The Arkansas Department of Education (ADE) is charged with overseeing the design and construction of school facilities in the state of Arkansas. The Arkansas School Facility Manual has been developed to provide consistent, clear information for school districts and design professionals as a new generation of schools is being created for Arkansas. The Standards & Guidelines contained within this section are the culmination of standards, accepted procedures, statutory requirements, and the experience of experts and authorities throughout the United States and establish a uniform level of quality for all public school buildings. The Standards & Guidelines will apply to new school facilities and new additions to existing buildings. Renovation to existing facilities should adhere to the Standards & Guidelines as outlined in Section 1200.
Since the Standards & Guidelines must communicate information about so many issues, the length and quantity of the document can be intimidating. However, understanding how the Standards & Guidelines is organized and which information will be needed during the various phases of the process will enable each participant to be better prepared for the exciting opportunity of creating school facilities.
An important consideration in developing a state-wide program that must provide equity among districts is the balance between broadly applicable standards and program delivery. A fundamental tenet of educational facility planning is that school facilities must be responsive to a school district's educational program. The Standards & Guidelines allows districts to develop building programs that respond to their current, unique needs as well as prepare for their educational future. There are also many different ways in which districts are delivering educational programs and helping students accomplish learning objectives at every school and school level. By designing classrooms and other instructional spaces to be flexible and adaptable, individual districts are better prepared to accommodate future educational program developments.
Throughout the planning, design, and construction phases of a project there are three factors that must be considered and held in balance: quality, cost, and time (schedule). The Standards & Guidelines was created to provide parameters for bafancing these three essential elements fairly for all projects throughout the state.
The Standards & Guidelines are intended as a starting point for architects, engineers, other design professionals, and school districts to develop solutions to meet the needs of the individual school community. The information is provided to allow the planning, design, and construction process to proceed most efficiently, without undo restriction on the design of the facilities, focusing efforts on the creation of best possible school facilities for each project rather than "reinventing the wheel".
The Arkansas School Facility Manual is the exclusive property of the Arkansas Department of Education of the State of Arkansas, and the Arkansas Department of Education reserves the right to add, delete, modify, or otherwise change the content of this manual at any time. Specific information contained within the manual will be periodically modified to reflect current and future trends in teaching methodologies, construction and educational technologies, and lessons learned as Arkansas proceeds with the ongoing task of improving and maintaining its schools.
The Standards & Guidelines are organized into seven chapters that explain the planning, design, and construction process; suggest current educational best practices and facility planning concepts, recommend components of an education framework, identify the square footage provisions for each school level; detail the features and amenities of each space; and provide systems, materials, guidelines information; and technology infrastructure recommendations. This chapter contains an outline of the information found within this section of the Arkansas School Facility Manual and a summary of the standards and guidelines contained within each chapter.
The chapters included in this section of the Arkansas Schoof Facility Manual are:
Chapter 7: Building SystemsChapter 7 provides an overview and examples of the various materials and systems that have been used to establish a design standard and level of quality for the systems and materials to be incorporated into new school buildings and additions to existing school buildings.
The Standards and Guidelines contain a vast number of educational planning, facility design, and construction concepts. The next few pages serve as a summary of the standards and guidelines contained within Section Two of the Arkansas School Facility Manual. For additional information, refer to the various chapters for clarification.
Standards are identified by bolded text. Guidelines are identified as regular text.
Chapter | Standards & Guidelines | Notes |
3 | GRADE CONFIGURATION The Program of Requirements has been developed to address any K-12 grade configuration. |
3 | CLASS SIZE: A. Pre-Kindergarten/Kindergarten 20 students B. 1st Grade through 3rd Grade 25 students C. 4th Grade through 6th Grade 28 students D. 7th Grade through 12th Grade 30 students E. Workforce Development 30 students | Districts may decrease class size by adding teaching stations at their own expense or by utilizing innovative program delivery methods that allow multiple uses of spaces. |
5 | SQUARE FOOT PER STUDENT A. A gross square foot per student for the overall building may be calculated using the total student population and the total gross square feet indicated by the Program of Requirements. B. The Program of Requirements indicates the following approximate square foot per student ranges: 1. ES = -119-151 2. MS = -124 -182 3. HS = -161-243 4. PK-8 = Blended 5. PK-12 = Blended | Total student population is established by the highest projected enrollment beginning three years out from the date of the 10-year projection. |
5 | NET AND GROSS SQUARE FOOTAGE The net square footage will be composed of the following two components: A. Required Spaces. The Program of Requirements identifies the quantity and size of all required spaces to provide an adequate education. B. Support Space Allowance. The Program of Requirements provides a net square foot allowance for districts to provide flexibility for their instructional programs. Districts must include the indicated support space allowance in a new school. Support space allowance shall not be used to increase the size of gymnasiums or auditoriums. C. The gross square footage will be equal to the net square footage plus a construction factor that accounts for wall thickness and equal to 10 of the total net square footage. | Size of the building is driven by the total number of students. The percentage of support space allowance is 10% for elementary school spaces and 15% for middle and high school spaces. |
5 | SIZE MODIFICATION OF INDIVIDUAL SPACES A. The size standard for all individual required spaces is established by the Programs of Requirements located in Chapter 5. B. Sizes indicated by the Programs of Requirements located in Chapter 5 for support spaces are not intended to be standards but to serve as guidelines for planning and design purposes. C. Individual required spaces may NOT be removed or reduced in size. | The selection of support spaces is limited only by the following basic rules: a. The standard for total gross square footage must be met. Any overages will be at district expense. |
4 | SITE SIZE A. The recommended site sizes are: 1. Elementary School: 10 acres plus 1 acre per 100 students 2. Middle School: 20 acres plus 1 acre per 100 students 3. High School: 35 acres plus 1 acre per 100 | The site sizes shown should be considered as the minimum size to provide adeq uate pedestrian & vehicular circulation, parking for staff, students, & visitors, and playgrounds and playfields. |
students 4. Combination Schools: a. PK-12 School: 40 acres plus 1 acre per 100 students b. PK-8 School: 20 acres plus 1 acre per 100 students B. Deviations from the site size may be required because of extenuating circumstances. The site sizes shown should be considered. | When selecting a site, the District should consider current and future student needs, changing demographics, and possible development around the site. It is recognized that not all sites, especially urban sites, will be able to meet those recommendations. The Design Professional, working with the District, should make every attempt to meet as many of the recommendations as possible. |
5 | PROGRAMS The following programs are guidelines, it is the responsibility of each district to determine the appropriate programs for their students. The programs listed below were used to develop the spaces contained in the Programs of Requirements. A. Elementary Schools 1. Academic Core 2. Special Education 3. Visual Arts 4. Music 5. Physical Education B. Middle Schools 1. Academic Core 2. Special Education 3. Visual Arts 4. Music 5. Technology Education 6. Family and Consumer Sciences 7. Physical Education 8. Workforce Development C. High Schools 1. Academic Core 2. Special Education 3. Visual Arts 4. Music 5. Physical Education 6. Workforce Development 7. Alternative Education | Combination Schools contain the programs from which those schools are comprised. Example: A Pre-K - 8 school would contain all the elementary school programs and the middle school programs. Workforce development is an exception. Accreditation Requirements make it necessary for all comprehensive high schools to make available at least three programs of study from three different occupational areas. Refer to Workforce Development in Chapter 2. |
5 | SIZE OF SPECIFIC SPACES The following sizes are standards from the Programs of Requirements in Chapter 5. The spaces listed below are intended to be samples and representative of typical spaces. Regular Classrooms 850 SQFT Pre-Kindergarten/Kindergarten Classrooms1,000 SQFT Special Education Classrooms 850 SQFT Resource Room 450 SQFT Art Classroom 1,200 SQFT Music Classroom 1,200 SQFT Student Dining 50% TSP x 15 SQFT/Student | TSP = Total Student Population The Program of Requirements contained in Chapter 5 details the size and quantity of all instructional and support space allowances that must be included in new school construction. |
7 | EXTERIOR WALLS A. Options available for numerous, insulated wall systems. B. All systems to be well insulated and have moisture barrier. | Minimum insulation R values. 40-year minimum lifespan. |
7 | ROOFS A. New construction to be sloped or low slope roof system. B. Options available for numerous, UL class "A" systems with warranties. C. Vapor barrier are critical for weather protection. | Meet "energy star" values Minimum, thermal resistant U-values. |
7 | OPENINGS A. All academic spaces to have natural daylight. B. Minimize east and west facing glass. C. Interior wood doors to be solid core and factory finished. | Encourage top lighting. Provide uniform light distribution. Select formaldehyde-free doors constructed with recycled or recovered content. |
7 | INTERIOR FLOOR FINISHES A. Use water-based coatings and adhesives. B. Options available for soft and hard surface flooring. C. Choose low-VOC emitting materials. D. Meet carpet "green label plus" rating and use carpet reclamation programs. | Use products containing recycled content. |
7 | PLUMBING A. Water piping should not be installed under floor slabs. B. Domestic water systems within the building shall be type "K" or "L" copper tubing. | No additional notes. |
7 | HVAC A. All new construction will include air conditioning. B. Several systems are available and selection shall be based on a life cycle cost analysis. A. All temperature control systems shall be electronic, direct digital controls. B. Commissioning of HVAC is recommended. | All systems shall be designed in compliance with ASHRAE standard 90.1 Energy Code. Control indoor and outdoor HVAC noise. |
7 | ELECTRICAL A. Conductors shall only be copper. B. All branch circuits circuits should be run above ceilings and within walls. C. Interior lighting shall be controlled by occupancy sensors, automatic timed lighting controlled system or a combination of both. | Within building electric system, provide technology infrastructure such as cable trays, conduit, boxes, etc. |
8 | TECHNOLOGY A. All instructional spaces will be wired for voice, video, data, and power. B. All offices and meeting spaces will be wired for voice, data, and power. | Selected offices may also be wired for video. |
SCHOOL FACILITY BUILDING PROGRAMS
A. School facility, planning, design and construction is a complex project delivery process, the end result of which includes new buildings, renovation of older existing buildings, and the construction of additions to accommodate program enhancements to existing buildings. This process includes facility quality, project cost, and project delivery schedules. A successful project includes the meaningful interaction and teamwork of the School District, the Design Professional and the Constructor. The dynamics of change in educational delivery models and the need to improve the existing physical plants to accommodate that change requires creative planning and the investigation of design alternatives that will result in a school facility that not only meets the standards and guidelines herein but provides an environment in which the district can achieve the highest results in student education.B. School facility planning, conducted annually by the school district, includes immediate, short-term and long-range planning timeframes.C. New school buildings shall be planned and designed in accordance with the Program of Requirements including facility space standards defined in Chapter 5 and the building systems standards and guidelines defined in Chapter 7. Site selection criteria are defined in Chapter 4.D. Renovation and repairs to existing school facilities shall be planned and designed in accordance with the "Safe, Dry, and Healthy" priorities further defined herein and the applicable sections of Chapter 7.E. Pre-Manufactured portable buildings, whether leased or owned by the school district, shall be for short-term temporary use and in accordance with the policies of the Arkansas Department of Education and local codes.EXISTING FACILITIES
A. Many of the existing school facilities in Arkansas have been built over time and include buildings with multiple additions or school sites with more than one building. Older existing facilities generally have various deficiencies that deter or detract from a good learning environment. In order to conduct a building program or correct building deficiencies, an evaluation of building condition and priorities for improvements should be undertaken. A thorough Pre-Design assessment of building condition with an emphasis on "Safe, Dry, and Healthy" should be required in order to determine the need for renovation or repairs. Consideration shouid also be given to realistically maintaining existing spaces and functional areas, although not originally designed in accordance with new facility space standards, with application of the new space standards where practical.B. The availability of project funding to provide equitable facilities throughout Arkansas may require improvements to existing facilities to be accomplished over time through phased construction projects. The highest priority should be to provide a safe environment that is structurally sound, fully accessible, has fully functioning life safety systems and is protected from the elements. Subsequent priorities would include providing improvements for interior environmental comfort building security, safe electrical systems, windows, walls, finishes, systems, and fixed equipment.C. Program enhancements for each school may be considered as required in accordance with the district's facility master plan, educational delivery systems, current or proposed educational specifications and to conform to changing demographics. New additions to existing buildings shall be designed to conform to the program of spaces and room size requirements stipulated in Chapter 5.SAFE, DRY, and HEALTHY
A. The priorities shall be called the "safe, dry, and healthy" approach. Upgrade the school facilities to provide a healthy teaching environment, a safe and secure structure, and eliminate water penetration.1. Safe a. Fire safety provisions must be updated to meet current code requirements for fire alarm, extinguishers, smoke detectors. Existing fuel consuming equipment, such as boilers, must have safety control devices.b. Stairs, elevators, and exits must meet code exiting and fire rating requirements. Each floor level must have at least two remote exits leading directly to the exterior.c. Highly combustible materials shall be removed. Evidence of asbestos and moid shall be mitigated as recommended by "AHERA" requirements.d. ADA handicap provisions shall be provided.e. Provide potable water supply.2. Dry a. Site drainage and sanitary sewer problems need to be corrected.b. Roof systems that allow water to enter the building must be corrected. Replace or repair leaking roofing membranes and flashings. In many cases, roof penetrations cause leaks.c. Water entering a building shell at openings around windows and doors should be sealed, and broken windows should be replaced.3. Healthy a. Adequate heating and ventilation for good teaching and learning environment. Contra! system must function reasonably well. Energy conservation and excessive operating costs must be compared to new mechanical systems and controls. Ventilation must meet current applicable codes and standards.b. All unplanned openings between the building shell components shall be sealed for comfort and energy conservation. PRE-DESIGN ASSESSMENT
Each building project shall begin with a PRE-DESIGN ASSESSMENT intended to develop a detailed scope of work as required to achieve "safe, dry, and healthy" criteria. The scope of work shall become the program for design and the 'yardstick' to measure the highest priority deficiencies in existing buildings. The following checklist would be used in the order of the priority indicated.
PRIORITY I
A. Deals with features of existing buildings for the protection and safety of the occupants. Where feasible, deficiencies should be upgraded to meet current codes and new building standards. Roofing problems should be repaired if assessment condition so indicates. Priorities include but are not limited to the following: 1. Life Safety [Meet all code requirements] For example:
a. If there is not a fire alarm system, or if the present system is outdated and does not meet code, add new.b. All corridor/room fire alarm devices shall be the strobe/horn-type.c. Exit requirements shall meet Arkansas Building Code.d. Stairs shall have fire-rated enclosure.e. Stair railings must pass the 4" ball test.f. Kitchen hoods must have fire suppression system.g. All exit signs must meet code for size and location.h. Emergency lighting must meet code for location,i. Emergency/egress lighting must have back-up.j. Requirement to have a minimum of a zoned general alarm system with put! stations at all exits.2. Structural Deficiencies For example:
a. All structural deficiencies.b. Check cracking in wall materials to determine cause, if possible.c. Repair and fill expansion and contraction cracks.d. Investigate settlement cracks to determine need to repair or replace elements.e. Repair/replace lintels that appear undersized or bearing is inadequate.f. Repair/replace severely cracked floor slabs.g. If exterior and interior wall materials are in good shape, insert control or expansion joints if necessaryh. For wood-framing floors and roofs, check for compliance with Arkansas Building Code,i. Meet or exceed FEMA standards for seismic structural systems.3. Handicap For example:
a. Must comply with all ADA handicap standards.b. Chair lifts cannot be used as a substitute for an elevator.c. Provide handicap toilet stalls with grab bars.d. Interior signage to contain braille.4. Roofing a. Replace or repair: leaking
damaged
inadequate moisture barriers
inadequate insulation
inadequate drainage
flashings and accessories
PRIORITY II
B. Deals with environmental comfort of students and staff as well as considering security measures. As systems age, consideration should be given to repair rather than replace if conditions justify. Priorities include but are not limited to the following: 1. Security a. All exits, except main doors, shall be locked from the exterior during occupancy.2. Plumbing / Water Supply a. If the quantity of plumbing fixtures do not meet the Arkansas Plumbing Code, add as required. b. All plumbing fixtures that do not meet ADA standards shall be replaced.c. All potable water piping shall be safe, sanitary, and in good working condition.d. If there are no back-flow preventors, add to system.e. Replace crack or damaged fixtures.f. Test for the presence of lead.g. If well is used for potable water, determine if arsenic contamination is an issue.h. Water supply (hot and/or cold) to the lavatories, sinks, and drinking fountains shall have angle stops with loose key handles.i. Gas supply to science rooms shall have an emergency solenoid-type, automatic shutoff valve with a manual reset,j. Domestic water heater system must maintain 120 degree water to sinks and showers; 140 degree water to kitchen sink; and 180 degree water for warewashing.3. Heating / Ventilation System a. Systems which are not compliant with the new building standards and guidelines are acceptable, providing they can meet Arkansas Mechanical Code and all applicable local, state, and national codes. They should have a long-term life expectancy.b. If PVC piping is located in plenum spaces, remove or properly insulate for fire/smoke.4. Electrical a. Electrical system shall be a safe, grounded system.b. Transient voltage surge protection and lightning arrester devices shall be located on main service distribution equipment.5. Windows/Doors a. Replace and repair doors and windows that do not perform adequately and allow unacceptable infiltrationPRIORITY III
C. Includes aesthetic features to provide an improved teaching environment improve routine maintenance procedures and repair, refurbish, or replace deficient interior finishes. Priorities include but are not limited to the following: 1. Finishes a. Replace all finishes that have deteriorated to the degree that they pose a safety, sanitary, or cleaning problem.b. Kitchen facilities shall include finishes in accordance with regulations of the Arkansas Department of Health.c. Replace all malfunctioning window hardware.d. Replace all wood exterior doors.e. Interior doors to have lever handles.PRIORITY IV
D. Includes program enhancements that require modifying spaces, moving existing walls or adding new walls to create instructional and support spaces sized to meet the new standards and guidelines, insofar as practical. Priorities include but are not limited to the following:1. Program Enhancements a. Change wafts to reconfigure spaceb. Add or replace features such as casework, shelving, marker boards, etc.IMPLEMENTATION OF STANDARDS AND GUIDELINES
A. Implementation of the standards and guidelines found in this section is a vital part of the planning, design, and construction process.B. The steps listed above provide a narrative of the concepts for applying the standards and guidelines to various school facility projects.C. Following are graphic representations of the application of the standards and guidelines found in this document. Click here to view image
GENERAL ARKANSAS SCHOOL FACILITY MANUAL DEFINITIONS
Construction Factor
The construction factor shown is the area of a building which is used for wall thickness, pipe chase, lockers, etc., in the wall.
Distance Learning
The process of transmitting and/or receiving instruction and demonstration via video and/or audio means.
Guideline
A guide or recommendation; not required.
ORFF
Large instruments capable of being beat upon by children.
School District
A general term applied to a legally constituted school entity which is governed by a Board of Education. They may include city, local, exempted village, and joint vocational school districts.
Standard
A rule and requirement; mandatory.
Urban Sites
School facility sites that are reduced in size because of being land-locked or restricted by the topography.
Workforce Development
Programs at the 6-12 grade level to prepare students for entry into skilled work occupations.
INTRODUCTION
This chapter contains information that may be used by the Project Team regarding current and future educational "best practices", rules and regulations for students with disabilities, and current standards for Workforce Development programs in the State of Arkansas.
It is important to note that as the School District, Educational Planner, and Design Professionais begin to discuss the design, construction' or renovation of school facilities that time be allotted to consider what students will require to help them to be successful in the future. . Consideration should be given to current and future trends in educational programs and delivery methods, changes in coursework, impact of technology on teaching methods, and social, economical, and world issues.
This chapter along with Chapter 3 should provide the Project Team with "fodder" to fuel the creative thinking process and develop a school facility that not only meets the standards and guidelines, but positions the district to achieve the highest results in student education.
OVERVIEW
Public education is at a unique point in history. We have transitioned from the industrial age to the information age, and as most organizations have already done, school districts across the country are considering changing the way they do business. School districts are investigating curricula, organizational models, current and emerging technologies, the roie of administration, and their local communities to determine the effect each of these has on student performance.
These investigations have resulted in a series of educational "best practices" intended to provide students with the greatest opportunity for success. Implementing educational "best practices" can have a significant impact on facilities. The following describes a few educational "best practices", cites examples where they have been implemented, and expresses the impact each has on facilities. The information included with the examples is to help facilitate the planning, design and construction of school facilities.
CURRICULUM
Offer Essential Knowledge, Integrate It, and Make Connections to Real Life
1. Based on federal and state content standards2. Require content areas to be linked to one another3. Accommodate multiple-intelligences and learning styles4. Demand critical thinking and problem-solving5. Incorporate pervasive technology6. Utilize multiple performance assessments A. "Best Practice" Investigation and research suggest that the core of the high school curriculum must offer both the substance and the practicality to prepare students for an uncertain future. The curriculum should strive to meet individual needs without compromising larger goals. Dr. Willard Daggett, President of the International Center for Leadership in Education and a national expert on education, claims that schools should "make education
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rigorous and relevant for all students." Daggett uses a Rigor and Relevance Matrix to categorize curricula into one of four quadrants. Daggett defines rigor as the level of Bloom's Taxonomy achieved in any given lesson. He defines relevance as a continuum ranging from "knowledge in one discipline" to "applications to real-world unpredictable situations."
B. Example In an effort to make curricuium rigorous and relevant, ail sophomores at Oxford Hills Comprehensive High School, located in South Paris, Maine, take a class called the Human Experience (HumEx), which combines the study of math, biology, English and social studies. At the core of the integrated HumEx class is a problem-based approach to the curriculum. Instead of students simply studying content, they are expected to study, understand and then apply the content to a specific, "real" problem. During the school year '02 - '03, the students were charged with creating and maintaining their own model community. To solve the problem, the students studied ecology, philosophy, genetics, literature, economy, geometry, algebra, statistics, government, and poetry.
C. Facilities Impact Adopting curricula that offer essential knowledge, integrated approaches, and connections to real life can have a significant impact on facilities. Facilities may require student production spaces for the creation of projects, small group rooms for collaboration, and large group presentation spaces for students to show their work.
ORGANIZATIONAL MODELS
Provide Student-Centered House Approach
A. "Best Practice" Student-centered approaches provide students with a variety of opportunities to learn and develop skills and competencies based on their individual needs. Organizational models such as grade-level teaming, schools-with-in-a-school, and thematic approaches often characterize these student-centered approaches.
"Best practices" may suggest that facilities be organized into houses, instructional units comprised of classroom spaces, student production spaces, and teacher preparation areas. "Best practices" may also suggest that double-loaded corridor designs cannot provide the flexibility necessary to accommodate multiple organizational models nor can they foster the same level of cooperation, teaming, and sharing of professional resources as house designs.
B. Examples 1. Grade-Level Teaming Grade-level teaming is based on organizing the building into, separate grade-level units. Grade-ievel teams typically utilize an interdisciplinary approach.
Medina High School, located in Medina, Ohio, is organized into six 600-student grade-level houses. Each house contains learning centers, regular classrooms, for each of the core academic content areas [i.e. mathematics, science, English, social studies, foreign language, and business]. Students in each respective grade-leve! take their core academics in their house leaving only for specialty areas such as physical education, visual and performing arts,, and technology education. The goal of the grade-level teaming model for Medina High School is to create an environment, which facilitates personalized education and accommodates both departmentalized and interdisciplinary instructional approaches.
2. Schoois-Within-A-School Schools-within-a-school are based upon multiple units of grades 9-12 housed in the same facility, but having separate governing bodies. Thus, a large school can be divided into smaller, more personalized units. Alhambra High School, located in Phoenix, Arizona, is based on a school-within-a-school organizational model. Houses in Alhambra High Schools are comprised of regular classrooms, small group rooms, science, project lab, and teacher workroom. In addition, decentralized administrative spaces such as an assistant principal's office and an itinerant office are included in each house. The school-within-a-school model provides an opportunity for more interaction between students and administrators and between administrators and staff. The school within-a-school model also provides for the flexibility to operate as independent schools under the same roof.
3. Thematic Teaming Thematic teaming is based on delivering curriculum within the context of a specific theme. Themes may include Science and Math, Fine and Performing Arts, or Foreign Language and Literature.
