HomeMy WebLinkAboutAgenda - 01-29-1996 c
January 22, 1996
JOINT MEETING
ORANGE COUNTY BOARD OF COMMISSIONERS
ORANGE COUNTY BOARD OF EDUCATION
CHAPEL HILL-CARRBORO BOARD OF EDUCATION
AT
ORANGE COUNTY GOVERNMENT SERVICES CENTER
JANUARY 29, 1996
7 : 30 - 9: 30 P.M.
A G E N D A
1 . Brief report on the status of the School Construction Standards
work group
2 . Joint community school park/recreation use of school sites
3. Designation of general areas for future school sites - school
systems and county roles
4 . Review of the ten-point plan for school capital financing
5. Amendment of Impact Fee Ordinance to include building retrofit as
a possible use of Impact Fee proceeds
6. Discussion of changes in the distribution of recurring capital
funding in annual budgets
t " k �,
School Facility Construction Standards
Workgroup
Draft Report
January 22, 1996
Workgroup Members:
Orange County Board of Commissioners Moses Carey
Stephen Halkiotis
Chapel Hill/Carrboro City School Board Mary Bushnell
Nick Didow
Orange County School Board Susan Dovenbarger
Larry Haverland
Parent Representatives Bill Boyarsky
Dick Snow
For Public Comment:
Public Hearing Thursday,January 25, 1996
7:00 PM
A.L. Stanback Middle School
t ' '
School Facility Standards Draft Report
January 22, 1996
1. Executive Summary
Space Considerations:
• Table of Elementary School Space
• Table of Middle School Space
Other Considerations
2. Elementary School Space
3. Middle School Space
4. Other Facility Considerations
5. North Carolina Public School Facility Standards
Y
Y
Y
Executive Summary
Introduction
The School Facility Construction Standards Work Group is an eight member work group which
includes two representatives from the Board of County Commissioners, two representatives from
each of the two School Boards, and two parent representatives. The members of the group are:
Orange County Board of Commissioners Moses Carey
Stephen Halkiotis
Chapel Hill/Carrboro City School Board Mary Bushnell
Nick Didow
Orange County School Board- Susan Dovenbarger
Larry Haverland
Parent Representatives Bill Boyarsky
Dick Snow
The workgroup began work in May 1995 to develop basic standards for new school construction
for both school districts. In October the group held a workshop which served to educate the
workgroup members and the general public on such issues as education program requirements,
state facility standards, facilities management cost, and effective school design.
As part of the process for developing Facility Standards, the Workgroup is looking for input
from citizens. A public hearing is to be held on Thursday, January 25 at 7:00 p.m. at the new
Stanback Middle School, located on Highway 86 (approximately one mile north of the
intersection of New Hope Road and Highway 86).
Report Summary
The Workgroup has developed draft standards for comment for elementary and middle schools.
The draft standards include a four level approach to facility size:
• The Basic School - which is modeled after the guidelines as established by the North
Carolina Department of Public Instruction. The major distinction between the state
guidelines and the school design as outlined in the Basic School plan is that
classrooms sizes are larger than required by the State. This increase in classroom size
is primarily attributable to the introduction of technology into the classroom. The
square footage and capacity for the Basic School is as follows:
Elementary School Capacity 600 students 81,463 square feet
Middle School Capacity 700 students 110,673 square feet
Page 1
C , i
• Tier 1 includes additional staff workspace and conference room space.
Elemenetary and Middle School square footage included in this level of school
facility is as follows:
Elementary School - 2,660 square feet
Middle School - 2,700 square feet
• Tier 2 includes additional space for afterschool programs. For an elementary
school, this includes additional storage to allow the regular classrooms to be used
for the afterschool program. At the middle school, afterschool use includes an
additional multi-purpose room and additional storage in the physical education
area of the building. Elementary and Middle School square footage included in
this level of school facility is as follows:
Elementary School - 1,862 square feet
Middle School - 1,620 square feet
• Tier 3 includes all other space identified by the two school systems for inclusion
in a school At the elementary level this additional space is primarily for
additional storage, staff support areas and a student commons area. For the middle
school the space identified in this level includes student project rooms, team
meeting rooms, additional music rooms, additional storage, a video production
laboratory and a larger student commons area. Elementary and Middle School
square footage included in this level of school facility is as follows:
Elementary School - 13,240 square feet
Middle School - 17,199 square feet
The tables on the next two pages summarize the Basic School square footage and the three tiers.
Schools are to be constructed using materials with low maintenance cost and high durability. The
life cycle of a school is expected to be a minimum of 50 years. Schools are to be retrofitted for
technology. Consideration is to be given to community use of schools.
Page 2
Elementary School
Capacity 600 Students
Basic L Additions to Basic School Total Basic
School Tier 1 Tier 2 Tier 3 School Plus 3 Tiers
Classrooms and Associated Storage _
Regular Classrooms (25) 28,400 1,200 3,400 33,000
Pre-School Area(1) 1,700 1,700
Special/Exceptional Children/Speech
Language (7 rooms) 4,800 850 5,650
Science Project Room(1) 1,200 1,200
Small Project Rooms(Grades 4&5) (2) 400 400
Art Education and Music 2,400 450 2,850
Physical Education 5,050 200 5,250
Media Center 4,200 4,200
Small Group Resource Rooms 1,350 1,350
Administration 1,650 300 1,950
Student Support Areas _
Health 200 100 300
Counseling 900 900
Staff Support Area
Teachers' Offices/Workrooms 2,300 2,000 300 4,600
Conference Rooms (one per grade level) 1,500 1,500
General Conference Room 200 200
Speech/Language Conference Room 400 400
Teachers' Lounge/Workarea 1,000 1,000
Itinerant Support 300 300
Cafeteria/Food Service 4,500 200 4,700
Miscellaneous/Commons _
Custodial General Storage 500 500
Book Storage 800 800
Student Commons 1,000 1,000
Additional Toilets Above Toilets
Calculated as part of"Circulation" 855 855
Subtotal 61,250 2,000 1,400 9,955 74,605
Circulation at 33% of Subtotal 20,213 660 462 3,285 24,620
Total Square Footage 81,463 2,660 1,862 13,240 99,225
Page 3
Middle School
Capacity 700 students • '
Basic Additions to Basic School Total Basic
School Tier 1 Tier 2 Tier 3 School Plus 3 Tiers
Classrooms and Associated Storage
Regular Classrooms(22) 22,000 300 22,300
Science Classrooms (6) 7,200 7,200
Exceptional Education Classroom
(1)/Resource Rooms(4) 3,300 3,300
Student Project Rooms (3) 2,250 2,250
Art Education and Music (Cultural Arts) 9,600 1,130 10,730
Exploratories
Foreign Language Classroom 2,000 2,000
Career Explorations Lab and Resource
Room 1,000 1,000
Applied Technology Lab and Resource
Room 3,500 3,500
Consumer Education Lab and Resource
Room 1,500 1,500
Computer Lab and Resource Room 1,000 1,000
Video Production Lab 1,000 1,000
Physical Education 12,000 1,200 500 13,700
Media Center 5,640 60 5,700
Parent/Community Center 400 400
Administration 1,800 50 1,850
Student Support Areas
Health 200 500 700
Counseling/Guidance 800 950 1,750
Staff Support Area
Teachers' Offices/Workrooms 1,350 2,000 1,250 4,600
Conference Rooms (one per grade 750 750
Teachers' Lounge/Workarea 450 450
Cafeteria/Food Service 5,240 5,240
Miscellaneous/Commons
Receiving Area 200 200
Book Storage/Central Supply Storage 1,700 100 1,800
Student Commons 1,500 3,500 5,000
Subtotal 81,980 2,000 1,200 12,740 97,920
Circulation at 35% of Subtotal 28,693 700 420 4,459 34,272
Total Square Footage 110,673 2,700 1,620 17,199 132,192
Page 4
Elementary School
The total square footage of the Basic School, as outlined in this section of the report, is
approximately 81,500 square feet. There are three tiers added to the Basic School. Tier 1
increases the staff support work space by 2,000 square feet plus 660 square feet for circulation,
bringing the total for Tier 1 to 2,660 additional square feet. The second tier provides additional
storage space for use of the facility for afterschool programs. The additional storage space is
1,400 square feet with 462 square feet for circulation, bringing the total for Tier 2 to 1,862
additional square feet. The final tier includes space identified by the School Systems as desirable
for an elementary school. Tier 3 adds 13,240 square feet with approximately 5,920 square feet
for storage, 1,000 square feet for a Student Commons area and the balance primarily for
additional teacher workspace and conference rooms.
1. Capacity
The capacity of the elementary school is recommended to be 600 students.
2. School Sites
The elementary school site is be based on the NC Public School Facility Standards which
requires an elementary school have a minimum of ten usable acres plus one usable acre
per each 100 average daily membership (ADM). Therefore the minimum school site for a
600 student elementary school is 16 acres.
Consideration will be given to community use of the facility and recreational facilities
which could possibly increase the size of the school site.
I Classrooms and Associated Storage
A. Regular Classrooms Basic School-28,400 sq. ft.
Tier 2 -Add 1,200 sq. ft.
Tier 3 -Add 3,600 sq. ft.
Classrooms are based on the following number of students:
• Kindergarten through Third Grade-23 students per classroom
• Fourth and Fifth Grades - 26 students per classroom
Page 5
t , .
Workgroup Recommendation NC Public School Facility
(Sq. Ft) Standards (Sq. Ft).
Kindergarten (4 rooms) 1,200 1,200
Grades I -3 (13 rooms) 1,200 1,000 - 1,200
Grades 4-S(8 rooms) 1,000 850 - 1,000
Total square footage for regular classrooms in the Basic School is 28,400 square feet.
Tier 2 includes 1,200 square feet for additional storage in the classroom which would
allow classrooms to be used for afterschool programs. Other storage space for afterschool
programs is included in the multi-purpose/physical education section of this report.
Additional classroom storage is included in Tier 3. The total amount of additional storage
space is 3,400 square feet. Small project rooms for grades 4 and 5 are also included in
this tier, adding 400 square feet.
B. Pre-School Area Basic School - 1,700 sq. ft.
Classroom size for children ages three and four is recommended by the State to be 1,200
to 1,400 square feet. Draft standards developed by the Work Group includes 1,700 square
feet for this area.
C. Special/Exceptional Children Basic School-4,800 sq. ft.
Speech/Language Tier 3 - Add 850 sq. ft.
Programs for exceptional children vary greatly, depending on local factors. The State
suggests a minimum of 100 square feet be provided for each student.
The Workgroup is recommending the following space for the Basic School for
special/exceptional speech/language education:
Square Footage
Academically Gifted Classroom 900
Speeclr/Language Rooms 500
Learning Disabilities Classroom 2 rooms at 500 sq ft. each
PIA Classroom 1,200
BEH 1,200
Additional space included in Tier 3 includes: storage for the Learning/Disabilities
classroom (200 square feet) and for the speech/language classrooms (100 square feet).
Offices for the Speech/Languages teacher are included in this tier adding 300 square feet
to the school. An office area totaling 250 square feet is included for the Learning
Disabilities program.
Page 6
4. Art Education and Music Basic School - 2,400 sq. ft.
Tier 3 - Add 450 sq. ft.
The following table compares the Workgroup's draft recommendation for a Basic School
with the Standards established by the State Department of Public Instruction:
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Music:
• General Music 1,000 850 - 1,000
• Music Library 200
• Music Office 0 150
Art Room 1,400 1,000 - 1,400
Creative Movement in multipurpose room 1,800 - 2,000
Tier 3 includes 450 additional square feet for art storage (250 square feet) and music
storage (200 square feet).
5. Physical Education Basic School 5,050 sq. ft.
Tier 2 - Add 200 sq. ft.
In addition to the space outlined in the table below, the NC Public School Facility
Standards state that K-6 indoor physical education areas should also include additional
square footage for an office, storage and toilets for boys and for girls.
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Multipurpose/Indoor 3,600 3,600
PE
PE Storage 200 included in standards but amount of
required space not specified
Stage 800 included in standards but amount of
required space not specified
Stage Storage 450
Page 7
Tier 2 includes additional storage space totaling 200 square feet for afterschool storage.
6. Media Center Basic School - 4,200 sq. ft.
The State provides that the school's media center should be located on the ground floor,
be a single story and be convenient to all learning areas of the school. The capacity of the
center should be 10% of the membership of the school (60 students.) The following table
compares the State Public School Facility Standards with the draft recommendations of
the Workgroup:
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Main Room 3,000 2,400 to 3,600
Support Areas 1,200 1,200
Computer Room not included 850 - 1,000
Video Production Room not included 300
Equipment Storage see storage 80
A computer room is not included in the Basic School since technology is integrated into
the classrooms and space is provided in each classroom for computers.
