Wall, No Shade, Light

R-0 Wall, No Shade, Light

R-13 Wall, 3' Overhang, Dark

R-0 Wall, 3' Overhang, Dark

R-13 Wall, No Shade, Dark

R-0 Wall, No Shade, Dark

$2.00 $2.10 $2.20 $2.30 $2.40 $2.50 $2.60 $2.70 Annual Utility Cost per Sq. Ft.

Figure 17 — Impact of Wall Color and Insulation on Utility Cost

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Most Exposed Classroom

Most Exposed

R-13, 8' Walkway, Light

R-0, 8' Walkway, Light

R-13, 3' Overhang, Light

R-0, 3' Overhang, Light

R-13, No Shade, Light

R-0, No Shade, Light

R-13, 8' Walkway, Dark

R-0, 8' Walkway, Dark

R-13, 3' Overhang, Dark

R-0, 3' Overhang, Dark

R-13, No Shade, Dark

R-0, No Shade, Dark

40 45 50 55 60 65 70 Peak Cooling Load (kBTU/s.f.)

Portable Classroom

Portable

R-13 Wall, 3' Overhang, Light

R-0 Wall, 3' Overhang, Light

R-13 Wall, No Shade, Light

R-0 Wall, No Shade, Light

R-13 Wall, 3' Overhang, Dark

R-0 Wall, 3' Overhang, Dark

R-13 Wall, No Shade, Dark

R-0 Wall, No Shade, Dark

40 45 50 55 60 65 70 Peak Cooling Load (kBTU/s.f.)

Figure 18 — Impact of Wall Color and Insulation on Peak Loads

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Economic Analysis

Adding an external walkway does not necessarily incur any incremental cost as this is a design decision pertaining to locating of circulation. Similarly, a light-colored wall does not cost any more than a dark colored wall, as it is a only a paint color choice (it may have higher maintenance cost). However, adding wall insulation can cost anywhere between $ 0.60 /ft2 for batt insulation.

Recommendation

The best option is to design the classroom building in such as way such that the circulation is on the exterior of the classroom protected by a shade (assumed 8’ in depth). In that case, the color choice or insulation has very little bearing on cooling loads. The next best alternative (if a walkway is not possible) is to have a 3’ foot projection at the roof level, and have a white- colored wall 7without any insulation. Light-color may be traded for insulation, but insulation will not necessarily perform better and will cost more in terms of initial investment.

Operation and Maintenance

Light wall color will require periodic repainting and may be more likely to attract graffiti. Overhang design helps in protecting the wall from rains and possible degradation of color due to dirt and mildew growth.

12.2.4 Fenestration Design

Description

Windows are typically the largest contributor to solar loads through the envelope. Solar loads coming in through the windows are affected by orientation, shading and glazing type. The first strategy in fenestration design is to shade windows. The second strategy is to choose the right glazing type to reduce solar gains.

Results

As in case of walls, the best strategy is to shade the windows. Once the windows are well shaded, the glazing choice has less of an impact on energy consumption. Similarly, if the windows are adequately shaded, the glazing type has relatively lower impact on peak loads. However, with or without overhangs, spectrally-selective laminated glazing is the optimal

7 Light-colored walls will have slightly lower benefit than a white wall.

Architectural Energy Corporation for DBEDT Page 74 Hawaii High Performance School Guidelines March 31, 2005 solution to reducing solar gains further. Laminated glass also offers penetration resistance for better security and hurricane safety.

See Chapter 5, Energy-Efficient Windows, in Hawaii Commercial Building Guidelines for Energy Efficiency, for detailed design guidelines.

Economic Impact

See Chapter 5, Energy-Efficient Windows, in Hawaii Commercial Building Guidelines for Energy Efficiency, for detailed economic impact.

Recommendation

Integrating the walkway design with single laminated glazing is the best choice. A deep shade such as the 8’ walkway would also benefit daylight design.

Operation and Maintenance

Choice of glazing does not affect maintenance cost. Overhangs don’t require any significant maintenance.

12.2.5 Daylight Design

Description

Good daylight design is integral to the success of a high performance classroom. It achieves the maximum energy savings, cuts down on peak load significantly, and increases productivity and health benefits by providing a visually comforting environment.