Metro-Tech High School, a comprehensive academic and vocational high school located in Phoenix, Arizona, was renovated to incorporate a thematic organizational modej. Each house includes regular classrooms, science lab, a student production area, and a teacher workroom. Each house is specialized for one of five themes: Public Service, Construction, Manufacturing, Transportation, Business, and Marketing.
C. Facilities Impact Implementing these organizational models, specifically the house concept, may offer significant advantages to the delivery of curriculum and observation of students. While the impact implementing the house concept as well as other models, has on facilities is continually being evaluated in terms of major systems, it typically should not outweigh the educational advantages.
TECHNOLOGY
Create Pervasive and Integrated Systems
1. Access to voice, video, data, and electrical outlets provided in every instructional space2. Proficiencies incorporated into other content areas3. Utilize distance-learning opportunitiesA. "Best Practice" Technology continues to evolve and influence education. Technology has traditionally been perceived as a stand-alone content area with its own dedicated spaces. "Best practices," however, may suggest that technology should be incorporated into every learning space and into all curricula. Incorporating technology can accomplish two basic goals of education: linking traditionally isolated content areas and providing teachers with tools to utilize understanding of multiple intelligences in their lessons.
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Howard Gardner has indicated in "Frames of Mind" that there are several different types of intelligences (linguistic, mathematical, musical, kinesthetic, spatial, intra persona I, interpersonal, and natural intelligence). Each person has strengths in some intelligences and weaknesses in others. Experts have indicated that students retain more information when several intelligences are involved in the learning process. For example, The NTL institute for Behavior Science reports that students retain only 10% of what they read, but retain 90% of what they read, see, hear, experience, and teach.
B. Facilities Impact Incorporating technology into all learning spaces and into ail curricula can have a significant impact on facilities. First, all learning spaces would require access to voice, video, data ports, and electrical outlets. Second, infrastructure must be designed in such a way to allow access for maintenance and upgrades as technology continues to evolve.
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ADMINISTRATION
Increase Student Contact and Flexibility
A. "Best Practice" As a result of recent violent crimes occurring in school facilities, school districts across the country are searching for both active and passive means of security. While not the only reason, "best practices" suggest that decentralizing administration may serve this purpose. The decentralization of administrative services may also provide the flexibility and opportunity for increased student contact, decreased student anonymity, and opportunities for passive supervision.
In addition, assistant principals, deans, and counselors form teams, are closer to the student and teacher, and can more efficiently use their time, expertise, and resources because their offices are located in the academic clusters. Communication between administrators is no longer an issue as access to instructional information and student records and maintaining a positive and secure school environment can be achieved through the effective use of technology.
B. Facilities Impact Decentralizing administration affects faciiities only by the necessity to relocate offices and support spaces within each (earning community and/or other areas.
COMMUNITY USE
Instil! a Sense of Participation, Ownership, and Pride
3. Shared Decision-Making4. Community Service Volunteers6. School/College PartnershipsA. "Best Practice" "Best practices" suggest that facilities could serve not only as an instructional centers for students, but also as user-friendly centers of the communities. Facilities could provide programs and access to resources for adults, businesses, and other community organizations. Community/school partnerships are playing an increasing role in high school facilities. These partnerships provide students with expanded learning opportunities, professional development opportunities for staff, and a venue for community activities.
B. Facilities Impact Providing access to and forming partnerships with the community can have a significant impact on facilities. Additional spaces such as parent or community volunteer rooms, community locker rooms, and storage spaces may be necessary. In addition, for security purposes, community access may require careful attention to the organization of the facility. Community accessible portions of the facility may need to be located in areas that permit the remainder of the facility to be secure before, during, and after school hours.
SUMMARY
As a result of the transition to the information age as well as the aging of facilities, school districts are investigating curricula, organizational models, current and emerging technologies, the role of administration, and their local communities to determine the effect each of these has on student performance.
The research and investigations provided within this chapter describes "best practices" that suggest the following:
* Curriculum
Offer Essential Knowledge, Integrate It, and Make Connections to Real Life
* Organizational Models
Provide Student-Centered House Approach
* Technology
Create Pervasive and Integrated System
* Administration
Increase Student Contact and Flexibility
* Community Use
Instill a Sense of Participation, Ownership, and Pride
These "best practices" are not intended to be solutions to all of the issues confronting schools. Schools may choose to utilize these "best practices" as they work as a team to discuss how best to provide educational opportunities to improve student achievement in their district
OVERVIEW
The Arkansas Department of Education - Special Education Unit complies with the Federal Regulations for the Individuals with Disabilities Education Act (IDEA) and the Arkansas School Facility Manual provides square footage guidelines to comply with the educational program requirements. IDEA requires a district to provide a full continuum of services in a student's neighborhood/home school to the greatest extent possible in the Least Restrictive Environment.
The Rules and Regulations Governing Special Education and Related Services: Procedural Requirements and Program Standards provide eligibility criteria for students with disabilities to meet the Least Restrictive Environment requirement for all special needs students. These criteria assist in differentiating the type and number of spaces that are needed in each school to address the facility needs for students with disabilities. As each school district is planning for specific educational program needs in their new or renovated facilities, identifying the number of students in each of these options is important to appropriately provide the unique space requirements. The terms used to establish eligibility criteria are provided as part of this document to assist in identifying all of the students who need to be considered in the facility program needs.
DEFINITION OF TERMS
A. Autism - a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (b)(4) of 34 CFR 300.7 and at § 6.08.3 of the Arkansas regulations.B. Deaf-Blindness - concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs soiely for children with deafness or children with blindness.C. Emotional Disturbance - a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance. 1. An inability to learn that cannot be explained by intellectual, sensory, or health factors.2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.3. Inappropriate types of behavior or feelings under normal circumstances.4. A general pervasive mood of unhappiness or depression.5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
D. Hearing Impairment (Including Deafness) - a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects educational performance. "Hearing impairment" also means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.
AudioloQical Indicators
1. An average pure-tone hearing loss in the speech range (500 - 2000 Hz) of 20dB or greater in the better ear. A child with a fluctuating hearing impairment, such as one resulting from chronic otitis media, is classified as hearing impaired (HI).2. An average high frequency, pure-tone hearing loss of 35dB or greater in the better ear at two or more of the following frequencies: 2000, 3000, 4000 and 6000Hz.3. A permanent unilateral hearing loss of 35dB or greater in the speech range (pure-tone average of 500 - 2000Hz).E. Mental Retardation - significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.F. Multiple Disabilities - concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.G. Orthopedic Impairment - a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).H. Other Health Impairment - having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-1. Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and2. Adversely affects a child's educational performance.I. Specific Learning Disability - a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Disorders Not Included - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
J. Speech Or Language Impairment - a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. The operational definition under these regulations, which is designed to be compatible with the Federal definition, is as follows: "Speech or Language Impairment" means a communication disorder such as deviant articulation, fluency, voice, and/or comprehension and/or expression of language, spoken or written, which impedes the child's acquisition of basic cognitive and/or affective performance skills as established in the Basic Educational Skills manual developed by the Arkansas Department of Education.
K. Traumatic Brain Injury - an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.L. Visual Impairment - an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. Students with partial sight are those whose vision, although impaired, is still the primary channel of learning and, with adjustments, are able to perform the visual tasks required in the usual school situation. Generally, their visual acuity with correction is 20/70 or less.
Students with blindness are those with no vision or with little potential for developing vision as a primary channel for learning and, therefore, must rely upon tactile and auditory sense to obtain information.
INTRODUCTION
the current Standards for Accreditation of Public Schools require that secondary educational facilities offer a minimum of three programs of study from three different occupational areas. A list of all approved occupational areas, clusters or pathways, and programs of study is included in this manual to assist school districts, educational planners, and design professionals with anticipating space needs for these requirements.
Included below is an outline of the current workforce development programs. Each Occupational Area is organized in the following organizational structure.
OCCUPATIONAL AREAS
A. Agriculture 1. Agriculture, Food, and Natural Resources b. Agricultural Power, Structural and Technical Systemsc. Agricultural Science - Animal or Plant Systemsd. Horticulture/Plant Systemse. Natural Resources/Environmental Science SystemsB. Business and Marketing1. Business Management and Administration2. Hospitality and Tourism 3. Information Technology 5. Marketing, Sales, and Service C. Family and Consumer Sciences 1. Family and Consumer Science Education a. Family and Consumer Sciences2. Education and Training a. Education and Training3. Hospitality and Tourism a. Food Production, Management and Servicesb. Facilities Management, Maintenance, and Services4. Human Services a. Child Care Guidance, Management and ServicesD. Architecture and Construction1. Construction TechnologyE. Arts, A/V Technology and Communications3. Commercial Photography4. Graphic CommunicationsF. Government and Public Administration G. Health Science 1. Medical Professions EducationH. Law, Public Safety and Security J. Manufacturing 2. Furniture Manufacturing3. Industrial Equipment Maintenance5. Major Appliance RepairK. Science, Technology, Engineering and Mathematics3. Geospatial Technology (GIS)L. Transportation, Distribution, and Logistics2. Automotive Service Technology5. Power Equipment TechnologySPACE NEEDS
In order to meet the needs of Workforce Development programs, adequate laboratory, classroom, storage, and office space is needed. Chapter 5: Program of Requirements [Bracketing] contains a detailed list of the spaces that a District may include when designing a High School facility with Workforce Development programs.
It is important to point out that the District should determine the Occupational Areas to be delivered, the associated cluster or pathways, and the programs of study and then proceed to Chapter 5 to complete the Program of Requirement Worksheet. When completing the worksheet, the Project Team should select the laboratory space for each program of study and the related spaces such as offices, too! rooms, and storage needed to serve the laboratory space. Additional information can be found in Chapter 5.
INTRODUCTION An Educational Framework is a series of broad principles associated with organizational, facility, program, and service issues. En conjunction with the Educational Facility Planning Concepts, the Education Framework establishes the foundation on which educational facilities are designed.
The Standards & Guidelines are not intended to address every possible condition. Flexibility is required to develop appropriate solutions given the diversity of programs, community requirements, existing building conditions, site constraints, etc. found in the school district.
The following educational assumptions/concepts were derived from a wide range of sources that included representation from parents and students, teachers and school administrators, business and government [state and local] officials.
GRADE CONFIGURATION
Following are the suggested grade configurations for each level of school facility.
Pre-Kindergarten programs should be included as part of the school facility as required by state law.
Workforce Development courses are included in middle and high school facilities.
A.Elementary School: Pre-K-5D.Combination Schools2.Pre-K-12 SCHOOL SIZESchool size is based on the number of students projected to attend a particular school facility. For the number of students by grade level the Program of Requirements provides the total required school size that contains both the required spaces and a support space allowance needed to adequately meet the needs of the students.
The Program of Requirements found in Chapter 5 provides required spaces and a support space allowance for the selection of spaces needed for the various program areas found in each grade level of school.
CLASS SIZE
Class size [or Average class size] is defined as the number of students occupying a space at one time. Class size is not necessarily synonymous with student teacher ratio.
A. | Pre-Kindergarten-Kindergarten | 20 students |
B. | 1st Grade through 3rd Grade | 25 students |
C. | 4th Grade through 6th Grade | 28 students |
D. | 7th Grade through 12th Grade | 30 students |
WORKFORCE DEVELOPMENT
Workforce Development [WFD] refers to programs traditionally offered under the label Career Technical Education or Vocational Education.
A. Middle schools and PK-8 combination schools must provide access to pre-technical courses for students in grades 6-8.B. High schools and PK-12 combination schools must provide access to at least three different WFD occupational areas for students in grades 9-12.C. High schools and PK-12 combinations schools must provide access to at least one Program of Study within each occupational area in grades 9-12. Note: Access to a WFD occupational area can occur in the following ways:
2. Through a partnership with an off-site organization. KINDERGARTEN
Kindergarten courses will be delivered all day.
PROGRAMS
As programs and services change it is important that each school district identify the current and future educational needs of its students. Once those needs have been identified, the District should then determine the types of instructional programs that will result in a successful student. The Standards & Guidelines are based on current and future trends in education and include the following programs. As stated above, ultimately each district should determine the appropriate programs for their students.
B. Middle Schools 6. Famiiy and Consumer ScienceC. High School 7. Workforce Development Purpose
The purpose of this chapter is to assist the school district and the Design Professional with selection, purchase, and development of a site.
Site Selection Criteria
At first look, a potential site may appear to be a good acquisition. There are many factors, however, that can distort the picture. A large site can diminish if wetlands are to be avoided or if part of the area is in a floodplain. There must be a stream or other outsource nearby to remove storm drainage. Hilly topography can escalate site development costs. Adequate space is needed to retain and release storm water from the site.
Access to and from the site which has connection to a major highway or road artery is an important factor. Aside from the surface characteristics, sub-surface conditions require exploration. Preliminary soil borings should be taken to ascertain the presence of poor soil, high water table, voids, or other impediments. A Phase I environmental study should be a requirement.
Site Design
With a good site available, site design and layout becomes the task. Good site design dictates that bus and car traffic should not cross. Likewise, students should not be required to cross car traffic lanes either entering or leaving buses. Bus parking should be arranged in a continuous line or, preferably, in a 45 degree parking arrangement.
Visitor and staff parking, as well as a separate service drive, is recommended. Event parking is difficult to provide since large events usually only occur a couple times per year.
The orientation of the building is critical from an energy usage standpoint. The majority of the windows should face a north/south direction. Easy access to the main entrance should be obvious to all.
Good site design requires careful and thorough planning to provide maximum safety, and efficient utilization of site features.
Site Size
The recommended minimum site size is consistent with current Arkansas State Board of Education standards. The site size was also based on a compilation of code requirements from cities in the Midwest and practical experience of site design. Most state education departments either mandate or recommend the minimum number of acres needed for the specific grade levels. These size guidelines are consistent with those recommended in the Council of Educational Facility Planners international (CEFPI), Guide for School Facility Appraisal.
Site Design
From past professional site design experience, sound judgment can determine if the visual survey of the site will satisfy the project needs. Useable topography, good surface drainage, available site utilities, and vehicular access are important. Soil borings must be obtained. Site design criteria are good practice recommendations, rather than standards.
Site Size
A. The recommended minimum site sizes are: 1. Elementary School: 10 acres plus 1 acre per 100 students2. Middle School: 20 acres plus 1 acre per 100 students3. High School: 35 acres plus 1 acre per 100 students4. Combination Schools: PK-12 School: 40 acres plus 1 acre per 100 students
PK-8 School: 20 acres plus 1 acre per 100 students
B. Deviations from the site size may be required because of extenuating circumstances.C. Where possible, larger site sizes or additionai acreage should be strongly considered to allow adequate land for development, storm water detention, building expansion, topography features, subsurface sanitary sewage systems, etc.Urban Site Size
A. The site sizes given attempt to accommodate a range of available site sizes. It is also recognized that not all sites will be able to accommodate a new or replacement facility, even with the smallest site size recommended in this Arkansas School Facility Manual. A list of possible site size reductions is provided below for the administration and Design Professional to analyze the different options. The list is not all-inclusive and all decisions need to involve all interested parties prior to deleting or reducing a program.1. Decrease the footprint percentages from the ideal target sizes identified in the Proposed Building Footprint chart.2. Decrease the amount of visitor and staff parking to be provided.3. Decrease the amount of student parking provided.4. Decrease the amount of mechanical yard space to be provided.5. Delete the bus drop-off and parent drop-off areas and provide a curbside service only.6. Reduce the amount of greenspace to be provided.7. Reduce/decrease the size/number of playfields/playgrounds to. be provided.Urban Site Introduction
A. The Urban Building Footprint section presents the building sizes recommended for various grade levels and student populations. It also indicates what portion of that area should be reflected in the footprint of the building, i.e., what portion should remain on the first floor of the building.1. After evaluation of all possible factors affecting the size of the new or existing site, the Design Professional shall submit the itemized evaluation for review and approval.B. The Urban Parking section presents total parking spaces recommended for various grade levels and student populations.C. The Urban Elementary School example presents the total site area recommended for an elementary school with a 350 student population.D. The Urban Middle School example presents the total site area recommended for a middle schoo! with a 550 student population.E. The Urban High School example presents the total site area recommended for a high school with a 1,000 student population.F. The Outdoor Athletic and Recreation Fields section presents the total area required for each type of outdoor athletic or recreation facility, and is intended as a guideline in adjusting recommended site sizes.Urban Building Footprint
A. The following chart is intended to assist with building footprint size selection: Percentage of Building Footprint to Total Area (GSF) |
Building Size | GSF | 50% | 60% | 70% | 80% | 90% | 100% |
ELEMENTARY SCHOOLS |
200 students | 34,400 | 34,400 |
350 students | 47,600 | 47,600 |
550 students | 70,400 | 49,280 | 56,320 |
700 students | 89,600 | 62,720 | 71,680 |
MIDDLE SCHOOLS |
200 students | 32,600 | 32,600 |
350 students | 54,600 | 54,600 |
550 students | 86,350 | 60,445 | 69,080 |
700 students | 109,200 | 65,520 | 76,440 |
HIGH SCHOOLS |
250 students | 51,750 | 51,750 |
500 students | 95,500 | 66,850 | 76,400 |
1,000 students | 178,000 | 106,800 | 124,600 |
1,500 students | 249,000 | 124,500 | 149,400 |
2,000 students | 322,000 | 161,000 | 193,200 |
Urban Parking
A. The following chart is intended to assist in the development of the minimum parking for new facilities.B. Provide the required accessible parking within quantities allocated.C. Confirm all parking quantities with the local building, planning, and/or zoning departments.D. Contain staff parking in a secured area separate from other facility parking.E. Verify that the minimum required parking equals or exceeds the requirements of the local governing agencies. Click here to view image
Note 1: Teaching stations are determined at a percentage of 1 per 25 students.
Note 2: Teachers are calculated at the following utilization of teaching stations:
Elementary 100%; Middle-85%; High School-85%.
Calculation: Teaching Station/Utilization percentage = Number of Teachers (247.85 = 29)
Note 3: Ancillary staff includes teaching aides, media center specialist, special education staff, etc. Total is calculated as percentage of the student population as follows: Elementary-2%; Middle-2%; High-1%.
Note 4: Administration includes principals, secretarial, and itinerant staff.
Note 5: Custodial/maintenance staff includes full-time staff for regular school hours.
Calculation: 1 staff per 150 students.
Note 6: Food service staff is calculated at 1 staff per 100 meals served with 80% building capacity participation for a full-service kitchen. Satellite kitchen would reduce staff by approximately 50-75%.
Note 7: Visitor parking is calculated at 2% of building student capacity.
Note 8: Student parking is calculated at 20% of all High School students.
Note 9: Minimum required parking is determined by the total of staff, visitor, and student parking or by required zoning.
Urban Elementary School - 350 students
Building Footprint (One-Story) | 47,600 SF | 1.09 acres |
PK-2/3-5 Playgrounds (see Note 1) | 17,500 SF | 0.40 acre |
Parking and Drives (see Note 2) | 15,200 SF | 0.35 acre |
Play Fields (see Note 3): | 96,840 SF | 2.22 acres |
one multipurpose field (360'x250') one softball field (200' outfield) one basketball court |
Subtotal: | 177,140 SF | 4.06 acres |
Add 20% Greenspace (see Note 4) | 35.428 SF | 0.81 acre |
TOTAL: | 212,568 SF | 4.88 acres |
Recommended site size: | 5.25 acres |
Note 1: This space footage, based on 50 SF per student, allows for a hard surface play area and a soft surface play equipment area for each playground.
Note 2: This estimate of area, based on 400 SF per car, allows for drives, a drop-off/
pick-up zone, and a service area drive.
Note 3: Softball fields may partially overlap multipurpose field.
Note 4: Setting aside 20% of the site square footage requirements as greenspace ensures adequate space for separation of the various elements located on each site. Site landscaping is included in this area.
Urban Middle School - 550 students
Building Footprint (Two-Story) | 69,080 SF | 1.59 acres |
Parking and Drives (see Note 1) | 26,000 SF | 0.60 acre |
Play Fields (see Note 2): | 400.264 SF | 9.19 acres |
one six-lane running track one soccer/football and event field in track interior one baseball field (350' outfield) two softball fields (200' outfield) two basketball courts |
Subtotal: | 495,344 SF | 11.38 acres |
Add 25% Greenspace (see Note 3) | 123.836 SF | 2.84 acres |
TOTAL: | 619,180 SF | 14.22 acres |
Recommended site size; | 14.50 acres |
Note 1: This estimate of area, based on 400 SF per car, allows for drives, a drop-off/ pick-up zone, and a service area drive.
Note 2: Pole vault is not included at track.
Note 3: Setting aside 25% of the site square footage requirements as greenspace ensures adequate space for separation of the various elements located on each site. Site landscaping is included in this area.
Urban High School -1,000 students
Building Footprint | 106,800 SF | 2.45 acres |
Parking and Drives (see Note 1) | 124,400 SF | 2.86 acres |
Play Fields (see Note 2): | 797,090 SF | 18.30 acres |
one eight-lane running track one soccer/football and event field in track interior one practice football field one practice soccer field two baseball fields (350' outfield) two softball fields (250' outfield) ten tennis courts four basketball courts |
Subtotal: | 1,028,290 SF | 23.61 acres |
Add 30% Greenspace (see Note 3) | 308.487 SF | 7.08 acres |
TOTAL: | 1,336,777 SF | 30.69 acres |
Recommended site size: | 31.00 acres |
Note 1: This estimate of area, based on 400 SF per car, allows for drives, a drop-off/
pick-up zone, and a service area drive.
Note 2: Pole vault is not included at track.
Note 3: Setting aside 30% of the site square footage requirements as greenspace ensures adequate space for separation of the various elements located on each site. Site landscaping is included in this area.
Outdoor Athletic and Recreation Fields
A. The following information is intended as a guideline in adjusting the recommended site sizes by adding or deleting playing fields.B. The designer should note that the Urban Elementary, Middle, and High School sections of this chapter use some overlap of recreational fields in determining total area required for all fields at each site.C. The designer must consider configuration of each field in determining the actual area to add or delete for each field. Refer to guidelines for court and field dimensions.D. The designer should also consider drainage, circulation, access, and the need for bleacher seating.E. Specific Sizes: Baseball: Based on 350' radius to centerfield and 300' radius to right and left outfield with 60' offset from baseline to sideline fence.
135,806 SF | 3.12 acres |
Softball: |
One field with outfield overlapping multi-purpose field |
(includes 360' x 195' multipurpose field) | 91,200 SF | 2.09 acres |
One field - no overlap | 53,824 SF | 1.24 acres |
Soccer/multiourDose field: | 7 0,200 SF | 1.61 acres |
Track and field events: |
6-lane track, with interior field {no events) |
146,000 SF | 3.35 acres |
6-lane track, with interior field and discus/shot-put commbo: |
1 73,222 SF | 3.98 acres |
8-lane track, with interior field & events |
187,500 SF | 4.30 acres |
Tennis: 10 courts | 66,530 SF | 1.53 acres |
4 courts | 24,480 SF | 0.56 acre |
Basketball: Courts are 84' x 50'. Courts in quantity of 1-2 have 5' surrounding and between courts. Courts in quantity of 3 and up have 10' on ends and 5' to sides and between courts.
1 court | 5,640 SF | 0.13 acre |
2 courts | 10,810 SF | 0.25 acre |
3 courts | 23,400 SF | 0.54 acre |
4 courts | 34,840 SF | 0.80 acre |
General
Aside from site size described in Chapter 4, the following are factors to be considered for judging the merits of a potential site.