7. Small Group/Resource Rooms Basic School - 1,350 sq. ft.
The State Standards require that one or more small group classrooms be provided for
remediation, conferences, guidance, testing, etc. for groups of up twelve individuals.
Workgroup NC Public School Facility
Recommendation Standards
Remediation 3 rooms at 450 sq.ft. each at least one room at 450 sq. ft.
/Resource Labs
8. Administration Basic School - 1,650 sq. ft.
Tier 3 - Add 300 sq. ft.
The following table compares the State Standards to the draft recommendations of the
Workgroup:
Page 8
Workgroup NC Public School Facility
Recommendation (Sq. Ft) Standards (Sq. Ft).
Principal's Office 200 200
Assistant Principal 150 150 sq. ft per office
Reception Area 400 400
Secretary 150 150
SIMS K-S 150 120
Workroom/Storage 200 200
Conference Room 200 200
Record Storage 100 100
General Storage 100 100
Tier 3 includes larger room sizes for the principal's office (50 square feet), for the
reception area (100 square feet), a larger conference room (50 square feet) and additional
storage above the State guidelines (100 square feet).
9. Student Support Areas Basic School - 1,100 sq. ft.
Tier 3 - Add 100 sq. ft.
This general area includes counseling rooms, guidance rooms, and health services. The
State suggests that schools with more than one guidance counselor will need additional
space.
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Guidance Rooms/Family 400 450
Specialists
Counselor Office 300 150 each office
Other Student Services 200 200
Health Room 200 200
Tier 3 includes an office for the Health function(100 square feet).
10. Staff Support Areas Basic School - 3,600 sq. ft.
Tier 1 - Add 2,000 sq. ft.
Tier 3 - Add 2,400 sq. ft.
The State recommends that combined or shared space for teacher's offices/workspace be
provided. There should be at least one centralized workroom that houses equipment such
Page 9
as the copy machine, duplicator, specialized computers, etc. The size of the lounge area
is determined by the building plan and faculty size. The lounge should provide limited
kitchen facilities.
Workgroup NC Public School Facility Standards
Recommendation (Sq. Ft).
(Sq. Ft)
Teachers' The State requires that for grades K-3,
Workrooms: 100 to 125 square feet be provided for
teacher offices/workspace. For grades 4
and above, 80 to 100 square feet per
teacher is required.
• Kindergarten 300
• Grades 1,2,3 900
• Grades 4,5 600
Additional Teacher 500
Workspace/Offices
Teachers' 1,000 required but size varies
Lounge/Workarea
Itinerant Support 300 300
Tier 1 includes additional offices and workspace for teachers totaling 2,000 square feet.
Tier 3 includes additional workrooms for the kindergarten level (300 square feet), one
conference room per grade level (1,500 square feet), a general conference room (200
square feet) and a speech/language conference room (400 square feet).
11. Cafeteria/Food Service Basic School - 4,500 sq. ft.
Tier 3 - Add 200 sq. ft.
The State uses a formula for determining the appropriate size for the dining room and
kitchen area. The dining area should provide between 12 and 14 square feet per pupil
dining. Based on three seatings, the size of the dining room should be at least 2,400
square feet and 2,800 square feet. The kitchen space is based on the number of meals
served. A kitchen preparing 500 meals should be at least 1,518 square feet. A kitchen
preparing 750 meals should be at least 1,938 square feet. The Workgroup recommends a
dining area of 2,400 square feet and a kitchen/serving area of 2,100.
Tier 3 includes additional storage for tables and chairs totaling 200 square feet.
Page 10
12. Miscellaneous/Commons Basic School - 13,000 sq. ft.
Tier 3 - Add 1,855 sq. ft.
This area includes miscellaneous space such as additional storage, book storage and
School Commons area. In addition, this area includes additional toilets which are
required by the State Facility Standards but are calculated as part of the overall
circulation multiplier which is applied to the total square footage (see next section).
Workgroup NC Public School Facility
Recommendation (Sq. Ft) Standards (Sq. Ft).
Custodial Storage 500 500
Book Storage 800 800
Tier 3 includes a Commons area (1,000) and toilets which are calculated over and above
the circulation factor of 33 percent.
13. Circulation
A multiplier of 33 percent is included for space such as storage, mechanical rooms,
hallways, toilets, walls, etc. The multiplier is applied to the total square footage of the
Basic School plus each additional level.
14. Cost Per Square Foot
For planning purposes, building costs are calculated based on $90 per square foot for
construction.
Middle School
The total square footage of the Basic School, as outlined in this section of the report, is
approximately 110,700 square feet. There are three tiers added to the Basic School. Tier 1
increases the staff support work space by 2,000 square feet plus 700 square feet for circulation,
bringing the total for Tier 1 to 2,700 additional square feet. Tier 2 includes increased space for
the afterschool programs, increasing the square footage by a total of 1,620 square feet. The
remaining tier includes nearly 17,200 square feet of which a large portion is for special project
rooms, additional commons space and additional teacher workspace.
Page 11
1. Capacity
The capacity of the middle school is recommended to be 700 students.
2. School Sites
The middle school site is based on the NC Public School Facility Standards which
requires that a middle school have a minimum of 15 usable acres plus one usable acre
per each 100 average daily membership (ADM). Therefore the minimum school site for a
700 student middle school is 22 usable acres.
3. Classrooms and Associated
Storage Basic School - 32,500 sq. ft.
Tier 3 - Add 2,550 sq. ft.
The Basic School includes classrooms at the upper end of the range provided by the State
Department of Public Instruction. The larger classrooms allow technology to be
integrated into the classrooms. Regular Classrooms are based on 1,000 square feet per
classroom, science classrooms and Exceptional Education Classrooms are each 1,200
square feet per classroom. The Resource Rooms for Exceptional Education include two
small rooms at 450 square feet each and two larger rooms at 600 square feet each.
Workgroup Recommendation NC Public School
(Sq. Ft) Facility Standards (Sq.
Ft).
Regular Classrooms (22) 22,000 18,700 - 22,000
Science Classrooms (6) 7,200 6,000 - 7,200
Exceptional Education 1,200 100 sq. ft. per student
Classroom
Exceptional Education 2,100 450 sq. ft. per room
Resource Rooms (4)
Total square footage for regular classrooms, science classrooms and exceptional
education classrooms and resource rooms in the Basic School is 32,500 square feet.
Included in Tier 3 for the middle school is 300 square feet additional storage. In addition
three 750 square feet student project rooms (one for each grade level) provides space for
students to work on special projects.
Page 12
4. Art Education /Music/Creative Movement
and Theater Arts Basic School - 9,600 sq. ft.
Tier 3 - Add 1,130 sq. ft.
The following table compares the Workgroup's draft recommendation for a Basic School
with the Standards established by the State Department of Public Instruction. Note that
the Stage is to be built as part of the cafeteria. A separate auditorium is not included in
the Basic School. The State Standards provides that, if programming allows, the
instrument and vocal music rooms can be combined.
Workgroup NC Public School Facility
Recommendation (Sq. Ft) Standards (Sq. Ft).
Music:
• Instrument Music 1,500 1,000 to 1,200
• Vocal Music 1,200 1,000 to 1,200
• Electronic Music not included in Tier 1 0
• Practice Rooms not included in Tier 1 0
• Instrument Storage included as part of Should be provided but space
circulation/classroom amount not specified
Visual Arts Room 1,500 1,200 to 1,500
Creative Movement 1,800 4,000 (includes stage)
Theater Arts 1,800 1,800 to 2,000
Stage and Stage Storage 1,800 4,000 includes lobby
Tier 3 includes one large practice room (200 square feet) one small practice room (80
square feet), wardrobe storage (450 square feet) and one electronic music room (400
square feet). If an auditorium was added, additional square footage would be required.
5. Physical Education Basic School 12,000 sq. ft.
Tier 2 - Add 1,200 sq. ft.
Tier 3 - Add 500 sq. ft.
The State standards for physical education do not specify the amount of square footage
for physical education. The Standards do require a minimum court area for the
gymnasium of least 42 feet by 74 feet with six feet on each side of the court and eight feet
on each end of the court for safety. The gymnasium should include dressing and shower
areas, offices and some storage. Assembly and spectator use may require increased size.
Page 13
Workgroup NC Public School Facility Standards
Recommendation (Sq. (Sq. Ft).
Ft)
Gymnasium 7,200 see note above
Locker Rooms (2) 2,400 to be provided although space not
defined
Office 500
Weight room 900 not required for a middle school
Storage 100 required but amount not specified
Health Classroom 900
Tier 2 provides additional space that would allow after school use. This includes a multi-
purpose room (900 sq. ft.) plus additional storage (300 sq. ft.). Included in Tier 3 is a
larger gymnasium (300 sq. ft.) and additional storage (200 sq. ft.)
6. Media Center Basic School - 5,640 sq. ft.
Tier 3 - Add 60 sq ft.
The State provides that the school's media center be located on the ground floor, be a
single story and be convenient to all learning areas of the school. The capacity of the
center should be 10% of the membership of the school (70 students.). The following table
compares the State Public School Facility Standards with the draft recommendations of
the Workgroup:
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Main Room 4,000 2,800 to 4,200
Workroom/Office 600 Total support area is 1,880
Storage:
• Periodical 200
• Audio Visual 90
Audio Visual Equipment 250
Conference Room 200
Professional Library 200
Telecommunications Room 100
Tier 3 includes additional storage for periodicals (50 square feet) and for audio visual (10
square feet).
Page 14
7. Parent/Community Center Tier 3 - 400 sq. ft.
Space identified by the Schools dedicated for use by parents and the community is
included in Tier 3. The State does not require this space.
8. Administration Basic School - 1,800 sq. ft.
Tier 3 - Add 50 sq. ft.
The following table shows the space included in the Basic School for Central
Offices/Administration:
Workgroup NC Public School
Recommendation Facility Standards (Sq.
(Sq. Ft) Ft).
Principal's Office 200 200
Assistant Principal(2) 300 150 sq. ft. each
Reception Area 300 400
Clerical 200 150
SIMS K-S 150 120
Workroom/Storage/Mailroom 250 200
Conference Room 200 200
Record Storage 200 100
Tier 3 includes additional space for clerical/office management staff(50 sq. ft.).
9. Student Support Areas Basic School - 1,000 sq. ft.
Tier 3 - Add 1,450 sq. ft.
This general area includes counseling rooms, guidance/family specialists rooms, and
health services. The State standards state that schools with more than one guidance
counselor will need additional space.
Workgroup NC Public School Facility
Recommendation Standards (Sq. Ft).
(Sq. Ft)
Guidance Rooms/Family
Specialists
• Counselor's Offices 450 150 each counselor
• Other Offices 150 varies
• Conference Room 200 varies
Health Room 200 200
Page 15
Tier 3 includes a Peer Advisor/Conflict Mediator's Room (200 sq. ft.), counselors'
offices larger than the 150 square feet required (150 sq. ft.), a reception/waiting area (100
sq. ft.), additional group counseling area (250 sq. ft.), additional testing/conference area
(100 sq. ft.), offices for psychologist, social worker and speech therapist (150 sq. ft.), an
office for the nurse (150 sq. ft.), and additional health space including additional space
for a cot area, reception area and toilet in the health suite (350 sq ft.) One toilet is
required but is included in the overall circulation of the building.
10. Staff Support Areas Basic School - 1,800 sq. ft.
Tier 1 - Add 2,000 sq. ft.
Tier 3 - Add 2,000 sq. ft.
The State recommends that combined or shared space for teacher's offices/workspace be
provided. There should be at least one centralized workroom that houses equipment such
as the copy machine, duplicator, specialized computers, etc. The size of the lounge area
is determined by the building plan and faculty size. The lounge should provide limited
kitchen facilities. Included in the Basic School is one workspace for each grade (450 sq.
ft. each) and a teacher's lounge (450 sq. ft.). Tier 1 includes additional workspace for
teachers, including offices and conference rooms. Tier 3 includes additional conference
rooms and teacher workspace. Note that the square footage for Tiers 1 and 3 are based on
the space identified for the professional staff for the elementary school.
Workgroup NC Public School Facility Standards
Recommendation (S q. Ft).
(Sq. Ft)
Teachers' Workrooms: 1,350 For grades 4 and above, 80 to 100 square
feet per teacher is required.
Teachers 450 required but size varies according to the
Lounge/Workarea facility and other additional space.
Tier 2 includes additional offices and workspace for teachers totaling 2,000 square feet.