Good daylight should provide adequate illumination, be evenly distributed and avoid glare. All these factors are influenced by glazed area, glazing choice and location of fenestration.

Results

The following results show that the optimal window area for good daylight design is about 30% of the wall area in which the window is located. Ideally, optimize skylight area to 3%-5% of the floor area to be daylit.

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Portable

10% Skylight-Roof Ratio+Daylighting

3% Skylight-Roof Ratio+Daylighting

50% Window-Wall Ratio+ Daylighting

30% Window-Wall Ratio+ Daylighting

10% Skylight Roof Ratio

3% Skylight Roof Ratio

50% Window-Wall Ratio

30% Window-Wall Ratio

$1.50 $2.00 $2.50 $3.00 Annual Utility Cost per Sq. Ft.

Figure 19 — Impact of Daylighting on Utility Cost

Recommendation

Based on these results and additional analysis done for other classrooms, daylight has a big impact on energy savings. Ideally locate windows on opposite sides of the wall to achieve uniform distribution. Distinguish between daylight windows and view windows. Locate daylight windows close to the ceiling and walls, to enhance daylight penetration. If windows can’t be located on two opposite walls, balance daylight distribution by locating skylights on the side of the room without any daylight windows. The optimum skylight area should be somewhere between 3%-5% of the floor area to be daylit by skylights.

The following figures show that even though the glazed area is not greater in the better daylit classroom, location and distribution of windows are critical in contributing to higher and more uniform illumination.

See section on daylight design guidelines for summary of design recommendations.

In addition, see Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 3 on daylighting in Hawaii Commercial Building Guidelines for Energy Efficiency.

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Figure 20 — Daylight Distribution from Centrally Located View Windows

Figure 21 — Enhanced Daylight Distribution from Evenly Distributed Clerestories and View Windows

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Operation and Maintenance

Light shelves need to be cleaned periodically to maintain optimal performance.

12.2.6 Electric Lighting Design

Description

Electric lighting is one of the major energy consumers in schools. Efficient design along with daylight controls can save about 75% or more in lighting energy when properly implemented. Adequate and uniform illumination is necessary for visual comfort and ability to carry out the visual tasks, prevalent in a classroom environment. In addition, low electric lighting use reduces heat contributed to the space and saves air conditioning energy, as well as increases the potential for natural ventilation.

Results

Reducing lighting power from 1.6 watts/ft2 down to 1.0 watts/ft2, not only saves lighting energy but also reduces cooling energy marginally (2%) and peak load by 5%. However, greater savings can be expected if successful daylight design is not in place. Thus, this measure is even more critical if good daylight design cannot be implemented.

Recommendation

To achieve uniform lighting distribution, the best option is to have suspended lighting systems with 75% - 85% luminaire efficiency using some amount of light reflected upward towards the ceiling. Indirect fixtures minimize bright spots but require a white ceiling (or some very light colored) ceilings and upper walls, and at least 9’-6” high ceilings, with minimum of 18” suspension height. Direct-indirect fixtures distribute light almost evenly between upward and downward directions. In spaces with low ceiling heights, use surface or recessed fluorescent troffers having at least 78% luminaire efficiency.

Use T-8 lamps with electronic ballasts to achieve a lighting power density of 0.9 W/ft2 – 1.1 W/ft2, and maintain 40-50 footcandles at desk height.

Integrate lighting design with daylight sensors and dimming or stepped ballasts. Use dual technology occupancy sensors to turn off lights when the space is unoccupied.

See Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 4, Electric Lighting and Controls, in Hawaii Commercial Building Guidelines for Energy Efficiency.

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Economic Impact

In general, efficient lamps with good lighting design is one of the most-cost effective measures as not only does it save lighting energy, it also reduces peak loads by reducing the amount of heat emitted to the space when lights are on.

Operation and Maintenance Issues

There are no special maintenance issues. Lamps need to be replaced at approximately 12,000 to 16,000 hours of operation, as with all fluorescent systems. Luminaires need to be cleaned annually, to maintain light output, which can diminish over time due to dust accumulation. Lensed luminaires may be occasionally abused, but lens replacement is relatively inexpensive.

