Arkansas Administrative Code
Agency 203 - Commission for Public School Academic Facilities and Transportation
Rule 203.00.13-003 - Revisions to the Rules Governing Academic Facilities Partnership Program

1.01 The Commission for Arkansas Public School Academic Facilities and Transportation authority for promulgating these Rules is pursuant to Ark. Code Ann. § 6-21-114, 6-20-2507, 6-20-2512 and 25-15-201.

1.02 These Rules shall be known as the Commission for Arkansas Public School Academic Facilities and Transportation Rules Governing the Academic Facilities Partnership Program (Rules).

2.01 The purpose of these Rules is to establish a process whereby the Arkansas Division of Public School Academic Facilities and Transportation shall provide state financial participation based upon a school district's academic facilities wealth index in the form of cash payments to a school district for eligible new construction projects.

3.01 "Academic facility" - A building or space, including related areas such as the physical plant and grounds, where public school students receive instruction that is an integral part of an adequate education as described in Ark. Code Ann. § 6-20-2302.

3.02 "Academic Facilities Partnership Program" - The process under which the Arkansas Division of Public School Academic Facilities and Transportation shall provide state financial participation based upon a school district's academic facilities wealth index in the form of cash payments to a school district for eligible new construction projects.

3.03 "Academic facilities wealth index" - A percentage derived from the following computations:

3.04 "Add-ons" - Additional academic areas or spaces which are constructed as a part of or separate additions to an existing academic area or space, and which falls under the definition of "New Construction" contained in Section 3.19 of these Rules.

3.05 "Arkansas Public School Academic Facilities Manual" - A document which contains uniform standards to guide the planning, design and construction of new academic facilities and additions to existing academic facilities and which is hereby incorporated into and made a part of these Rules, as "Appendix A" to these Rules, as if the Manual was fully set forth herein. The Manual can also be accessed on the Division's website (www.arkansasfacilities.arkansas.gov).

3.06 "Alternative Project" - A project proposed by the Division, that will accomplish creating a safe, dry and healthy atmosphere and meet the suitability need of the school district or individual school facility and is in compliance with the state standards. The state financial participation for the alternative project will be determined in accordance with Sections 3.25, 3.33, 5.02 and 6.03 of these rules. The Division will coordinate the development of the alternative project with the school district.

3.07 Building Value - A percentage value reflecting the depreciated value of an academic facility with an assumed depreciation of two per cent (2%) per year. Building Value does not consider improvements that may have been made to the facility.

3.08 Campus Value - A composite percentage value of depreciated Building Values that includes all of the academic facilities on a campus.

3.09 "Commission" - The Commission for Arkansas Public School Academic Facilities and Transportation.

3.10 "Configuration (Re-Configuration)" - The systematic grouping of grades as determined by the school district at any school(s) campus. Re-configuration is the process of changing the present school(s) configuration, by the school district, to align a different grade configuration. The configuration or reconfiguration is determined by the school district.

3.11 "Consolidation/Annexation Project" -A new, complete school campus or one or more additions to existing campuses for the specific purpose of supporting a voluntary consolidation or annexation petition brought by two or more contiguous districts and approved by the Arkansas State Board of Education pursuant to Ark. Code Ann. § 6-13-1401 et. seq. after March 1, 2010. Consolidation/annexation projects must fulfill the requirements of Section 5.05.4 herein.

3.12 "Construction Cost" - The actual cost of constructing a new construction project as defined in Section 3.19 of these Rules. It consists of all construction related costs, both direct and indirect, to include but not be limited to construction contract costs and costs associated with design, advertisement and reimbursable expenses.

3.13 "Conversion Project" - (1) A new construction project that converts existing academic or non-academic space into a missing academic core, special education or student dining component of the POR and the conversion project is part of an add-on project for which the district has applied for partnership assistance. In such conversions, any partnership assistance funding from the state is limited to only that amount of square footage required by the suitability analysis for the add-on project subject to the requirements of Section 4.01 of these Rules. The component shall meet the POR specifications when converting or adding such a space to the district; or (2) A new construction project that converts existing academic or non-academic space into a missing academic core space only and is in compliance with the POR space requirements. For this type of conversion project, state partnership assistance funding shall only be allowed provided the district has no suitability square footage need and the project is limited to no more than the component number and square footage spaces required in Academic Core of the POR.