Tier 3 includes additional workrooms, offices and conference space.
11. Cafeteria/Food Service Basic School - 5,240 sq. ft.
The State uses a formula for determining the appropriate size for the dining room and
kitchen area The dining area should provide between 12 and 14 square feet per pupil
dining. Based on three Beatings, the size of the dining room should be at a minimum
Page 16
2,400 square feet to 2,800 square feet. The kitchen space is based on the number of meals
served. A kitchen preparing 750 meals should be at least 1,938 square feet. The
Workgroup recommends the Basic School have a dining area of 3,300 square feet and a
kitchen/serving area of 1,940 square feet.
12. Miscellaneous/Commons Basic School - 3,400 sq. ft.
Tier 3 - Add 1,855 sq. ft.
This area includes miscellaneous space such as additional storage, receiving area, book
storage and School Commons area.
Workgroup NC Public School Facility
Recommendation (Sq. Standards (Sq. Ft).
Ft)
Receiving Area 200
Custodial/Book 900
Storage
Book Storage 800
Student Commons 1,500 1,500
Tier 3 includes a larger activities lobby (500 sq. ft.) and three academic house centrums
at 1,000 square feet each (total 3,500 sq. ft.).
13. Circulation
A multiplier of 35 percent is included for space such as storage, mechanical rooms,
hallways, toilets, walls, etc. The multiplier is applied to the total square footage of the
Basic School plus each additional level. A larger circulation factor than the factor used
for an elementary school is necessary for a middle school due to the more complex nature
of the facility (laboratories, additional plumbing, etc,) and additional space needed for the
hallways (student lockers).
14. Cost Per Square Foot
For planning purposes a cost of$95 per square foot for construction is to be used.
Page 17
Other Facility Considerations
Technology
Technology for new school construction projects should include funds for the installation of
cabling network within the school. The network should be designed to accommodate voice, data
and video educational requirements. Realizing that specifics for the technology infrastructure
may differ depending upon user needs a cost allowance as suggested by the Department of Public
Instruction of$1.75 per building square foot should be used.
Equipment such as computers, file servers, printers, telephones, copiers, facsimiles, and video
recorders should also be included in the budget. For planning purposes, an estimate of$4.00 per
square foot is to be used.
Energy Efficiencies
An approved industry standard that measures energy use is the British Thermal Unit (BTU).
Electric and natural gas consumption can easily be converted into BTUs and comparative
analysis can be developed. Today's energy efficient schools should operate in the range of
40,000 to 50,000 BTU per square foot. This range allows for computer equipment in classrooms
and after hour use of facilities. If an energy usage target is established for construction of new
schools, the planners have the flexibility of specifying the mix of mechanical systems, chillers,
daylighting techniques, roofing systems, insulation, energy management systems, etc. to achieve
the agreed upon energy goal. An integral part of the equipment specification process includes the
development of life cycle cost analysis data regarding the proposed equipment.
The energy BTU goal and life cycle cost analysis should be a required amendment in the contract
between the school system and architect/engineer. Other recommendations in this area include:
(1)all classrooms should have exterior exposure with windows; and (2) heating and cooling
systems should be easily interchangeable.
Site Issues
The property size of new schools should at a minimum follow established recommendations
from the Department of Public Instruction. These are:
Elementary School 10 usable acres plus 1 usable acre per 100 students
Middle School 15 usable acres plus 1 usable acre per 100 students
High School 30 usable acres plus 1 usable acre per 100 students
Page 18
School systems should actively pursue partnering agreements with the towns and the County
Parks and Recreation Departments, private developers, and businesses in an effort to maximize
shared facilities.
Other site considerations include:
1. Landscaping and buffers should be included in all school plans.
2. Athletic fields at the high school and middle school level should be equipped with
irrigation systems. At a minimum, irrigation should be installed on the primary
event field. Additionally, water should be available for plants and grass in the
immediate vicinity of the buildings.
3. Covered walkways should be provided at the student drop-off areas, main
entrances, and bus loading areas.
4. Adequate parking for staff and visitors should be provided. The following
minimum recommendations are made regarding the size of parking facilities at
new schools:
Capacity Parking Spaces
Elementary School 600 100
Middle School 700 120
Materials
Construction materials should be selected based on low maintenance and high durability. The
life cycle of each new school is a minimum of 50 years.
Page 19
North Carolina Public Schools
FACILITY STANDARDS
A Guide for Planning School Facilities
PUBLIC SCHOOLS OF NORTH CAROLINA
STATE BOARD OF EDUCATION
DEPARTMENT OF PUBLIC INSTRUCTION
August 1995
TABLE OF CONTENTS
PURPOSE...........................................
LONG-RANGE PLANNING............................................ ................................................................................ 1
_ .............................................................................. 3
SCHOOLSIT ES................................................................................................................................................. 4
REGULARCLASSROOMS.............................................................................................................................. 5
SCIENCE............................................................................................................................................................ 7
SMALL-GROUP ROOMS.........................:....................................................................................................... 8
EXCEPTIONALCHILDREN............................................................................................................................ 9
ARTSEDUCATION - MUSIC ........................................................................................................................ 10
ARTS EDUCATION -VISUAL ARTS ..............................................................................................
ARTS EDUCATION-THEATRE ARTS......................................................................................................... 12
ARTSEDUCATION - DANCE ....................................................................................................................... 14
WORKFORCE DEVELOPMENT(VOCATIONAL EDUCATION).............................................................. 15
MEDIACENTERS .......................................................................................................................................... 17
PHYSICALEDUCATION............................................................................................................................... 19
ADMINISTRATION........................................................................................................................................ 20
STUDENT SUPPORT AREAS ............................ 21
STAFFSUPPORT AREAS .............................................................................................................................. 22
COMMONS, CIRCULATION AND ENTRIES ..............................................................................................23
CHILD NUTRI'T`ION CAFETERIAS............................................................................................................ 24
BUILDINGSUPPORT AREAS.......................................................................................................................25
DESIGNINFORMATION............................................................................................................................... 26
APPENDIX: .....................................................................................................................................................29
GENERAL STATUTE 115C-521
IMPLEMENTING ENERGY USE GOALS AS REQUIRED BY G.S. 115C-521 (c)
FEASIBILITY AND COST ANALYSIS AS REQUIRED BY G.S. 115C-521
CLASS SIZES AND TEACHER ALLOTMENTS
RECOMMENDED MINIMUM FACILITIES FOR ARTS AND PHYSICAL EDUCATION
RECOMMENDED MINIMUM FACILITIES FOR MIDDLE GRADES WORKFORCE DEVELOP-
MENT(VOCATIONAL) PROGRAMS
SUGGESTED SIZING FOR MEDIA CENTER MAIN ROOMS
DEVIATION FROM THE NORTH CAROLINA PUBLIC SCHOOLS FACILITY STANDARDS
DEVIATION FROM THE SCHOOL FACILITY STANDARDS FORM
ii
FOREWORD
±_- The responsibility for providing public school facilities in North Carolina rests with the counties and the special
chartered school districts within them. State support for school construction was provided by statewide bond
issues in 1949, 1953, 1963 and 1973 when it became apparent that the counties'resources could not keep pace
with increasing school facility needs. However, the basic responsibility for providing funds for school facilities
will continue to be with local governments and the responsibility for funding operating costs will continue to be
with the State.
In keeping with this funding policy, the responsibility for assuring appropriate, safe,functional buildings to
support educational programs has also rested with local governments and with local boards of education who
are the legal owners of the facilities. Various state agencies have always monitored all public construction for
structural design, safety,sanitation and environmental impact. The choice of designs,materials,sizes,numbers
and types of spaces needed for educational programs has traditionally been left to the local boards.
The 1985 General Assembly approved, in principle, a commitment to improve education for all students and
began funding the Basic Education Program. Legislation was designed to assure every child the opportunity to
acquire the "basic requirements relating to a common core of knowledge and skills considered essential for
mastery... before graduation from a public high school in North Carolina." The BEP is a ten-year commitment,
and, when fully funded, will provide more than $850 million for additional teachers,programs and materials.
The BEP also requires a State Standard Course of Study. It describes the "what" and the "how" of the state
curriculum. The General Assembly has honored its commitment to the BEP since its approval with allocations
according to the eight-year funding schedule.
(' In 1987, the General Assembly, realizing the impact of the BEP on school facility needs, became aware of the
magnitude of these needs.As a result, the School Facilities Finance Act of 1987 was enacted. This act proposes
to provide$3.2 billion for school construction over the next ten years. In keeping with the BEP standards for
curriculum and instruction, the "Finance Act of 1987" directed the State Board of Education to develop and
adopt interim statewide school facility minimum standards... (to)be used by the Commission on School Facility
Needs to make its preliminary report on critical school facility needs in each county. Further, the statute states
"the statewide school facility minimum standards ... shall apply to the construction, reconstruction, enlarge-
ment and improvement of all school buildings... regardless of the source of funds for the project." In December
1988, the State Board of Education approved these recommended standards which define and describe the
minimum facilities to support the Basic Education Program and to assure a functional learning environment for
every student. This publication defines those standards and provides a convenient guide for planning public
school facilities.
Jay Robinson, Chairman Bob Etheridge,State Superintendent
State Board of Education North Carolina Department of Public Instruction
i
PURPOSE
G== In July 1987, the North Carolina General Assembly en- Natural Resources:
acted legislation to provide funds for public school con- Approval for new on-site water systems.
struction to assist county governments in meeting their Approval of on-site waste water.
capital building needs and to provide additional funds Approval of kitchen sanitation.
for selected counties with the greatest critical school fa- Approval of soil sedimentation and erosion control
cility needs.The legislation follows the state's recently plans where one acre or more is to be disturbed.
adopted Basic Education Program, which assures every
child in North Carolina"a program of instruction which • State Department of Agriculture:Approval of
is fundamentally complete and which will provide a thor- propane gas installations.
ough grounding in...the arts,communication,media and
computer skills,second languages,healthful living,math- • State Superintendent of Public Instruction:G.S.
ematics,science,social studies and vocational education:' 115C-521 (see Appendix)
This document, in accordance with the legislation's di- Although intended to assure adequacy, standards can
rection, defines and describes the educational spaces sometimes be restrictive to the efficient design of a facil-
needed to support a modern,comprehensive educational ity. In an attempt to avoid such inhibiting restrictions,
program and to set minimal standards for types of spaces the standards do allow some minor deviations in spatial
and for sizes of spaces.Consequently,it serves as a plan- requirements where design efficiency dictates.Such flex-
ning guide for those in the process of building, enlarg- ibility is essential to good design but cannot be allowed
ing,or renovating school facilities.Administrators,teach- to become a means of lowering standards.It must be un-
ers, laypersons and design professionals will find the derstood that, in certain circumstances, some standards
document helpful as they plan and design educational will not be appropriate or cannot be met due to atypical
spaces to be used now or in the future. programs and special conditions.Also, many older,ex-
t' isting facilities will not meet many of the standards and
Also,the document is intended: (1)to serve as a guide in the cost of renovations to bring them into compliance
evaluating existing facilities for functional adequacy;(2) may be prohibitive.
to determine facility needs; and (3) to develop sound,
long-range building plans.Consequently,it includes stan- Phased construction is often necessary and appropriate.
dards and recommendations for improving facilities.The When a space to support the program is not provided,
standards set forth in this document do not preclude or either due to lack of funding or for other reasons,it must
take precedent over existing standards defined and en- be shown on the site plan of the project submitted to
forced by other agencies.Standards and other regulatory School Planning.
controls for school construction have been in effect for
many years and continue in effect. Small school size may also affect compliance,as multi-
purpose spaces may serve for specialized needs such as
All plans for new construction and renovations must have dance,theatre arts or workforce development(vocational)
approval and specific permits from the appropriate state labs. Multipurpose spaces must be designed so that the
and local agencies. room, furniture, equipment and storage are compatible
with the intended programs.The intent of the standard is
to assure that adequate space is provided for those classes
These permits and approvals are issued by agencies in- and activities that make up instructional programs as man-
cluding the following: dated by the Basic Education Program and the North
Carolina Standard Course of Study.Where single spaces
• State Department of Labor: can adequately provide for multiple uses, the standard
Approval of elevator installations. will be considered met.
• State Department of Insurance: Compliance with The facility standards do not replace the need for educa-
the North Carolina State Building Code. tional specifications. Educational specifications should
be developed which describe the educational program to
• State Department of Environment,Health,and be implemented. From educational specifications, the
• t
PURPOSE (Continued)
planners should be able to determine the unique spatial
G Zr
needs to support an individual program and which spaces f
can serve several activities or functions.