12.2.7 Natural Ventilation

Description

Natural ventilation or ventilation due to ceiling fans is a good solution for Hawaii, as during the winter months temperatures stay largely within comfort zones. If passive means are adopted to reduce loads along with ceiling fans, the classroom can potentially be operated without air- conditioning throughout the year without compromising thermal comfort. Thermal mass and adequate shading are key to extending the season when natural ventilation can meet comfort requirements.

Results

Natural ventilation saves about $0.50/ ft2, assuming that the classroom can be ventilated for at least 4 months in the winter with the recommended shading and daylight design.

Recommendation

See section on natural ventilation guidelines for summary of design recommendations.

In addition, see Collaborative for High Performance School, Best Practices Manual, 2002 for additional details. (www.chps.net), as well as Chapter 2 on natural ventilation in Hawaii Commercial Building Guidelines for Energy Efficiency.

Economic Impact

Natural ventilation has no incremental cost as it is only a matter of locating an optimum amount of operable window area in favorable locations.

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Operation and Maintenance Issues

There are no special maintenance issues.

12.3 Assumptions

Scenario #1: Least Exposed Classroom

This is a first floor classroom with only one wall exposed to outdoor conditions. The dimensions are 32 ft by 30 ft with a ten foot ceiling height. The construction is concrete masonry, with slab on grade floor, concrete ceiling, and metal-framed partition walls separating adjacent classrooms. Window area is 96 ft2, with single-pane clear glass and a 3 ft overhang. Lighting is recessed or surface-mounted linear fluorescent fixtures with installed power of 1.6 W/ft2. The room is air conditioned and maintained at 75°F during school hours.

Scenario #2: Most Exposed Classroom

This scenario is an upper floor classroom with two opposite walls exposed to exterior conditions. The dimensions and constructions are the same as in scenario #1, with the addition of an uninsulated concrete roof and an additional 80 ft2 of window area on the second exterior wall.

Scenario #3: Portable Classroom

The portable classroom has all 4 walls and roof exposed, and consists of a wood-framed structure with no insulation. Window area and design is assumed the same as the most exposed case.

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Appendix 5 Life Cycle Cost Calculations

Life Cycle Cost Calculations Life-cycle cost (LCC) analyses maximize project values. They take operating and maintenance costs into account and make the most of integrated design opportunities. So remember to include them in your budget allocations. A very rough rule of thumb is to set aside funds equal to 0.5% of the construction budget for analysis fees. How To Calculate LCC Typically, there is a base case scenario against which different alternatives are weighed. The following table should be filled out for the base case, as well as each alternative. If the costs for an activity are the same across the base case and all alternatives, enter zero for that activity. See Hawaii High Performance School Guidelines for more details.

Present $90K Value Present Activity Cost Unit Multiplier* Value $80K Project $ $ x 1.0 = $ $70K Administration

Design $ $ x 1.0 = $ $60K Construction $ $ x 1.0 = $ $50K Energy $ $/year x 19.6 = $ Water $ $/year x 19.6 = $ $40K

Sewage/Disposal $ $/year x 19.6 = $ $30K Maintenance $ $/year x 19.6 = $ $20K Replacement† $ $ x = $ Residual Value‡ $ $ x -0.41 = $ $10K