3.14 "Division" - The Arkansas Division of Public School Academic Facilities and Transportation.

3.15 "Facilities master plan" - A six-year plan developed by a school district that contains enrollment projections for ten (10) years from the date of the plan, the school district's strategy for maintaining, repairing, renovating, and improving through new construction or otherwise the school district's academic facilities and equipment and other information as required by law.

3.16 "Facilities improvement plan" - An improvement plan developed by a school district for a public school or school district identified as being in academic facilities distress, or by a school district which has been notified by the Division of non-participation in the Academic Facilities Partnership Program by failing to apply for state funding for necessary facilities to meet adequacy requirements, that supplements the school district's facilities master plan by:

3.17 "Local Resources" - Any moneys lawfully generated by a school district for the purpose of funding the school district's share of financial participation in any academic facilities project for which a school district is eligible to receive state financial participation under priorities established by the Division. Also referred to as "raised funds" for the purpose of defining "Self-Funded Project."

3.18 "Maintenance, repair, and renovation" - Any activity or improvement to an academic facility and, if necessary, related areas such as the physical plant and grounds that, maintains, conserves, or protects the state of condition or efficiency of the academic facility.

3.19 "New Construction" - Any improvement to an academic facility and, if necessary, related areas such as the physical plant and grounds, that brings the state, condition or efficiency of the academic facility to a state of condition or efficiency better than the academic facility's current condition of completeness or efficiency. "New construction" includes a new addition to an existing facility and construction of a new academic facility.

3.20 "New Facilities" - A new construction project which is neither an addition to, total renovation, or conversion of an existing facility; nor a project involving maintenance, renovation, or repair of an existing facility; but is a new addition to a school district's building inventory.

3.21 "Non-academic facility" - A building or space that is not used for the provision of student instruction that is an integral part of an adequate education as described in Ark. Code Ann. § 6-20-2302. The term "non-academic facility" comprises, but is not limited to, those buildings, spaces and grounds described in Subsections 3.01.1, 3.01.3, 3.01.4 and 3.01.5 of these Rules, or any buildings, spaces or grounds that do not fit the definition of "Academic Facility" set forth in Section 3.01 of these Rules.

3.22 "Prioritization" - That methodology established by the Commission, and set forth in these Rules in Section 5.05, which provides a system of ranking new construction projects submitted for state financial participation in the Partnership Program, in order to comply with Ark. Code Ann. § 6-20-2507 and the necessary and appropriate allocation of limited funding resources.

3.23 "Program of Requirements (POR)" - The requirements that each new construction project which is not a warm, safe, and dry (systems) project is required to adhere to as the established minimum adequate components, and total square footage required in a school construction project as otherwise permitted in Section 4.02 of these Rules for add-on projects and as set forth in the Arkansas Public School Academic Facilities Manual. The POR is hereby incorporated into and made a part of these Rules, as "Appendix B" to these Rules, as if the POR was fully set forth herein. The District shall submit PORs for any new construction project that is not a warm, safe, and dry (systems) project for the Division's review in accordance with Section 3.34 of these rules.

3.24 "Project" - An undertaking in which a school district engages in:

3.25 Project Cost - A projected construction cost determined by the Division utilizing the specific project cost funding factors stipulated in Ark. Code Ann. § 6-20-2509 and localized to regional cost centers in the state. It serves as the basis for the estimated state financial participation for partnership projects per square foot. The specific project cost funding factors, New Facilities Project Cost Funding Factor and Warm, Safe, and Dry (Systems) and Conversion Project Cost Funding Factor, are defined as set forth in Sections 3.25.1 and 3.25.2 of these Rules. Neither the New Facilities Funding Factor nor the Warm, Safe, and Dry (Systems) and Conversion Project Cost Funding Factor shall include land purchases, mold abatement or removal, environmental clean-up, supersite clean-up, or qualification for LEED or Green Globes certification pursuant to Section 10.0 of these Rules.