Boards of education which submit plans with deviations
from these facility standards must list and justify the de-
viations. The list must be approved by the local board
of education. This information will be reviewed by the
State Board of Education each quarter.
2
i
LONG-RANGE PLANNING
The School Facilities Finance Act of 1987 requires local be more appropriately located in neighborhood centers;
boards of education to develop long-range organizational for other districts, these programs might be located on
and facility plans.Specifically,the legislation states"lo- the campuses of neighborhood schools. Consideration
cal boards of education shall submit their long-range should be given to housing three-and four-year-old chil-
plans for meeting school facility needs to the State Board dren as boards of education develop long-range plans for
of Education by January 1, 1988 and every five years possible reorganization and new facilities.
thereafter."To develop a long-range plan,including effi-
cient utilization of existing facilities, priorities for new Boards of education are also encouraged to study the is-
construction and renovation,cost estimates,and estimates sue of optimal school size.As with grade structure,local
of available resources,a board of education must address conditions may require differences in school sizes,with
the following five questions: schools which are smaller or larger in membership than
the optimum.
• How many schools are needed?
•Which grades will they serve? Boards of education are urged to keep abreast of educa-
• How many students will they accommodate? tional trends which affect the design of school facilities.
•Where will they be located? Center-oriented instruction is being seen in the upper el-
ementary grades.Team organization for each grade level
•Which students will they serve? in middle schools may vary and elements of center-ori-
ented instruction may be present.There is some interest
In the 1950's,most rural school systems were organized in dividing the students within a high school into aca-
to serve grades 1-12 or 1-8 and 9-12, while schools in demic houses or pods.
urban areas were generally organized to serve grades I-
6, 7-9 and 10-12. In recent years, there has been a sig- Boards of education are encouraged, however, to con-
` nificant movement toward a middle school plan of orga- tinue studying this issue and to strive for schools which
nization across the state.A typical organization based on are large enough to offer a comprehensive program and
the middle school concept serves grades K-5, 6-8 and student services at a reasonable cost, yet small enough
9-12,but organizational patterns with schools for grades to offer a personal,caring atmosphere.
K-4,5-8,9-12 or K-6,7-8 and 9-12 are not uncommon.
While the movement toward a middle school plan of or- The Department of Public Instruction and the State Board
of Education believe that elementary schools ranging
ganization has been substantial,other organizational pat- from 450 to 700 students; middle schools ranging from
terns still exist. Alternative plans of organization will 600 to 800 students; and high schools ranging from 800
continue to be appropriate in some communities because to 1,200 students can offer an excellent educational pro-
of existing facilities,natural geographic boundaries, the gram,including a comprehensive curriculum.The board
sparsity of students, road patterns and travel times and also believes that schools of these sizes can offer the most
distances.The Department of Public Instruction and the efficient use of space and personnel at a reasonable cost
State Board of Education do, however, believe that a per student without losing personal contact with and
three-tier plan of organization which allows a specifi- among students.As with grade structure,school size must
tally designed program for students in the middle grades ultimately be determined by factors such as existing fa-
is desirable and that a grades K-5,6-8 and 9-12 plan of cilities, areas of population density,natural geographic
organization is preferable.The state curriculum and the barriers,road patterns,transportation times and distances,
Basic Education Program are designed around this organ- and local preferences.
ization. Local boards of education should continue to
• evaluate their organizational patterns and work toward The Department of Public Instruction conducts surveys
this structure where feasible. for local school systems to help local boards in develop-
ing long range plans. Such a survey provides an outside
Several school systems in North Carolina now have pro- evaluation of and recommendations for school organiza-
grams for three- and four-year-old children. This trend tion and facilities.This service is available without cost
is expected to continue and is encouraged. For some and upon request.
school districts, programs for pre-school children will
3
SCHOOL SITES
Grades Standards Comments and Recommendations
Acres
K-6 10+ 1/100 ADM The minimum acreages refer to usable land. If on-site
5-8 15 + 1/100 ADM water or sewer is required, substantial additional acre.
7-9 20+ I/100 ADM age may be needed.
9-12 30+ 1/100ADM
A high school may need an additional area of 10 acres or
Traffic Standard more if a stadium and spectator parking are anticipated.
Drives which completely circle a building,or have to e
crossed when going from building to building or play- Most school districts purchase sites which exceed the
ground,must be avoided.Parent auto traffic and bus traffic minimum acreage requirements;however,because of the
must be separated once on the school site. availability of adequate acreage in urban areas and us-
able land in certain areas of the state, the standard may
Power Lines Recommendation not be attainable.School Planning will assist representa-
Avoid locating; facilities near electric power transmis- tives of the local school unit in determining if the site
sion lines.All site functions (except entry drives)and will be functionally adequate.
facilities must observe the clearances noted in The
School Site, Land For Learning. Pre-Kindergartens and kindergartens should have a sepa-
rate shared play area.Fencing may be necessary for safety
Site Evaluation Recommendations or control for kindergarten play areas, but fencing is re-
These factors should be used for evaluating existing or quired for pre-K. Fences or walls cannot exceed 32" if
potential school sites: there is a locking gate.
• Location (bus and auto routes)
•Size (number of acres: road frontage) All grade levels should have paved activity areas.
•Shape (rectangular 3:5 ratio preferred) The number and types of physical education fields de-
•Topography/Drainage(usable acreage) pend on the size and grade structure of the school.Guides
for athletic fields may be found in The School Site,Land
•Access (separate traffic types on site) for Learning publication.
•Traffic (buses:cars: pedestrians)
Natural features of a new school site should be consid-
•Soil conditions (foundations: waste disposal) ered for their potential contributions to the teaching of
•Plant life (trees: bushes) science. Natural areas suited to the teaching of biology
and earth science classes should be preserved in a land-
• Noise/Air pollution (airport; traffic; industrial) scape plan.
•Utilities(availability)
Handicapped accessibility to all site functions, inelud-
•Television signals(ETV; school TV) ing athletic facilities,is required.
•Security/Protection (emergency access; lighting)
Pedestrian traffic in auto and bus areas must be carefully
•First cost(cost per acre) studied. Safety on the school site will carry the.same
•Developed cost(actual cost) importance as building safety in the approval process. R
Other Planning Resources:
School Planning, The School Site,Land for
Learning,October 1994
4
REGULAR CLASSROOMS
t=__r Grades Standards Comments and Recommendations
Square Footage
Pre-K (3 & 4 yr. olds) 1,200-1,400 The net square footage of a pre-K room may not be less
K 1,200 than 1,200 sq. ft.The net square footage of a kindergar-
1-3 1,000-1,200 ten or first grade classroom may not be less than 50 sq.
4-8* 850___1_000 ft.below the standard.Recessed doors,toilets,coat clos-
9-12* 750-850 ets,offices,and storage rooms are not included in the net
4-12 Computer classrooms 850-1,000 instructional area for pre-K through first grade. Minor
reductions in size are allowable when architectural de-
* Grade range change reflects the change from junior sign and detailing require it.
high to middle grades organization. (September 1994)
To avoid the expense of a second exit door, 1-3 grade
Ceiling Heights Standards classrooms may be 980 net sq. ft.This does not include
Room Size Ceiling Heights storage rooms,teacher offices or wall thickness.
850 sq. ft. or less 9'-4"
851 sq. ft. or more 10'-0" Classrooms should be equipped with computers or con-
Mobile classrooms 81-011 duits for future installation. Head-end equipment is lo-
cated in the media center.
Windows Standards Equip classrooms with a communication system for in-
Grades formation and emergency use.
K-5 Classrooms must have windows equal to or greater
than 8%of the floor area. Classrooms smaller than 1,000 square feet should not
6-8 Classrooms must have windows. exceed a 3:2 length-to-width ratio.The minimum class-
9-12 No more than 20% of the total number of teach- room width shall be 24. Individual toilets for pre-K-1
ing stations may be windowless. classrooms may be paired with adjoining classrooms to
provide a boys' toilet and a girls' toilet. Individual toi-
Every classroom shall have at least one outside window lets are not required for the first grade,but may used to
which can be used for emergency rescue or ventilation, provide flexibility.
unless an exterior door is provided.The window shall be
operable from the inside and provide a minimum clear Heat-producing appliances such as ovens or ranges in
opening dimension of 24 in.and 5.7 sq.ft.in area.Maxi- pre-K through grade 5 classrooms are not approvable.A
mum sill height shall be 32 in. (K-6) and 44 in. (7-12) separate cooking center(local option)will not be included
(N.C.S.B.C.Volume I,section 406.3). in the classroom net square footage.Heat-producing ap-
pliances and counter outlets in instructional kitchens must
Windowless classrooms shall provide secondary access be on a"kill switch"with a power-on light, located out
(through an adjoining classroom or directly) to an exit of reach by students.
corridor which is separated by one-hour rated construc-
tion from the primary exit corridor.(N.C.S.B.C.Volume Twenty percent(20%)of a room's ceiling may be lower,
I,section 406.3.3) provided the North Carolina State Building Code mini-
mum is met.
State legislation requires the local board of education to
consider the placement of windows to take advantage of
the climate of North Carolina for both light and ventila-
tion.It is recommended that grades 6-12 classrooms have
window areas equal to or greater than 6-8%of the floor
area.
Increase room size 15-20 sq. ft.per computer when full-
size computers are installed.
5
REGULAR CLASSROOMS (Continued)
Cabinets Cabinetwork should include file drawers, box drawers,
See design information (Page 26) wide drawers for poster paper,vertical slots,some open-
front bins and a minimum of "kitchen" type cabinets.
Wall units should be 60% open shelving for books and
displays and 40% door cabinets. Tall reach-in cabinets
are preferred for teaching supplies. Provide one section
for hanging teacher coats. '
Wet Areas Standards `
A wet instructional area is required in grades K-3 and in Wet areas should include a sink mounted in a counter-
grades 4-6 when science is taught in the classroom. See top for instructional use.The location of the sink should
design information on page 30 for counter heights. allow maximum student participation.Wet areas are also
recommended for middle grades.Hot water in most class-
room wet areas is not recommended. Pre-K must have
Lighting Standards warm water and it is recommended for kindergarten.
Footcandles
60-70
C -
6
SCIENCE
t� •
Science Standards Comments and Recommendations
""- Grades Rooms Square Footage
6-8 Science 1,000-1,200 A 1,200-square-foot project room is recommended for
Math/Science 1,000 science in elementary schools. Small schools may have
a project room that is a multiuse space to serve more
9-12 Physical Science 1,200 than one program,i.e.,art,science,crafts,etc.Additional
Biology 1,200 storage may be necessary for the specialists who use this
Physics 1,200 room.
Earth Science 1,400
Chemistry 1,500 When a middle school grade level has paired teams for
Multipurpose Science 1,500 language arts/social studies and math/science, there
(if required) should be a 50%mix of each type of room for that grade
level. For four-teacher teams there should be one sci-
Windows Standards ence room for every three regular classrooms.
K-12 Project and Science rooms must
have windows. A multipurpose science room is appropriate in small high
schools where the enrollment does not justify separate
Ceiling Height Standard specialized science rooms.
10'-0"
Sufficient work areas with sinks should be provided.Stor-
Lighting Standards age and teacher preparation rooms can be shared(square
Footcandles footage is not included in minimum size requirements).
Classroom 60-70 Darkrooms can be shared with the art and workforce
�- Laboratory; workroom 100-150 development(vocational)programs.A 1,500-square-foot
chemistry room includes a lecture area and work stations.
Gas Outlets Recommendations Twenty percent(20%)of the room's ceiling may be lower,
Do not provide gas outlets in science rooms where not provided the North Carolina State Building Code mini-
required by the program. Middle/junior high science mum is met.
rooms should have gas only to the teacher's demonstra-
tion table. Gas installations must include master cut-off valves and
must comply with other safety code requirements.
Eye Protection/Showers Standards
Classroom/lab areas Safety goggle cabinet Access to a large-group instructional area,auditorium or
requiring eye protection Eyewash fountain teaching theatre with AV capability is needed for special .-
lectures.
Chemistry labs Add emergency deluge shower
Equip classrooms and labs with a communication sys-
tem for information and emergency use.
Fire extinguishers should be located in each laboratory
area.
Chemistry labs should be equipped with fume hoods.For
most labs, a low-volume exhaust fan that is controlled
by the teacher is recommended.The fan will maintain a
slight negative air pressure in the room and prevent the
spread of odors to other parts of the building.