H. Easements/rig hts-of-wayI. Environmental restrictionsK. Aesthetic considerationsTopography
A. A reasonably level area is required to accommodate buildings, parking, student playgrounds, and physical education areas.B. There should be sufficient slope to allow for positive drainage to storm sewer outlets or other discharge points.C. Retain natural features.D. Do not develop facilities on land whose elevation is lower than 5 feet above the elevation of the 100 year flood as defined by FEMA.Vehicular Access
A. A traffic study may be required to predict the impact of the school at peak times of arrival and dismissal.B. Consult local street or highway departments for turn lane, drive widths, and radius requirements.C. Review site distances at proposed entry exit for hazardous conditions.D. Two or three entry/exit points into the site are recommended to provide appropriate separation of car and bus traffic.Soli Characteristics
A. Obtain preliminary soil borings to obtain characteristics for foundation design, pavement design, storm sewer design, and excavation requirements.B. The presence of high ground water may result in the need for an under drainage system.C. Erosion characteristics will affect the need for temporary measures, such as silt fence, etc.D. If a geotech investigation was performed an earlier time, those results need to be checked.Site Utilities
A. Storm water must be detained on site and released at a rate that will not exceed current runoff rates and meets requirements of the authority having jurisdiction.B. Sewage from school buildings shall be discharged into an approved sewage system per applicable codes.C. A water flow test will provide data on the available water flow in gallons per minute (gpm), static pressure available, and available residual pressure for fire protection systems.D. If a local water service is not available, an on-site well system is required. The on-site well system shai! be required to provide water for domestic use and fire protection systems. When a well is considered, a test well is to be drilled. The Environmental Protection Agency must be contacted to make an evaluation of the proposed well system.E. The Site Design Professional is required to evaluate the need and method to provide gas service to the building. If natural gas service is not available, the installation of liquid propane (LP) gas should be investigated.Site Preparation
A. Clear the site of vegetation only as necessary for building, parking, roads, and walks.B. Adequate space should be available on-site for construction staging -location of stockpiles, portable field offices, storage of construction materials, and equipment.C. Prevent loss of soil during construction by storm water runoff and/or wind erosion, including topsoii.D. Prevent sedimentation of storm sewer or receiving streams.E. Every effort should be made to minimize disruption to the site.Codes and Zoning
A. Incompatible or nonconforming zoning may necessitate a zoning change variance or a special exception land use permit.B. Zoning ordinance restrictions such as building height, setback, fence height, landscaping, screening requirements, placement and design of site signage, and size of parking spaces can affect site development costs and flexibility.Adjacent Property Facilities
A. Screening of noise and views may be required. Minimize environmental pollution.B. Consider the safety of children walking to and from the school site during use of outdoor athletic and play facilities.C. Adjacent railroad rights-of-way or busy streets may require the use of earth berms, landscaping, and/or fencing.Easements and Rights-of-Way
A. Easements and rights-of-way for roads, sewers, gas, power, water, and oil lines should be researched for potential development restrictions.B. Acquisition of additional rights-of-way may be required to accommodate left turn lanes, tapers, passing blisters, and utility extensions.Environmental Restrictions
A. Wetland delineation must be performed if the presence of a wetland is suspected.B. A designated wetland may prevent site development.C. Mitigation will be required if a wetland must be disturbed. Replacement ratios will be higher than the wetland being impacted. The most pristine wetlands are considered "unmitigable" - not allowed to be disturbed or replaced.D. Prevent polluting the air with dust and particle matter.Testing
A. A Phase I Environmental Assessment should be completed to evaluate the potential for environmental liabilities associated with current and past property use and to assess regulatory compliance.B. Perform a site investigation and records search of hazardous materials used, stored, or disposed of on the property; proximity to landfills; adjoining property uses; proximity to properties listed on the United States Environmental Protection Agency, Comprehensive Environmental Response, Compensation, and Liability Information System.C. A Phase II Environmental Assessment may be required for areas of the site which indicate the potential for asbestos and other contaminants.D. Brownfield sites: Rehabilitate damaged sites where development is complicated by real or perceived environmental contamination, reducing pressure on undeveloped land.Aesthetic Consideration
A. It is preferable to choose a site with natural features compatible and complementary to the proposed building and site development.Vehicular Circulation
A. Maintain separate car and bus circulation areas. Buses should not be required to back up.B. Diagonal bus parking spaces should be 12 feet to 13 feet wide by the length of the bus. Spaces shall be aligned at a 45-degree to 60-degree angle to the curb.C. Angle diagonal bus parking spaces so the bus exit door will allow children to exit in front of the adjacent bus.D. Provide parking spaces near delivery/receiving area for food service and custodial staff.E. Locate staff parking near visitor parking for economy of pavement design where possible. Staff parking can also be located to one side of the bus parking lot in the area not required for bus traffic.F. Consult building codes for parking space number and size.Pedestrian Circulation
A. Provide walks a minimum of 8-foot wide and a maximum of 12 -foot wide from major drop-off drives to major entrances. Minor connecting walks are to be a minimum of 5-foot wide.B. Walks are to be reinforced concrete, a minimum of 4 inches thick, with light broom finish. Consider thickened or reinforced edges.C. Walk slope is to be a minimum of 1 percent and a maximum of 1:20. If walk exceeds 1:20, it shall be designed as a ramp.D. Provide baltards at main entrance walk to block vehicles.Storm Sewer System
A. Create positive drainage away from building. Collect storm water in a series of inlets or swales to be detained and filtered on-site.B. Connect the building site storm drainage system by means of downspouts or roof drains to the building storm drainage system.C. All storm piping shall be designed using the 10-year return period and intensity-duration curves consistent with the region.D. All storm piping and culverts shall have a smooth interior. All pipe with a diameter greater than 24 inches shall be concrete, aluminized steel, or HDPE.E. Design the project site to maintain natural slope and water flows by promoting infiltration.F. Reuse storm water volumes generated for non-potable uses such as landscape irrigation, toilet and urinal flushing, and custodial use.Detention Pond
A. Detention ponds are to be designed to prevent storm water from flowing off the site at a rate greater than permitted by the authorities having jurisdiction. Detention ponds are normally dry except after rainfalls.B. Side slopes shall not exceed 4:1 and may be increased to 2:1 in the immediate vicinity of headwalls or other discharge control devices.C. All detention ponds which serve an area greater than 15 acres shall be designed using an appropriate hydrograph method. The inflow hydrograph shall be routed through the pond using standard engineering methods to obtain the discharge hydrograph.D. Provide riprap or other erosion control measures at inlet and outlet of pond.Sanitary / Sewerage
A. The disposal of sanitary sewerage to the local utility shall be approved by the local authority having jurisdiction.B. Appropriate methods for the disposal or treatment of sanitary sewerage consists of conventional gravity sewer, force main, septic with leach field system, or sand filter and on-site treatment plants.Directional Signage
A. Provide "Stop", "Yield", "No Parking","One-Way","Do Not Enter", or other signs as necessary to maintain a fluid traffic stream.B. Signs, and the installation of signs, are to meet the requirements of the authority having jurisdiction.C. For handicap signage consult ADA requirements.Playgrounds
A. Play equipment to be in compliance with "ASTM F 1487-95 or most current version of the Standard Consumer Safety Performance Specification for Playground Equipment for Public Use" and the current guidelines for public play equipment by the United States Consumer Product Safety Commission.B. The design of play equipment shall comply with Americans with Disabilities Act guidelines.C. Provide a firm, stable, slip-resistant, and resilient soft surface under and around play equipment. Depth and type of soft surfaces shall comply with ASTM F 1292-99 or most current version of Specification for Impact Attenuation of Surface Systems Under and Around Playground Equipment.D. Provide an accessible route of travel through soft-surface play area. Choice of surfacing and minimum areas of surfacing required shall comply with Americans with Disabilities Act guidelines.Lighting
A. Provide a 10-footcandle illumination level at main building entrances. Provide a 5-footcand!e illumination level at ali entrances except main entrance.B. Light fixtures shali be high-density discharge type located directly over doors, or high-density discharge type recessed in overhangs or soffits located directly over doors. Fixtures shali be designed for exterior use. Wall-mounted fixtures shall be vandal resistant.C. Provide an illumination level of 0.5 footcandles at entrance/exit drives. Provide an illumination of 1.0 footcandles within parking areas and bus dropoff/pick-up areas.D. Lighting shall be high-intensity discharge type located on poles with a concrete base. Pole height shall be a maximum of 3 9 feet. Lighting shall be controlled by photoelectric cells, time clocks, or time management system. The Site Design Professional shall have discussions with the school district to determine light fixture switching and time clock programming.E. Minimize site lighting where possible and model the site lighting using a computer model.F. Shield all site lighting and minimize uplighting.Landscaping
A. Do not exceed 3:1 slope on lawn areas where mowing is required.B. On slopes greater than 3:1, provide slope controlled vegetation to retard erosion. Consider safety of children.C. Provide low maintenance shrubs and flowering trees to emphasize main building entries.D. Consider native vegetation.E. Limit or eliminate the use of potable water for landscape irrigation.Positive Drainage
A. At building perimeter, exterior grade shali be 8 inches or more below first floor level, except at entrances. The ground around the building perimeter shall slope down and away from the building for a minimum of 20 feet to eliminate any standing water. Purpose
The information in this chapter consists of a diagram, features, ioose furnishings, finishes, and notes which is referred to as a "space plate". There is a space plate for each room in each program area in each school level. The purpose is to provide the Design Professionals and School Districts with guidelines to condition, finish, and equip each space.
Description
The diagram is not intended to fix the size or shape of that room. The size of each space is stated in the bracketing chapter (chapter 5). Features noted are desirable, but quantities must be determined in relation to the size and capacity stated in the bracketing section. In some cases, casework can be fixed or moveable. Loose furnishings are normally furniture items needed to complete the space.
Each room has a unique code that appears in the bracketing section and on the space plate. Example: E-AC-1 (E = elementary, AC = academic core, 1 = space plate #1)
Finishes are suggested options from life-cycle cost analysis that resulted in economical, durable, and maintainable finishes. Refer to material standards and guidelines in Chapter 7.
Plumbing, HVAC, and electrical provisions must first of all conform to all appropriate building and energy codes. In addition to the notes on each space plate, Design Professionals should provide good design recommendations that enhance code requirements where possible.
Technology is a vital part of teaching programs. Careful programming and early infrastructure inclusion in the design of the facility is recommended.
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Purpose
The intent of Chapter 7 is to provide standards and guidelines necessary to plan, design and construct school facilities throughout the state of Arkansas. The focus is on building systems and materials that will provide buildings that are economical and reflect quality construction, along with mandatory performance standards, additional options and available choices. All items and systems, such as loose furnishings, casework, technology, etc., should be integrated early in the planning phase of the project.
Definitions
The planning and design of school facilities shall be based upon criteria described in Chapter 7 in accordance with the following definitions:
"Standards in bold" - Performance or construction required items for which there is mandatory adherence.
"Guidelines" - Performance or construction items which are recommended, but NOT required.
"Examples" - Typical component(s) of standards or guidelines.
Codes and Standards
Applicable local, state, and international building codes and standards are not repeated in this chapter. It is the responsibifity of the Design Professionals to conform to the current codes in their design process. Should the standards contained in this manual be in conflict with international, state, or local codes, the established codes shall prevail. The requirements of ADAAG (Americans with Disabilities Act) should be consulted.
No attempt has been made to provide detailed specifications in Chapter 7. Standards and guidelines are available that allow architects and engineers the flexibility to design to fit the school district needs.
Applicability
The construction and performance standards and guidelines contained herein are applicable to both new construction of public school facilities and renovation of existing public school facilities. Every attempt should be made to apply these standards and guidelines to existing buildings, in gradual steps as funding and other influences allow, {refer to Chapter 1 It may be recognized that some standards may not be compatible with existing facilities in renovation projects nor may it be possible to completely conform a performance or construction standard to new a new facility. It those instances variances to those standards, upon request, may be granted by the Division.
Green Building Design (optional)
A strong motive of these building systems standards and guidelines is to promote high performance schools. High performance schools are healthy, comfortable, energy efficient, resource efficient, water efficient, safe, secure, adaptable, and easy to operate and maintain. Designing for high performance goals is a guideline. It is to be considered, but not mandatory.
Commissioning (optional)
The commissioning process is a single-point responsibility to make sure that certain systems in a building are functioning and performing according to the design intent. The independent Commissioning Agent goes far beyond the occasional Design Professional job visits during the construction period. Actual tests are performed and components are verified under the guidance of the Commissioning Agent. Several systems can be commissioned, but emphasis in the chapter is to commission thef HVAC components.
Definition
Commissioning is the process of ensuring that systems are designed, installed, functionally tested, and capable of being operated and maintained according to the Owner's operational needs.
Application
Commissioning may be applicable to both new facilities and renovation. It is a guideline to be considered, but not mandatory.
Commissioning Authority (CA)
The CA is in charge of the commissioning process and is an objective, independent advocate of the Owner.
Commissioning Authority Options
CA can be selected from an independent third party; a mechanical or installing contractor; or a design professional.
Contractor: Desirable when building is small and contractor performs ali mechanical work, but a conflict of interest can arise.
Design Professional: Good idea provided that the project specifications detail the requirements. Already familiar with the design intent but may not have day-to-day experience in the process.
How To Select
Use competitive Request for Qualifications (RFQ) and follow a qualification based selection process (QBS).
CA Qualifications
Experience required:
* Designing, specifying, or installing educational building mechanical control systems or general HVAC systems
* Working with project teams and conducting "scoping meetings"
* Building systems start-up, balancing, testing, and troubleshooting
* Commissioning at least two projects involving HVAC and lighting controls
* Writing functional performance-test plans for at least two projects.
Extent of Commissioning
The degree or extent of commissioning for new buildings is recommended for the planning, design, and construction phases. However, involvement can occur only in design, construction, or post-construction phases.
What to Commission
All projects that include controls, EMCS, pneumatic equipment, integrated systems, HVAC-refated equipment, and air distribution systems should be commissioned.
Benefits
* Improved performance of building equipment and building systems interactions
* Improved fAQ occupant comfort and productivity
* Decreased potential for building Owner liability'related to IAQ ' [DOT] Reduced operation and maintenance costs '
* Maximize energy efficiency
* Provide training for school personnel
Green Building Design (optional)
The term "green building" is synonymous with "high-performance building", "sustainable design and construction", as well as other terms that refer to a holistic approach to design and construction. Green building design strives to balance environmental responsibility, resource efficiency, occupant comfort and well-being, and community sensitivity. Green building design includes all players in an integrated development process, from the design team (building owners, architects, engineers, and consultants), to the construction team {materials manufacturers, contractors, and waste haulers), to the maintenance staff and building occupants. The green building process results in a high-quality product that maximizes the owner's return on investment.
Why Design Green?
The building sector has a tremendous impact on the environment. According to the U.S. Department of Energy (DOE), buildings in the United States consume more than 30% of our total energy and 60% of our electricity annually. Buildings are a major source of pollutants that cause urban air quality problems and contribute to climate change. Buildings produce 35% of the country's carbon dioxide emissions. Green building practices can substantially reduce the negative environmental impacts associated with these buildings and reverse the trend of unsustainable construction activities. Green design also reduces operating costs, enhances building marketability, potentially increases occupant productivity, and helps create a sustainable community. Green design has environmental, economic, and social elements that benefit all stakeholders, including owners, occupants, and the general public.
Creating High Performance Schools (optional)
School districts around the country are finding that smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, school can significantly reduce energy consumption and costs. These savings can then be redirected to educational needs such as additional teachers, instructional materials, or new computers.
Establishing High Performance Goals
Cost-effective energy- and resource-efficient schools start with good planning. Working closely with the school's design and planning staff, the architects and engineers should develop objectives that reflect local conditions and priorities, balance short-term needs and long-term savings, and address environmental issues. Goals can include reducing operating costs; designing building that teach; improving academic performance; protecting the environment; increasing health, safety, and comfort; supporting community values; and considering emerging solutions.
A. Reducing Operating Costs - To ensure that your school is water- and energy-efficient, you must first work with the school system to establish clear consumption goals. Given your climatic region and building type, this "energy budget" must be realistic, and it must be based on the potential of current, proven energy-saving technologies. Many energy-and resource-saving options have very good financial value. Some of these solutions do not add anything to installation costs.B. Designing Buildings That Teach - When designing the school, consider the importance of incorporating high performance features that can be used for educational purposes. Some high performance features may be harder to rationalize financially, but from an educational standpoint are still important to consider. Solar electric systems (photovoltaics), for example, may have a longer return on investment, but if installed properly, can be a very powerful educational tool.C. Improving Academic Performance- During the past decade, remarkable studies have indicated a correlation between the way schools are designed and student performances. You can maximize student performance by setting air quality objectives that: 1. Define a level of indoor air quality desired during occupied times2. Place limitations on the use of materials, products, or systems that create indoor air quality problems.3. Require monitoring equipment.Establishing day lighting objectives will also improve classroom conditions and can help improve performance if you:
1. Include controlled day lighting in ail classrooms, administrative areas, the gymnasium, and other significantly occupied spaces.2. Develop intentional visual connections between the indoor and outdoor environment.D. Protecting Our Environment - High performance school design takes into consideration not only the economic and academic impacts of design, but also environmental impacts. Environmentally sound design elements are those that: 1. Use renewable energy systems and energy-efficient technologies2. Incorporate resource-efficient building products and systems3. Promote water-conserving strategies4. Use less polluting transportation alternatives5. Establish recycling systems6. Incorporate environmentally sound site designE. Designing for Health, Safety, and Comfort - You cannot design a high performance school without including design strategies that address health, safety, and comfort issues. Goals should include objectives that: 1. implement day lighting and indoor air quality solutions to make the school a healthier place to teach and learn2. Address acoustical and thermal comfortF. Supporting Community Values 1. Incorporating high performance strategies in your school's design results in a win-win situation for the community and the school. Through the implementation of energy-savings strategies, the school saves money and taxpayers benefit. Additionally, the energy dollars saved don't leave the immediate region but stay within the community and help to build a stronger local economy. Building to high performance standards implies the purchase of locally manufactured products and the use of local services. This approach is effective because much of the environmental impact associated with materials, products, and equipment purchased for construction involves transportation. The more transportation, the more pollution. Specifying local products benefits the community in the same way that retaining energy dollars helps: it strengthens the local economy.Green Building Rating System (optional)
The Green Building Initiative design program called Green Globes and the program offered by the U.S. Green Building council, LEED (Leadership in Energy and Environmental Design), are green measurement systems designed for rating commercial and institutional buildings. Both address new construction and major renovations. The programs address various environmental categories, typically sustainable sites, water efficiency, energy, indoor environmental quality, and materials and resources. Both are performance oriented systems where points are earned for satisfying performance criteria. Different levels of green building certification are awarded based on the total points earned.
A. Sustainable Sites - Properly chosen and developed site help minimize negative project impacts of the surrounding areas, the project site, and occupants of the project site.B. Water Efficiency - Reduce quality of water needed for the building and the burden of water from the site on municipal treatment facilities.C. Energy & Atmosphere - Establish energy efficiency to reduce operational expenses, conserve natural resources, and reduce local and global pollution.1. Commissioning and Training - All schools should be commissioned to ensure that the design meets the expectations of the district, and that the school is built as it was designed. Modern schools are complex buildings. Commissioning ensures that ail building systems are working properly, and that the school staff knows how to operate and maintain them.D. Materials & Resources - Reduce the amount of materials needed. Those used should have less environmental impact. More sustainable alternatives exist and should be used as much as possible. Waste from the project should be reduced and managed. It is now possible to recycle, compost, or salvage a majority of construction and demolition waste instead of disposing it in landfills.E. Indoor Air Quality - Schools must protect student health, and good indoor air quality is essential for healthy schools. Good indoor environmental quality can be managed by controlling the sources of pollutants, ensuring thermal comfort and student connections to the outdoor environment.1. Acoustics - If not controlled to appropriate levels, noise from loud ventilation systems, outdoor sources, and neighboring rooms can significantly impeded communication between teachers and students. Young learners, students with hearing difficulties, and those learning English as a second language are particularly vulnerable. Classrooms should be designed to be accessible for all students.Application
Green building design may be applicable to both new facilities and renovation. It is a guideline to be considered, but not mandatory.
Components
1. Spread footings and wall footings.2. Trenched footings/turned down footings4. Reinforced concrete foundation walls5. Reinforced concrete masonry walls utilizing normal weight masonry units with all cores grouted and reinforced7. Driven piles and pile caps8. Auger cast piles and pile caps9. Other systems if recommended and acceptable to the geotechnical engineer and the structural engineer.10. Where expansive clays are present on the site, the geotechnical investigation is to address such and special foundation and floor slab systems and/or undercutting and backfilling shall be utilized as recommended by the geotechnical engineering investigation.Standards
1.Foundations shall be designed by a structural engineer to meet the recommendations given by a geotechnical engineer based upon his geotechnical investigation and report and in accordance with the current state building code.3.Deflections and differential movement to be limited to magnitudes compatible with other building components.4.Compatible with soil type7.Sub-slab ventilation in areas with radon or potential soil gas submissions. Requirement for such is to be determined by qualified testing agency.8.Concrete minimum compressive strength at 28 days to be as required by structural engineer's design, but shall be no less than the following:a.Foundations - 3,000 psib.Floor slabs - 3,000 psic.Precast systems - 5,000 psi Strength of concrete provided is to be tested by independent testing lab, during construction.9.Concrete reinforcing steel shall be a minimum grade 60 and meet the requirements of the current state building code and structural engineer's design.10.Project site concrete mixing shall not be used, unlessotherwise approved by an independent testing agency.
11.For classrooms and corridor areas, use no less .than a 4" thick concrete slab with 6x6 - W1.4 x W1.4 welded wire fabric.12.Under concrete building slabs, place a minimum 10 mil vapor barrier and compact a minimum of 4" of drainage fill material unless geotechnical engineering investigation recommends otherwise. Guidelines
1. Concrete materials, may use 10-20% flyash as replacement, but not addition. Mix design to be done by qualified independent testing agency.2. Use low and non-toxic form releases.Examples
1. Steel roof deck on open web steel joists or steel beams2. Cementitious deck on open web joists3. Composite action concrete slabs and steel beams4. Pre-engineered building systems5. Concrete on steel form deck floor6. Cast-in-p!ace floor slabs (1-way or 2-way)7. Steel and/or reinforced concrete columns and beams8. Load bearing masonry walls9. Wood Frame systems or Heavy Timber Frame Systems10. Engineered wood products including engineered wood joists and beams, pre-engineered wood trusses, OSB and plywood.11. Other systems if recommended and acceptable to the structural engineer and Owner and in accordance with the applicable Fire Prevention and/or Building Codes.Standards
2.Structural systems and members shall be designed by a licensed structural engineer to meet current state fire prevention and building codes and to have adequate stiffness to limit deflections and lateral drift to the requirements of these codes.3.Steel roof deck: as designed by structural engineer.4.For cementitious decks, use galvanized sub-purlins.5.For roof slopes greater than 1:12, metal joists shall span parallel to the slope6.Do not use calcium chloride in concrete.7.For structural steel, comply with AISC specifications and current state building codes.8.Steel joist manufacturer shall be certified by steel joist institute (SJI).9.Non-painted steel roof deck, if galvanized, to be ASTM A924, G90 (90 oz. per sq.ft.) zinc coating. Steel floor deck shall be galvanized and to be ASTM A924 G60.10.Concrete deckfill: minimum compressive strength of 3,000 psi or greater at 28 days.11.Structural steel fabrication must be in accordance with standards.12.Rolled steel columns and beams: ASTM A572, grade SO or others if recommended and approved by the structural engineer; Square or rectangular hollow structural steel sections shall be ASTM Grade B, Fy = 46 ksi; Round hollow structural steel sections shall be ASTM A 500, Grade B, Fy = 42 ksi.13.Concrete columns: minimum compressive strength of 3,000 psi or greater at 28 days14.Steel form deck shall comply with SDI design manual (publication no. 27).15.Structural masonry columns shall be filled and reinforced.16.Load bearing masonry walls shall comply with current state building codes.17.Steel lintels in exterior walls: if 8" or less in depth and 12" or less in length, use hot-dipped galvanized, grade 65. For lintels greater in size, use ASTM A123M-02.18.Steel lintels, other than angles, supporting masonry shall have rigid masonry anchors at 32" maximum spacing to secure masonry to steel.19.Reinforced masonry lintels shall be used in exterior walls wherever possible.20.Concrete mix design to be designed and strength tested by qualified independent testing agency to meet these requirements and any others from the Design Professional.21.All lumber used for wood trusses shall be #2 grade, kiln dried, Southern Pine; #2 grade, kiln dried, Spruce-Pine-Fir; or #2 grade Hem-Fir or better. #3 grade lumber shall not be allowed for chords or web members.Examples
1. Masonry veneer cavity walls2. Masonry veneer and metal framing walls3. Masonry veneer and wood framing walls4. Pre-cast concrete insulated panels5 Metal panel on concrete masonry walls6 Metal panel on metal framing walls NOTE: Other types of exterior wall construction may be acceptable if type meets or exceeds the above performance standards criteria. Construction standards following, indicated in bold type, are to be considered mandatory minimum requirements. More stringent requirements shall be used when required by the current state building codes and fire prevention codes.