LIFE-CYCLE COST (TOTAL) $ � $0 Elec Gas Heat Solar LCC Pump * Explanation of each component of the Present Value calculation Present appears on page 2. Year of Value (Present Value) Energy † If there is any piece of equipment with a lifespan of less than thirty Replacement Multiplier (Present Value) Replacement years, you will need to enter how much it will cost to replace it in First cost present value dollars. See the handy cheat sheet to the right  5 0.86 for the present value multiplier. There may be more than one piece of 10 0.74 Water Heater Example equipment that will require replacement. So add as many rows here This graph shows as you need, until all of your replacement costs have been entered. 15 0.64 components of LCC for four ‡ The residual value is the life left in the piece of equipment at the end 20 0.55 water heater technologies. of the project lifespan. For example, one alternative may leave the In this example, the electric school with a piece of equipment that’s good for another twenty 25 0.48 years, while another alternative might leave the school with a piece and gas options have lower of equipment that needs to be replaced right away. Some judgment first cost, but the heat pump is needed in determining this value. You could enter the cost of the and solar options have equipment pro-rated based on remaining life, or you could enter the much lower lifecycle cost. price that the used equipment could be sold for (often zero). This result shows the solar This publication was funded by U.S. Department of Energy grant DE-FG51-00R021191. However, any opinions, findings, water heater to be the best conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of investment. the U.S. Department of Energy, the State of Hawaii, or any agency or employee thereof. 1 2 Weighing Qualitative Factors It’s not all dollars and cents with LCC analysis. Qualitative factors should also be considered. You can add to this list as needed. Assign a weight to each criterion to represent its relative importance. Then give scores for each alternative, 10 being “Excellent” and 1 being “Poor.” This qualitative ranking provides a “second opinion” for comparison with the LCC result. See Making the Decision below for the final step.

Weight Alternative A Alternative B (W) Score Score Criterion (1–10) (1–10) W x A = (1–10) W x B = Occupant access to views Illumination provided by daylight Occupant thermal comfort Occupant access to operable openings Indoor air quality Compatibility with State maintenance staﬀ capabilities Use of standardized parts and materials (enabling easier maintenance) Other:______Other:______SUM A SUM B

Making the Decision Ideally, at the end of your analysis you have a clear winner: an alternative or base case with the lowest LCC and the best qualitative score. However, it may happen that one alternative scores highest qualitatively, but does not have the lowest LCC. In such cases, a significant amount of human judgment may be needed. Even so, the LCC results are likely to be a big help in coming to the very best decision.

Components of the Present Value Calculation Explained

30 Years Present Value 3% Discount Rate Present Value Project Lifetime Multiplier You’ve probably heard the saying, “a bird in Once you have established a If you don’t expect a Takes into account the hand is worth two in the bush.” This is the discount rate you can figure building to be around the discount rate and basic concept behind discount rates. While it’s out how much an expense too long, it makes lifetime applied to an true that the money you have now is worth you will incur in the future sense to minimize your annual cost. more than the money you will have in the costs in current dollars. The first costs. The State of The present value future, just how much more it’s worth depends further away this expense is Hawaii, however, needs of $1 per year, for 30 on your perspective. Investors with short-term in time, the less its present its buildings to last. years, at a 3% rate is outlooks tend towards higher discount rates. value will be. The present That’s why a project $19.60. In contrast, a lower rate is appropriate for state value multipliers given in lifetime of thirty years projects. A 3% discount rate is a good choice this quick sheet are based is recommended for for energy efficiency investments in public on a 3% discount rate. LCC analysis. institutions such as schools.

For more details see Hawaii High Performance School Guidelines.

Appendix 6 Commissioning for Schools

Commissioning for Schools The complexity of building systems continues to increase through time—as does the impact of their interactions. A single architect can no longer oversee the entire process. And simply assuming that each individual contractor is doing their job carries too great a risk. One study of sixty new nonresidential buildings found more than half with controls problems, forty percent with malfunctioning HVAC equipment, and one-third with sensors that didn’t work properly. In many of the buildings, equipment called for in the plans and specifications was actually missing. A quarter had energy management and control systems (EMCS) with economizers or variable speed drives that didn’t run right.1 Some level of commissioning is necessary to achieve a high performance school. What Is It? Commissioning is a systematic process of ensuring that building systems interact and perform as specified, as intended, and according to the school’s operational needs. It results in increased energy efficiency, reduced change orders, better maintainability, and improved occupant comfort and productivity. Ideally, a full commissioning process is part of every project. However, complete commissioning may not be cost-effective for small projects.

The Two Tiers Basic: The following projects should include at least basic commissioning. ■ New construction projects that cover 5,000 ft2 or more of ﬂoor area. ■ Renovation projects that cost $1,000,000 or more AND cover 5,000 ft2 or more of ﬂoor area AND include HVAC system replacement, building control system installation or upgrade, or lighting system controls.