7
SMALL-GROUP ROOMS
Rooms Recommendation Comments and Recommendations
Square Footage
Remediation & resource labs 450 One or more small-group classroom(s) should be pro-
vided for remediation, conferences, guidance, testing,
_ etc.,for groups of up to twelve.Some smaller rooms may
also be needed in addition to the 450-square-foot rooms
for smaller group activities.
Ceiling Height Standards Storage space for various instructional materials and
Rooms Ceiling Height equipment should be provided.
Remediation and resource labs 9'-4"
Windows Standard
Required for rooms subject to student occupancy.
Recommended where possible for smaller spaces. For
certain conditions. a second exit is allowable.
Lighting Standard
ootcan es
60-70
8
EXCEPTIONAL CHILDREN
Exceptional Children Self-Contained Comments and Recommendations
Rooms Standard Programs for exceptional children vary greatly,depending
Square Footage on local factors. Spaces must be planned to accommo-
Typically 8 to 12 students will require a minimum of date educational programs identified in educational speci-
100 sq. ft.each. fications.The local factors often result in spaces which
are larger than the minimum requirements.
Exceptional Children Resource
Spaces for exceptional children should be integrated into
Rooms Standards planned areas for other programs.
Square Footage
(See Small-group rooms) If resource rooms are clustered around a shared com-
mon area, they may be smaller.
Care should be taken to ensure that the characteristics of
Lighting Standard fluorescent lighting do not adversely affect children with
Footcandtes certain disabilities.
60-70
Programs serving exceptional children may also require
cooking areas,toilets,bath/shower rooms and laundries.
Warm water is required.
Wet Areas Standard
Wet area requirements are the same as regular classrooms Wet areas should include a sink mounted in a counter-
i`
except certain programs will require an instructional area top for instructional use.The location of the sink should
with water in both classrooms and resource rooms. allow maximum student participation.Storage designed
for instructional supplies and student projects should be
in this area.Coat and book storage may be located else-
where.
Ceiling Heights Standards Classrooms for hearing impaired programs will require
Room Size Ceiling Heights special acoustical treatment of the finishes,the mechani-
850 sq. ft. and less 9'-4" cal system and possibly the lighting ballasts.
851-1,200 sq. ft. 10'-0"
Mobile classrooms 8'-0" Minimum requirements for handicapped accessibility as
outlined in the North Carolina State Building Code may
not be adequate for special education programs.
Windows Standards
Resource rooms occupied by one group for more than Equip classrooms with a communication system for in-
two hours and all self-contained rooms must have win- formation and emergency use.
dows.Window sill heights must be low enough to pro- ,
vide a view for students who will spend some timb on
floor mats.
N
• 9
ARTS EDUCATION - MUSIC
Music Rooms Standards Comments and Recommendations
Grades Square Footage
K-6 The elementary music room should be designed to ac-
General Music 850-1,000 commodate general, vocal and instrumental music.
6-8 Acoustical treatment is essential and windows are rec-
General Music 850-1,000 ommended.In smaller elementary schools,spaces to ac-
Vocal 1,000-1,200 commodate music plus other programs may be combined
Instrumental 1,000-1,200* into a multipurpose area as outlined in the matrix"Rec-
9-12 ommended Minimum Facilities for Arts and Physical
Vocal 1,000-1,500 Education"found in the Appendix.
Instrumental 1,600-1,800
A single music room of designated size is appropriate
*This space is small; study carefully. for small middle schools.Separate rooms may be required
as enrollment increases and when programs are offered
Support Spaces Standards simultaneously.
Instrument storage room 400-600
(varies with enrollment) The room sizes indicated here do not include program
Instruments along music room wall 200-300 support rooms such as offices and storage. These areas
(no separate storage room) are listed separately.
Music Library 200
Instrument Repair 150 Provide separate storage rooms for band and orchestra
Office 150 instruments.
Uniform Storage Varies
Practice Room 55-60 Equip rooms with a communication system for informa-
Ensembie Practice Room 150-200 tion and emergency use.
Wet Areas Standard
Workroom
A sink adequate for cleaning brass instruments is required
by middle and high school band programs.
Ceiling Heights Standards
Room Size Ceiling Height The minimum ceiling heights relate to flat-floor rooms.
900 sq. ft. & less 9'-4" Risers are not necessary,but rooms with risers will need
900-1,000 10'-0" ceiling heights adjusted to the highest riser so that ap-
1,000-1,200 12'-0" propriate ceiling height and room volume are achieved.
1,200-1,800 14'-0"-16-0" The ceiling height will be negotiable where a music room
of less than 1,200 square feet is the only high-ceiling
Do not reduce the ceiling heights;increase average ceil space in the building or addition.
ing height whenever possible for improved accoustics.
At least one handicapped station within a row of regular_
Lighting ' Standard seating will.be provided in accordance with the North
Footcandles Carolina State Building Code.
70-100 -
Provide an oversized door or pair of doors into the music
classroom and instrument storage room.
10
ARTS EDUCATION - VISUAL ARTS
Art Rooms Standards Comments and Recommendations
` Grades Square Footage
K-9 1,000-1,400 During the preliminary design phase, the furniture and
9-12 1,200-1,500 equipment plans should be developed showing studio and
lecture relationships. The square footage requirements
do not include storage rooms, kiln rooms, darkrooms,
clayrooms,office,etc.Storage cabinets and shelving with
flexibility are needed for a variety of supplies and
projects.
In small elementary schools,the visual arts program may
be in a project room,i.e.,art,science,crafts,etc.See the
matrix"Recommended Minimum Facilities for Arts and
Physical Education" found in the Appendix.
Ceiling Height Standard The ceiling height may vary;however,the average height
Grades Ceiling Height should not fall below the minimum requirement. The
K-12 10'-0" minimum ceiling height is negotiable if the art room is
the only space in the building or addition requiring more
than a 9'-4"ceiling.
Windows Standard Light sources may vary from daylighting to artificial
K-12 An art classroom must have windows. sources.Artificial light sources should provide full color
spectrum and task-level illumination. Skylights, clere-
stories and rooftop light monitors are permissible. Out-
side work patios adjacent to classroom exterior windows
and doors are recommended. Fluorescent fixtures are
recommended; however, incandescent may be used for
Lighting Standards critical tasks where color is important. Provisions for
Footcandles darkening part or all of the room may be a design con-
General illumination 70 sideration.
Task Lighting 100-150
Incandescent task and display lighting should be switched Kilns have special electrical and ventilation requirements
to avoid use as general illumination. that should be provided for,even if the equipment is not
in the contract. Paint spraying and hazardous material
Kilns Standards storage will be subject to the North Carolina State Build-
Kilns must be in a separate room.Do not locate in a stor- ing Code. Do not locate kilns adjacent to storage areas
age room other than one used for clay products and for flammable materials.
., projects.
Equip rooms with a communication system for informa-
tion and emergency use.
l
ARTS EDUCATION - THEATRE ARTS
Grades Standard Comments and Recommendations
K-12 Square Footage '~
1,800-2,000 The K-6 theatre arts room should be a large open space
which is carpeted and acoustically treated.A small raised
space with simple, individually controlled directional
Ceiling Height Standard lighting is required for the presentation and viewing of
K-12 10"-0" special projects. Design features such as built-in furni-
ture should be avoided in order to provide maximum flex-
ibility. The middle and junior high theatre arts room
Lighting Recommendations should be similar to the elementary classroom.If no other
30 footcandles for stage setup illumination(fluorescent);
performing facility is available in the school, then this
15 footcandles maximum for seating area. Special in-
candescent illuminated mirrors may be used for makeup space may be designed as a small teaching theatre where
in dressing rooms. both instruction and performance can take place. In ei-
ther case, there should be a small, raised performance
area with simple,individually controlled directional light-
ing.
In smaller elementary schools, spaces to accommodate
theatre arts plus other programs may be combined into a
multipurpose area, as outlined in the matrix "Recom-
mended Minimum Facilities for Arts and Physical Edu-
cation"found in the Appendix. Multipurpose spaces for
middle and junior high schools should be evaluated on
an individual basis.
The high school theatre arts room should be a large open
space for activity-based instruction. It should have a
small, raised space with individually controlled direc-
tional lighting. The raised space is not essential where
an adequately equipped performing facility is nearby and
accessible during theatre arts instructional time.If a small
teaching and performing facility is available for all the-
atre arts instruction,then a separate theatre arts room may
not be necessary.
Comments and Recommendations
An additional feature of either situation is that flat-sur-
face work tables be available in order to carry out design
and construction projects.In small high schools,theatre
arts and dance may be combined. provided the design
and additional support space required demonstrate func-
tional adequacy.Support spaces include makeup, scen-
ery construction,and scenery and general storage.Large
auditoriums are not recommended for school purposes.
The gymnasium or multipurpose indoor playroom can •
be used for large assemblies.
12 k
f
(Continued) ARTS EDUCATION - THEATRE ARTS
If the board of education chooses to build a high school
auditorium,consideration should be given to seating the
largest class (ADM) x 8 sq. ft. plus about 4,000 square
feet for the stage,storage and a small lobby.The audito-
rium should be planned as a theatre,with suitable acous-
tical design,lighting system,sound system,storage,and
support facilities such as makeup and scenery construc-
tion spaces. The entire facility should be designed for
theatre arts instruction,although this will be a multipur-
pose space. Adjacent study and work spaces should be
available to support and provide instruction in theatre
history,literature,design,construction,acting,directing
and performance.These support spaces could be unsched-
uled regular classrooms.
Equip rooms with a communication system for informa-
tion and emergency use.
i
13
ARTS EDUCATION - DANCE
Grades Standard Comments and Recommendations
= K-12 Square Footage
1,800-2,000 In smaller elementary schools, spaces to accommodate
dance plus other programs may be combined into a mul-
Ceiling Heights Standards tipurpose area,as outlined in the matrix"Recommended
10'-0" Minimum Minimum Facilities for Arts and Physical Education"
12'-0"recommended found in the Appendix. Multipurpose spaces for middle
and junior high schools should be evaluated on an indi-
vidual basis.
Windows Recommendation
Recommended where possible In small high schools,theatre arts and dance may be com-
bined,provided the design and additional support space
Lighting Standard required demonstrate functional adequacy.
Footcandles
60-70 The dance classroom should be a large, unobstructed
space with either a suspended wooden floor or a floor
covered with a portable or permanent dance surface which
provides a resilient surface on which to move. Many
_ . wooden gymnasium floor systems are not resilient
enough for thin dance shoes or socks.Dance classrooms
should not be carpeted or have only a concrete and/or
the floor.It may be desirable to have mirrors on one wall
of a shatterproof material or mounted to prevent shatter-
ing.An adjustable-height dance barre may also be desir-
able.The classroom should be soundproofed or located
so that music and other noises associated with dance in-
struction do not conflict with adjacent classrooms.There
should be storage and/or closet space for students to use
to store their personal belongings during the class.A sepa-
rate lockable storage space for the dance teacher to store
materials,equipment,recordings,props and other related
items should be easily accessible. Bulletin boards and
chalkboards are needed. Storage should be provided for
mats or cushions that students sit on while viewing films
or during other instructional activities. It is desirable to
locate the rooms near toilets and water fountains.
• 3 At the middle and high school levels,dressing room space
is needed for students to change clothing.
Equip rooms with a communication system for informa-
tion and emergency use.
14
WORKFORCE DEVELOPMENT (VOCATIONAL EDUCATION)
Workforce Development(Grades 6-8) Standards Comments and Recommendations
Square Footage
For middle school programs, local school districts may
Exploratory Programs: select from exploratory courses and keyboarding.Smaller
Exploring Career Decisions 1,300-1,600 schools may combine certain programs in multiuse labs,
Exploring Life Skills 1,400-1,600 as illustrated in the matrix "Recommended Minimum
Exploring Technology Systems 1,400-2,000 Facilities for Middle Grades Workforce Development
Exploring Business & Marketing 1,300-1,600 Programs," found in the Appendix.
Exploring Biotechnology 1,400-2,000 See Middle Grades Exploratory Vocational Facilities
for proposed space standards.
Skill-Development Program:
Keyboarding 1,000-1,400 The Basic Education Program states:
Proposed sizes pending State Board of Education ap- "Vocational Education (grades 7-8) will be available to
proval. all students,but not required.A basic high school voca-
tional education program must include offerings in at least
Workforce Development Classrooms/Labs three of the following areas:
(Grades 9-12) Standards
Square Footage Agricultural Education
Business Education 1,200-1,400 Health Occupations Education
Family and Consumer Sciences 1,400-1,600 Business Education
Marketing Education 1,000-1,200 Family and Consumer Sciences Education
ICT 850-1,000 Marketing Education
Heavy-Equipment Laboratories Technology Education
(including lab,storage&office): 2,500-3,000 Trade & Industrial Education"
E. Agriculture
Trade & Industrial Education: Many high schools offer all seven programs.The num-
construction, metals manufacturing, ber and types of laboratories will depend on courses of-
furniture/cabinet making, fered locally. More than one laboratory for a program
automotive technology,auto body repair, such as family and consumer sciences may be necessary
industrial maintenance, textiles in larger schools.