3.26 "Project Funding Cycle" - A two (2) year cycle for which school districts' Partnership Projects submitted by a specified deadline in an even-numbered year are reviewed by the Division for state financial participation by May 1 of the succeeding odd-numbered year.

3.27 "Public School Facility" - Any public school building or space, including related areas such as the physical plant and grounds, that is used for any purpose, including, without limitation:

3.28 "Renovation Project" - A "warm, safe, and dry" (systems) new construction project addressing a facility system per Section 3.36.1 of these rules or addressing all building systems per Section 3.36.2 of these rules. To receive state financial participation, the project must be a "warm, safe, and dry" system or space replacement project.

3.29 "Resolution" - A written document voted upon and approved by at least a majority of a quorum of a school district's Board of Directors at a lawfully called meeting, which certifies the school district's dedication of local resources to meet the school district's share of financial participation in the new construction project.

3.30 "Schematic Drawing" - A diagram which fully illustrates all of the areas, spaces and dimensions of a new construction project. Schematic drawings shall include as a minimum: single line drawings with outside dimensions and overall gross square footage. For add-on or conversion projects the drawing shall be labeled to identify all interior spaces with interior room net square footage in the "footprint" of the entire project. For "warm, safe, and dry" (systems) projects, the major system components and their location shall be identified.

3.31 "School district" - A geographic area with an elected board of directors that qualifies as a taxing unit for purposes of ad valorem property taxes under Title 26 of the Arkansas Code and which board conducts the daily affairs of public schools under the supervisory authority vested in it by the General Assembly and Title 6 of the Arkansas Code.

3.32 "Self-Funded Project" - A project where the moneys needed to complete the project are one hundred percent (100%) raised and provided by the school district, and that shall be submitted to and approved by the Division upon compliance with state codes and standards. Any project, whether the district requests state financial participation or not, shall meet the standards of the Arkansas Public School Academic Facilities Manual or industrial codes and the Program of Requirements.

3.33 "State financial participation" - The state's share of financial participation in a local academic facilities project eligible for state financial participation according to the prioritization schedule established by the Commission and set forth in Section 5.05 of these Rules.

3.34 "Suitability" - The process undertaken by the Division to determine whether any existing academic facility is eligible for state financial participation for new construction projects, as set forth in Section 5.05 of these Rules. The state financial participation shall be the project cost described in Section 3.253 -multiplied by the difference of one hundred percent (100%) minus the school district's wealth index. Except for approved warm, safe, and dry (systems) projects, only that space total gross square footage required by the POR which is not already deemed available to a school district, whether on an existing campus or a new school campus, shall be determined eligible for state financial participation.

3.35 "Waiver" and "Variance" - The process by which a school district in unusual and limited circumstances may seek a waiver or variance from Sections 4.06, 4.07, 4.09, 7.06 and 7.07 of these Rules as approved by the Division.

3.36 "Warm, safe, and dry" - New construction projects deemed necessary by the Division to provide students a warm, safe, and dry educational environment. State financial participation may be available for two categories of warm, safe, and dry projects:

4.01 All applications for state financial participation under a Project Funding Cycle of this Partnership Program shall be submitted electronically by utilizing the Master Plan Web Tool located on the Division's Internet website http://arkansasfacilities.arkansas.gov/ no later than 4:30 p.m. on March 1 of every even-numbered year.

4.02 A school district may apply for state financial partnership participation under these Rules for projects that fall under one (1) of the following categories:

* Warm, safe, and dry;

* New facilities;

* Add-ons and/or Conversions; and

* Consolidation/annexation projects.

If the state provides financial participation for an add-on or conversion project, or a consolidation/annexation project that adds space to an existing campus, the district must construct any missing component to the POR specification. The district will have to submit a POR showing a component contained in the POR it does not have and add it, in the following order:

* Academic Core Areas;

* Special Education;

* Student Dining;

* Administrative

The state will not participate in add-on projects concerning gymnasiums, media centers and/or auditoriums if the district already has this space or is in need (according to the POR) of Academic Core Areas, Special Education or Student Dining Areas.

The state will consider the replacement of demolished space to be a prudent and resourceful expenditure of state funds issue. School districts are encouraged to discuss such issues with the state before entering into demolition projects when the districts will be filing applications for state partnership assistance.