Standards
1.Impact resistant - must resist breakdown from projectiles2.Moisture resistant - provide vapor retarder to inside of insulation3.Thermal resistant - minimum U-factor of 0.074. Consider long-term performance4.Air Barrier System (Required) Option include:b.Fluid applied membranesc.Closed-cell polyurethane insulationd.Air barrier transition tape required at masonry control joints5Minimum maintenance - no routine applied maintenance6.Detail roof/wall intersection to provide a continuous air barrier systemGuidelines
1. Economical - consider life cycle evaluation2. Light-colored exterior walls3. Preference given to non-combustible materialsComponents
1.Exterior finisha.Exterior stone, clay, or concrete masonry units2.One inch air cavity (two inch recommended3.Cavity insulationa.Rigid insulation or closed cell polyurethane insulation4.Air Barrier System (required)5.Backup materiala.Concrete masonry unit (normal weight)Standards
1.Impact, moisture, and thermal resistant3.In-wall flashing - copper fabric laminate; Elastomeric thermoplastic,* sheet metal4.Drain cavity with weep holes, 4'0" o.c.5.Steel reinforcement to meet the requirements of the current state building code, including the seismic provisions where applicable6.Rebar shall be minimum grade 607.Face brick veneer: grade SW8.Concrete masonry: unit compressive strength 1900 psi (13.1 MPa) Use CMU's containing fly ash.9.Insulation: extruded polystyrene board or spray polyurethane foam. Minimum R-value of 10.00.10.For exterior CIU1U veneer: provide water repellentGuidelines
1. Use mortar dropping control product to prevent blocking of weep holes2. For exterior CMU, provide normal weight (CMU)3. Thorocoat coating is acceptableComponents
1.Exterior finisha.Exterior stone, clay, or concrete masonry units2.One inch air cavity (two inch recommended)3.Cavity air infiltration barriera.Rigid insulation or ciosed cell extruded poiyurethane insulation4.Bat/blanket insulation with faced membrane5.Back-up materiala.Cold formed steel framing system6.5/8 inch gypsum wall boardStandards
1.Impact, moisture, and thermal resistant3.Drain cavity with weep holes, 4'0" o.c.4.Mill galvanized wall ties5.Face brick veneer: grade SW6.Concrete masonry veneer: unit compressive strength 1900 psi (13.1Mpa) Optional use of CMU's containing fly ash. Maximize recycled content. Provide color and water repellent.7.Thorocoat is acceptable.8.Steel framing systema.Light gauge steel studs (minimum 20 gauge) or as designed by structural engineer.b.Pre-engineered steel framing system as designed by structural engineer.9.Use minimum R-19 fiberglass insulation. The paper or foil vapor barrier should be anchored to the face of the studs.10.Insulation could be soybean oil-based poiyurethane, open-cell, semi-rigid foam.Guidelines
1. Maximize recycled contentComponents
1. Exterior architectural concrete with smooth or exposed aggregate texture finish or thin brick facing.2. Rigid cavity insulation.3. Structural concrete backup.4. Interior finish, if exposed, to be smooth concrete or exposed aggregate concrete or a surface applied smooth or textured finish.Standards
1.Impact, moisture, and thermal resistant3.Meet ASHRAE 90.1-2007 (or later) and current state energy code requirements4.Use extruded polystyrene or polyisocyanurate insulation5.Use fiber composite or plastic connectors - no metal connectors6.Concrete materials: Portland cement ASTM C 180, Type I or III; Fly ash, ASTM C 618, Class C or F may be substituted for up to 20 percent of total cementitious materials7.Concrete mix: 28 day compressive strength, 5,000 psi minimum8.Interior surface: paint or skim-coat plasterComponents
1.Exterior finisha.Exterior metal wall panel system3.Air barrier system required4Batt insulation with vapor barrier5.Backup materialsa.Cold-formed metal framing6.5/8 inch gypsum wall boardStandards
1.Metal wall panel: 26 gauge minimum thickness zinc-coated (galvanized) or aluminum-zinc alloy-coated sheet steel; fluoropolymer exterior finish with minimum 20 year finish warranty3.Moisture and thermal resistant4.Weather barrier: composite, self-adhesive, rubberized-asphalt compound flashing product5.Steel framing system:a.Steel studs as designed by structural engineerb.Pre-engineered steel framing system as designed by structural engineer6.Provide ASTM C665, Type 1, faced mineral fiber Insulation blankets7.Interior surface: painted, 5/8 inch, gypsum wallboard. Use type X where required.8.Insulation could be soybean oil-based polyurethane, open-cell, semi-rigid foamGuidelines
1.Maximize recycled contentComponents
1.Exterior finisha.Exterior stone, clay, or concrete masonry units2.One inch air cavity (two inch recommended)3.Cavity insulation extruded polystyrene sheathing4.Bat/blanket insulation with vapor barrier6.5/8 inch abuse/moisture/mold resistant gypsum waliboardStandards
1.Impact, moisture, and thermal resistant3.Drain cavity with weep holes, 4'0" o.c.4.Mill galvanized wall ties5.Face brick veneer: grade SW6.Concrete masonry veneer: unit compressive strength 1900 psi (13.1Mpa) Optional use of CMU's containing fly ash. Maximize recycled content. Provide color and water repellant.7.Wood frame systems or heavy timber systems:a.Engineered in strict compliance with requirements of Arkansas State Fire Prevention Code and Building Code.b.All lumber used for wood framed wall systems shall be #2 grade, kiln dried Southern Pine; #2 grade, kiln dried, Spruce-Pine-Fir; or #2 grade, Hem-Fir or better.8.Use minimum R-19 fiberglass insulation. The paper or foil vapor barrier should be anchored to the face of the studs.9.Insulation could be soybean oil-based polyurethane, open-cell, semi-rigid foam.Guidelines
1.Maximize recycled contentPurpose
Examples
2. Metal roof with blanket insulation3. Metal roof with rigid insulation4. Built-up asphalt roof system5. Single-ply roof system6. Modified Bitumen roofing system NOTE:
#1: Other types of roof systems may be acceptable if system meets or exceeds the performance standards listed below.
#2: All roof system and products shall be designed in accordance with state fire prevention code and state building code.
Performance Standards
1.Moisture resistant - integral finishes2.Thermal resistant - minimum U-factor for low-slope roof is 26.0 and steep roof 19.6.3.Positive slope - minimum slope 1/4" in 12", unless specified otherwise.4.Minimal maintenance - upkeep but not continual maintenance5.Wind / weather resistant - meet FM uplift criteria6.Positive drainage to interior drains or exterior sources7.Fire resistive - meet UL class "A"8."ENERGY STAR" compliant ratings for surface treatments9.Consider "radiant barriers", such as aluminum foil at the ceiling of attics10.Sheet metal flashings shall conform to SMACNA's "Architectural Sheet Metal Manual".11.Pre-Roofing Conference prior to field installation of roofing system.Components
1. Asphalt shingles, UL class "A"; ASTM B108 or UL7902. Roofing accessories: b. Self-adhering sheet underlayment3. Oriented strand board (OSB) or plywood4. Rigid insulation with vapor barrier on under side: extruded polystyrene or polyisocyanurate board6. Structural support: steel deck or cementitious deck; or wood deck (lumber, pfywood or oriented strand board, OSB) permitted in accordance with Arkansas State Fire Prevention Code and Building Code.Performance Standards
3."ENERGY STAR": compliant surface treatments4.Maximum industry available material and wind warrantyConstruction Standards
2.Fasten shingles to roof sheathing with nails - not staple fasteners.3.Metal drip edge: brake formed sheet metal with at least a 2 inch roof deck flange4.Laminated-Strip Asphalt Shingles: ASTM D3462 laminated, multi-ply overlay construction glass-fiber reinforced, mineral-granule surfaced, self-sealing shingles.5.Felt underlayment 30 pound asphalt-saturated organic felts, non-perforated. Use two layers where slope equals or is less than 4/12.6.Sheet metal flashings conform to SMACNA's "Architectural Sheet Metal" manual. Includes perimeter edge metal; penetration flashings; valley construction; and apron, step, cricket, or back flashings.7.Minimum 20 year warranty.Components
1 Standing seam metal roof panels, minimum 26 gauge a. Profile: vertical, rib, seamed jointb. Material: aluminum zinc alloy coated steel sheetc. Exterior finish: fluoropolymer two-coat finish system 70 percent PDFY resin. d. Snow guards: seam mounted, stop or bare type (surface mounted is not acceptable)2. Insulation: glass fiber blanket with vapor tight edge tabs and facer on underside (Minimum R-19)3. Galvanized steel purlins4. Solid substrate with ice/watershield moisture barrier recommended.5. Structural support: a. Steel joist or truss joistsb. Pre-engineered structural framing system.Performance Standards
3."ENERGY STAR": compliant surface treatments4.Special warranty on panel finishes by manufacturer: 20 years.5.Special weathertightness warranty for standing seam metal roof panels: 20 years.6.System shall have ASTM E 1592-94 wind uplift classification.7.Contractor furnish 2 year guarantee on materials and Workmanship (in accordance with terms and conditions of manufacturer's 20 year weathertightness warranty).7.System shall have ASTM E 1592-94 wind uplift classification.8.No water penetration when tested according to ASTE 1646.Construction Standards
2.Thermal spacers where panels attach directly to purlins3.Standing seam assembly: factory formed, cap seam assembly designed for concealed mechanical attachment of panels to roof purlins or deck4.Air leakage through assembly of not more than 0.06 CFM/sq.ft. of roof area when tested to ASTM E 1680.5.No water penetration when tested according to ASTM E 1646.6.Roof panels shall be 26 gauge minimum.Guidelines
1. "ENERGY STAR" compliant roof surface recommendedComponents
1. Standing seam metal roof panels, minimum 26 gauge a. Profile: vertical rib, seamed jointb. Material: aluminum zinc alloy coated steel sheetc. Exterior finish: fluoropolymer two-coat finish system 70 percent PDFV resin.d. Snow guards: seam mounted, stop or bar type (surface mounted is not acceptable.)2. Underiayment (ice and water shield)3. Nail base Rigid roof insulation - one or two layers4. Structural support: steel deck or cententitious deck; wood deck {lumber, plywood or oriented strand board, OSB) permitted in accordance with Arkansas State Fire Prevention Code and Building Code.Performance Standards
1.Moderate impact resistant3.ENERGY STAR" compliant surface treatment4.Special warranty on panel finishes: 20 years.5.Special weathe[tightness warranty for standing seam metal roof panels: 20 years.6.Contractor furnish 2 year guarantee on materials workmanship (in accordance with terms and conditions of manufacturer's 20 year weathertightness warranty).7.System shall have ASTM E 1592-94 wind uplift classification8.No water penetration when tested according to ASTM E 1646Construction Standards
2.Underiayment: self-adhering high temperature sheet: 30 to 40 mils thick3.Standing seam assembly: factory formed, cap seam assembly designed for concealed mechanical attachment of panels to roof purlins or deck4.Air leakage through assembly of not more than 0.06 CFM/sq.ft. of roof area when tested to ASTM E 16805.Pre-roofing Conference prior to field installation of roofing6.Roof panels shall be 26 gauge minimum.Components
1.Alternating layers of bituminous sheets and viscous bituminous coatings over an insulated deck.Constructions Standards
1.System description:a.BU-I-A-G (4) -A (Built-up membrane over insulated deck using asphalt with glass fiber ply sheets and aggregate surfacing.b.BU-I-L-G2 (coated base) (4)-A (built-up roof membrane over insulated deck using cold liquid applied asphalt with ply sheets and aggregate surfacing).2.Base sheet (recommended by manufacturer)3.Ply felt: asphalt impregnated, glass fiber felt, complying with ASTM D2178, Type VI or 28 lb. coated base sheets as required by manufacturer to meet warranty requirements.4.Flashing sheeta.SB5 modified asphalt sheet, mineral granule surfaced, ASTM G162 (composite sheet) or ASTM G164 (polyster)b.APP modified asphalt sheet, mineral granule surfaced, ASTM G223 (composite)5.Asphalt materialsa.Roofing asphalt: Recommended by built-up roofing manufacturer6.Auxiliary membrane materials may include: aggregate surfacing; substrate board, vapor retarder; roof coating and/or protective walkways.7.Polisocyanurate board insulation with a minimum compressive strength of 20 PSI and be faced on both top and bottom.8.Pre-Roofing Conference prior to field installation of roofing.Performance Standards
4.Manufacturer to provide minimum 15 year warranty5.Contractor to provide 2 year guarantee warranting the roofing, insulation and flashing.Components
1. Uniform elastomeric EPDM membrane, PVC or TPO2.Vz inch, rigid cover board3. Rigid insulation - one or two layers5. % inch substrate board6. Structural support: steel deck or cementitious deck or wood deck (lumber, plywood or oriented strand board.OSB).Performance Standards
3.Weather / temperature resistant4."ENERGY STAR": compliant surface treatment5.Class "A" U.L. roof system6. Manufacturer to provide 20 year warranty7.Contractor to provide 2 year guarantee warranting the" roofing, insulation, and flashing workConstruction Standards
1.Minimum slope 1/4": 12"2.Loose laid/ballasted, fully adhered or mechanically fastened ethylene propylene diene monomers (EPDM) membrane, .045 inch thick minimum3.Cover board: ASTM C 1177, glass mat, water resistant gypsum substrate Type X, or ASTM C 272 gypsum wood fiber composite board4. Insulation: extruded polystyrene board or polyisocyanurate board5.Vapor barrier: polyethylene retarder, ASTM D 4397,6 mils (0.15 mm) thick minimum6.Substrate board: glass mat, water resistant gypsum board7.Pre-roofing Conference prior to field installation of roofing.Components
1.Roofing system formed with modified bituminous membranes over an insulated deck.Construction Standards
1.System description - provided one of the following:a.MBA{1H-0MUI or L)-G(2)-M or A (modified bitumen APP roofing membrane over insulated deck, mopped or set in cold, liquid-applied adhesive, with glass fiber ply sheet and mineral or aggregate surfacing.b.MBS (1)-I-(T, M or L)-G(2) M or A (modified bitumen SBS roofing membrane, over insulated deck, mopped or set in cold, liquid-applied adhesive, with glass fiber ply sheet and mineral or aggregate surfacing,2.Cap sheet - provide one of the following:a.SBS modified bituminous cap sheet: SBS modified asphalt sheet, smooth surfaced, dusted with fine parting agent on both sides or granular surfaced; suitable for application method specified; manufacturer's standard thickness and weight; for use of reinforcing type as follows:i. Use: roof membrane and base flashingii.Reinforcing: composite woven (ASTM G162) and glass fiber mat,b.APP-Modified cap sheet, smooth surfaced: atactic polyprospolene modified asphalt sheet, smooth surfaced; suitable for application method specified; manufacturer's standard thickness and weight; for use and of reinforcing types as follows:i.Use: roof membrane and base flashingii.Reinforcing: composite woven (ASTM G162) and glass fiber mat3.Auxiliary membrane materials may include: protective surfacing (aggregate surfacing or roof granules); roofing asphalt (as recommended by system manufacturer); substrate board (if required by design professional or roof manufacturer); cold applied adhesive: vapor retarded (if required by project conditions by design professional or manufacturer; and protective walkway materials recommended by system manufacturer.4.Base sheet: unperformated, asphalt impregnated and coated glass fiber sheet, dusted with fine mineral surfacing on both sides.5.Base ply felts: asphalt coated, glass fiber felt, complying with ASTM D2178, Type VI or 28 lb. coated base sheets as required by manufacturer to meet warranty requirements.6.Polyiso-cyanurate board insulation with a minimum compressive strength of 20 PSI and be faced with both top and bottom; and provide tapered insulation, preformed saddles, crickets, tapered edge strips and other insulation shapes as required for "positive drainage",7.Insulation accessories as may be recommended by the insulation manufacturer and as compatible with membrane roofing including: fasteners; cold fluid applied adhesive; wood nailer strips; and cover board (perlite insulation board or cellulosic-fiber insulation board).8.Pre-Roofing Conference prior to field installation of roofing.Performance Standards
4.Manufacturer to provide a minimum 20 year warranty5.Contractor to provide a minimum 2 year warranty covering the roofing, insulation and flashing.Performance Guidelines
1. Provide uniform light distribution4. Mitigate safety / security concerns6. Provide day lighting that uses diffused or reflected sunlight7. Provide windows views to help eye health and help reduce stress8. Encourage "top lighting" to provide best uniform illumination9. Consider all academic spaces to have natural daylight10. Minimize east and west facing glassExamples
2. "Top lighting" (roof monitors, unit skylights, and tubular skylights)4. Interior and exterior doorsComponents
3. Roof monitors and skylightsConstruction Standards
1.Air infiltration rate of less than 0.4 CFM/ft performance class AW and grade 65 by AAMA.2.Testing for thermal performance according to AAMA 1503.3.Not less than 26 STC when tested for sound transmission loss according to ASTM A90.4.Operating window sash to be factory glazed.5.Windows to be double glazed and have low emissive coating.6.Glass for exterior doors and sidelights shall comply with state fire prevention codes. Provide vestibule at main entrance.7.In un-rated assemblies, glass for interior doors shall be a minimum of % inch clear tempered.8.Interior doors to be solid-core wood and factory finished except in PE, Shop, Gyms, Labs and Locker rooms. Unfinished doors may be used for renovations and additions.9.Consider selection of interior doors constructed with recycled or recovered content and low VOC (volatile organic compounds) if available.10.Consider selection of interior doors with wood veneers harvested from sustainable forests if available.11.For a high degree of sound isolation on both interior and exterior doors, provide full perimeter gaskets and automatic door bottoms with a neoprene element for acoustical doors and an STC rating appropriate for the intended use.12.On exterior doors, provide full perimeter weather-stripping and thresholds.13.Exterior hollow metal doors shalf be insulated.Performance Standards
1.Easy to clean materials2.Resistant to moisture or that inhibit the growth of biological contaminants3.Impact resistant materials in high traffic areas4.Durable, long life materials5.Dimensional planning to reduce waste (i.e. 4 ft. by 8 ft. wallboard)6.Use materials that meet industry consensus standards for VOC emissions.Guidelines
1. Consider design for disassembly for a product and its parts to be reused, remanufactured, or recycled2. Good acoustical qualities3. Consider recycled/recyclable4. Local (within 500 miles) materials and products where possible5. Consider renewable materialsExamples
1. Concrete masonry walls (CMU)2. Glazed tile and ceramic tile4. Veneer plaster over gypsum wallboard7. Demountable partitionsExamples
1.Concrete masonry walls (CMU)2.Structural glazed tile walls (CGFU)Performance Standards
2.Easily cleanable & maintainable3.Good acoustic qualities4.Daylight enhancement qualitiesConstruction Standards
1.CMU walls: ASTM C190, 1900 psi compressive strength, normal weight aggregate2.Tooled or struck mortar joints for cleanability. Use Type "S" mortar for loadbearing walls and Type "N" for non-loadbearing wails.3.Glazed structural clay tile: ASTM C126, Type I (single-faced units) and Type II (double-faced units)4.Ceramic tile: for materials ANSI A 137.1 "Specifications for Ceramic Tile"; for installation ANSI 108 series and TCA handbook5.Glazed wall tile: 5/16 inch thick, flat tile with cushion edges6.Grout tile using latex Portland cement grout. Exception: use chemical resistant epoxy grout in kitchensExamples
1. Metal or wood studs with gypsum wallboard both sides2. Veneer piaster over gypsum wallboardPerformance Guidelines
1. "Abrasive-resistant" and "high impact" in high traffic areas3. Relatively easy to move or remove4. Accommodates periodic finish color changes5. Good sound barrier with acoustical insulationConstruction Standards
1.Do not use in exterior waifs where threat of moisture and mold might be present2.Sound transmission characteristic: Minimum STC: 41 in academic areas3.Steel framing: comply with ASTM C754 and G40 hot-dip galvanized zinc coating4.Gypsum wallboard: ASTM C36, 5/8 inch thick5.Type X wallboard required at rated partitions6.Moisture resistant wallboard to be used in high moisture areas7.Metal studs: ASTM C645, 20 gauge sheet base metal8. Provide control joints in partitions 30 feet maximum9.Veneer plaster: ASTM C58T consisting of separate base coat and finish coat10.Wood stud grade marked as required by the applicable building code11.Impact resistant materilas in high traffic areas.Examples
Performance Standards
1.Easily moved from opened to closed (stored) position by manual or electrical operating mechanism2.Sound control (STC rating) as required to meet the sound isolation requirements for the functional use of the rooms or spaces to be divided3.Options for tack and marker-board surfaces4.Overhead structural support with minimal deflection as required for functional operation.5.Demountable partitions convenient to disassemble and relocateConstruction Standards
1.Manually or electrically operated partitions2.Operable partitions: panels % inch gypsum board laminated with 3/16 inch natural cork (STC 47) or steel face sheet (STC 50); Panel finish-vinyl fabric, carpet, tack boards or marker boards; pedestrian pass doors as required3.Accordion folding partitions: steel or aluminum suspension tracks; manually operated; interior 22 gauge steel panels for sound isolation; vinyl coated fabric finish4.Demountable partitions; face panels of gypsum board painted or covered with vinyl; face panels of steel painted or covered with vinyl or plastic laminate; doors and windows available as required5.Non-combustible products that meet rated fire or smoke separation building code requirementsPerformance Standards
1.Water-based coatings and adhesives2.Nontoxic and non-polluting materials (low VOC)3.Resistant to moisture or inhibits the growth of biological contaminants4.Easy to clean with non-polluting maintenance products5.Durable to withstand heavy use without requiring frequent replacement7.Provide moisture testing of concrete floors to meet flooring manufacturer's requirementsExamples
1 Soft surface flooring * Resilient
* Carpeting
* Rubber
2 Hard surface flooring * Tile
* Terrazzo
* Concrete
* Wood
* Resilient
* Rubber
* Resinous
* Hardwood
Construction Guidelines
Examples
1. Vinyl composition tile (VCT) and Vinyl enhanced tile (VET)2. Linoleum and Sheet vinyl3. Carpet (CAR) and carpet tilesPerformance Guidelines
1. Easy to clean and maintain3. Physical comfort (cushion)4. Recycled content/Recyclable5. Safety for small children6. Consider meeting Carpet and Rug Institute Green Label Plus criteria7. Research and use carpet reclamation programs where available for disposal of existing carpet.8. Minimize PVC content where possible.9. Review life cycle costs including materials, cleaning and maintenanceConstruction Standards
1.Carpet: minimum recycled content guideline of 25%, minimum 17 ounce face weight.2.Low-VOC emitting materials. Resilient VOC content limited to 340 GM/liter or less3.Maximum acceptable moisture emission rate for concrete sub floors:a.Carpet and sheet vinyl - 3 lbs/1,000 sq. ft. per 24 hours or less5.Use water-based low VOC adhesives, sealants, and cleaning products6.Sheet vinyl with backing: 0.080 inch thick7.Linoleum: 0.10 inch (2.5mm) minimum thickness.Examples
1. Porcelain ceramic tile (CT) with recycled content3. Terrazzo tile with recycled contentPerformance Guidelines
1. Easy to clean and stain resistant3. Reasonably economical based on life-cycle cost analysis4. Consider finishes and/or materials suitable for use in high traffic areas5. Wood flooring: Use certified hardwook, slavaged wood and/or laminated or veneered wood products where possible.Construction Standards
1.Low-VOC emitting materials: flooring, adhesives, grouts, caulk, or sealants2.Comply with ANSI ceramic tile standard3.Mortars and grouts should be based upon the installation conditions and as recommended by the Tile Council of America.4.Use epoxy-modified grout mixture for high moisture areas5.For concrete floors use two-component, water-based, low odor, dust proofing, color pigmented epoxy sealer, or stain6.Wood gym floors:a.maximum 4.5 pounds per 1,000 sq.ft. moisture emission in slabc.second and better grade, maple strip flooringExamples
2. Stains and transparent finishes4. Vinyl-coated fabric wall covering-PVC free5. Acoustical wail treatment6. Abuse-resistant acoustical panels7. Acoustical Ceilings - recycled/recyclablePerformance Guidelines
1. Relatively easy to clean with non-polluting materials (Low VOC emitting)2. Use recycled content products: 100% recycled content paper facing for gypsum board when available3. Consider initial costs and life cycle costs4. Consider products that can be repaired or replaced by local persons5. Specify only composite wood and agrifiber products, or products containing these as substrates, that are third-party certified to comply with formaldehyde emissions requirements in the product's ANSI standard, the Composite Panel Association Environmentally Preferable Product Standard. Or that contain no added urea formaldehyde resins. Do not use in high humidity or wet areas.6. Consider ease of installation7. Consider sound absorbing qualities8. Consider use of locally available materials9. Take care in delivery, handling, and storage of gypsum board. Prevent moisture damage.10. Consider reflectance values of walls and ceilings.11. Consider wall and ceiling products or systems appropriate for specific functional spaces with and acoustical properties.`Examples
2. Stains and transparent finishes4. Vinyl-coated fabric wall coverings-PVC freePerformance Guidelines
1. Use low VOC emitting materials3. Recycled and recyclable wall coverings4. Consider light value colors to enhance day-lighting5. Paints: Consider abrasion resistance; hide ability, odor, overall appearance and application method.Construction Standards
1.Use Water-based Acrylic Latex paints in lieu of solvent-based paints on non-metal surfaces.2.Use Alkyd Enamel paints on metal surfaces.3.Apply water-based paints within a temperature range in accordance with the manufacturer's recommendations.4.Vinyl-coated fabric wall covering: total weight minimum 22 oz. /Iin.yd.; adhesive VOC content of 50 GM/liter or less5.Provide proper ventilation during application, curing, and occupancy6.Use waterbased epoxy paints in interior areas with high humidity or subjected to surface moistureExamples
1. Suspended acoustic ceilings or acoustical panels2. Sprayed-on acoustical treatment3. Acoustical wall treatment4. Abuse-resistant acoustical panelsPerformance Guidelines
1. Good sound absorption qualities2. Consider ceiling tiles that contain a minimum recycled content of 20%3. Low cost ceiling application4. Ceiling panels should have a minimum rating NRC 0.65 and CAC 355. Ceiling panels shall meet ASTM C 1264 for Class A materials; anti-microbial treatment is optionalConstruction Standards
1.Ceiling suspension system: Conform to ASTM C 635; main and cross runners roll-formed from cold-rolled steel sheet, prepainted. Hot-dip galvanized per ASTM A 653, G30 coating.2.Ceiling panels shall meet ASTM C1264 for Class A materials.3.Ceiling panels shall have a minimum NRC 0.65 and CAC 35 rating.4.Spray-on acoustical: NRC values per ASTM C423 and a maximum flame spread -15, and smoke developed -0.5.Acoustical wall panels: rigid glass-fiber board and fine-grain cork core faced with fabric.6.Abuse-resistant panels: flame spread less than 25; wood fibers and hydraulic cement binder composition7.Specify low formaldehyde acoustical ceiling panels.Performance Guidelines
1. Sturdy, weil-constructed3. Ability to easily replace damaged components4. Choose quality manufacturers5. Wide range of color selections6. Durable, easy-to-clean finishes7. Ceiling attachment for toilet partitions8. Use recycled/recyclable material if available9. Consider use of materials and products local within 500 miles of projectExamples
2. Metal toilet compartments3. Plastic toilet compartments5. Wire mesh security partitionsExamples
2. Marker boards 3 TackboardsConstruction Guidelines
1. Chalkboards: .021 inch thick porcelain enamel steel face sheet with matt finish; 3/8 inch particleboard core; .005 inch aluminum foil backing; anodized extruded aluminum trim..2. Marker boards: Porcelain enamel face sheet with high gloss finish; 3/8 inch particleboard core; .005 inch aluminum foil backing; anodized extruded aluminum trim.3. Tack boards: factory built, vinyl covered, 3/8 inch industrial grade fiberboard core material; or, vinyl impregnated cork (natural or colors); with anodized extruded aluminum trim.4. Fire extinguishers: comply with NFPA, the Arkansas Fire Prevention Code and accessibility guidelines (ADAAG) with the type and size selected for use in specific areas.5. Wire mesh partitions: cold-rolled steel C-section channels for vertical members and steel channels for horizontal frame; 10 gauge steel wire woven into 1-% inch diamond mesh.Examples
3. Metal toilet compartments4. Plastic toilet compartmentsConstruction Guidelines
1. Standard lockers: comply with accessibility guidelines (ADAAG); form body from steel sheet; assemble locker units by bolting together; steel frames and doors; recessed handle and latch; baked enamel finish2. Provide ADA lockers for the physically challenged in physical education area.3. Athletic lockers: (punched type) 20 gauge sheet steel with diamond shaped perforations for sides; 20 gauge perforated steel doors; and baked enamel finish.4. Athletic lockers: (expanded metal type) 0.0897 inch expanded metal backs, sides, and doors; baked enamel finish5. Metal toilet compartments and urinal screens: zinc-coated steel sheet ASTM A 591, Class C consisting of 18 gauge overhead braced pilasters; 20 gauge partition panels with a sound deadening core; 22 gauge doors with stainless steel door hardware; electrostatic and baked enamel paint finish; and polished anodized aluminum rails and mounting brackets. Consider stainless steel finish only in high humidity areas where a corrosive environment exists.6. Solid plastic toilet compartments: Solid high density polyethylene (HDPE), polypropylene (PP) or solid phenolic core construction not less than 1 inch thick. Recycled content of HDPE to be in range of 20-35%.Performance Standards
The K-12 school environment requires special needs for equipment and furnishings. These items must be strong and sturdy to last many decades. Manufacturers must specialize in these areas to meet the broad age range of students. Safety of their products is essential and they must meet standards, codes, and accessibility guidelines.