Medium-Equipment Laboratories Career centers serving several schools will affect the types
(including lab,storage&office): 2,000-2,500 and number of facilities needed at a high school.
Health Occupations Education
Technology Education Many workforce development programs are moving away
Personal/Human Resources from the large and extensively equipped trade and indus-
food production and management trial shops. School Planning will review facilities based
Trade& Industrial Education: on new and innovative workforce development programs,
masonry,graphics,air as described in the educational specifications developed
conditioning/refrigeration, by the LEA,
electrical trades,
cosmetology,welding
Light-Equipment Laboratories
(including lab,storage&office): 1,600-2,000
Personal/Human Resources
child care
apparel and interiors
Trade& Industrial Education:
drafting,electronics
15
WORKFORCE DEVELOPMENT (Continued)
Ceiling Heights Standards Comments and Recommendations
See regular classrooms for workforce development class-
rooms and light-equipment laboratories up to 1,200 Multipurpose workforce development laboratories may
square feet. be necessary in small high schools.A shop-type facility,
1,200-2,000 square feet IT-0" for example,could serve plumbing,electrical, and sheet
2,000 square feet and above 14'-0" metal programs.Multipurpose laboratories must also have
a detailed layout to establish functional adequacy.In ad-
Lighting Standards. dition,a multipurpose laboratory must meet the require-
Footcandles ments outlined in the Purpose section of this guide.
Classrooms 60-70
Laboratories,close work 100 A larger darkroom with additional storage could serve
Laboratories, general work 60-70 art and science, as well as the workforce development
programs.
Windows Standards
See regular classrooms for workforce development class- A student conference area,office and storage area are to
rooms and light-duty laboratories.Laboratories with haz- be provided for cooperative method programs.(Agricul-
ardous equipment must have windows,skylights,or some cure, Business, Marketing, Personal/Human Resources,
other daylight source. and Trade& Industrial Education)
Laboratories that generate excess dust or other airborne
pollution must have an exhaust system.
If a school store is part of Marketing Education,provide
an additional 500 square feet.
Workforce development classrooms without an exterior
wall may be windowless if they have windows into a shop
or laboratory which has an ample daylight source.
Equip all classrooms and laboratories with a communi-
cation system for information and emergency use.
16
MEDIA CENTERS
Grades Standards Comments and Recommendations
Spaces Square Footage
K-12 Main Room 4'-67student(ADM) The school's media center should be located on the
(RLV) but not less than 1,600 ground floor, be single story and be convenient to all
See matrix in appendix. learning areas of the school.The plan arrangement should
K-5 Support Areas 1,200 not result in the RLV room(reading,listening and view-
6-8 Support Areas 1,800 ing) becoming a major thoroughfare for student traffic.
9-12 Support Areas 2,000 Convenience to an outside entrance with access to
K-12 Computer Room 850-1,000 restrooms allows the center to operate after hours and
K-5 Video Production Room 300 facilitates the delivery of materials and equipment.The
6-12 Video Studio 400 media center's location should not preclude future ex-
Control/Editing 260 pansion of the facility.
Equipment Storage 80
A proposed furniture and equipment plan should be de-
veloped during the early design development stage in
Capacity Standard order to determine functional adequacy. The minimum
40 students or 10% of the membership(ADM). which- media collection must be equivalent to a school serving
ever is greater. 400 students.
Minimum support areas include offices,work/production
rooms,conference rooms, periodical storage, audiovis-
ual equipment storage and spaces for a professional col-
lection. Audiovisual equipment storage rooms should
have a second door leading into a corridor for the conven-
ience of teachers checking out equipment for their class-
rooms.
Video production areas are sized for consumer-grade
equipment.
Most schools no longer include a computer room as part
of the media program.The current trend is for the media
center to house head-end equipment to serve computers
located in the classrooms.
The optional computer room requires additional electrical
outlets (surge protection devices are recommended), a
central electrical control switch,and a phone line(dedi-
cated is recommended).Appropriate lighting,additional
ventilation for equipment, and security are additional
planning:considerations.
Elementary schools should have a storytelling area for
29 pupils.
Ceiling Heights Standards
Varied ceiling heights in the main room(RLV)are
Main Room(RLV) Minimum 12'-0" desirable as part of an aesthetic,acoustical and lighting
Support Areas 9'-4" strategy.
17
MEDIA CENTERS (Continued)
Lighting Standards Comments and Recommendations
Spaces Footcandles
Stacks and storage areas 30 Lighting controls should be convenient and capable of
Main room and support areas 70 darkening or dimming specific areas. The RLV should
have a switch at the entry to control some general light-
ing.Electrical outlets(some with surge protection)should
be coordinated with the furniture and equipment plan.
HVA/C System Recommendations Computer and electronic equipment will require more
The HVA/C system should be separately zoned electrical outlets than required by code. Use fluorescent
from those parts of the building which are not lighting in most areas.Metal halide lighting may be used
mechanically conditioned all year.Special attention in the main area.Incandescent fixtures should be limited
must be given to adequate ventilation and humidity to special-effect lighting.
control to prevent mold and mildew.Computer
hardware and software must be protected from tem- Windows should neither admit distracting light nor hinder
perature extremes. space utilization and should be equipped with draperies
or darkening shades.
Windows Recommendations
Windows are recommended in the main media center Television outlets should be conveniently located no
room (RLV), but are not recommended for electronic higher than 48"above the floor.
equipment storage rooms.They are recommended in the
support areas,but are not necessary if there are windows Intercom speaker(s) should have independent volume
into the main room (RLV), control(s).
Wet Areas Standard Consideration should be given to providing a MATV/
The work/production room requires a sink. CCTV system for the school (Specialized satellite in-
structional television). Provisions should be made to re-
Other Planning Data From: ceive signals from the University of North Carolina Cen-
•School Planning ter for Public Television and bring it into the media cen-
•Media and Technology Services ter workroom.
Handicapped access to the media center must meet the
requirements of the North Carolina State Building Code,
except that the 32" clear spacing for existing shelving
will not apply to renovated or remodeled public schools.
The spacing between movable furniture must allow for
handicapped access.
18
PHYSICAL ED16,1%..
Rooms Standards Comments and Recommendations
Grades Spaces Square Footage
K-6 Multipurpose/indoor P.E. 3,600 K-6 indoor P.E. areas should include additional square
(play area) footage for an office, storage and toilets for boys and
girls. Add space if a stage is included. The 6-8 grade
6-9 Gymnasium Varies gymnasium should include dressing and shower areas,
42'x 74'court+ *safety space+seating offices and some storage. Assembly and spectator use
may require increased size.The 9-12 gymnasium should
9-12 Gymnasium Varies include space for two play courts,spectator seating,dress-
50'x 84'court+ *safety space+seating ing and shower areas. office areas, storage and a lobby.
Additional P.E. and athletic facilities may be needed to
*Safety space of 6'on each side and 8'on each end of a schedule the program in larger schools.Additional stor-
basketball court is required in all cases. age may be needed for exceptional children programs.
Locker and dressing rooms should be visible from P.E.
9-12 wrestling(competitive) 3,000 teachers'offices to reduce vandalism and violence. Pri-
9-12 resistive exercise(weight room) 2,000-3,000 vate shower stalls with an enclosed dressing area should
Windows Standard be provided for both boys and girls.
Play areas and gymnasiums must have windows or other An auxiliary gymnasium with a minimum of 3,600 sq.
daylight sources to provide a minimum amount of natu- ft.is recommended for schools with 1,000 and more stu-
ral lighting. dents.
Lighting Standards A resilient floor finish such as high-density gym carpet
Spaces Footcandles is recommended for wrestling rooms and resistive exer-
Exercise areas,gymnasiums and locker rooms 30 cise rooms.Resistive exercise and wrestling rooms must
Athletic events 50 be located in an area accessible to both genders.
Ceiling Heights Standards Windows in physical activity areas should be located to
Grades Ceiling Height prevent glare.Locker rooms should have a daylight source
K-6 15'-0" for safety.
6-9 20'-0"
9-12 20'-0"to 24'-0" Lay out resistive exercise rooms with T-0"clear around
extended equipment parts or limbs and allow additional
Support areas under 850 sq. ft. 9'-4" width for spotters and circulation.
Dressing,showers,etc. 10'-0"
P.E.and athletic teaching areas Guardrails must be provided at the rear and at open ends
(weight,team.wrestling rooms) 12'-0" of elevated seating facilities. including tip-and-roll
bleachers, where the seating height exceeds 30".
Twenty percent(20%)of the gymnasium and playroom
Other Planning Resources: ceiling may be lower,provided the North Carolina State
a Fieldho Building Code minimum is met.All playrooms and gym-
• 198P 7 Division of School Planning, nasiums are teaching stations and require good acous-
tics.The ceiling is the best area to treat acoustically.
Swimming pools are a local option that is recommended.
An instructional pool can serve many programs and the
design should meet the requirements of the educational
specifications.It is recommended that a competition pool
be 50 meters in length with 6 lanes. Community use of
the multipurpose room. gymnasium or swimming pool
may require additional design considerations.
19
.6TRATION
Rooms Recommendations Comments and Recommendations
Square Footage
Sizes and number of spaces will vary according to
Principal 200 staffing. Partition construction should allow for flex-
Assistant principal (each) 150 ibility.
Reception area 400
Secretary 150 An assistant principal is funded by the state when the
SIMS K-5 120 enrollment reaches 700.
SIMS 6-8 150
SIMS 9-12 200 At least two unisex toilets are recommended for the
Other student services 200 administrative staff. Group toilets are appropriate in
Workroom/Storage 200 larger schools or where guidance personnel and
Conference room 200 teachers also use these facilities. Individual toilets in
Record storage 100 private offices are inefficient,expensive, and not
General storage 100 recommended.
Lighting Standards
Spaces Footcandles
All offices 80-100
Conference room 50
Storage room 20
t
20
Grades Rooms Square Footage
K-5 Guidance 450 Elementary guidance areas serve small-group and
6-12 Guidance 300 individual guidance and should include a private
9-12 Reception/Career center varies counselor office.Schools with more than one counse-
K-12 Counselor office 150 for may need additional space.
K-5 Other student services 150
6-12 Other student services 200 The 6-12 guidance recommendation is for a small
K-8 Health room 200 school with one counselor.Larger schools will require
9-12 Health room 150 additional counselor offices. Depending on the size of
K-12 Health room toilet(required) 50 the school,the reception area may need to be expanded
to handle the number of students who may use catalogs
Lighting Standard and other materials in the guidance center.A guidance/
ootcandles student services center in a large high school can be in
60-70 the 2,000-3,000-square-foot range.
The health room may serve the nurse and other medi-
cal professionals and as a temporary station for sick
students.The health room must be located to allow for
easy supervision and must include an adjacent toilet.A
vision panel with blinds is helpful for supervision by
office personnel.
,- Rooms designated for other student services may
' ,. house social workers.psychologists or other health
professionals. Student offices may be needed for
student publications,student government and student
clubs.
Provide a vision panel with blinds in a door or wall for
all guidance or consultation rooms where staff liability
issues could arise.
21
STAFF SUPPORT AREAS '
Rooms Standards Comments and Recommendations
Grades Rooms Square Footage
K-3 Teacher office/workspace 100-125/ Combined or shared areas are recommended for efficient
teacher and flexible use of offices/workspaces.Teacher offices/
412 Teacher office/workspace 80-100/ workspaces should be near but not in the classrooms,
teacher where feasible.In addition to a desk and chair,the work-
space should include tables,shelving and storage.
Workspace dividers should have acoustical treatment
which will allow telephone and computer use in com-
bined or shared areas.
K-12 Special assistant 80-100
and itinerant teacher Work space must be provided for instructional, lab, and
office/work space clerical teacher assistants(one per 285 students in ADM).
Provide one office/workspace per projected itinerant
teacher plus an appropriate number for volunteers and
student teachers.
One or more centralized workrooms is/are required for
K-12 Workroom varies copy machines,duplicators, specialized computers,and
other equipment and supplies which are not typically
located in teacher offices/workspaces.
Sizes and number of lounges will be determined by fac-
ulty size and building plan. Provide limited kitchen fa-
K-12 Lounge varies cilities.