School districts applying for state financial participation for projects that support their Facilities Master Plan shall file applications (and approved PORs and schematic drawings) in a format prescribed by the Division and shall list the applications in the district's Facilities Master Plan. No project shall be considered for state financial partnership participation unless it is included in the district's Facilities Master Plan.

4.03 Any project that applies for state financial assistance must prove suitability. All warm, safe, and dry (Space Replacement) projects that involve the demolition of space for replacement of the same space will be considered a prudent and resourceful expenditure of state funds issue.

4.04 Any submission for state financial participation which does not comply with applicable state laws and these Rules shall be denied by the Division. Any district whose submission is denied by the Division under this Section 4.04 may submit a written appeal of the Division's decision to the Commission.

4.05 In order to apply for state financial participation in a new construction project, a school district shall provide the Division with a detailed narrative, description, and justification for the project and evidence of:

4.06 All proposed new construction projects shall be in compliance with the standards set forth in the Arkansas Public School Academic Facilities Manual which is attached to these Rules as "Appendix A", as set forth in Section 3.05 of these Rules.

4.07 All applications for state financial participation under this Partnership Program for new construction projects which are not considered warm, safe, and dry (systems) projects pursuant to these Rules shall be prepared in accordance with the Program of Requirements except in unusual and limited circumstances (including, but not limited to, the variances set forth in Sections 4.06.1 and 4.06.2 of these Rules) where the Division determines that a waiver of the POR is the only means whereby the district can meet adequacy requirements. The POR is attached to these Rules as "Appendix B", as set forth in Section 3.23 of these Rules. In such instances, a district may submit a request in writing to the Division, signed by the district's Superintendent and President of its Board of Directors, setting forth in detail the circumstances requiring the waiver for the POR. No waiver request shall be deemed granted unless and until an Order to that effect has been signed by the Division.

4.08 A district may request and be granted by the Division a review conference that shall be held within twenty (20) working days after the date of request. The district may be advised through the review conference process by an architectural and engineering firm if the school district pays the cost of the advice from the architectural and engineering firm.

4.09 The minimum requirement set forth in Section 4.05.3 of these rules may be waived by the Division upon a recommendation being made by the Director of the Division to the Commissioners for the Division for the minimum to be waived for cause and a majority of the Commission supports the waiver.

5.01 The Division shall use criteria to evaluate a school district's application for state financial participation in a new construction project, pursuant to Ark. Code Ann. § 6-20-2507, which shall include, without limitation, the following:

5.02 The Project Cost shall be limited to the cost for an alternative project if the Division determines that an alternative project meets facility standards and addresses the suitability and safe, dry and healthy needs expressed by the district in its master plan and project application. The alternative project may consist of replacement of the original facility or component to the original configuration of construction at the most current state standard.

5.03 If a school district should fail to comply with any of the requirements set forth in state law and/or these Rules concerning the Division's evaluation of its application, the Division and Commission can deny the application for state financial participation.

5.04

5.05 Prioritization of Projects: All approved partnership projects for each fiscal year of the 2015-17 Project Funding Cycle and each Project Funding Cycle thereafter shall be funded according to the following order as funding shall become available:

5.06 If the school district's new construction project is approved for funding in the current funding cycle, then the district must execute the Partnership Agreement attached to these Rules as "Appendix C", as which is hereby incorporated into these Rules as if fully forth herein. If the Partnership Agreement is not executed within the time period set forth in Section 7.06 of these Rules, unless there is an approved waiver, the state's financial participation in part or in whole may be deemed null and void by the Commission.

5.07 In accordance with Ark. Code Ann. § 6-21-114(d) and the Commission's Rules Governing Property Insurance Requirements, every academic facility must be insured for at least 90% of replacement cost to be eligible for state financial participation. If, as of the date of application or at any point thereafter, an academic facility involved in a project is not sufficiently insured as required, as indicated in the district's current Statement of Values, the application shall be denied by the Division and any state financial participation shall cease.

