pasco school district no. 1 board of directors’ regular ......seven students from mcclintock’s...

PASCO SCHOOL DISTRICT NO. 1

Board of Directors’ Regular Meeting Tuesday, November 22, 2016, 6:30 p.m.

C. L. Booth Education Service Center, 1215 W. Lewis Street, Pasco, WA 99301 A G E N D A

STUDY SESSION – 4:30 PM Strategies 360 Communications Audit Mrs. Michelle Whitney/Ms. Lesley Rogers 1. CALL TO ORDER Mr. Scott Lehrman 2. FLAG SALUTE Delta High School Principal Jenny Rodriquez 3. ROLL CALL Steve Christensen Sherry Lancon Scott Lehrman Amy Phillips Aaron Richardson Misty Lace Jesus Mendoza Evan Naef 4. SPECIAL RECOGNITION Pasco School District Psychologists Mr. Shane Edinger 5. APPROVAL OF MINUTES Regular Meeting of November 8, 2016 6. AGENDA REVIEW 7. AUDIENCE COMMENTS 8. COMMUNICATIONS 9. REPORTS/DISCUSSION A. Pre-Kindergarten Action Plan Update Ms. Kristi Docken B. Curriculum Review Update Ms. Suzanne Hall 10. ACTION ITEMS A. Appointment of Pro/Con Committees for Voters Guide Mr. Howard Roberts, Jr. B. Resolution 933: Acceptance of the Portables 2016 Project Mr. Randy Nunamaker 11. CONSENT AGENDA A. Personnel Mrs. Glenda Cloud/Ms. Robin Hay B. Warrant Approval Mr. Howard Roberts, Jr. C. Approval of Value Engineering Recommendations Mr. Randy Nunamaker/Mr. Kim Marsh

for Elementary #16 D. Approval of Pasco High School Phase III Project Mr. Randy Nunamaker/Mr. Kim Marsh Change Order No. 4 E. Approval of Senior Center Alterations Educational Specifications Mr. Randy Nunamaker/Mr. Kim Marsh F. Out of State Overnight Student Travel – Chiawana High School Mrs. Glenda Cloud

Speech and Debate Club to the Kalispell Invitational Speech and Debate Competition in Kalispell, MT

12. FUTURE AGENDA ITEMS 13. EXECUTIVE SESSION – RCW 42.30.110(1)(b) and (c) 14. ADJOURN

Revised 2-21-06


Agenda Item Summary

AGENDA ITEM NO. : 4 BOARD MEETING DATE: November 22, 2016

TOPIC: Special Recognition – Pasco School District Psychologists

CABINET ADMINISTRATOR: Michelle Whitney

PRESENTER: Shane Edinger

X REPORT

1ST READING DISCUSSION 2ND READING ACTION REQUIRED

OBJECTIVE:

By proclamation of Gov. Jay Inslee, November 14-18, 2016 was School Psychologist Awareness Week. We are honored to celebrate and acknowledge the excellent services School Psychologists provide to the students and staff of Pasco School District.

We will also surprise one of our staff with the award for Best Practices in Assessment from the Washington State Association of School Psychologists.

BACKGROUND: (Pertinent past action/events)

Building School Psychologist(s) Angelou Lori Olberding Capt. Gray Leland Graham Chess Valerie Herron Curie Darren Hansen Emerson Jo Joseph Franklin Gene Lemmon Frost Valerie Herron Livingston Dawn Heinecke Longfellow Elida Fernandez Markham Alex Moss McClintock Gloria Matz McGee Lora Fritz Robinson Pedro Gonzalez Twain Karla Esterhuizen Whittier Pedro Gonzalez Pre-K Erin Ransdell Ochoa Elida Fernandez/Justin Kelly Mac Duane Franks Stevens Alex Moss Chiawana Geanette Brumbaugh/Leland Graham/Gene Lemmon Pasco High Stella Leatham/Justin Kelly New Horizons Dawn Heinecke

Board Meeting Minutes November 8, 2016 1

Pasco School District No. 1 Board of Directors’ Regular Meeting

Tuesday, November 8, 2016, 6:30 p.m. C. L. Booth Education Service Center, 1215 West Lewis Street, Pasco, WA 99301

M I N U T E S STUDY SESSION 4:30 p.m. – MGT of America: Long Range Facilities Master Planning Process Mr. Randy Nunamaker CALL TO ORDER President Lehrman called the meeting to order at 6:30 p.m. followed by an opening statement on policy and procedure. He also encouraged community and staff to watch the study session that took place at 4:30 today regarding the long range facilities plan. FLAG SALUTE Mr. Lehrman introduced McClintock STEM Elementary Principal Jaime Morales who then introduced seven students from McClintock’s robotics teams: Teagan Fletcher, Alexis Clark, Erica Morfin, Ivan Ceja, Isaiah Sabala, Hayden Harshfield and Antonio Hernandez. These students have been soaring as leaders and are very excited about preparations taking place for their upcoming competition. The students then led the flag salute. Student representatives presented each student with a Pride of Pasco pin and Mr. Morales introduced family members who were present. PRESENT Board of Directors Administrators Scott Lehrman, President Michelle Whitney, Superintendent Steve Christensen, Vice President Glenda Cloud, Deputy Superintendent Sherry Lancon, Member Sarah Thornton, Assistant Superintendent Amy Phillips, Member Erich Bolz, Assistant Superintendent Aaron Richardson, Member Misty Lace, Student Representative Evan Naef, Student Representative Jesus Mendoza, Student Representative Audience Mark Rudeen Howard Roberts Shane Edinger Teagan Fletcher Alexis Clark Erica Morfin Ivan Ceja Isaiah Sabala Hayden Harshfield Antonio Hernandez Randy Nunamaker Tracy Wilson Mark Garrett Megan Nelson Tom Hitt Jaime Morales John Wallwork Joel Nunn APPROVAL OF MINUTES Ms. Lancon moved to approve the minutes of the regular meeting of October 25, 2016 as presented. Mr. Christensen seconded the motion; the motion carried. AGENDA REVIEW Mrs. Whitney announced that there are no changes to the agenda and there will be no executive session this evening.