With casework, environmentally preferable product alternates should be utilized, such as oriented strand board and recycled plastic. Equipment and furnishings must be as maintenance-free as possible and easily cleaned.
Examples
1. Theater and stage equipmentComponents
1. Theater and stage equipmentStandards
1.Material: woven velour fabric.2.Fabrics shall be flame resistant.3.Curtain tracks as recommended by manufacturer4.Stage rigging and fire curtain systems shall meet ail fire and life-safety codes and OSHA safety requirements.Guidelines
1. Theater-electrically operated projection screen: 3 position control switch with metal device box for flush wall mounting and for connection to 120v, AC power supply; screen same as manual screen2. Manual, front projection screen: matte white, vinyl coated glass fiber fabric complying with FSGG-5-00172D for Type A screen surface; 80 inches by 60 inches in classrooms3. Athletic equipment to comply with National Federation of State High School Associations4. Basketball backboards: 72 inch by 42 inch, % inch thick transparent, tempered glass5. Wall-mounted safety pads: 14 ounce PVC coated polyester or nylon reinforced PVC fabric; pad cover over 2 inches, 6 lb. density poiyurethane over composite panelComponents
Standards
1.Casework shall conform to ADAGG guidelines and state and local regulations2.Countertops shall not deflect more than % inch when a 100 lb. /ft. load is applied3.Shelving shall be capable of supporting 25 Ibs./sq.ft.4.Countertops shall be .048 inch thick plastic laminate conforming to NEAWl HG5.5.Exposed surfaces shall be .028 inches thick plastic laminate conforming to NEMA NG5.6.Hardware: conform to ADAAG; standard finish, commercial quality, heavy duty7.Provide five (S) {1]_ year warranty on casework8.Lab casework: solid wood and plain sliced veneer plywood, or high pressure plastic laminate NEMA LD39.Countertops: 1 inch thick, epoxy resin and cast epoxy resin sinks10.Locks: cylinder type, 5 disk tumbler mechanism11.Hinges: 5 knuckle with hospital tips, .090 inch steel, 270 degree swing complying with BHMA 156.9, Grade 112.Telescoping bleachers shall comply with NFPA102, Chapter 5, "Folding and Telescopic Seating"13.Provide five (5) year warranty for bleachersGuidelines
3. Local materials (within 500 miles)5. Molded polyethylene plastic seatsGeneral Guidelines
1. This section establishes the minimum design requirements that must be met by the Plumbing Design Professional. Minimum code requirements are the current edition of the Arkansas State Plumbing and Gas Codes. Local codes and standards may take precedence over these requirements provided said codes and standards are considered more stringent.2. All systems shall be designed In compliance with the current Arkansas Energy Code.Site Design Parameters Guidelines
1. Determination of the available site services with regard to gas service, sanitary systems, storm water systems, domestic water system, and fire service system is necessary as a part of the site selection process.2. The building plumbing system design is to be complete to 5 feet outside the perimeter of the building foundation system and shall include all piping, fixtures, appurtenances, and appliances in connection with a supply of water {except for fire sprinkler systems), sanitary drainage or storm drainage facilities within or adjacent to any building, structure, or conveyance on the premises. The connection to a utility water meter or other public water or sewer utility property or other source of water supply or sewage disposal and storm water structures shall be designed by the Site Utility Design Professional from 5 feet outside the perimeter of the building foundation system. Food service grease interceptors, science room acid neutralizing sumps, and gas piping and regulators, shall be designed, in most cases, by the Plumbing Design Professional.3. The Plumbing Design Professional is required to evaluate the need and method to provide gas service to the building. All natural gas piping systems shall be installed in accordance with the Arkansas Gas Code. If natural gas service is not available, the installation of liquid propane gas should be investigated. The estimated gas loads for operation of the heating water boilers, domestic water heaters, food service equipment, science program usage, and miscellaneous items are obtained from the appropriate disciplines by the Plumbing Design Professional and totaled with the inclusion of a growth or safety factor. Discussion with the local gas company is necessary, both to determine potential service costs and to determine the responsibilities of the building owner and the gas company regarding installation. It is also important to determine the gas pressure requirements for the equipment in the building and communicate this need to the gas company. The Plumbing Design Professional or Site Utility Design Professional shall design the gas service.Valving Standards
1.Valves will be installed to isolate individual plumbing fixtures and groups of plumbing fixtures to permit shut down of the fixture or equipment item without affecting the remainder of the building.2.The domestic water system valves shall be bronze construction gate valves or valves with a ball-type conventional port.3.The gas supply to science rooms and art rooms shall have an emergency solenoid-type, automatic shutoff valve with a manual reset. The purpose of the valve is for shut down of the gas in case of an emergency or when the fire alarm system is activated. A solenoid-type, automatic shutoff valve with a manual reset shall be installed to shut the gas off to the appliances under the kitchen hood in the event there is a fire under the hood. The valves are designed normally closed and are held open by an electric solenoid valve. A mushroom-type wall switch shall be located in the room for solenoid activationHangers Standards
1.Provide hangers for all horizontal, suspended, domestic, water, gas, sanitary, and storm piping with distances as noted in the state and local codes.Identification Guidelines
1. Piping shall be identified in mechanical rooms, unfinished spaces without ceilings, above suspended lay-in acoustical ceilings, and crawl spaces for the type of service and direction of flow. Equipment shall be identified with nameplates. Testing Guidelines
1. Domestic water, storm and sanitary sewers, and gas piping shall be tested per state and local codes.Potable Water System Standards
1.All buildings shall include a potable domestic water system serving all sinks, toilets, showers, food service, custodial needs, hose bibs, HVAC plant systems, and drinking water coolers/fountains. All municipal domestic water entering the building must pass through a reduced pressure backflow preventer to protect the outside water source from contamination in the building. Whenever possible, the backflow device shall be located inside the building. A main pressure-reducing valve is required if the incoming water pressure exceeds 75 psi. All backflow prevention devices shall be installed and maintained in accordance with the requirements of the Arkansas Department of Health and/or the municipal water purveyor.2.Water distribution throughout the facility will be through piping systems located above ceiling areas and below insulation. Piping installed under slab areas shall be avoided where possible, unless accessible for maintenance on the system.3.Domestic water systems within the building shall be Type K or L copper tubing. The use of polyvinyl chloride, chlorinated polyvinyl chloride, or polybutylene material will not be permitted.4.Water piping and gas piping to island sinks shall be in an accessible trench in the floor with a removable cover except in kitchens and for trap primers and shall be type K cooper Pipe.5.The required pressure for operation of the furthest fixture from the incoming service will determine if a pressure booster system will be required. The booster system should be a packaged unit that includes all controls. Provide a constant-speed duplex pump package with bladder-type compression tank to meet the flow requirements. It will be necessary to consider the installation of an emergency power system in order to maintain the operation of the booster system in the event of power outages, if the building is to be used during emergency-type occupancies. Coordination with the Electrical Design Professional will be necessary.6.Insulate the piping using fiberglass insulation except in block walls where closed cell insulation may be used to minimum requirements of current Arkansas Energy Code.Domestic Water Heater System Standards
1.A hot water return system with a re-circulating pump shall be required if the building hot water piping is more than 100 feet in length.2.The on/off operation of the 120 and 140 degrees Fahrenheit water circulation pumps shall be controlled by time clock operation and an aquastat.3. Instantaneous water heaters with a storage tank shall be required for high use applications in buildings with kitchens and/or shower room facilities. Tank-type water heaters shall be considered for use in elementary school applications having no dishwasher facilities and no locker rooms.4.The use of thermostatic mixing valves is required to maintain hot water temperature consistent with the plumbing code requirement of a maximum of 110 degrees Fahrenheit water to hand washing sinks and 120 degrees Fahrenheit water to showers. Use a single valve or a high/low valve system based on minimum and maximum flow rates.5.Provide a building-wide hot water system; instantaneous water heater for remote locations.Water Conditioning and Softening Systems Guidelines
1. The water shall be tested for quality to determine the makeup of the water including hardness, mineral content, and chemicals. The recommendation for installation of a water conditioning/softening system should be directly related to the results of the water testing. A total hardness of less than 10 grains will not require a softener system.2. If the grain hardness is above 10 grains per gallon (171 ppm), the water softener shall be sized to reduce the hardness to 10 grains, but never below 6 grains. Soften the hot water only.3. Review with school personnel before incorporating water softening in the design. A complete water conditioning system, including iron filters, may be necessary in the event the water has high iron content from an on-site well system.Sanitary Piping System Standards
1.Piping materials shall include Schedule 40 polyvinyl chloride with solvent joints; cast iron no hub; or cast iron, hub and spigot.2.Fill material around piping below slab shall be compacted granular material to 95 percent-modified proctor. Piping shall not be installed parallel/directly under walls.3.Piping above grade shall be cast iron, no hub with approved hanger spacing or schedule 40 PVC except in any plenum.4.Acid waste piping below grade will be Schedule 40 polypropylene with fusion joints or CPVC with solvent cement joints. All acid waste piping above grade shall be Schedule 40 polypropylene with mechanical joints or CVPC with solvent cement joints. Acid waste piping in plenum applications shall be fire- and smoke-rated. Acid neutralizing sumps shall be located on the exterior of the building with access to grade.5.Provide information to the Site Design Professional as to the depth of the sewer(s) exiting the building. Provide information to the Structural Design Professional as to the location and depths of the sewer in relationship to footings and columns as they pertain to the project.Gas Piping Systems Standards
1.Gas piping shall be Schedule 40 black steel with screw fittings for piping 2 inches or less and welded fittings for piping 21/2 inches or larger.2.Gas piping in plenums shall not contain valves or unions.3.A gas regulator shall be provided to maintain the correct inlet pressure to each gas appliance. The inlet and outlet piping to each regulator shall be valved with Arkansas Gas Code approved valves.4.The maximum gas pressure into the building shall be as established by the local gas company. Provide the gas company with the gas load for each appliance, and the minimum and maximum operating pressures for each appliance early in the design process5.Provide a valve and a dirt leg at each appliance connection.6.LP gas piping shall not be concealed.7.Natural gas piping to island sinks shall be in an accessible trench in the floor with a removable cover.Roof Drain and Storm Sewer Systems Standards
1.Piping materials shall include Schedule 40 polyvinyl chloride with solvent joints; cast iron, no hub or cast iron, hub and spigot.2.Fill material around piping below slab shall be compacted granular material to 95 percent-modified proctor. Piping shall not be installed parallel/directly under walls.3.Piping above grade shall be cast iron, no hub, with approved hanger spacing.4.Provide connections to all roof drains.5.Provide information to the Site Design Professional as to the depth of the sewer(s) exiting the building. Provide information to the Structural Design Professional as to the location and depths of the sewer in relationship to footing and column pass as they pertain to the project.Plumbing Systems for Food Service Areas Standards
1.Ware washing system will have a booster heater to provide 180-degree water unless the system utilizes a chemical dishwasher2.Provide 3-compartment sink with 110-degree water.3. Provide a grease interceptor on the sanitary sewer line serving the food service area. The grease interceptor shall be located on the exterior of the building and will be sized for a SOO-gallon minimum capacity, constructed of concrete or cast iron with access to grade. Interceptor shall meet the Arkansas Plumbing Code and Local requirements. Locate the interceptor as close to the building as practical.4.Provide 140-degree water to all kitchen equipment except hand washing lavatories and sinks.Building Fire Protection Systems Standards
1.AH buildings shall have a complete fire suppression (sprinkler) system throughout in accordance with NFPA 13, 14 and 20 when dictated by the Design Professional. Available static water pressure, residual pressure, and water flow must be evaluated as a part of this determination.2. Installation of a water storage system along with the fire pump installation may be required where Insufficient water, flow, and pressure are present.3.A backflow preventer shall be included on all incoming systems.Plumbing Fixtures and Specialties Standards
1.Water closets shall be china, white, hand operated or battery or hardwired infrared flush valve, wall hung or floor mounted, and low water consumption type.2.Urinals shall be china, white, hand operated or battery/ hardwired infrared flush valve, wall hung or floor mounted, and low water consumption type. Waterless urinals are optional.3. Lavatories shall be wall or counter mounted china and shall have cast brass hand operated or battery or hardwired infrared faucet. Temperature control shall be integral with the faucet or remote mixed. (See Domestic Water Heater System Standards)4. Showers shall be low water consumption, pressure-balanced type.5.Drinking water coolers/fountains shall be refrigerated and conform to ADA standards.6.Sinks shall be 18-gauge, 302 or 304 stainless steel.7.Science lab sinks shall be connected with acid-resistant material. The science casework manufacturer shall provide sinks.8. Large group restrooms shall be provided with lavatories or a comparably sized wash fountain with infrared sensing or manual operation.9.All plumbing fixtures and trim designed or designated for use by the handicapped shall meet the Americans with Disabilities Act guidelines.10.Water supply (hot and/or cold) to the lavatories, sinks, and drinking fountains shall have angle stops with loose key handles.11.All lavatories, water closets, and urinals shall have wall carriers.12.Floor drains shall be installed in each restroom (except single person toilet room), locker room, mechanical room, and kitchen area. Provide a sediment bucket in the floor drain if conditions exist where solids may enter the drain.13.Sanitary and storm sewer cleanouts shall be installed at 100 feet on center inside and outside the building, and at changes in direction of 90 degrees or more, at the bottom of vertical risers and as the sewer exits the building.14.Showers shall have a hot and cold, single lever pressure balancing valve with a vandal-resistant head.15.Service sinks shall be floor-mounted, molded stone, 10 inches high, with a wall-mounted faucet, except as provided in Item 21.16.Install a cold water hose bib In each large group restroom, locker room, and mechanical room if a hose bibb is not located within 40 feet of these areas. The hose bib shall be surface mounted behind a lockable door in restrooms and locker rooms, with access by a removable key handle.17.Reduced pressure backflow preventers are required on the water supplies to each HVAC makeup water system.18.A water pressure reducing station requiring 2 pressure reducing valves sized for 1/3 and 2/3 flows shall maintain the water pressure in the building to a maximum of 75 psi, if the incoming water pressure can exceed 75 psi.19.Clay traps shall be provided in art rooms to prohibit clay and solids from entering the sanitary sewer. The clay trap shall be accessible to clean out the trap.20.Trap primers or trap guards shall be required for all traps inside the building. Trap primers or trap guards shall be accessible for repair.21.Provide floor drain sinks with hinged covers in custodial closets and the main mechanical room for emptying of the power floor cleaning units, where those devices are used.General Standards
A.The heating, ventilating, and air conditioning system design standards criteria denoted as a part of this Design Manual have been developed or are obtained directly from accepted engineering design references such as the ASHRAE handbooks and standards, the state of Arkansas code references, and good engineering practice. School HVAC system plans and specifications shall be prepared by a licensed professional engineer with a valid Arkansas registration. The HVAC Design Professional should review each requirement and obtain or develop the necessary information for each specific building before proceeding with the systems design.B.All systems shall be designed in compliance with ASHRAE Standard 90.1 "Energy Standard for Buildings except Low-Rise Residential Buildings", as modified by the Arkansas Energy Code.C.All HVAC products shall be rated in accordance with the applicable ARI rating program (where rating has been established), or products manufactured in compliance with policies of the Arkansas HVACR Licensing Board and in compliance with Arkansas Law.D.All new construction shall include air-conditioning except in some physical education and indoor practice facility spaces as hereinafter defined. Variances will be considered by the Division upon request.System Selection Life Cycle Cost Analysis Guidelines
A. Several HVAC systems are applicable to Arkansas Schools. System selection shall be based on a life cycle cost analysis of a minimum of three alternative systems. This requirement for System Selection Life Cycle Cost Analysis applies to New Construction, including new buildings and additions to existing buildings, and the replacement to upgrade HVAC units in existing buildings when the cumulative cooling tonnage exceeds 16 tons. The Life Cycle Cost Analyses shall be submitted with the project final review documents. This analysis may be considered as an extra service to the design contract.B. The following are examples of acceptable programs for use in generating a detailed evaluation of proposed heating, ventilating, and air conditioning systems. Further, the building load calculations necessary for the design of each building will require the use of computer-generated data. Equivalent computer programs that are able to generate the necessary data for evaluation of the proposed heating, ventilating, and air conditioning systems and for generation of the building load data will be considered, but must be submitted for approval prior to use. 1. Trane Trace 700 (or the most recent version of Trane Trace).a. The Trane Trace 700 program is a PC based program used by the HVAC Design Professionai for generation of detailed building system air conditioning loads, energy consumption analysis, and economic analysis. The current version can be obtained from the Trane Company, Customer Direct Service (CDS) Network, La Crosse, Wl, (608) 787-2000.2. Carrier HAP (Or the most recent version of Carrier HAP).a. The Carrier Hourly Analysis Program is a PC based j program used by the HVAC Design Professional for generation of detailed building system air conditioning loads, energy consumption analysis, and economic analysis. The current version can be obtained by contacting the local Carrier equipment representative or by calling Software Systems Network, Syracuse, NY, (315)432-7072.3. DOE-2.E a. The DOE-2.E is a detailed energy analysis program developed through the United States Department of Energy. A number of vendors across the country have developed software that operates to meet the intent of the DOE-2.E program.C. Occupancy loads and schedules will mirror the building usage schedules. Input occupancy shall be calculated at 90 percent of capacity during normal school hours for classroom areas and the administration area. After hours occupancy can be considered negligible in these areas. Activity areas such as gymnasiums should be calculated at no more than 25 percent of the full load capacity during unoccupied operation.D. Lighting systems shall be consistent throughout the building. The lighting load shall be input for consideration as a cooling load only, and should not be used to credit the winter heating load. Lighting loads shall comply with the Arkansas Energy Code. The HVAC Design Professional shall coordinate and review proposed lighting requirements for each building with the Electrical Design Professional prior to generating a final energy load analysis. Usage of the lighting systems should mirror the occupancy scheduling for each area in the building.E. Computer locations and expected usage will impact every building designed. All classroom areas will be wired for computers. Include a minimum of 280 watts for each computer station in the building. This load includes the total expected heat gain for a desktop computer and color monitor.Outdoor Air Design Values Guidelines
A. Summer and winter outside air design values shall be derived from standard ASHRAE compiled weather data located in the latest edition of the ASHRAE Fundamentals Handbook. The city nearest the proposed construction project is to be selected for evaluation. Use the 99.6 percent design values for heating design dry-bulb and the 1 percent design values for cooling design dry-bulb and mean coincidental wet-bulb. To determine the maximum ventilation capacity, use the 1 percent design values for Humidification design dew point and mean coincident dry bulb. Indoor Air Design Values Guidelines
A. Indoor air temperature design values must reflect the need for energy conservation and shall be in accordance with the Arkansas Mechanical Code and the Arkansas Energy Code.B. Design shall produce indoor conditions in accordance with ASHRAE Standard 55 "Thermal Environmental Conditions for Human Occupancy".C. Night setback controls shall be used for all systems. Winter setback temperature shall be 55 degrees Fahrenheit. The summer setup temperature shall operate as required to maintain a relative humidity in the building area that does not exceed 60 percent Maintaining humidity levels below 60 percent will result in the periodic operation of the HVAC system during the summer months to reduce the potential for mold and mildew in the building.Outdoor Air Ventilation Requirements Standards
A.Outdoor ventilation rates shall be calculated for each occupied space and shall conform to the requirements of the Arkansas Mechanical Code minimum ventilation rates. The only exception will be an engineered ventilation system design with written approval of exception by the Arkansas HVACR Board.B.Each system shall include controls for a 100 percent economizer cycle to cool the building when dictated by the Arkansas Energy Code.C.Energy recovery shall be used as a part of the design for classroom, gymnasium, locker room, and student dining systems to reduce the energy consumption required to provide the necessary outdoor ventilation rates when required by the Arkansas Energy Code.D.Carbon dioxide levels may be monitored through the direct digital temperature control system for proof of system operation to maintain a carbon dioxide level in the building as recommended by ASHRAE Standard 62. The use of space specific carbon dioxide sensors are recommended for this operation. Return air sensors may be considered when a unit serves multiple spaces provided accurate readings can be obtained. It is not the intention of this guideline to require the use of carbon dioxide sensors for a reduction of outside air quantities below the calculated minimum air flow requirements.E.Ventilation air MUST be conditioned for temperature and humidity control. Acceptable methods are dedicated OSA units, energy recovery ventilators, hot gas humidity control in packaged units and OSA conditioned in an air handling system.Temperature Control Systems
A.All temperature control systems installed shall be electronic, direct digital controls. Pneumatic control systems will not be permitted. Each facility will be provided with the means to access the control system software with a desktop or laptop computer. It will be necessary for the HVAC Design Professional to advise the school district of the options for control and management of the building available through the direct digital control system. Building additions where less than 50% of the square footage is being added to a school campus without a DDC system may 7-day programmable thermostats.B.Thermostatic zoning shall be developed using good engineering practice. Dissimilar spaces shall not be grouped on the same thermostat. Each classroom shall be an independent zone. Other zones may also be required to be separately thermostatically controlled. Carefully review space requirements for these requirements. Occupied/unoccupied scheduling shall be based on the associated air handling system. Each thermostat zone associated with digital control shall have a means to override the schedule for temporary occupancy.C.The direct digital control system shall be capable of performing time of day scheduling, night set-back, holiday scheduling and demand limiting.D.The ventilation system control shall be set through the central direct digital controller based on global outside air temperature and humidity to maintain indoor relative humidity below 60 percent.E.The direct digital control system shall be designed to place emergency calls to designated school personnel in the event of equipment failure.F.Options shall be investigated with each direct digital control system for the operation of exterior, corridor, and restroom lighting systems through the energy management computer.G. Classrooms and other instructional spaces shall be ducted supply to at least four (4) supply air devices.Interior and Exterior Noise Control Guidelines
A. Interior HVAC acoustic design shall not cause indoor sound levels to exceed NC30.B. The location of exterior mechanical equipment shall be reviewed by the-Design Professional for its sound impact, both inside and outside the building.C. Exterior equipment operation shall not cause indoor sound levels to exceed specified levels for the space.D. Exterior sound levels shall be in compliance with the local governmental ordinances. When these values are not governed, the sound level created by the equipment shall not exceed 70 dB measured at the property line.Equipment Accessibility Standard
A.Access and service space per mechanical equipment shall be in accordance with the Arkansas Mechanical Code.Closeout Documents Guidelines
A. 0 & M Manuals shall be provided in duplicate for the School District. Manuals shall contain approved shop drawings, operations and maintenance instructions and parts manuals for all HVAC equipment.B. The contractor shall maintain and provide to the School District an accurate set of design plans showing all construction revisions to the design set.Physical Education and Indoor Practice Facility Guidelines
A. Gymnasiums may be heated and ventilated rather than being provided with mechanical cooling when the HVAC systems are effectively separated from other areas of the building.B. Indoor Practice Facilities shall be heated and ventilated.C. Ventilation systems must provide ten air changes per hour in spectator facilities.D. Ventilation systems must provide five changes per hour in non-spectator spaces.E. The ventilation must provide intake air near playing floor level and exhaust air at the opposite high wall of the space.F. Ancillary spaces such as offices and locker rooms shall be served by separate HVAC systems.Energy Usage Standards
A.All systems shall be designed in compliance with the current ASHRAE Standard 90.1 "Energy Standard for Building Except Low-Rise Residential Buildings", and the energy usage requirements prescribed by the Arkansas Energy Code and the Department of Energy.Electrical Distribution Standards
A.Electrical systems distributed throughout the building shall be based upon the 480-volt or 208-volt, three-phase, grounded wye configuration except electrical system extensions *in existing buildings may match existing criteria.B.Transient voltage surge protection and lightning arrester devices shall be located on main service distribution equipment.C.Current carrying conductors shall be a minimum No. 12 American Wire Gauge, except for systems wiring such as fire alarm, data, telephone, etc. Conductors shall only be copper Aluminum Stabilfoy may be utilized in lieu of copper conductors from the utility transformer to the building main disconnect switch. Terminations must be listed compression connectors using a compatible oxide inhibitor. A school district shall put in place and submit to the division a maintenance plan for annual review of ail terminations by qualified personnel. Conductor size No. 12 and No. 10 must be solid type, except where flexibility is required, such as at motors. Conductors larger than No. 10 shall be stranded. Aluminum lugs for terminating copper conductors are acceptable, if labeled for that purpose.D. Current carrying conductors shall be installed in conduit systems conforming to the National Electrical Code, latest edition.E.Continuous equipment grounding conductors shall be installed in all circuits bonded to all ground lugs, bussing, switches, receptacles, equipment frames, etc., per the National Electrical Code. The main facility grounding field electrode system to ground shall be 5 ohms or less.F.Electrical systems main service equipment shall be designed with a minimum 25 percent spare amperage capacity and 20 percent spare space capacity. Panel board loads shall not exceed 75 percent of amperage capacity and each panel shall be provided with a minimum of 6 spare overcurrent protection devices. Provide spare overcurrent protection devices in branch distribution panel boards and main service equipment boards.G.Electrical energy distribution equipment shall be located in dedicated electrical or mechanical rooms. Main electrical service (switchboards) distribution equipment shall not be located in the main heating or cooling generating room. Branch circuit distribution panel boards recessed in corridor walls will not be acceptable. Provide exterior lockable Main Disconnecting means.H.Coordinate service entrance requirements with local utility service companies for electrical energy, telephone, and cable television.I.Dry type transformers shall be NEMA TP-1/TP-2 compliant energyefficient type.