Faculty telephones must be located for private use.
Faculty toilets should be located near classrooms.Teach-
Telephones Standard ers must not have to travel over 200'to reach a toilet.The
Faculty use 1 per 200 ADM minimum fixture count for the staff must be based on
(exclusive of Child Nutrition and Administration) Public Office Building Occupancy, not School Occu-
pancy(Table 922.2 North Carolina State Building Code,
Staff Toilets Volume II).The ratio of male and female staff must be
(See comments and recommendations) considered in the use of Table 922.2. Faculty toilets
should have a parcel shelf, a place to hang garments, a
Lighting Standards full-length mirror, and an appropriate area for groom-
Footcandles ing.
Lounges and toilets 30
Workrooms and offices 50-70
C
22
COMMONS, CIRCULATION AND ENTRIES
Corridor Widths Standards Comments and Recommendations
Serving more than two classrooms 8'-0"
Serving more than ten classrooms 9'-0" The minimum corridor width approvable by School Plan-
Elementary and Middle school major corridors 10'-0" ning is 6'-0',except that corridors within administrative
areas,guidance areas and locker rooms may be 5'-0".
High school major corridors 12'-0"
Major corridors serve classroom feeder corridors and/or
Lockers along one wall add 2'-0" major spaces such as the cafeteria,media center,audito-
Lockers along two walls add 3'-0" rium or gymnasium.
During class changes, wide corridors in secondary
schools serve a social function better than a student com-
mons.Narrow corridors amplify unacceptable behavior.
Commons Size Recommendation Commons should be designed as a student social center.
Grades Square Footage Location and design of commons are more important than
7-12 Varies size.
Entries Recommendation Student entries and areas near the cafeteria are good lo-
Bus rider entries and automobile rider entries should re- cations for a commons. Ceremonial and visitor entries
ceive equal attention. can be combined with the student entries.
Stairs Standard The minimum code width for stairs may not be adequate
A single run of stairs will not exceed 8'-0"without a land- for two-way traffic in 6-12 schools. Stair widths of 6'-7'
ing. (The code limit which is greater is not satisfactory are recommended.
for schools.)
Many schools have reduced social problems and mainte-
Toilets Recommendations nance by eliminating entry doors to group toilets and
Group toilet entries should have adequate privacy screen- using screen walls for privacy at entrances.Where van-
ing that does not depend on doors. (N.C.S.B.C.Volume dalism is a problem, reinforced masonry privacy parti-
tl,Principle No. 20; 301.20) tions should be used around commodes and urinals.Natu-
ral lighting is desirable in all areas. Light switches lo-
Group toilets for boys must have a minimum of two wa- cated in the toilets and corridors should be key operated
ter closets. or located in administration areas or equipment rooms
not accessible to students.
Lighting Standard Group toilets for each gender with 5 to 7 flushing fix-
Most areas must have at least 20 ootcandles and a maxi- tures are most efficient.'The code minimum is 4 fixtures.
mum of 30 footcandles in toilets.
Standard Group toilets should be located on main circulation paths
Ceiling Heights between classrooms and major support spaces (cafete-
All Spaces 9'" �, ria,media•center,gymnasium,etc.).
Doors Standard Group toilets must be available to students in self-con-
Doors which open into a corridor must be recessed or tained classrooms for group use when going to the caf-
protected by wing walls so that any part of the door swing eteria,media center,etc.
does not project into the circulation-path more than 7".
(also see 1114.5 NCSBC) Provide covered areas at all exterior doors.Provide cov-
ered walks between separate buildin-s.
Except for delivery areas,use multiple single doors rather
than double doors. Use oversized doors for exceptional
children entries,shops,kitchens and music areas.
'23
CHILD NUTRITION - CAFETERIAS
Dining Room Seating Area Standards Comments and Recommendations
Grades Square Footage
K-6 12-14* The dining area size is determined by dividing the num-
5-8 12-14* ber of participating children by the number of seatings
7-9 14* multiplied by the square footage per pupil (size—ADM
9-12 14* + number of seatings x sq. ft. per pupil).A very small
Per Pupil Dining school may have one seating.A very large school may
Including 2 square have four seatings.For the typical school,three seatings
feet for circulation make the best use of cafeteria facilities. A program of
continuous serving and seating requires some additional
Dining Area Ceiling Heights Standards planning and may be most efficient.
Minimum below 3000 Sq. Ft. 12'-0"
Minimum 3000 Sq. Ft. or above 14'4" These ratios relate to a complete lunch and are a valid
basis for any public school child nutrition program which
is operated in a self-contained cafeteria. The term
Kitchen/Serving Recommendations "kitchen"includes all the usual support areas needed for
*The total area for grades K-12 can vary from 856 preparing and serving food for school children and staff.
square feet per 100 meals served to 2,880 square feet
per 1,500 meals served. The minimum standards for child nutrition facilities are
based on a traditional program which includes a
full-service kitchen and seating to accommodate the en-
Meals Served Square Footage tire student body in shifts.The standards will not be ap-
100 856 propriate where central kitchens or satellite food prepa-
250 1,261 ration areas are used. Likewise, the dining room area
500 1.518 could be reduced for schools with open lunch periods
750 1,938 which do not serve the entire student body. For these
1.000 2,208 atypical situations, the board of education should pro-
1,250 2,566 vide a description of the child nutrition program which
1.500 2.880 must be accommodated.Refer to Public School Laws of
North Carolina.Article 17. Supporting Services, Part 2
Lighting Standards Food Service, 115C-263 and 115C-264.
Rooms Footcandles
Kitchen,office, serving and preparation 70
Dining areas and storage areas without
natural light 20
Other Planning Resources:
An Architects Guide to Planning School Cafeteria
Facilities,School Planning,NCDPI
24
BUILDING SUPPORT AREAS
�3 Rooms Recommendations
Comments and Recommendations
Square Footage
Mechanical rooms Varies Sizes and locations of support area rooms are determined
Electrical rooms Varies by need.
Custodial rooms Varies
Storage areas Varies Where mechanical equipment is located on the roof or
Book storage Varies mezzanine,permanent stairs are recommended.
General storage Varies
All support areas need ventilation.
Louvers in interior doors are not recommended; under-
cut doors instead.
Provide a well-ventilated storage area for yard mainte-
nance equipment and combustible materials.A building
separate from the main building is preferred.
Allow adequate space above mechanical equipment for
ceiling installation and maintenance.
Separate boiler and furnace rooms with 2-hour-rated walls
and ceilings, with no openings except to the outside of
_ the building (N. C.S. B. C. 406.2.1.4)
Provide illumination for reading mechanical equipment
controls and gauges.
25
DESIGN INFORMATION
Work Counter Heights Standards Construction
Pre-K-3 4-5 6-8 9-12 School Planning will not approve new school construc-
24"to 26"* 3011* 30" to 3611* 33"to 36" tion or school additions of type VI construction
(N.C.S.B.C.) over one story. Type VI construction is
* Handicapped standards for children up to age 12 strongly discouraged due to its inherent fire hazard po-
must be met. tential and future limitations on expansion.
Space Profiles
Chalkboard Rail Heights Standards Upon request,School Planning can provide a computer-
Pre-K-3 4-5 6-8 9-12 ized space profile for a given enrollment(Pre-K-5,6-8&
21"-26" 28"-30" 29"-32" 33"-36" 9-12).
Plumbing Fixture Mounting Standards Ceilings
Grades Height(to rim) Accessible Lay-in ceilings are most often used and are acceptable.
to the Disabled Gypsum board is recommended in small spaces,low-ceil-
Water Closets ing areas, toilets and dressing rooms, and unsupervised
areas. Multipurpose rooms and gymnasiums should have
K-3 15" 15" a cementitious fiber roof deck for proper acoustics.
4-6 15" 15"
7-12 15" 17"-19" Walls
Urinals Masonry walls are preferred. Gypsum board stud walls
K-3 14"-17" 14" require more maintenance. Chair rails and double layer-
4-6 20" 14" ing of sheetrock are recommended for increased durabil-
7-9 22" 17" ity. Stud walls in administration and guidance areas may
10-12 24" 17" be preferred for flexibility.
Lavatories Floors
K-1 24" 28" Primary classrooms should have a good grade of carpet,
(24"min. knee space) since many activities take place on the floor.Resilient tile
2-6 27" 30" is recommended for other classrooms and for wet areas in
7-12 31" 34" carpeted rooms. Multipurpose rooms and gymnasiums
Drinking Fountains should have resilient floors such as wood, synthetic or
K-3 24" 30" high density carpet.Dance rooms should have wood floors
4-6 28" 30" that have more resilience than many gym floors.
7-12 34" 34" Carpeting is recommended in corridors for acoustical con-
Showers trol. There should be a separate area of carpet at outside
K-5 Boys& Girls 50"-56" 66"fixed doors so that it can be replaced easily.
48"flexible Terrazzo is often used in corridors when durability is
7-9 Boys 72" 74"fixed desired.
60"flexible
7-9 Girls 60"-66" 74"fixed Computers
60"flexible Provide cable trays,conduit and equipment rooms for a
10-12 Boys 72" 74"fixed computer network.(see"Minimum Checklist for Mechani-
60"flexible cal and Electrical Plans&Specifications; 1992,School
10-12 Girls 66' 74"fixed Planning)
60"flexible Lighting
Fluorescent lighting is recommended for general light-
ing.Incandescent lighting should only be used for limited
accent lighting,stage lighting and special an room light-
ing.Gymnasiums should use metal halide fixtures.Metal
halide should be considered in other large-volume spaces.
Fluorescent fixtures should have T-8 lamps&electronic ==� °
ballasts with three or four tubes,and double switching to
control inside tubes separately. Fixtures in dishwashing
areas,kitchens and shower rooms should be moisture re-
26 sistant.
(Continued) DESIGN INFORMATION
Handicapped Accessibility Standards
Each teaching station should have an area that meets the
requirements of the North Carolina State Building Code.
In regular classrooms,this can be accomplished by rear-
ranging the desks. Laboratories and other specialized
areas may need one station modified for accessibility.
Programs for exceptional children may entail design fea-
tures that exceed the building code requirements.
Refer to Appendix A.Vol. I-C or latest ADA standards
for mounting heights and clearances for use by children
in grades K through 7.
.r�
27
� N
c`6 al
N
N 4 m-0
O
O
O eNj1
0 % o N N t
N y
too as m' -a t 03 G ca G
V � � � .v �r
�G o y s O"yZ N J m N V v
G �
,r a, N o x
-
O o 3 ►
N
io
►
CD
at
o v
as
N N
N
d � cvd
O-
w
{+ Q o BOG 'O
yN �O O� � .�✓ .O
to� � N
t� acn o ,� (on
�
0
o � �ca �a y � •N o
t4 Cp o V '� m a�
a a�.,Z ►
j,=
Cp
�+ N co N N o
N 'O 'O
g o �
d
N �
cA
G O 6 to �N
N v
-go- V N N
N N 'd � N cn �
o t
N p o O to, �
N x f N
0 3 -Na � 4
�; o -a �L
� ca ns L '�' M
L v ,
N N N N t
r
O Q m r . ►
O „d t0 , O ►
L to O
CD /
j
REPORT OF THE RECREATION AND.
PARKS WORK GROUP
(DRAFT ONLY - DECEMBER 6, 19957
"RECREATION AND PARKS ISSUES IN
ORANGE COUNTY, NC"
Report Authorized by the
Orange County Assembly of Governments
r
TABLE OF CONTENTS
I. Executive Summary
II. Local Land Use Ordinances and Park Standards
III. School/Government Coordination
IV. Public/Private Recreation Providers
V. Recommendations List
Appendices
Appendix 1 Park Classification and Land Area Requirements Chart
Appendix 2 Standards Comparison for Public Facilities Chart
Appendix 3 Graphic Representations of Park Types
Appendix 4 SCORP Ranking Information
Appendix 5 Sample of School/Park Agreement
Appendix 6 Public/Private Partnerships for Leisure Services
Appendix 7 Carrboro/Chapel Hill/Orange County Commercial Recreation
Providers
Appendix 8 Parks and Recreation Program and Facility Inventory
III. School/Government Coordination
Introduction: Combining new schools with new parks benefits the entire
community. The school/park concept is a cost-effective approach to providing
public facilities for Orange County. A school campus typically defines and serves
as the focal point for neighborhood use of its indoor and outdoor facilities. The
school/park concept provides capital and operational cost savings while providing
the optimum facilities for both school and after-school use. Because school
campuses generally have facilities in place that are needed for public parks (i.e.,
open play fields, parking lots, water and sewer connections, electricity, and road
systems to campuses) the school/park concept is a cost effective approach to
providing public recreational facilities to all residents and saves the tax payers many
thousands of dollars because the purchase of additional park land is not required.