Basic commissioning services may be performed by a third party or someone in-house, however, whoever assumes the role of commissioning agent should perform the following tasks: Technician captures performance data in ■ Verify that lighting controls have been installed per design and are functioning as in- the field. tended. This includes occupancy sensors, daylighting controls, multi-level switching, and automatic time clocks.

■ Make sure that ventilation and air conditioning equipment has been installed per design This publication was funded by and that outdoor air flow, supply air flow, fluid flow, and controls function as specified in U.S. Department of Energy grant DE-FG51-00R021191. However, any the design criteria. opinions, findings, conclusions, or recommendations expressed herein ■ Ensure that any and all energy management and control systems (EMCSs) perform the are those of the authors and do sequence of operations and provide trend logs per design. Also establish that sensors not necessarily reflect the views of are calibrated. the U.S. Department of Energy, the State of Hawaii, or any agency or ■ Confirm that a complete guide has been provided to operations and maintenance staff. employee thereof. ■ Check to see that an operating brief has been given to school administrators and teachers. ■ Make certain that operating staff have been trained.

1 Piette, M.A. et al, “Quantifying Energy Savings from Commissioning: Preliminary Results from the Pacific Northwest” (Lawrence Berkeley National Laboratories 1994). 1 2 Additional: The following projects should include the additional level of commissioning. ■ New construction projects that cover 30,000 ft2 or more of ﬂoor area. ■ Renovation projects that cost $5,000,000 or more AND cover 50,000 ft2 or more of ﬂoor area AND include HVAC system replacement, building control system installation or upgrade, or lighting system controls.

Additional commissioning services should be performed by a third-party commissioning agent rather than someone in-house. In order to be effective, the agent should be retained at the schematic design phase or earlier. The commissioning agent should perform the following tasks: ■ Establish and follow a commissioning plan. ■ Conduct a selective review of contractor submittals of commissioned equipment. ■ Develop design intent and basis of design documentation. ■ Verify installation, functional performance, training, ■ Review the design prior to the constructions documents and documentation. phase. ■ Author a system and energy management manual ■ Make sure that commissioning requirements are included and distribute it to building owner and manager. in the construction documents. ■ Have a contract in place for a near-warranty-end or ■ Examine the construction documents just prior post-occupancy review. to completion. ■ Complete a commissioning report.

How Much Will It Cost? Commissioning pays for itself. Some of the savings created by commissioning are rarely quantified: first-cost (such as equipment downsizing), ongoing non-energy benefits, reduced change-orders, and correcting causes of premature equipment breakdown. One study showed median one-time, non-energy benefits at $0.18/ft2 for ten renovation projects and $1.24/ft2 for twenty-two new construction projects. The more frequently quantified costs showed median whole-building energy savings of 15% and payback times of 0.7 years for renovation projects. New construction payback time was 4.8 years.2 It makes good economic sense, therefore, to set aside some money in your budget for commissioning. Some guidelines follow.

Critical Systems Basic Commissioning Additional Commissioning Air Conditioning $0.10/ft2 $0.35/ft2 Energy Management and Control System (EMCS) $0.10/ft2 $0.30/ft2 Lighting: Occupancy Sensors $0.03/ft2 $0.05/ft2 Lighting: Daylighting Controls $0.10/ft2 $0.25/ft2 Lighting: Time-of-Day Controls $0.02/ft2 $0.05/ft2 Other Systems Basic Commissioning Additional Commissioning Natural Ventilation $0.01/ft2 $0.05/ft2 Water Heating $0.01/ft2 $0.05/ft2 Swimming Pool $0.01/ft2 $0.10/ft2 Kitchen Equipment $0.01/ft2 $0.10/ft2 Security $0.01/ft2 $0.10/ft2 Clocks $0.01/ft2 $0.05/ft2 Fire Alarm $0.01/ft2 $0.10/ft2

2 Mills, E. et al, “The Cost-Effectiveness of Commercial-Building Commissioning” (Lawrence Berkeley National Laboratory 2004).

Appendix 7 High Performance Hawaii Classroom Prototypes

High Performance Hawaii Classroom Prototypes Prepared by: Integrated design for visual and thermal comfort, as well as optimal energy efficiency See the Hawaii High Performance School Guidelines for more details.