J.Electrical branch circuits to 5 horsepower, 3-phase, and larger motors for air-handling units, exhaust fans, pumps, chillers, and condensing units shall be provided with phase loss protection. Protection shall prevent equipment from single phasing. Phase loss protection equipment shall be integral to starters or variable frequency drives serving the equipment.K.Voltage drop for feeders between the service entrance equipment and the branch circuit distribution equipment shall conform to the requirements of The Arkansas Energy Code.L.The intent of connecting emergency power to selected components of the HVAC system is to provide an opportunity to limit damage from freezing weather during a power outage of short duration. The following components are not required to be connected to the emergency power source and are optional within budgets:1.Air handling unit pre-heat coll (heating coil)2.Cooling tower basin heaters.3.Chilled water circulating pump, when used for chiller freeze protection.Independent, separate raceway, wiring, and transfer switches shall be provided for emergency life safety systems and non-emergency life safety systems.
M. Consideration to run all branch circuit and feeder conduits within buildings above ceilings and within walls shall be taken. No device conduits are permitted in or below slabs unless serving a device or millwork that requires it. Below slab conduit may be used from MDP to the secondary panels only. Conduit shall be %" minimum trade size. MC cable may be used for "lighting whips" of lengths less 6*0". EMT conduit should be used within walls and above ceilings to ease future circuit and technology upgrades.N.PVC conduit is not allowed except for the underground portion of the incoming utility service to the buildings. It must then be encased in 3" of concrete. All elbows and risers to 6" above finished floor in PVC conduit runs must be rigid steel. PVC elbows are not allowed.O.MC cable is not allowed for use in walls to devices.Lighting Standards
A.Interior instructional spaces shall be artificially illuminated with energy-efficient and high-efficiency fluorescent light fixtures utilizing low harmonic electronic ballasts and low-mercury certified lamps.B.High volume spaces such as gymnasiums, student dining, etc., shall be illuminated with high-efficiency, high-intensity discharge lamp type light fixtures; or, an equal or better energy efficient fluorescent luminaire that maintains or increases light levels. Fluorescent luminaires which are at least as efficient as high-intensity discharge fixtures are recommended over seating areas. Quartz restrike options shall be incorporated into some fixtures to provide an average of 2 foot-candles of illumination during the cool-down/warm-up (restrike) period caused by momentary electrical outages.C.The minimum illumination (foot-candle) levels shall conform to the established Illuminating Engineers Society of N.A. guidelines. See illumination chart at the end of this section. Foot-candle calculation shall be developed by using computerized point-by-point analysis of classrooms and other learning spaces. Ceiling, wall, and floor material reflectances shall be verified with the Electrical Design Professional.D. Emergency means of egress lighting shall be provided per local and NFPA Code requirements. The following areas shall have emergency illumination whether having natural illumination or not:1.Exits and exit access corridors2.Small and large assembly areas5.Main and other dedicated electrical rooms6.Main mechanical room and other mechanical decks7. Emergency power equipment location8.Administration and other building control areas9. Kitchen/student dining10.Interior instructional space11.Rooms with occupant load over 50 people12.Exterior side of exterior exit doorsWhere the total emergency power load exceeds 8 kW, emergency power shall be delivered by on-site, standby power generator. Generators rated 150 kW and below shall use gaseous fuel (if available, large units shall be diesel).
E.Light fixtures shall be controlled by switches on a per room basis where fixtures are located. Circuit breakers will not be acceptable for turning lighting "on" and "off".F.Exterior parking areas shall be illuminated with high-intensity, discharge lamp type light fixtures.G.High school student dining area shall be equipped with theatrical type lighting controlled by dimmer banks and control consoles.H. Computer labs shall be illuminated with fluorescent light fixtures constructed and configured to reduce glare on computer monitors. Minimum Visual Comfort Probability (VCP) in these rooms shall be 80%.I.Fluorescent lighting in instructional spaces shall be oriented so the long dimension of the fixture is parallel with the chalkboard on the primary instructional wall unless design parameters suggest otherwise. Optionally provide wall wash type fixtures to illuminate white-boards or chalk-boards.J.Provide site lighting to foot-candle levels recommended by Illuminating Engineering Society of N.A.K.Light fixtures located in gymnasiums and auxiliary gymnasiums shall be equipped with protective wire guards.L.Exit signs shall be wall mounted, where possible, in lieu of ceiling mounted and be of the LED type.M.Art rooms shall be provided with supplemental incandescent track lighting in middle schools and high schools.N.Walk through fluorescent lighting shall be provided to supplement main lighting In gymnasium and auxiliary gymnasiums to illuminate area to 5 foot-candles. Fixtures shall be vandal-resistant type and protected with wire guards. Mount fixture at same level as high intensity discharge lighting.O.Options shall be investigated for control of exterior and interior corridor lighting by direct digital control, the energy management system, or occupancy sensors.P.Interior lighting shall be controlled by occupancy sensors, automatic timed lighting controlled system or a combination of both to comply with ASHRAE 90.1 as required by the Arkansas Energy Code. Exterior lighting shall be controlled by photo sensor or astronomical time clock to comply with ASHRAE 90.1 1 as required by the Arkansas Energy Code to automatically turn lighting off when sufficient daylight is available.Q.Instructional space lighting shall be configured to provide at least two levels of light. One level shall be configured to darken the area around a video or projection screen.R.Options shall be investigated for providing non-disruptive day-light harvesting in classrooms and other spaces with natural lighting.Wiring Devices Standards
A.General purpose use, 120-volt duplex receptacles shall be specification grade, 20 amp standard grounded type.B.Separate receptacles located within instructional spaces shall be provided for general purpose uses and for computer/video technologies.C.Instructional spaces shall be provided with a minimum of 8 general use receptacles, as well as double duplex receptacles next to computer/video technologies ports.D.Each space or room shall be provided with a minimum of one, 120-volt receptacle.E.General purpose receptacles in corridors shall be spaced a maximum of 50 feet apart.F.Office areas, conference rooms, and teacher workrooms shall be provided with a minimum of 4 receptacles.G. Duplex receptacles within 6 feet of plumbing fixture units shall be ground fault protected. These receptacles shall be protected by a local or an integral ground fault device.H.A maximum of 4 computers shall be on a single 20-amp, 120-volt electrical circuit with a dedicated ground, and neutral. Do not share computer circuit neutrals with other branch circuits.I.Key-type switches protected with wire guards shall be used to control lighting in gymnasiums, auxiliary gymnasiums, and locker rooms. Non-protected key switches shall be used to control lighting in corridors, large group restrooms, and other public spaces. Instructional type spaces shall be controlled by toggle-type switches.J.Provide an exterior, weatherproof ground fault protected duplex receptacle outside each main exterior door.K.Electrical receptacles serving food service equipment not located against walls shall be mounted above the floor line on pedestal-type mountings.L. Pre-kindergarten/kindergarten classrooms and their auxiliary spaces shall have duplex, tamper-resistant receptacles installed.M.Receptacles shall be side-wired using pigtails. Back-wiring or thru-wiring on device terminals is not acceptable.Fire Alarm System Standards
A.Fire alarm and fire protection systems shall be installed per the Fire Prevention Code and NFPA 72.B.Companies designing, installing or servicing fire alarm systems in Group E occupancies must be properly licensed by the Arkansas Board of Private Investigators, Private Security Agencies and Alarm Systems Companies.C.Fire alarm shop drawings must be prepared in accordance with the Arkansas Fire Prevention Code and approved by the State Fire Marshal's office or their Designee prior to installation.Security Systems Standards
A.Within the base building electrical system cost, provide the following basic security system, items B, C, and D.B.Provide conduit rough-in and wiring only for key pad locations, motion sensors, and control panel.C.System selection, installation and funding shall be by the school district.D.A minimum system design shall include door contact switches at exterior doors and motion detectors distributed throughout corridors, administrative areas, and in rooms with 6 computers or more.Lightning Protection Standards
A.Within the design of the base building electrical system, the Electrical Design Professional has the option of including an Underwriter's Laboratory (UL) listed and certified lightning . protection system, where calculations indicate the facility may be at elevated risk. Therefore, where calculations indicate the facility may be at an elevated risk, new school buildings shall be protected but additions to existing schools with no history of damage with similar roof elevations may be omitted.Technology Electrical Standards
A.Within the base building electrical system cost, provide the following basic Technology rough-ins: (Items B - L). Coordinate the placement of all Technology Conduits, boxes and outlets with the Technology Design Professional.B.Provide Telecommunications cable tray above corridor ceilings of academic wings.1.Provide 24" center-hung raceway in main corridors.2. Provide 18" center-hung raceway in secondary corridors.3.Cable tray shall connect between all intermediate closets Telecommunication Rooms (TRs) and the Main Cross-connect (NIC).4.Provide continuous bonding conductor (minimum #6 AWG), in accordance with NEC-250 and TIA/EIA-607, in all cable trays and bond to associated Telecommunications Grounding Busbar (TGB).5.NOTE: Cable "D" devices may be used in lieu of cable trays in both main and secondary corridors, providing they are of sufficient size to clearly distinguish individual runs.C.Junction boxes used for data/voice/video outlets shall be 2-gang, 3 1/2:" deep boxes and equipped with a minimum of a 1" conduit home run to the associated Telecommunications Cable Tray, except where noted by the Telecommunications Design Professional.D. Telecommunications Rooms (TRs) shall be provided with a minimum of two (2) 120-volt, 30 Amp circuits for powering rack mounted UPS Units. Quantity and location of circuits will depend upon requirements of Technology Design professional. If the building has a standby Generator, these circuits shall be attached to the standby power. General use receptacles, as well as double duplex receptacles shall be provided next to computer/video technologies ports.E.Provide power outlets, technology cabling home-run conduits and projector mounting brackets as follows:1.Provide one (1), 2-gang, 31/2" deep box for Technology use (HI station) and a quad power outlet mounted at 18" below finished ceiling for monitors installed in wall or ceiling mounts.a. Provide one (1), home run, 1-1/4" conduit from HI Station box to associated instructor LO Station box.b.Provide one (1), home run, 1" conduit from HI Station box to associated Telecommunications Cable Tray.2. Provide one 2-gang, 3%" deep box for the instructor's LO station and quad power outlet at 18" AFF.a.Provide one home run, 1-1/4" conduit from LO Station box to associated monitor HI Station box.3.For locations with an Overhead Mounted Projector in lieu of a Monitor, provide one (1), 1-gang, 31/2" deep box for Technology use (Projector HI station) and a dual power outlet mounted in a finished ceiling tile, projector bracket in the finished ceiling.a.Provide one (1), home run, 1-1/4" conduit from Projector HI Station box to associated instructor LO Station box.b.Provide one (1), home run, 1" conduit from Projector HI Station box to associated Telecommunications Cable Tray.F.Provide a minimum 4-3/4 inch high center divided surface applied metal raceway In computer labs where equipment is located on perimeter of room.1.Provide one (1) 1" conduit for every six computer workstation locations stubbed up above the nearest finished ceiling and home run to the Telecommunications cable tray.G.Provide two (2) 2-gang, 31/2" deep boxes for the video projector local inputs, with one on the backside of the proscenium wall and one in the control booth.1. Provide one home run 11/z" conduit from each box to the video projector in the ceiling.H.Provide a minimum of one 4" conduit for Wide Area Network (WAN) from the Service Provider (SP) Entrance (DEMARC) to the property line.I. Provide one (1), 4" conduit for cable television (CATV) from the Service Provider (SP) Entrance (DEMARC) to the property line.J.Provide one (1), 4" conduit for the telephone from the Service Provider (SP) Entrance (DEMARC) to the property fine.K.Provide a minimum of two (2), 4" conduits from the Service Provider Entrance (DEMARC) to the Main Cross-Connect (MC) Telecommunications Room (TR). Conduit runs for fiber optic cable have no more than four 90 degree bends without installations of a pull box. All 90 degree bends are to be wide sweep.L.Provide one (1), 2" sleeve in all classroom block waifs.Telecommunications Grounding Standards
A.Provide Telecommunications Grounding/Bonding System in accordance with NEC-250 and TIA/EIA-607 using approved Grounding Hardware. CAD Weld Bonding Conductors to Building Steel.B.Provide Telecommunications Main Grounding Busbar (TMGB), and Grounding Busbar (TGB) in Main Cross-connect (MC) Telecommunications Room (TR).1.All TMGB and TGB Connections to be made with double-bolted, Compression style, Grounding Lugs.2.As a minimum, Bond TMGB to following:a.Building Steel (minimum #2 AWG insulated copper bonding conductor).b.Main Electrical Service Ground (minimum #2 AWG insulated copper bonding conductor).c.Local Service Panel Ground (minimum #6 AWG insulated copper bonding conductor).d.Telecommunications Bonding Backbone (TBB) that connects TMGB to other TGBs (minimum #2 AWG insulated copper bonding conductor).e. Associated Telecommunications Cable Tray(s) (minimum #6 AWG insulated copper bonding conductor).f.Telecommunications Conduit(s) Entering TR (minimum #6 AWG insulated copper bonding conductor).CProvide Telecommunications Bonding Backbone (TBB) between all TGBs and the TMGB.1.The TBB shall be a minimum of #2 AWG insulated copper bonding conductor.2.All TBB Connections to be made with double-bolted, Compression style, Grounding Lugs.D.As a minimum, the Technology Contractor shall bond the following devices to the associated TMGB and TGBs using a minimum #6 AWG insulated copper bonding conductor using compression style lugs:2.Equipment racks and cabinets3.TR cable ladder and tray5.Lightning and surge protectors6.Telecommunications devices7.Coupled Bonding Conductors (CBCs)9.Telecommunication and fiber cable shieldsIntercom / Bell Systems Guidelines
A. Provide a complete intercom communication.system with call stations and speakers in each occupied space and speakers on the building exterior. Speakers shall be located and sufficiently powered to be clearly heard.B. The intercom system shall be capable of generating various tone signals to be used in special notification situations.C. Provide Battery Back-up for operation during a power failure. SCHOOL LIGHTING LEVELS - 2004
ROOM TYPE CLASSIFICATION | 2000 IES FOOTCANDLES | RECOMMENDED DESIGN FOOTCANDLES DIRECT LIGHTING(1) | RECOMMENDED DESIGN FOOTCANDLES INDIRECT LIGHTING |
ADMINISTRATIVE |
Offices/Receptionist | 50 | 50 | 40 |
Storage Rooms | - | 25 | 25 |
Restrooms | 5 | 25-30 | 25-30 |
Conference/Resource Rooms | 30-100 | 50 | 40 |
Health Clinic | 50 | 50 | 40 |
Teacher Prep/Workroom | 50 | 50 | 40 |
CLASSROOMS-GENERAL | 30 | 50 | 40 |
Art Rooms/Kiln | 50 | 50 | 40 |
Modular Technology Labs | - | 50 | 40 |
CADD Labs | 30 | 30 | 30 |
Industrial Tech/Production Labs | 100 | 60 | 60 |
Computer Labs | 30 | 40 | 40 |
Graphics Labs | 30-100 | 50 | 40 |
Life Skills Labs | 50 | 50 | 50 |
Science Labs | 50 | 50 | 50 |
Laundry Rooms | - | 25 | 25 |
Music Rooms | 30-50 | 50 | 40 |
Large Group instruction Rooms | 30 | 50 | 40 |
MEDIA CENTER | - | 50 | 40 |
Active Areas | 30 vertical | 50 | 40 |
Inactive Areas | 5 vertical | 40 | 40 |
ATHLETIC AREAS |
Gymnasium - Elementary School | 100 | 50 | - |
Gymnasium - Middle School | 100 | 50 | - |
Gymnasium - High School | 100 | 60 | - |
Multi-use P.E. Rooms | - | 50 | - |
Locker Rooms | 10 | 25 | 25 |
STUDENT DINING |
Assembly | 10-20 | 20 | - |
Stage/Work Lights | 30 | 20 | - |
Make-up/Dressing Rooms | 30-50 | 50 | - |
Theatrical Control Room | 10-30 | 30 | - |
Equipment room with dimmable incandescent lighting offering 10 foot-candles of illumination. |
STUDENT DINING | 10-50 | 50 | 40 |
Cooking | 50 | 75-80 (2) | - |
Food Preparation | 50 | 75-80 (2) | - |
Serving Line | 50 | 75-80 (2) | - |
Ware Washing | 10 | 75-80 (2) | - |
CUSTODIAL CLOSETS | 10-30 | 20-30 | - |
ELECTRICAL ROOMS | 30 | 20-30 | - |
MECHANICAL ROOMS | 30 | 30 | - |
PARKING AREA | .2 | 1(3) | - |
DRIVEWAYS | .3 | .5(3) | - |
CIRCULATION AREAS |
Building Entries | 5 | 5-10(3) | - |
Corridors | 5 | 20 | 20 |
Corridors with Lockers | 5 | 20 | 20 |
Stairways | 5 | 20 | 20 |
(1) Maintenance factor 70% LL/SF = Lamp Lumens per square foot |
(2) Foot-candles shall comply with local health department regulations |
(3) Foot-candles shall conform to page 4200-6 |
Outlet Locations
ELECTRICAL OUTLET DEVICE TYPE | Masonry Wall, Base (Starter) Course Heiqht 4 inch | 8 inch Mounting Height Above Floor to Bottom of Outlet (Device) Box |
Receptacle outlets, microphone outlets (jacks), equipment outlets flacks), television outlets flacks), portable telephone outlets, computer outlets, etc. * General throughout * Mechanical equipment rooms * Above counter tops 30"H 36"H 48"H * Above backsplash top * Above radiators * Above or adjacent to lavatories * Behind domestic refrigerators * Behind domestic washers and dryers * Serving domestic dishwashers * Wall-mounted telephone outlets * Telephone/video control | 18" 52" 36" 44" 52" 2" minimum 6" minimum 44" 52" 36" 2" 44" 44" | 18" 48" 40" 48" 56" 2" minimum 6" minimum 48" 56" 32" 2" 48" 48" |
Toqgie switches | 48" | 48" |
Recessed motor controllers | 60" | 56" |
Electric panels, terminal.cabinets, etc., to center of tub or box | 50" | 48" |
Clocks | Near ceiling | Near ceiling |
Pull stations (fire alarm) | 44" | 44" |
Volume controls, call-in switches, doorbell buttons | 44" | 44" |
Horn/strobes (fire alarm) | 80" | 80" |
Genera! Guidelines
A. A Technology System Plan and Specifications shall be prepared as part of the overall building design process before construction begins in accordance with the latest edition of the Building Industry Consulting Service International (BICSI) Telecommunications Distribution Methods Manual (TDMM). It shall be designed and approved by a Registered Communications Distribution Designer (RCDD).B. All work shall be performed in accordance with the latest revisions of the following standards and codes:4. National Electrical Code5. EIA/TIA-568 Commercial Building Wiring Standards6. ElA/TIA-569 Commercial Building Standard for Telecommunication Pathways and Spaces7. EIA/TIA J-STD-607-A Commercial Building Grounding/Bonding Requirements StandardC. A Technology System Plan shall consist of the following minimum Telecommunications Drawings, as required: 1. . Campus or Site Plans, Exterior Pathways, and Inter-Building Backbones
a. Shows physical and logical connections from the perspective of an entire campus - such as actual building locations, exterior pathways, inter-building backbone cabling on plan view drawings, and major system nodes and related connections on the logical system drawings.2. Layout of complete building per floor - Serving Zone Boundaries, Backbone Systems, and Horizontal Pathways. a. The drawings should show the complete building layout per floor and indicate location of serving zones, communication equipment rooms, access points, pathways, and other systems that need to be viewed from the complete building perspective.3. Serving Zone Drawings - Drop Locations and Cable IDsa. The building is divided up by its serving zones. Drawings to indicate drop locations, communication equipment rooms, access points and detail caliouts for communication equipment rooms and other congested areas.4. Communication Equipment Rooms - Plan Views - Tech and AMEP/Elevations - Racks and Wall Elevation a. Detailed look at communication equipment room. Drawings should indicate technology layout {racks, ladderacks, etc), mechanical/ electrical layout, rack elevation, and backboard elevation.D. The Technology Design shall include the following components: 1 Mandatory Systems b. Video distribution systemc. Data / computer network systemd. Central sound / public address systeme. Gymnasium sound reinforcement systemf. High school student dining sound reinforcement systemg. Student dining sound reinforcement systemh. Music room sound reinforcement systemE. The Technology Designer should endeavor to reduce the quantity of Main Cross-Connect Rooms (MCs) by centralizing the MCs and/or using one MC to serve multiple floors or areas. For example, in a 3-story building, place the MC on the second floor and serve the 1st, 2nd, and 3rd floors from the same closet. The Technology Designer shall coordinate the quantity and size of MCs required with the Design Professional.F. The Technology Designer should endeavor to centralize as many Technology and Control Systems as possible for the district into one school building or Network Operations Center (NOC), and interconnect the buildings and systems via fiber-optic cables whenever economically feasible. Consider using the savings from the centralization of the systems to offset the cost of the inter-building, fiber-optic cabling.Wiring Standards
A.Media Standards1.Unshielded twisted paira.The minimum standard for horizontal distribution wiring is six (6) cables of category 5e or higher, 4-pair, 24-gauge unshielded twisted pair (UTP) wiring, terminated in each classroom. The standard specifies 100-ohms impedance at one (1) megahertz, satisfying Integrated Services Digital Network (ISDN) and Institute of Electrical and Electronics Engineers (IEEE) 802.3 10BaseT requirements.b.Note: wiring specifications are a minimum of category 5e. When bandwidth is expected to be above category 5e of 1 Gigabit per second (Gb/s or 100 Mhz) then category 6 for up to 10 Gigabit or 200+ Mhz should be used. From a future proofing perspective, it is always better to install the best cabling available. This is because it is so difficult to replace cabling inside walls, in ducts under floors and other difficult places to access. The rationale is that cabling will last at least 10 years and will support at least four to five generations of equipment during that time. If future equipment running at much higher data rates requires better cabling, it will be very expensive to pull out category 5e cabling at a later time to install category 6 cabling.2.Fiber opticsa.The media standard for both intra- and inter-building backbones is 62.5/125 micron graded-index multimode optical fiber cable. A minimum of six- ten fiber strand cable should be installed for each cable run.Telecommunication Room Wiring Guidelines '
1. A telecommunication room (TR) is a local communications equipment room. This should be dedicated space providing a secure environment for the installation and termination of cable network electronics and other telecommunications equipment, as specified in the ADE IT Security Policy (ITSP), 2B2.2. The main cross-connect (MC), the point where the backbones and horizontal distribution facilities intersect, should be located near the center of the area served, preferably in the building core area. Every effort should be made to secure as large an area as possible. When one MC is insufficient to cover a building, additional TRs must be established. The same parameters apply for both TRs and MCs.3. Locate telecommunication rooms awayfrom any sources of electromagnetic interference, such as electrical power-supply transformers, motors, and generators. There should be no water sourcesin this area.4. There should be one telecommunications room for each 20,000 square feet zone/wing/building section. The recommended minimum closet size is 6 feet by 6 feet The recommended minimum ceiling height is 8 feet, 6 inches. Closets should be designed with adequate conduit or openings through beams and other obstructions into the accessible ceiling space. Closets should be designed with controls to limit access to authorized personnel only, as specified in the ADE IT Security Policy (ITSP), 2B2.5. The MC contains wiring terminations and communications equipment to serve a building. This equipment may include modular fiber distribution panels, wiring termination panels, telephone systems, concentrators/hubs that connect communication lines, routers that connect users on different networks, CATV (cable television) equipment, and equipment racks.Telecommunication Room Wiring Standards: Interior Environment
1. Telecommunication rooms require continuous climate control. Air conditioning should maintain temperature in the range of 65 to 75 degrees Fahrenheit, with relative humidity in the range of 40 to 55 percent. Telecommunication rooms require continuous climate control.2.Carpet should not be installed in closets. Tile or sealed concrete floors will protect equipment from static electricity and dust.3.The major components of the building electrical system should not be co-located in the telecommunications room.Closet space should be dedicated to serving telecommunication needs only. Electrical installations supporting telecommunication functions only should be located in the closet.Telecommunication Room Terminations