6.01 State financial participation under the academic facilities partnership program is not available until July 1 of each year. The Division shall give priority in state financial participation to school district proposals relating to academic facilities according to the prioritization process set forth in Section 5.05 of these Rules. In allocating funds for state financial participation, the Division shall set aside funds sufficient to pay the incentives set forth in Section 10.0 of these Rules.

6.02 To the extent a district's Partnership Project has been ranked of such low priority and there are not sufficient state funds available to fully fund the district's Partnership Project, the district shall be entitled to the following:

6.03 With regard to an academic facilities project for which a school district intends to apply for state financial participation, the Division shall notify the school district of its final decision on the application and the estimated amount of state financial participation in the new construction project no later than May 1 of each odd-numbered year.

The Division's notice of its decision on a school district's application for state financial participation in a new construction project shall include an explanation of the evaluation factors underlying the decision of the Division to provide or not provide state financial participation in support of the new construction project.

7.01 If the Division determines that the new construction project is eligible for state financial participation, the Division and the school district shall enter into an agreement specifying the terms of the state's financial participation and the conditions that must be satisfied by the school district.

7.02 At a minimum, the agreement shall:

7.03 The agreement specified above and required by Ark. Code Ann. § 6-20-2507 is attached to these Rules as "Appendix C, as set forth in Section 5.06 of these rules.

7.04 All funding agreements under these Rules are contingent upon the prudent and resourceful expenditure of state funds as determined by the Division.

7.05 Before the district is allowed to proceed and start construction on the project, the district must submit, and the Division must approve, its final plans and complete specifications.

7.06 Within sixty (60) days of the Commission's final approval and funding of the district's partnership project, the agreement referenced in Sections 7.02 and 7.03 of these rules must be executed by the district and the Division. The Division shall have the right to grant a waiver from this provision, if the district has unusual and limited circumstances which prevent it from executing the agreement within the sixty (60) day timeframe.

7.07 If the Partnership Agreement is not executed within the time period set forth in Section 7.06 of these Rules, unless there is an approved waiver request or appeal pending before the Academic Facilities Review Board or Commission, the state's financial participation in whole or in part may be deemed null and void by the Division.

Construction of the project, as evidenced by a signed construction contract, must begin within eighteen (18) months from the date of the final approval of the project by the Commission. The district must obtain the Division's approval of the completion of all district project requirements within four (4) years from the date of final approval of the project by the Commission. For the purposes of this subsection, the phrase "signed construction contract" includes construction management contracts.

A district may request a waiver of timelines in Section 7.07 of these Rules if the district believes it can show unusual and limited circumstances which prevent it from meeting the timelines. State financial participation in a district's project is contingent upon the district meeting all timelines and deadlines set forth in these Rules. Absent an approved appeal or waiver, the Division may render the state's financial participation in a district's project null and void in whole or in part for failure to meet all of the timelines and deadlines set forth in these Rules and may recapture any state partnership funding assistance funds already paid to the district.

7.08 Payment of an incentive awarded pursuant to Section 10.0 of these Rules shall not be made to a district until the new facilities project is completed and the appropriate third-party certification entity or assessor has awarded final certification for the project.

8.01

9.01 If a school district qualifies for state financial participation under this Section, the Division shall certify the amount of state financial participation to the Commission for oversight purposes. The Commission shall certify the amount to the Arkansas Department of Education for payment.

9.02 The amount of the State Financial Participation under these rules is limited to the amount resulting from the application of the academic facilities wealth index to the project cost promulgated by the Commission to calculate the cost necessary to bring the academic facility into compliance with the Arkansas Public School Academic Facilities Manual under Ark. Code. Ann. § 6-20-2509, plus any incentives awarded pursuant to Section 10.0 of these Rules.

9.03 The Commission shall certify the amount to the Arkansas Department of Education for payment, less any withholding or reduction imposed by the Commission under Ark. Code Ann. § 6-21-114(d) for a school district's failure to comply with the Commission's insurance requirements.

9.04 For tracking purposes, the school district shall account for the funds received as state financial participation under this Section as restricted funds and shall account for the funds in accordance with provisions of law, including, without limitation, the Arkansas Educational Financial Accounting and Reporting Act of 2005, Ark. Code Ann. § 6-20-2201 et seq. and Rules established by the Arkansas State Board of Education and the Commission.