A classroom A portable building designed classroom for daylighting designed with and choice of air daylighting and conditioning and mixed-mode natural ventilation ventilation. (mixed mode).

A naturally Daylighting ventilated options for classroom. gymnasiums.

Lightshelf Top of walkway cover should be white to improve daylight penetration on second floor. Daylight Windows Overhangs Locate daylight windows flush to ceiling and side walls to Block direct sun for visual comfort illuminate interior surfaces evenly. and lower cooling loads. Protect They should total approximately walls from moisture: size them 50 ft2 on north and south walls smaller on north side and larger (assuming a classroom of about on south. 900 ft2). Specify high light Reflective Exterior Surfaces transmission glass. Pale colors on walkway, walkway View Windows ceilings, and overhangs improve These are not a primary source daylight penetration. of daylight. Specify glass with a solar heat gain coefficient Reflective Interior Surfaces N of 0.35 or less. Place some or White ceiling and interior wall all view windows as close as surface are necessary for daylight Ceiling Height possible to the corner of the and electric lighting efficiency. room to help illuminate the A 10 foot ceiling affords deeper daylight penetration, teaching wall. Operable blinds better electric lighting performance, and improved natural Orientation for privacy are optional. ventilation airflow. Maximize north-facing windows. Shade south-facing windows. Direct/Indirect Lighting Occupancy Sensor Daylighting Controls Minimize east- and west-facing Two rows of T-8 lamp fixtures parallel to Install dual technology Use dimming ballasts with windows to control heat and glare. the daylight windows, 0.9 watts/ft2 or less, occupancy sensors: photocell control. provide backup to daylighting. manual-on, auto-off.

2 Ventilation & Envelope Features

Cool Roof Radiant Barrier A white roof surface saves Attic allows use of energy and extends roof radiant barriers as an life. Sloped roof design alternative to batt or improves drainage. foam board insulation.

Acoustic Materials Sound absorbing materials may be Natural Ventilation Inlets appropriate on the interior surface Ventilation area should total approximately 40 ft2 per each of all walls except the teaching 10 ft. wall to reduce reverberation time. opposing wall at occupant level (assuming a classroom of about 900 ft2). North side for prevailing winds and simpler Natural Ventilation Outlets shading. Operable windows Outlets should equal inlets in seal tightly for warm season. area, for total of about 80 ft2 on Casement, awning, or hopper- both walls. They can be either type windows are appropriate.* high or low on the wall. Secure Natural Ventilation Lower portion of inlet can be N left open for night cooling. Fixed exterior louvers prevent rain intrusion and provide security. Exterior Walls First priority is shading, then light color. Concrete mass construction provides temperature moderating and acoustical beneﬁts. No insulation is necessary for * concrete mass walls. Use R-13 or radiant barrier in framed walls.

Casement Awning Hopper 3 Integrated Design Strategies There are a few simple integrated design strategies behind the choice of classroom features illustrated on the preceding pages.

Daylight as Primary Light Source Optimal Envelope Design to Minimize Solar Heat Gain The number-one strategy is to design for daylight as the primary source Glazing: All glass not completely shaded from the sun must have a low of light. Daylight can meet illumination needs for the majority of school solar heat gain coefficient. If the window is used to provide daylighting, hours, given careful attention to design details. Electric lighting should be then ensure that the glass also has a high visible light transmittance (i.e. for nighttime use only. A design that meets all lighting needs with daylight is “spectrally selective”). A good choice is single-pane laminated glass will also result in: using a spectrally selective inner plastic layer to provide low solar heat transmission and high visible light transmission. Laminated glass also ■ Improved student test scores and better health in oﬃce workers;* provides better acoustic performance, security, and safety. ■ Signiﬁcant energy savings; Roofs: After ensuring that the windows are shaded, minimize heat gain ■ Minimized solar heat gain and prevention of direct sun via shading through the roof. In this example, a combination of radiant barrier and and north/south orientation; white roof surface are used as an effective alternative to batt or foam board insulation. ■ An opportunity for natural ventilation created by two exterior walls. Walls: Shading is the first priority for keeping out solar gain. A pale exterior surface color is also important. Insulation is not necessary for concrete masonry walls in the Hawaii climate, and can actually be Standard detrimental to performance by trapping heat in the room at night.