1. Each TR should contain at least one universal, self-supporting 19-inch data rack. Each rack should be securely mounted to the floor and braced to the wall using a section of cable tray. Racks must be grounded in accordance with National Electrical Code requirements.2. If fiber optic cable is to be terminated in the closet, attach a fiber optic patch panel to the uppermost part of the data rack. Terminate the fiber optic cable with ST, SC, LC or pre-term in ated high capacity MPO type connectors. The maximum optical attenuation for each mated connector pair must not exceed the connector manufacturer's specifications.3. Terminate category 5e or higher cable on category 5e or higher RJ45 patch panels in all closet locations. All incoming cables should be routed on the tray and neatly dressed down to the patch panels. A cable management panel should be installed directly above and below each patch panel.Building Wiring Guidelines
1. Student Workstation Wiring a. Each classroom should have at least &vg four student workstation outlets. Consideration should be given to placing at least one student workstation outlet on each wall in every classroom. A duplex power outlet with ground should be in close proximity to the student workstation outlet. Run two cables of category 5e or higher, 4-pair, unshielded twisted pair from the outlet to the wiring patch panel located in the telecommunication room. The cables must be a continuous run and not spliced. The maximum cable iength must not exceed 295 feet/90 meters as specified in the EIA/TIA-568 commercial building wiring standard. The maximum allowable horizontal cable distance is 90m of installed cabling, whether fiber or twisted-pair, with 100m of maximum total length including patch cords.b. Each outlet must consist of either flush-mounted or surface-mounted, high-quality category 5e or higher RJ45 modular jacks with IDC-style or 110-style wire T568A or B terminations. Consistency must be maintained throughout the installation. Jacks must meet EIA/TIA-568 recommendations for category 5e or higher connecting hardware.c. Each outlet must be terminated with two individual cables. One outlet allows for voice and the remaining outlet allows for data. The color stripes on each cable should correspond with the color stripes on the edge connector. Faceplates must match the manufacturer for RJ45 outlets at all locations.2. Teacher Workstation Wiring a. Each classroom should have one teacher information outlet. A duplex power outlet with ground should be in close proximity to the information outlet.b. Run two cables of category 5e or higher, 4-pair, unshielded twisted' pair from the outlet to the wiring patch panel located in the telecommunication room. The cables must be a continuous run and not spliced. The maximum cable length must not exceed 295 feet/90 meters as specified in the EIATIA-568 Commercial Building Wiring Standard. The maximum allowable horizontal cable distance is 90m of installed cabling, whether fiber or twisted-pair, with 100m of maximum total length including patch cords.c. Each outlet must consist of either flush-mounted or surface-mounted, high-quality category 5e or higher RJ45 modular jacks with IDC-style or 110-style wire T568A or B terminations. Consistency must be maintained throughout the installation. Jacks must meet EIA/TIA-568 recommendations for category 5e or higher connecting hardware.d. Each outlet must be terminated with two individual cables. One outlet allows for voice and the remaining outlet allows for data. The color stripes on each cable must correspond with the color stripes on the edge connector. Faceplates must match the manufacturer for RJ45 outlets at all locations.3. Administrative Workstation Wiring a. Each outlet must be terminated with two individual cables. One outlet allows for voice and the remaining outlet allows for data. The color stripes on each cable must correspond with the color stripes on the edge connector. Faceplates must match the manufacturer for RJ45 outlets at ail locations. D. Campus Backbone Wiring 1. Fiber optic cabling shall be the standard for interconnecting buildings in a campus environment. The fiber optic cable shall contain a minimum of six ten fiber strands and be placed in conduit. The cable must meet or exceed FDDI ANSI Standard X3T9.5 requirements for 1 Gbps transmission.Telephone System Standards
A.The telephone system should provide TDM or IP-based voice communications both internally and externally throughout the building and the district.B.The PABX should be a fully digital, IP-Enabled PABX or an all-IP-Based PABX. The all-IP-Based system should maintain the same high level of functionality, redundancy, and programmable features as originally specified. Any all-IP system should employ standards-based signaling and instrument powering. All PABX systems should fully support an E911 system. C.A school telephone system shall be as follows:
1.Provide a 4-pair, minimum Category 5e, CM (CMP where required), UTP cable to all telephone, fax, alarm, elevator, and ancillary voice connections. Provide Multi-Pair, minimum Category 3, CM (CMP where required), UTP, trunk-cables between Telecommunications Rooms and the Main Cross-connect (MC), and between the MC and the Telecommunications Service Entrance Facility (aka DEMARC).2.The PABX telephone system should provide the capability for a fully digital, non-blocking, voice communications link between all classrooms and offices within the building. A telephone set is not required in each classroom; however, the necessary wiring infrastructure should be installed so as to provide access to the telephone system on an as-needed basis.3.The PABX telephone system should be capable of inter-operating on a district-wide basis using T-1, PRI, or VOIP trunking between buildings. The PABX system should be connected in order to provide a unified system throughout the district. Trunking should be designed on a P=0.01 basis.4. Provide telephone jacks and telephones in classrooms, offices, media center, teacher prep areas, workrooms, conference rooms, secretarial areas, telecommunication rooms, elevators, etc., as determined by the district's program needs.5. Provide fully digital, full-duplex, digital display speakerphones with a minimum of eight (8) programmable function keys in each area where access to the telephone system is needed.6.Provide a minimum of one fully digital, full-duplex, speakerphone attendant console with multiple programmable function keys and one-touch button calling for all extensions within the building. The attendant console should be located in the main administrative reception area.7. Provide centralized PABX and phone instrument power with a minimum of four (4) busy-hour standby capabilities for ail PABX equipment. IP-based systems should also be provided with four (4) busy-hour standby capabilities for all powered switches or patch panels located in each telecommunications room. Connect the central power supplies to building emergency power when available. All IP instruments and power sources should be IEEE 802.3af compliant.Telephone System Guidelines
A. Provide personalized programming for each system within the district.B. Provide personalized training for all users within the district.C. The entire system shall be grounded and bonded in accordance with the latest EIA/TIA-607 specifications.Video Distribution System Standards
A.The video delivery system should include a 750 MHz broadband, coaxial-based system for distributing centrally-located RF video programming sources such as CATV, satellite dish programming, etc.B. The system should provide an extension of the CATV service from the service provider's demarc to the main cross-connect.C.The system should allow for remote broadband origination of programming via a RF broadband or an MPEG IP connection.Data / Computer Network System Standards
A.The data network should provide a "high speed" ethernet local area network to ail buildings within the district, providing a minimum of 100/1000 Mbps switched ethernet connectivity between all computer devices, such as file servers, printers, etc. The backbone should consist of gigabit ethernet links between the telecommunication rooms and the main cross-connect. Inter-building links should consist of a minimum of two (2) parallel gigabit ethernet circuits arranged in a load-sharing, ethernet trunk with properly programmed VLAN and QoS support.B.The data network shall consist of the following:1.A 4-pair, minimum category 5e compliant, CM-rated (CMP where required), UTP horizontal cabling infrastructure, terminated and tested with a level-Ill cable certification unit, and provided with a manufacturer's 20 year (minimum) lifetime performance-based warranty.2.A fiber optic-based backbone cabling infrastructure equipped with multi-mode and single-mode fibers between the telecommunication rooms and the main cross-connect. The multi-mode fibers shall be terminated with fusion-spliced, factory-polished, SC pigtails. The single-mode fibers shall be terminated with fusion-spliced, factory-polished, SC pigtails capable of 10 Gbps operation.3.A minimum of six (6), 4-pair, minimum category 5e compliant, CM (CMP where required) rated, UTP cables from the service entrance facility to the main cross-connect for the extension of special circuits (T-1, PRI, etc.) that are provided by the service provider.4.A 100-pair, minimum category 3 compliant, CM (CMP where required) rated, multi-pair telecommunications UTP cable from the service entrance facility to the main cross-connect to be used for the extension of voice, fax, and alarm circuits that are provided by the service-provider. Investigate the possibility of making a single process communication cabling "utility" through the building and/or campus. The result will be a design methodology that allows a standardized cabling system to serve all communications needs throughout the process areas.5.A minimum of six (6), 4-pair, minimum category Se compliant, CM (CMP where required) rated, UTP cables from the main cross-connect to each telecommunications room for special data circuits.6.A minimum of one (1), 100-pair, minimum category 3 compliant, CM (CMP where required), UTP cable from the main cross-connect to each telecommunications room for voice circuits. Trunk cables must be sized to accommodate all telephone system requirements.7. Review the building design and place data faceplates, equipped with a single minimum category 5e compliant, CM (CMP where required) rated, UTP cable from the associated telecommunications room, below ceilings to support the deployment, by the Owner of 802.11a/b/g/n wireless ethernet access points and associated wireless network switching devices and phones. Provide proper spacing for adequate coverage of entire facility. Consult with Owner and consider coverage of selected external areas, playgrounds, entrances, parking lots, commons areas, etc. (via externally mounted antennas). Wireless design shall be based on centralized, IEEE 802.3af compliant power sources.C.The system should include all jacks, patch panels, patch cords, connectors, labels, designation strips, and equipment cabinets or racks (with associated fans, grounding/bonding, wire-managers, labels, power strips, etc.)D.The system should include all inter- and intra-building network electronics, including user layer-2 workgroup switches, layer-3 gigabit backbone switches, wireless switches, routers, and file servers.E.As a minimum, the network may be used to support the following applications on a local and wide area basis:2.VoIP telecommunications3. Wireless access points5.Video streaming/media retrievalF.The network system should also include un-interruptible power supplies (UPS) for all primary components. Provide an SNMP management interface in all UPS units. Provide a minimum of 30 minute (4 hours when used for voice support or security system support) standby power for all network electronics. Connect the UPS units to the building emergency generator when available.G.Provide all required integration services to setup and program the network (IP addresses, VLANs, routing, wireless surveys, etc.).H.The entire system shall be grounded and bonded in accordance with the latest EIA/TIA J-ST D-607-A specifications.Central Sound System / Public Address System Standards
A.Provide a building-wide central sound (public address/paging) system providing communications used for "all call" and emergency announcements. This system shall incorporate a master program clock/bell system used to generate tone signals for class change. This system shall be connected to the voice communication (telephone) system. If telephone sets are not installed in all classrooms, the central sound system shall provide two-way communication with the school administrative office.B.Provide surge-protected, weatherproof exterior horns protected with wire guards/cages, as required, on the outside of the building at playground and bus drop-off/pick-up locations. Consider easily accessible, internally-mounted volume controls for all external paging horns.C. Provide wall-mounted type horns protected with wire guards/cages, as required, in gymnasiums, auxiliary gymnasiums, and locker rooms. Non-protected, wall-mounted type horns shall be provided in high school student dining areas, technology production labs, vocal rooms, instrumental rooms, mechanical decks, or other spaces with high ambient noise levels.D.Instructional spaces shall have speakers recessed in ceiling pads in suspended ceilings. Supply wall-mounted volume controls as required.Gymnasium Sound Reinforcement System Guidelines
A. Provide a separate sound system in gymnasiums for use during instruction periods, student assemblies, public assemblies, and sporting events.B. Locate main equipment cabinet directly accessible from the gymnasium for ease of adjusting sound levels.C. Provide a minimum of 2 combination XLR microphone/auxiliary jacks at opposite ends of space.D. In buildings where announcements or broadcasts are to be made from bleachers, provide a single microphone and an auxiliary jack in a junction box attached to the bleachers. Provide protective cover plates.E. Provide a wireless microphone system.F. Loudspeakers pointed at the bleachers shall provide a maximum 3 decibels difference in sound level across the entire bleacher seating area and 25 decibels over the highest ambient noise level.G. Provide a feedback elimination system.H. Provide a portable console/cabinet containing a CD, cassette, and MP3 player unit, mic mixer, mic inputs, and associated audio cables for attaching to the permanently mounted microphone and auxiliary input faceplates.I. The entire system shall be grounded and bonded in accordance with the latest EIA/TIA-607 specifications.High School Student Dining Area Sound Reinforcement System Guidelines
A. Provide a separate sound system in high school student dining areas for use during media productions, stage productions, student assemblies, or public assemblies.B. The system shall be designed for a high degree of intelligibility and a full range of stereo music capabilities.C. Locate the main equipment cabinet in the main high school student dining area control room. Provide a sound reinforcement mixing station in the control room and at the back of the high school student dining area.D. Locate the main sound reinforcement speakers in a space so ail seats are provided with a high degree of intelligibility for both stereo music and speech. Intelligibility shall be a maximum of 3 decibels over the entire seating area and 25 decibels over the highest ambient noise level.E. Provide a minimum of 2 microphone outlets at locations in the seating area. Locate a microphone patch panel housing XLR microphone/auxiliary inputs on the stage to serve various microphone stands on stage. Provide for on-stage, monitor speakers connected to central amplifier.F. Provide separate wireless sound systems for both performers and for attendees requiring assistive listening. The assistive listening system shall conform to the Americans with Disabilities Act guidelines.G. Install speakers used for monitoring this sound system in ready (green) rooms so performers know when to go on stage. Such rooms may include dressing rooms, music rooms, and instrumental rooms. Consider video monitor jack for video monitoring.H. Provide a wireless stage manager communication system dedicated for use by sound, lighting, and stage manager personnel.I. Provide a feedback elimination system.J. When equipped with an FM tuner, connect to an FM antenna mounted externally to the building.K. The ehtire system shall be grounded and bonded in accordance with the latest EIA/TIA-607 specifications.Student Dining Sound Reinforcement System Guidelines (Cafetoriums only)
A. Provide a separate sound system in the student dining area for use during student assemblies or public assemblies.B. This system shall be comprised of a permanently mounted cabinet or rack (based on space architecture) for housing production and amplification equipment connected to either ceiling- or wall-mounted speakers conforming to the architecture of the space.C. Provide a minimum of 2 XLR hanging microphone/auxiliary jacks at opposite ends of space for use.D. Provide a wireless microphone system located in the rack/cabinet system.E. Provide a feedback elimination system.F. When equipped with an FM tuner, connect to an FM antenna mounted externally to the building.G. The entire system shall be grounded and bonded in accordance with the latest EIA/TIA-607 specifications.Music Room Sound Reinforcement System Guidelines
A. Provide single (shared) portable sound equipment for the playing and recording of music in the high school instrumental, vocal, and ensemble rooms.B. Provide the instrumental, vocal, and ensemble rooms with wall-mounted speakers and a minimum of 3 XLR wall-mounted microphone jacks distributed throughout the rooms. Provide a minimum of 2 XLR hanging microphone jacks located on the ceilings.C. The equipment rack shall be mobile housing amplification equipment.D. Provide a feedback elimination system.E. The entire system shall be grounded and bonded in accordance with the latest EIA/TIA-607 specifications.Security Systems Guidelines (optional)
A. Within the building security system allowance designated in Chapter 1, provide as many of the following provisions as possible. The following recommendations represent a reasonable expectation of protection within budget constraints and security needs of the district. The Design Professional should specify the priority security systems to fit the site/buifding conditions.1. The primary security system will be the access control system; consisting of a CPU, software, control modules, wiring, readers, and strikes/locks for selected exterior doors. The remainder of the exterior doors should be equipped with fire panic hardware making them available for emergency exit but not for entry. Remove exterior hardware.2. Burgfar alarms: Every exterior door is contacted and backup up by motion detection in the corridors to protect the facility from after-hours intrusion and to summon authorities in an emergency situation. Install motion detectors on all floors of the facility in corridors and ail rooms with outside access. The alarm system shall be integrated with the building lighting system and shall activate the corridor lights and other selected areas in the event of alarm activation.3. CCTV: Provide exterior cameras and adequate cameras in the corridors, pius the head end equipment (digital recorder, monitors, multiplexer, and power).4. Pan zoom tilt (PZT) should be considered for external cameras. Mount external cameras in appropriate environmentally controlled enclosure. Mount internal cameras in smoked-dome enclosures.B. Provide security screens for windows if warranted by the specific project location and exposure.C. Every system shall be UL approved and monitoring shall be provided at UL approved central station.D. Every alarm system shall communicate over a dedicated telephone data line. 1. Alarm system shall have a battery backup (UPS system) for power of at least 4 hours. Provide SNMP management on UPS system and connect to network.2. Connect the UPS units to building emergency generator when available.3. System shall be programmed to accept individual alarm access codes from authorized employees. Codes are not to be shared.4. Each keypad will have a distress code.5. The systems will be supervised, i.e., power failure, line cut, and communication failure will signal the monitoring station of the problem.6. Every door, hatch or other port of entry will be fitted with an alarm contact.7. Each entry point will be backed up by motion detectors.8. Panic buttons will be installed at reception areas.9. An exterior horn and strobe light that signals an alarm break will be part of this system.10. If equipped, the fire system flow and tamper switches will be tied to an alarm point11. The alarm company will provide monthly reports detailing alarm system use, including opening, closing, and alarm conditions.12. Consideration shall be given to centralizing and integrating the system on a district-wide basis via the wide area network, where available.E. Minimum Standard: Closed Circuit Television Systems1. Cameras: All cameras will be color, CCD chip technology. They may be stationary or they may be pan, tilt, or zoom. Those abilities will be designated at the design phase and based on need. All cameras will be equipped with an automatic iris to control light. Compatible lenses specific to each placement and required field of view will be used. Cameras with integral motion detectors are acceptable. Limit internal camera spacing to 150 feet maximum. Provide a dedicated camera for each building entrance. Use appropriate lenses for application.2. Alf cameras shall be capable of being viewed and digitally recorded at the same time.3. Controllers: Should the design call for cameras that can pan, tilt, and zoom, they will require a controller that can move the cameras. The system shall have a battery backup (UPS system) for power of at least 4 hours. Provide SNMP management on UPS system and connect to network. Provide for graceful shutdown of equipment. The controlfer shall be IP connected to the network and shall permit viewing and control over the network, via PCs. A separate security VLAIM shall be established. Connect the central UPS to building emergency generator when available.4. Recorder: Each recorder shall be digital and provide for up to 60 days of storage. Each recording system shall be equipped with provisions for extracting digital images and transferring to a CD. The recordings shall contain a digitally encoded date and time for each camera. Each recorder shall be equipped with digital image enhancement capabilities. The recorder shall be network connected and shall be capable of being viewed and controlled remotely from a PC workstation over the data network.5. Motion Detectors: The camera system should be equipped with motion detectors for changing the frame per second recording rate, depending on system set up.6. Camera Power: All cameras will be powered by low voltage wire and transformers connected to central UPS power with a minimum of 4 hours standby. The wire will be run with the copper video transmission cable. Category 5e, IP, or Baseband video systems are acceptable. In-line or parallel power is acceptable. Cable runs exceeding 500 feet may require the use of fiber optic cable. Exterior installations can have the cable above or below ground. The wire must be tied to a support cable if run above the ground, and every camera should be grounded with surge suppressors for lightning strikes. The lightning protectors shall be properly grounded in accordance with NEC and EIAATIA-607 and connected to the associated telecommunications grounding bus (TGB).7. Exterior Housings: Exterior cameras will be placed in climate-controlled and vandal-resistant housings. Exterior cameras will be placed no more than 1,000 feet apart. Exterior camera housings shall be grounded in accordance with NEC and EIA/TIA-607.8. Monitors: Systems with 4 or fewer cameras will be monitored with a 13-inch (minimum) color monitor. Systems of 5 cameras or more wili be monitored with 20-inch color monitors. An additional 20-inch (minimum) color monitor should be mounted on the ceiling at the public entrance to show that cameras are being used in the public areas.9. Consideration shall be given to integrating the system on district-wide basis via the wide area network.F. Minimum Standard: Access Control Systems1. All access control systems should be a minimum of Windows 2000 based or compatible. The system should have the ability to integrate alarms and video signals into one centralized system. The number of doors on the System will vary from building to building; however, a minimum number of doors should be selected for access control devices. All other exterior doors should be equipped with fire panic devices to prevent entry while allowing exit. The system shall have a battery backup (UPS system) for power of at least 4 hours. Provide SNMP management on UPS system and connect to network. Provide for graceful shutdown of equipment. The controller shall be IP-connected to the network and shall permit viewing and control over the network, via PCs. Connect the central power supplies to building emergency power, when available.2. Card readers should be proximity or biometric readers. Doors protected by access control will open for exit by using a crash bar release. Each of these doors will be monitored via the door alarm contact for being propped or stuck open. In an emergency, the protected doors can be seized allowing exit only.3. The system will be on a programmed schedule that automatically unlocks the doors for admittance at the start of the day, locks doors (except the main entrance) during class hours, and locks all doors at the close of the day. This will funnel visitors to the front door where they can be observed and controlled.4. The head-end equipment for the access control system will, ideally, integrate both alarm and video signals. Consideration shall be given to integrating the system on a district-wide basis via the wide area network. Interactive Classroom Design Guidelines (optional)
Videoconferencing classrooms require special attention to ensure that the highest quality sound and visual signals are transmitted and received by participants. The following are recommendations on the building of interactive videoconferencing rooms.