Opportunities exist for joint management, siting, and operation of school/park
facilities.
• Joint Management - The Recreation and Park Work Group reviewed the facility
use agreements of the Orange County School System and the Chapel
Hill/Carrboro City School System. Both systems are similar in their agreements
with the Recreation and Parks Departments and provide facility use for little or
no fee charged. There are nine school sites available in the County School
System and twelve in the Chapel Hill/Carrboro School System that are existing
or under construction. All three Recreation and Parks Departments rely greatly
on the use of school facilities. Although the outdoor athletic facilities are widely
used; auditoriums, arts and music rooms,.media centers, and gymnasiums are
under great demand as well. The number of school sites that are presently being
used or have been used in the past include all ten completed school sites in the
Chapel Hill/Carrboro School System and eight of the nine school sites in the
County School System.
• Joint Site Location -Many of the existing school sites throughout Orange County
were not developed for community use. Outdoor recreation areas were not
considered at the time of construction. Surplus land exists at some of the school
campuses around the County. State standards recommend that school districts
purchase approximately 20 acres f_or elementary school and 35 acres for.middle.....:
schools. An elementary school only needs 8-9 acres for'the actual=school
budding and infrastructure. This leaves 11-12 acres for a community park.
Building a community park on school property saves the tax payers money since
purchased park land is not required. The school systems typically do not spend a
lot of money on site amenities around school campuses for community
recreational programs. Many of the existing schools were built at the center of
kc or J) ,
The Governing Boards of Orange County and/or the Towns of `4
Chapel Hill and Carrboro will :
* Identify appropriate site criteria for county and
municipal government facilities and facilities in which
contracted county or municipal services are provided; and
* Identify interior space and exterior site requirements for
county or municipal government facilities and facilities
in which contracted county or municipal services are
provided; and
* Determine priorities, timetables for completion, and
related funding requirements for county or municipal
government facilities; and
* Determine the most appropriate means of managing the
construction, renovation, 'or repair of county or municipal
government facilities; and
* Determine the funding available for school and county or
municipal government facilities; and
* Assign to the county and/or Town Managers the
responsibility of providing the necessary staffing and
other resources to participate in a coordinated facility +
planning process.
The Orange County and/or Chapel Hill•/Carrboro Boards of
Education and the governing Boards of..Orange County and/or
the Towns of Chapel Hill and/or Carrboro will jointly:
* Identify opportunities for collocating compatible public
facilities on common sites, including facilities for
schools, county government, municipal governments, state
and federal government, other public authorities, and
facilities for nonprofit organizations providing
complementary public services; and
* Develop master site plans on which public • facilities will
be co-located; and
* Determine :
the most appropriate means of relating various3r
public services on common sites, considering all program
needs, and including opportunities for sharing spaces; and
* Develop any interlocal agreements or understandings needed
to allow participation of other units of government in the
collocation of public facilities; and
* Determine the most appropriate and effective means of
coordinating the construction of shared facilities located
on common sites; and
( I of 3)
Appendix 5
a C�
MEMORANDUM OF AGREEMENT
FOR PROVIDING COORDINATED FACILITY PLANNING
This agreement between the Orange County and/or Chapel Hill/
Carrboro Boards of Education and the governing Boards of
Orange County and/or the Towns of Chapel Hill and/or Carrboro
is intended to establish and implement a coordinated site and
facility planning process for schools and certain government
.facilities . The purpose of the coordinated planning process
is to optimize the collocation and use of schools and other
public facilities in a way that builds community, provides
public services where they are most needed, assures the
compatibility of collocated services, and efficiently uses
public resources.
To further these goals, the Orange County and/or Chapel Hill/
Carrboro Boards of Education and the governing Boards of
Orange County and/or the Towcis of Chapel Hill and/or
Carrboro do hereby agree to the following separate and shared
responsibilities for coordinated facility planning to the
extent that it does not delay necessary construction of
either school or government facilities. These statements of
responsibilities are intended to be consistent with all
applicable laws and regulations; where they are not, they are
superseded by those applicable laws and regulations .
Specifically, this agreement is not intended to supersede the
statutory authority of either Board of Education to select
school sites or to build, maintain or- repair school
facilities or the other governing Boards to approve the
amounts to be spent for sites and to determine the funds
available for school and county or municipal facilities .
The Orange County and/or Chapel Hill/Carrboro Boards of
Education will :
* Identify appropriate site criteria for public school
facilities; and
* Identify interior space and exterior site requirements
• for school .facilities; and
* • Recommend school facility priorities, timetables. -for
completion, and related funding needs; and
* Determine the most appropriate means of managing the
construction, renovation, or repair of public school
facilities, within the funding available for these
activities; and
* Assign to the superintendent the responsibility of
providing the necessary staffing and other resources to
participate in a joint facility planning process.
4'
site with entrance roads and parking areas accessible only to the main building.
Had these schools been designed with community use in mind, the buildings
could be located to the side or rear of the property, leaving a large portion of the
land for park development. The entrance roads and parking areas could be
designed to access both the school and park facilities. Gymnasiums could be
designed to provide outside access for restroom facilities for potential park
patrons. Building schools and parks together is a win/win situation for everyone.
• Joint Operation - By combing new and existing schools with park facilities, the
surrounding neighborhoods benefit. A school campus typically defines a
community. Citizens identify with the campus as being a part of their
neighborhood and a convenient place for outdoor recreational activities. Joint
facilities planning enables both the schools and the recreation departments to
ensure, for example, that gyms are of adequate size for use by both the schools
and the recreation departments. Other design features can then be included
which will create, cost-effective operation of the facilities by both parties.
• Summation - The School/Park concept is not unique. Wake County developed a
plan in the early 1980's and most recently adopted a School/Park Master Plan in
1993 and presently has eleven School/Park sites. Wake serves as a model
throughout the State of N.C. The Recreation and Parks Director for Wake
County made a presentation to the Recreation and Park Work Group on
September 21, 1995, explaining the development of the -Wake County AR 4
School/Park Master Plan. He discussed the process of forming a Coordinated
Facility Planning Committee and establishment of a Maintenance and
Management Policy. A sample agreement is included as appendix 5 and serves
as a model that could be considered.
Section Recommendation(s)
Endorse the concept of a School/Park Plan and decide that an agreement between
the appropriate School Systems and the Municipal and County Recreation and Parks
Departments be formulated.
(3 of 3)
* Determine the most appropriate and effective means of
coordinating maintenance of shared public facilities
located on common sites; and
* Determine the most appropriate and effective means of
scheduling usage of any shared public facilities on common
sites; and
* Determine the most appropriate and practical means of
providing public ownership of sites and site improvements
where public facilities are collocated.
This Memorandum of Agreement shall become effective upon
approval by each governing board. It shall remain in effect
until either party shall decide to terminate the agreement.
ORANGE COUNTY CHAPEL HILL/CARRBORO
BOARD OF EDUCATION BOARD OF EDUCATION
ORANGE COUNTY TOWN OF CHAPEL HILL
TOWN OF CARRBORO
_ __
1
y/3/9s
SUMMARY - PROPOSED SCHOOL CAPITAL FUNDING PROGRAM
At its March 30, 1995, the Orange County Board of Commissioners considered the following elements of
a program aimed at alleviating school facility concerns:
IMPACT FEES
1. Update the technical report to recalculate the maximum flat fee that can be justified for each
school system. Conduct another public hearing to receive input on a more substantial increase in
the impact fee, including a higher fee level for the Chapel Hill-Carrboro school system if justified
by the revised technical report.
Implementation: Technical Report Update May 1
Public Hearing May 25
2. Authorize the Planning Department to employ interns to gather data necessary to prepare a
"sliding scale",proposal through which to assess higher impact fees on larger homes, provided the
study demonstrates that larger homes generate more school age children.
Implementation: If interns are used, two would be needed during the May-July period.
Based on an hourly wage of$8.00 and a total of 66 work days during
this period, each intern would cost apprai imately $4,485, including
F.I.C.A. The total cost for two interns, $8,970, would have to be allocated
between two fiscal years:$6,135 in FY1994-95 and$2,835 in FY1995-96.
FY 1994-95 Appropriation April 18
FY 1995-96 Appropriation June 26
Data Collection May 1 -July 31
BOCC Work Session August 10
Public Hearing August 30
3. Update the technical report annually as part of the required Annual Report on impact fees.
Implementation: Develop a schedule for preparation of the Annual Report, including the
technical report update, which allows the Board of Commissioners to
consider the reports, conduct a public hearing, and adjust the schedule
of impact fees annually as part of the budget process.
LAND FOR FUTURE SCHOOL SITES
4. Request both school systems to identify future school sites,and request Towns to incorporate sites
into their land use plans. Incorporate future school sites identified within the County's planning
and zoning jurisdiction into the land use plan.
Implementation: Authorize the Chair to send a letter to the School Board Chairs and
Mayors requesting that such actions be taken.
5. Request municipalities to consider limiting the rate of approval of new residential development so
as not to out-pace the ability of the County to provide additional schools.
Implementation: Schedule an Assembly of Governments meeting for the purpose of
discussing public school capital needs as well as methods of assuring
that needs do not exceed facility capacities.
1
ORANGE COUNTY
BOARD OF COMMISSIONERS
Action Agenda
Item No -0—
ACTION AGENDA ITEM ABSTRACT
Meeting Date: October 17, 1995
SUBJECT: Equity Funding in the Recurring Capital Budget for the
Two School Systems in Orange County
-----------------------------------------------------------------------
DEPARTMENT County Manager PUBLIC HEARING YES NO X
-------------------------------- -------------------------------
ATTACHMENT( S) INFORMATION CONTACTS
None Commissioner Gordon, 933-0550
County Manager, ext 2300
TELEPHONE NUMBER
Hillsborough 732-8181
Chapel Hill 968-4501
Mebane 227-2031
Durham 688-7331
-----------------------------------------------------------------------
PURPOSE: To consider revising the method by which recurring capital
funds are allocated in the two school systems.
BACKGROUND: For a number of years, each school system has received
$750 , 000 per year to use for recurring capital needs. The source for
the $1 . 5 million appropriation has been' the county property tax
revenue. During the budget discussions held in June, 1995 , the
Commissioners agreed that it was appropriate to discuss allocation of
recurring capital funds during the next budget cycle.
During those 1995 budget deliberations, Commissioner Gordon suggested
that in the future these funds should be allocated on a per pupil
basis. She noted that, although such an equity adjustment would be
made by using a per pupil formula, it is of some interest to note the
number ,of school buildings in the two systems. Counting construction
currently underway, there are 12 school buildings in the CHCCS system
( 60%) and 8 in the OCS system (40%) . It is also relevant to note that
the total square footage of the schools is divided in a similar
fashion, with the square footage of the OCS system being 822,929 (or
41% of the total) and for the CHCCS system, 952,766 square feet (or 59%
of the total) .
During the 1995 budget deliberations, Commissioner Gordon suggested two
possible options as a way to begin the discussion. If Method I were to
be used, the total dollar amount for the recurring capital budget would
be unchanged. If Method II were to be used, the Orange County Schools
would be held harmless since they would receive the same amount as in
previous years.
( 1 ) Equity funding in the recurring capital budget - Method I -
Reallocation within current budget of S1 . 5 million
If the current recurring capital budget is allocated on a per pupil
basis , then the Chapel Hill-Carrboro City Schools ( CHCCS ) would receive
58 . 3 percent of $1 . 5 million and the Orange County Schools (OCS) would
receive 41 . 7 percent . Thus the new allocation would be $874 , 500 in
recurring capital for CHCCS and 5625 , 500 for OCS, instead of the old
formula of $750 , 000 for each.
( 2 ) Equity funding in the recurring capital budget - Method II -
Increased budget (More than S1 . 5 million)
If the recurring capital budget is allocated on a per pupil basis and
the budget is increased to continue funding of the Orange County
Schools at the rate of $750 , 000 per year, then the amount for the
Chapel Hill-Carrboro Schools would need to be increased.
RECOMMENDATION: The Manager recommends that the Board of
Commissioners :
1 ) endorse the concept of equity funding in the recurring capital
budget and approve allocation of those funds on a per pupil basis;
2 ) revise the policy for appropriating recurring capital to the Schools
using Method II;
3 ) thereby hold harmless the Orange County Schools and appropriate
additional revenue annually to the Chapel Hill-Carrboro City Schools
based on average daily membership; and 11
4) fund the additional appropriation from sales tax revenue rather than
property tax revenue.