Improved daylight distribution with Good proper placement of daylighting windows.

*”Daylighting in Schools: Reanalysis Report,” California Energy Commission, Oct. 2003 4 Mixed-Mode Ventilation Throughout Hawaii, comfort can be provided by natural ventilation for most Cutting Costs of the year. Designs that allow the air conditioning to be shut off provide Energy efficiency makes economic sense. The big three money major energy savings. The key features illustrated in this classroom prototype savers are: include: ■ Daylighting, ■ Operable windows that can be tightly sealed on hot days; ■ Natural ventilation, and ■ Ventilation inlets on north side (in general) to capture prevailing winds, ■ Roof insulation. and where these openings are shaded from direct sun; ■ Ventilation inlets as low as possible in the wall to provide air movement at the occupant level; Annual Energy Cost ($/ft2)

■ Ventilation outlets on the south (leeward) side in the form of operable $0.00 $0.50 $1.00 $1.50 $2.00 $2.50 clerestory windows; Baseline ■ Secure vents that can be left open at night to cool the building mass. + Roof Insulation

+ Reflective Roof

+ White Wall Resource + 3 ft. Overhangs DBEDT’s Hawaii Guidelines for Commercial Building Energy Efficiency provides many more details than can be covered here, such as: + Daylighting Design and Controls

■ Whole building design strategies; + High Performance Glass

■ Daylighting design; + Efficient Lighting Design (1 w/ft2) ■ Electric lighting design; + 8 ft. Overhangs ■ Glazing selection; + Natural Ventilation in Dec.–Mar. ■ Overhang sizing; + 100% Natural Ventilation ■ Natural ventilation design;

■ Roof design; Plugs Fans Cooling Lights ■ HVAC and dehumidiﬁcation design. Results of DOE2.1E simulation analysis, with Honolulu climate data, and electricity price of $0.145 per kWh (average rate paid by Oahu schools in 2004). Plug energy based on assumption of 1000 watts, equal to about five computers per classroom.

5 100% Naturally Ventilated Classroom Prototype For most Hawaii locations, it is possible to completely eliminate the need for air conditioning. The 100% naturally ventilated design presented here highlights some additional design features.

South-Side Walkways Ceiling Fans Place walkways on south Two ceiling fans per classroom side to prevent shading; provide air movement to improve leave north side free to comfort on “Kona weather” days. maximize daylighting. Larger Natural Ventilation Inlets Larger ventilation area helps provide comfort during calm periods, approximately 80 ft2 vent area on each side (160 ft2 total) at occupant level (assuming a classroom of about 900 ft2). Jalousies may be used because a tight Inlets On Both Sides seal is not necessary without air Equally sized openings on conditioning. If opaque jalousies are both sides of the classroom used, then choose pale colors to at occupant level provide improve daylight distribution. air movement all year, N regardless of wind direction. Secure Natural Ventilation Ensure that at least a portion of the jalousies can be left open at night to cool the mass of the building without compromising security or allowing rain intrusion.

6 Portable Classroom Prototype One option for portable classroom design is illustrated here. This classroom could have air conditioning, but is also designed with operable windows for natural ventilation.

Optional Skylights for Daylighting Electric Lighting Skylights can be employed in place of the The recommendations Ceiling Height and Roof Insulation daylighting glazing (high windows) in this for the other classrooms Wall Insulation Achieve a 10 foot ceiling height by example. apply to portables. Insulate with R-13 batt exposing the roof deck and specifying insulation in walls with 2 x 4 a white roof, plus insulating with foam framing, or R-19 in 2 x 6 walls: board insulation on top of the deck. either ﬁberglass, cellulose, or cotton. As an alternative, use Daylight Windows a white or very pale exterior color and a radiant barrier Avoid blocking light penetration installed in the wall cavity. into the classroom with exposed roof beams. Exposed roof beams should be perpendicular to Natural Ventilation Inlets daylight windows. Approximately 40 ft2 ventilation area per each opposing wall (ideally Extra Shading on South Section view looking west* north and south) at occupant level or West Orientation (assuming a classroom of about 900 ft2). Operable windows seal Consider installing a walkway  tightly for warm season. Casement, cover/light shelf on south N awning, or hopper-type windows and/or west side, as shown, are appropriate. to prevent direct sun from striking the windows.