A. Location: A quiet, convenient and central location is best. It should be isolated or separated from the sources of loud outside noise. This minimizes the need for sound isolation treatment. The room should be near an area that allows for direct and indirect supervision of the class (for monitoring students, security and liability reasons). Access should be suitable for a person with a physical disability. A ground floor location is preferable. Areas to avoid are those that are located near high traffic areas, lifts, plumbing, workshops, and plant rooms. Care should be taken to diminish the sounds from the air conditioning ducts, the gymnasium, band room, shop, or cafeteria.B. Classroom Size: Classroom size depends on the maximum number of participants you hope to have in your room. We suggest planning for a minimum of 20 participants, but ideally be prepared to accommodate at least 25, with tables and chairs. The space should be approximately 24 feet wide by 30 feet long, with a ceiling of 9 feet minimum, to accommodate compressed interactive equipment along with 20 students, or a majority of the faculty for staff development. For teaching seminar groups involving 100 or more, the system should be placed in a lecture theatre setting. Consideration shall be given for appropriate acoustics.C. Classroom Shape: To reduce acoustic effects, square rooms should be avoided, if possible. An oblong or irregular shaped room is a better shape, as it does not encourage standing waves (and thus echoes).D. Physical Layout: Room layout will depend on the number of participants, the available space and the purpose of the room. Layout is a compromise between clear audio, the best viewing of monitors, interaction, and the space available.E. Acoustics: Audio quality is one of the most critical technical elements in a successful videoconference, and it has implications for the selection and placing of the room, as well as for its construction and treatment. The participants and presenters must hear each other clearly, both locally and remotely, without strain. Some factors influence the quality of the sound in a videoconference; namely, ambient noise, room acoustics and reverberation, and equipment configuration.1. Acoustic treatment of rooms will heed to be executed with materials that satisfy the relevant building regulations, so it is essential that this work be supervised by qualified staff.2. The internal acoustics of a room are very important. Too much reverberation (echoes in a closed room) will present problems. Rooms should not be too absorbent, as this will present an unnatural and uncomfortable environment for the participants. A room that suffers badly from echoes should have the acoustic treatment applied to the adjacent walls rather than the two opposite ones. This will allow standing waves to be reduced in two dimensions (lengthwise and widthwise).3. Hard blank walls can be deadened by heavy curtains, which have the added bonus of improving the decor. Carpets and other soft furnishings will improve the acoustics and will generally be more cost-effective than acoustic ceiling tile.F. Windows: The ideal room has NO windows. Windows always cause problems for television cameras due to the changing light levels. Window Treatments: If windows are unavoidable, heavy curtains or drapes should be applied to improve acoustics.G. Entrances: Entrance at rear of the room is the best option. Access should be suitable for a person with a physical disability.H. Flooring: There should be carpet on the floor. Carpets and other soft furnishings will improve the acoustics and will generally be more cost-effective than acoustic ceiling tile.I. Lighting: Fluorescent lighting is the most realistic choice for these rooms. Normal office lighting levels will be adequate, i.e., 500 Lux, and an intermediate or warm fluorescent tube color (equivalent color temperature 3200-4000 Kelvin). There should not be a buzzing sound projected from the lights in the classroom. 1. Install lighting at the front of the room but ensure that it is on a separate switch from the rest of the room lights. As a general practice, it is advised that classroom lighting, even in traditional classrooms, be "zoned" into rows of separately switched lights. These rows should run across the width of the room, not down its length. In this way the front of a room, beside the projection screen, can be darkened to give better contrast to the projected images, but still retain a good level of light over the participant's desks.1.2 Recommend using high efficiency T-8 lamps and electronic ballast along with the use of occupancy light sensors to prevent energy waste in unoccupied areas and/or buildings, along with copy/work rooms, rest rooms, etc. J. HVAC: The HVAC should be seen - not heard in the classroom. Microphones are sensitive to moving air. The microphone amplifies normal air conditioning and can cause a large amount of background noise in a videoconference. Air conditioning/handling equipment will also require installation by experienced staff to ensure the quality of air is adequate and the temperature, humidity, etc. are of an acceptable standard.K. Communication: There should be a dedicated phone line and phone in the videoconference room. It is also recommended that there be a FAX line in the room. It is suggested that you have at least one phone and an additional phone line, or jack, in the room for a FAX line or expansion in the future.L. Computer: Videoconference rooms should have a minimum of four areas to access a computer and the Internet.M. Electrical: Electrical installations need to comply with current National Electrical Code (NEC) wiring regulations and should be carried out by competent and qualified staff. The equipment used for videoconferencing should be powered from a clean main supply to avoid electrical interference. It should not be on a circuit that is shared by large electrical loads such as plant motors, lifts, workshops, etc.N. Wiring: To minimize hum pickup, signal cables (i.e. sound and vision) should not be run parallel to main supply cables; this is especially important for microphone cables. Also, do not run over or parallel to lighting ballasts.1. Several cables should be run from the control desk to the picture monitors and loudspeaker/audio mixer and also to the CODEC, wherever these are situated. Some provision must be made for small ducting or conduit to protect these cables.2. When cable runs across floor spaces cannot be avoided, some form of protection must be provided. Special rubber cable protectors are available that protect the cables and minimize the risk of tripping.O. Room Color: Generally high contrast color is desired. Light Blue or light gray is commonly used. Stay away from dark and vivid colors. One recommendation is Periwinkle Blue, or Slate Gray.P. Furniture: Individual sites will have their own preferences for the type of furniture to be installed. Try to avoid bright, reflective surfaces that may cause unwanted highlights in the picture and distract the viewer from the main subject matter. ARKANSAS SCHOOL FACILITY MANUAL PROGRAM OF REQUIREMENTS (POR) SUMMARY AND REQUIRED SPACES
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SUITABILITY ANALYSIS
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ARKANSAS SCHOOL FACILITY MANUAL
PROGRAM OF REQUIREMENTS
SCHOOL SUPPORT SPACES (NOT REQUIRED)
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ARKANSAS SCHOOL FACILITY MANUAL
PROGRAM OF REQUIREMENTS
WORKFORCE DEVELOPMENT (Required for 9-12)
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ARKANSAS SCHOOL FACILITY MANUAL
PROGRAM OF REQUIREMENTS
REQUIRED SPACES NOTES
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APPENDIX "C"
ACADEMIC FACILITIES PARTNERSHIP PROGRAM
September 2011
PROJECT AGREEMENT
(Applicable beginning with Partnership Projects for 2013-2015 Biennium)
Project Name: Click to enter Project Name.
Project Number: Click to enter Project Number
This Project Agreement ("Agreement") is made and entered into by and between the Divisionof Public School Academic Facilities and Transportation ("Division ") and the Click to enter District Name School District ("District"), Click to enter County. County, pursuant to A.C.A. § 6-20-2507.
WHEREAS, The Division, created pursuant to Act 1327 of 2005 is a body corporate and politic, an agency of state government and an instrumentality of the State of Arkansas ("State "), performing essential government functions of the State; and
WHEREAS, the District is acting as an agency of state government, performing essential functions of government pursuant to the laws of the State of Arkansas, and
WHEREAS, the District and the Division have approved a Master Facilities Plan describing the classroom facilities needs of the entire student population of the district, and the total budget for the Public School Academic Facilities Project ("Project");and
WHEREAS,the District and the Division acknowledge that for funding and planning purposes, the Project is anticipated to commence on Click to enter Date. and be completed on Click to enter Date..
NOW, THEREFORE,in consideration of the mutual promises herein contained, the District and the Division agree to cooperate in the design, construction and terms described herein and as follows.
I.AGREEMENT APPLICABILITYThis Project Agreement ("Agreement") will become effective upon the signing of both parties and be binding on the date signed by the Director of the Division of Public School Academic Facilities. The district certifies that scope planning and financial planning have been completed prior to the project application submission. No additional aspect of the project will proceed prior to the signing of this agreement. By signing, the district certifies that it has not begun the project beyond the steps outlined above. The signing of this agreement certifies that the Commission for Arkansas Public School Academic Facilities and Transportation ("Commission") has approved the project and funding under the Academic Facilities Partnership Program. The district further acknowledges by signing that, should it be determined that the Project began prior to the signing of this agreement, the Commission may exercise one of the following options:
(1) Exercise its authority for project disapproval, (2) Declare any project aspects undertaken prior to the signing date ineligible for program funds, or (3) Require the district to modify any plans and or contracts such that they are in conformance with the provisions of this agreement. The district agrees that should any of these options be exercised by the Commission, the agreement will be amended and the State Financial Participation adjusted accordingly. The Commission may also exercise their option to amend the agreement should the plan review or the approval of a variance request by the district cause a change in scope or the final contract price alters the initial State Financial Participation as stated on the agreement. Furthermore, if construction of the project has not commenced by (enter date 18 months from Commission approval)Click to enter Date, this agreement is null and void and any monies paid by the state to a district shall be subject to immediate recapture by the state. The parties agree to exercise good faith in the execution of this agreement and the completion of the requirements set forth herein, and that both parties will endeavor to follow and implement the aspects of the program, the district agrees to comply with all timelines and process requirements in the Rules Governing the Partnership Program or be subject to those Commission options referenced above.
II.SCOPE OF THE PROJECTA. The parties agree that the project shall be described as follows:1. Campus Name: Click to enter Campus Name.2. Building Name: Click to enter Building Name. If this is a warm, safe and dry project, give complete description of the system, or systems, being replaced in the detailed scopes of steps 3 and 4.
3. District inserts detail scope of the totalproject here: a. Click to enter Total Scope. (Do not attach the application as the scope)
b. Total project square feet or appropriate unit : Click to enter Project Size.4. District inserts detailed scope of the fundedportion of work here: a.Click to enter Funded Scope. (Do not attach the application as the scope) b.Funded project square feet or appropriate unit: Click to enter Funded Size.
B. The division and the district agree that the project will, where applicable, and to the fullest extent possible, comply with the Arkansas Public School Academic Facility Manual and division policies and rules, unless a variance is requested and approved by the Division. The district shall not use any of the project constructed pursuant to this agreement for any purpose other than as an academic facility, as that term is defined in Ark. Code Ann. § 6-20-2502.C. Total budget for the Project is $Click to enter Total Budget.. State financial participation of the total Project budget shall be: $Click to enter State Participation..
State "green building incentive": $Click to enter Green Building Incentive..
Total state financial participation: $Click to enter Total State Financial Participation..
The District's local share of the total Project budget shall be $Click to enter Districts Local Share of Project, forth in Article IV of this Agreement.
D. The district shall provide to the division, at the time of the signing of this agreement, data on the programmed amounts of budget elements and, at the completion of the project, data on the actual cost of the project programmed elements inclusive of all changes in accordance with Appendix B, Part 1 of this agreement.III. RESPONSIBILITIES DURING COURSE OF PROJECTThe division and district shall be responsible for the following:
School District | Division |
Determination of project Scope (Partnership Project Application) | Review and approval (application review) |
Architect/Engineer, Construction Manager (if desired), Construction Contractor selection process | Provide guidance as requested pertaining to procurement laws |
Submittal of project construction drawings in PDF format and full size printed copy (preliminary floor plans for space projects recommended for preliminary review) | Review for conformance with facility manual |
Site selection and request | Provide recommended guidelines contained in the Arkansas Facility Manual |
Request for variance consideration of the Arkansas Facility Manual | Division plan review and variance determination |
Educational program choices, | Approval in accordance with design and material choices with current state law and Arkansas Facility Manual |
Recommend special conditions documents | Provide recommended contract clauses for architect and construction contracts |
Bid procedures | No action |
Submission of project approval forms and state reviews | Final project approval |
Recommendation of award, notification of bids | No action |
Fund management in accordance with Arkansas Department of Education accounting guidelines | Audit option |
Provide Maintenance Plan/Certification | Verify new buildings are in the MAPPS database and the computerized maintenance management system. |
A. Any property interest of the State during, and subsequent to construction of the Project, extends only to the extent necessary to facilitate financing the Project. The District will continue to possess all other lawful rights, obligations and interests in the Project.B. Site Selection: The District shall be solely responsible for all costs associated with the project site, including acquisition, environmental remediation, and unanticipated site conditions.IV.SCHOOL DISTRICT SHARE OF THE BASIC PROJECT COSTA. The signing of this Agreement will serve as certification by the District that the local share amount listed in Section II has been appropriated, budgeted and made available to support the District's share of this Project. It further certifies that funds are of the type indicated below. The Division reserves the right to audit the funds allocated by the District to the Project Fund or any expenditure related to the Fund or the Project at any time. The method of financial accountability for any project funds will be as established by the Arkansas Department of Education.B. Funded from bond proceeds: (Sclick to enter Amount.). (The school district is responsible for the administration of the bond sale (if applicable), all necessary notices and cost associated therewith. The proceeds of any such bonds or notes, except any premiums, accrued interest and interest included in the amount of the bonds or notes, shall be used first to retire any bond anticipation notes issued by the District for the Project).C. Funded from locally donated contributions: ($Click to enter Amount.). (To include letters of credit, moneys donated or contributions spent directly by a third party.)
D. Funded from Grant sources: ($Click to enter Amount.). (Specify origin of Grant and any special conditions that might affect this Project as a result of the grant award.)
E. Funded from operational fund balances: ($Click to enter Amount.). (To include Maintenance Escrow accounts.)V.STATE SHARE OF PROJECT COSTA. The Division shall certify to the Department of Education the State's portion of the Project cost, to transfer the State's portion of the Project cost, or the applicable portion thereof, which shall then be transferred to the District as may be necessary to pay obligations incurred pursuant to the terms of this Agreement. The District will submit payment requests to the Division, in a format provided in Appendix B. Payment requests for the design contract will be submitted in accordance with the design schedule in the contract. Payments to the district, as state share of the construction contract, will begin one month after the Notice to Proceed is issued and each month thereafter with the final payment request being made at final Project closeout. This procedure applies to contracts whose duration is greater than six (6) months. Projects under six months duration will be submitted at the conclusion of the project. The Division will make payments to the District, of its prorated share of the project cost, commensurate with the contract invoices.B. The amount of the state's financial participation for the Project in each fiscal biennium shall be determined by the Division based on the Project's estimated construction schedule. In each subsequent biennium, in order to complete the Project per the construction schedule, the approved Project will have priority for state funds over new Projects for which initial state funding is sought.C. The State's share of the Project cost is limited to new construction on academic facilities as defined by Arkansas statute. Project funding, if applicable, as may pertain to portions of the scope that are agreed to be maintenance, repair or renovation are the responsibility of the District and will be accounted for separately from Project funds provided pursuant to this Agreement.D. The total extent of the State's share will be based on the district academic facilities wealth index and basis of state financial participation applicable at the time the Project is approved, as applied by the Rules Governing the Academic Facilities Partnership Program. It will not be adjusted during the duration of the Project except as stated in paragraph I, Applicability.E. Under no circumstances shall the state's share of project cost exceed the appropriate per square foot funding factor as allowed in the Partnership Rules.VI.THE PROJECT CONSTRUCTION FUNDA. The District shall identify and describe any fund or account, other than the Project Construction Fund ("Fund") that is related to the Project. The District shall include in the Fund, sufficient funds as required by law, for issuance of any contracts during the duration of the project.B. The District shall be responsible for distributing moneys from the Fund upon receipt and approval of proper invoices.C. Transactions involving the Fund shall be restricted to: (1) payments for design and project management services, (2) payments to contractors, (3) purchases related to the project, 4) transactions authorized for establishing and administering the investment accounts and construction administration. No Fund moneys shall be spent for any items inconsistent with the provisions of the Arkansas School Facility Manual and Division policies, unless a variance is approved by the Division.
D. The District shall not transfer moneys from the Fund, investment earnings credited to the Fund, to any other fund or account except as permitted by this Agreement or with the written approval of the Division.E. The District shall provide a full accounting of the Fund, upon request of the Division. The Division reserves the right to audit the Fund, or any expenditure related to the Fund or the Project.F. The contingency reserve portion of the construction budget shall be used to pay only costs resulting from unforeseen job conditions, to comply with rulings regarding building and other codes, to pay costs related to design clarifications or corrections to contract documents, and to pay the cost of settlements and judgments related to the Project, unless otherwise approved by the Division.G. If the Fund, including all investment earnings credited to the Fund, and any interest earned through completion of the Project, becomes depleted by payments of proper Project costs, the District shall complete the Project, by contributing additional funds. The state share is limited to the state financial participation as stated in the agreement and any amendments.H. This Agreement is contingent on and subject to the district's ability to raise appropriate local resources. The Agreement may be declared null and void and the State will have no further obligation to provide state funds to the District for the Project that is the subject of this agreement if the District fails to raise local resources and apply local resources toward the Project as provided under this agreement.VII. CONTRACT ADMINISTRATIONA. The District shall competitively bid, execute and administer contracts for construction on the Project and all other contracts as necessary, in compliance with State of Arkansas bidding procurement laws in place at the time of bid. It further agrees that it will follow all state and local government procurement and construction codes, Division policies and manuals regarding any procurement actions, and administration and execution of design and construction contracts. Both parties further acknowledge that this Agreement is in addition to and not to replace any state annotated codes, policies or rules governing state procurement practices and contract administration.B. The division may recommend contract formats for projects of varying size and estimated cost.C. The division may recommend contract clauses for the Architect and the Project Manager. If the District chooses to use its own form of Agreement for the Architect/Engineer or Construction Manager, the District's Agreement may contain the clauses listed, as applicable, in the Architectural Contract Recommendations Document found on the division website.D. The division may recommend an Invitation for Bids and Special Clauses for use by the District. The Construction Contract Recommendations Document can be found on the Division website. The Standard Conditions of Contracts for Construction in effect at the time of the applicable bid advertisement for the Project shall apply to the Project.E. Any proposed changes to the plans or scope of the Project that affects the Project budget cost, Project length or facility standards shall be brought to the attention of the Division. The Division reserves the right to conduct on-site inspections of the new construction as frequently as deemed necessary to insure the prudent and resourceful expenditure of state funds.F. The District will be responsible for all administrative measures of the bidding procedures.G. Should the Project not be completed, through no fault of the District, the State and the District will share liability and recovered losses and damages to the extent of the Agreement. Should the Project not be completed due to the fault of the District, the State reserves the right to recover its total loss from district financial balances.H. The Division will make final payment to the District upon receipt of the final invoice submitted to the District by the contracted service provider. Final invoice will indicate: (1) original contract price, (2) changes to cost (3) final contract cost and be certified for payment in accordance with District policy. All pay requests shall be clearly identifiable and chargeable to the project listed in this agreement. Combining projects under one master contract is allowed as long as each project is billed separately. I. This Agreement will be declared null and void and the State will not have any obligation to provide State funds to the District for the Project, that is the subject of this Agreement, if the District fails to execute this Agreement or if the District fails to adhere to any of the conditions of the Agreement or if the District fails to comply with any and all state laws regarding school construction.VIII.MAINTENANCE OF COMPLETED FACILITIESUpon completion of the project, the district will create the preventative maintenance schedules of any new space facility is included in the District's overall maintenance plan contained in the district's computerized maintenance management system as required by the Academic Facilities Master Plan prior to final payment by the Division.
IX.AGREEMENT CONSIDERATIONSA. All provisions of this Agreement are contingent upon the district's full compliance with § 6-20-2501et. seq., the Partnership Rules and the Commission's determination the Project continues to be a prudent and resourceful use of state funds, and the ability of the district to meet required times or obtain appropriate waivers and raise specified local resources to support the Project. Any failure of the district in these areas shall be grounds for this Agreement to be deemed null and void by the Commission and for the district to be required to reimburse any partnership funds provided to the district for any partnership project the district failed to maintain compliance on.B. Nothing in this Agreement shall be construed to waive the provisions of Sovereign Immunity or any other defense or immunity to which the State of Arkansas or its Commissions, Divisions or Agencies may be entitled.C. All concerns and issues related to this Agreement are governed by the provisions of § 6-20-2501et. seq.D. If the district appeals the determination of the Division as to a partnership project to the Commission, the Commission shall have the authority to fully review all parts of the district's Partnership Project(s) and may approve, deny, reduce or increase the amount of state financial participation in any or all of the appealed project(s). In witness whereof, the parties have executed this Agreement on the date(s) set forth below.
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INSTRUCTIONS FOR THE SUBMISSION OF APPENDIX B:
Appendix B: (Part 1), will be submitted initially with the Agreement when forwarded to the Division. It will indicate the elements of the budget amounts for all expected expenditures. It is intended to be a 1 time submittal but may be updated as if new requirements of expense are identified.
Appendix B: (Part 2) will be submitted with each payment request to the state. It will indicate the areas noted and will be accompanied by contract invoices.
Appendix B: (Part 3) will be submitted with each State Payment Request, if required, to provide the change order information.
Arkansas Division of Public School Academic Facilities and Transportation APPENDIX B (Parti) Budget
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Arkansas Division of Public School Academic Facilities and Transportation APPENDIX B (Part 2) State Payment Request
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Arkansas Division of Public School Academic Facilities and Transportation APPENDIX B (Part 3) Change Order {CIO) Report
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Arkansas Division of Public School Academic Facilities and Transportation APPENDIX B (Part 3) Change Order {CIO) Report - Page 2
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