10.01 The purpose of this Section is to encourage school districts to build environmentally-friendly new facilities by offering financial incentives through the Academic Facilities Partnership Program.

10.02 DEFINITIONS - For the purpose of this Section, the following terms mean:

10.03 A new facilities project shall be eligible for financial incentives under this Section if the school district gives timely notice to the Division of the district's intent to seek LEED certification or Green Globes certification for the project. In its notice, the district shall identify which specific type and level of certification it intends to seek.

10.04 A district which completes an eligible new facilities project and successfully obtains LEED certification or Green Globes certification for the project shall be awarded an incentive calculated as a percentage of the amount of state financial participation in the project, as follows:

10.05 A project shall be eligible for financial incentives under this Section for LEED certification, or for Green Globes certification, but not for both certifications. No project shall be eligible for financial incentives for a level of certification higher than the level identified in the district's application for state financial participation.

10.06 Financial incentives awarded under this Section shall be in addition to the amount of state financial participation calculated under these Rules.

10.07 A district's application or eligibility for financial incentives under this Section shall have no effect on the prioritization of a project under Section 5.05 of these Rules.

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.

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.

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.

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:

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:

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:

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:

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.

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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

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.

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

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

A. "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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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

A. "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.

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.

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

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-

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.

A. Occupational Area

A. Agriculture

B. Business and Marketing

C. Family and Consumer Sciences

D. Architecture and Construction

E. Arts, A/V Technology and Communications

F. Government and Public Administration

G. Health Science

H. Law, Public Safety and Security

J. Manufacturing

K. Science, Technology, Engineering and Mathematics

L. Transportation, Distribution, and Logistics

A. Elementary School: Pre-K-5

B. Middle School: 6-8

C. High School: 9-12

D. Combination Schools

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:

A. Elementary Schools

B. Middle Schools

C. High School

A. The recommended minimum site sizes are:

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.

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.

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.

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.

A. The following chart is intended to assist with building footprint size selection:

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.

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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

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

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

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.

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.

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.

A. Topography

B. Vehicle access

C. Soil characteristics

D. Site utilities

E. Site preparation

F. Codes and zoning

G. Adjacent property

H. Easements/rig hts-of-way

I. Environmental restrictions

J. Testing

K. Aesthetic considerations

L LEED rating system

M. Demographics

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

A. It is preferable to choose a site with natural features compatible and complementary to the proposed building and site development.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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:

Establishing day lighting objectives will also improve classroom conditions and can help improve performance if you:

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:

E. 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:

F. Supporting Community Values

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.

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.

Application

Green building design may be applicable to both new facilities and renovation. It is a guideline to be considered, but not mandatory.

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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.

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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 energy

efficient 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:

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.

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:

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.

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.

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.

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.

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.

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.

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:

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.

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.

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.

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).

C Provide Telecommunications Bonding Backbone (TBB) between all TGBs and the TMGB.

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:

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

Outlet Locations

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:

C. A Technology System Plan shall consist of the following minimum Telecommunications Drawings, as required:

D. The Technology Design shall include the following components:

E. 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.

A. Media Standards

Telecommunication Room Wiring Guidelines '

Telecommunication Room Wiring Standards: Interior Environment

Telecommunication Room Terminations

Building Wiring Guidelines

D. Campus Backbone Wiring

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:

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.

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.

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:

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:

F. 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.

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.

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.

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.

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.

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.

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.

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.

E. Minimum Standard: Closed Circuit Television Systems

F. Minimum Standard: Access Control Systems

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.

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.

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.

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 APPLICABILITY

This 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:

II. SCOPE OF THE PROJECT

III. RESPONSIBILITIES DURING COURSE OF PROJECT

The division and district shall be responsible for the following:

IV. SCHOOL DISTRICT SHARE OF THE BASIC PROJECT COST

V. STATE SHARE OF PROJECT COST

VI. THE PROJECT CONSTRUCTION FUND

VII. CONTRACT ADMINISTRATION

VIII. MAINTENANCE OF COMPLETED FACILITIES

Upon 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 CONSIDERATIONS