*Site constraints may prevent the optimal north/south orientation. 7 Gymnasium Prototypes These gym prototypes illustrate several options for harnessing daylight as a primary lighting source. The prototypes also address design features to maximize thermal comfort in gyms using natural ventilation and solar heat gain control. Gyms in Hawaii schools are typically constructed without air conditioning.

Gym Prototypes with Horizontal Daylighting Glazing Gym Prototypes with Vertical Daylighting Glazing Skylights for Daylighting Reflective Interior Surfaces Sawtooth Roof White Roof Surface Light-diffusing skylights avoid bright spots caused Color ceiling and walls white—especially Daylighting A reflective roof surface significantly by direct sunlight. Skylight area equals roughly the upper portion of the walls—for more North-facing glazing increases the amount of light captured five percent of roof area: 16 skylights, each 4 ft by efficient lighting performance. provides excellent by the sawtooth glazing. 8 ft, in this example. daylighting while minimizing Flexible Orientation solar heat gain. The use of skylights for daylighting frees the designer Additional to choose the building Daylighting Section view looking east. orientation that works best Windows for cross ventilation or fits Windows on the north wall are recommended for supplemental within other site constraints. Ventilation Openings Envelope Solar Control light at the north end of the gym, because this wall is not directly Louvers in opposite walls Keeping the ceiling and walls illuminated by a clerestory. Or, as an alternative, a few skylights in Efficient Lighting provide cross ventilation cool is critical for maintaining the roof at the north end can provide illumination of the north (not shown on illustration) for comfort. Ideally they comfort. For the roof, good interior wall. Fixtures with the latest T-5 or T-8 are located at occupant options include three inches fluorescent lamps are an ideal level and on the longer of foam board insulation choice for gyms. Special luminaires sides for shorter airflow or two inches of insulation are available for this application, path across the building. combined with a white more efficient than HID fixtures, For walls that have membrane. Sloped roof Clerestory and without warmup and restrike bleachers that block access preferred for better drainage. Daylighting time constraints. Fluorescent lamps to the lower portion of the For walls, provide shading Windows are oriented north/south (only one side appears in the are much easier to control as part wall, provide additional with overhangs or paint sketch). Avoid east/west orientations due to heat gain and glare of an automatic daylighting system. ventilation in other walls. them white. problems. Locate clerestory windows in the longer wall. Windows should be as high as possible to improve the depth of daylight penetration into the center of the gym. Skylights with Splayed Wells This alternative with splayed skylight Overhangs for Window Shading wells provides a more comfortable visual Overhangs or other types of exterior environment, and a more evenly illuminated shades are necessary to block direct ceiling. sunlight from entering the gym. 8

Appendix 8 Typical Millwork Details

Appendix 8: Typical Millwork Details

Educational Specifications

Typical Counter/Sink/Overhead Cabinets Not to scale

Detail 1

Appendix 8: Typical Millwork Details

Educational Specifications

Tall Storage Cabinet Not to scale

Detail 2

Appendix 8: Typical Millwork Details

Educational Specifications

Typical Bookcase for Secondary Schools Not to scale

Detail 3

Appendix 8: Typical Millwork Details

Educational Specifications

Chart Paper Storage Case Not to scale

Detail 4

Appendix 8: Typical Millwork Details

Educational Specifications

Reception Counter Not to scale

Detail 5

Appendix 8: Typical Millwork Details

Educational Specifications

Staff Mailboxes Not to scale Detail 6

Appendix 8: Typical Millwork Details

Educational Specifications

Typical Student Shelves for Elementary Schools Not to scale

Detail 7

Appendix 8: Typical Millwork Details

Educational Specifications

Typical Student Cubbies for Elementary Schools Not to scale

Detail 8