AUDIENCE COMMENTS Mr. Lehrman explained that questions and comments are welcome after each report pertaining to the topic covered at that time. He then opened the floor for comments on any other topics. There were no audience comments. COMMUNICATIONS Dr. Richardson reported that he would be visiting teachers and staff at McGee Elementary tomorrow. He also shared how inspired he was by our students who led the flag salute and is proud of our student’s commitment to community and civic duty. Mrs. Phillips attended Markham Elementary’ s Veterans Day assembly and was impressed with students who had learned all five songs related to the various branches of service. Teachers did a great job teaching students something that they will carry forward in their lives. She will also be attending Livingston’s Veterans Day program tomorrow as we honor those who did so much for our country. Mr. Naef participated in the CHS Jazz Solo Night where students are given the opportunity to choose their own style of music. He also shared that the CHS Soccer team is competing at the state level tonight. He will share the outcome at the next meeting. He attended the stakeholders meeting last night where a lot of community and staff were excited about helping with the outcomes of the district and what we are trying to improve on as a district. He also participated in a mock interview at CHS where a lot of community and staff came together to interview students. For many, this was a first time interview and was a great experience for all those involved. Mr. Mendoza reported that a lot has happened over the past couple of weeks. New Horizons High School had their Harvest Fest which was better attended than in past years and the little kids had a lot of fun. He also attended the stakeholder meeting and enjoyed hearing “100% will succeed” instead of a lower number. He believes that is a great goal to have. He reported that he is looking forward to Career Day. Ms. Lace reported that the Pasco High School Homecoming Dance was a success and well attended with over 600 tickets sold. She had hoped for a better turnout for the homecoming parade but thought it was great. PHS had a Career Day where students attended different sessions with speakers from all over the state from lots of different professions who talked about what they do and shared their stories on how to get there. She attended the stakeholder meeting Monday night and stated that it was great to work together and talk about what we think would be the best ways for us to reach our goals. We had an opportunity to come together at the end of the session to decide which ideas to focus on. Mr. Christensen attended a forum for the board members in our director district to discuss solutions for solving school funding issues. There were participants from Pasco, Kennewick and Richland school districts as well as a couple of smaller districts. They talked about some of the disparity of pay to teachers and the possibility of relaxing some of the certification requirements so teachers can be certified in our state more easily. He is in hopes that they continue to gather to talk about issues that all districts face. Mr. Lehrman and his family attended the State Cross Country competition this past weekend and he commented on the many great athletes and their efforts. He also acknowledged district employees and community members who volunteer their time and efforts for this event. His kids were very excited


to see what cross country runners do. He attended the showing of “Paper Tigers” that built on the presentation that Mr. Bolz gave last meeting on adverse childhood experiences. The film was shot in Walla Walla and they talked about an alternative school much like NHHS. It focused on understanding what is behind behavioral issues and treating the students with respect and compassion instead of kicking them out of school. He suggested that it may be available on iTunes. Mr. Lehman reported that most of the board would be attending the WSSDA Annual Conference November 17-19, 2016 in Spokane, WA. This is an opportunity for the board to get continuing education on a lot of the topics the board has been discussing; goals on student achievement, facilities, superintendent evaluation, collective bargaining, etc. Board members can attend several workshops that impact our community and school district. Our student representatives will also be attending and will report on what they have learned. He also expressed his appreciation for the audience attendance on this election night and committed to keeping the meeting on track. Mrs. Whitney thanked those who participated in the Stakeholder meeting Monday, November 7th. It was the first of that kind of meeting and staff, teachers and community members were engaged and worked collaboratively for about two and half hours and got lots of work done. They will continue this process over time and eventually layer on the budget process. There will be another opportunity November 9th with the same content for Spanish speakers and dinner will be served. Next Tuesday is VIP Day at Angelou Elementary from 9 AM to noon. Please email Mrs. Whitney directly if you would like to participate. It is a fun opportunity for patrons/VIP’s to shadow a student for the day. She also announced that Chiawana High School is performing Diary of Ann Frank November 10th and 12th in the CHS Blackbox at 7:00 PM. Mrs. Whitney thanked those involved in the cross country meet, including Kyle Tilly who took care of all the audio for the day, stating that the level of professionalism in this event is extraordinary. She encouraged people to attend as it is truly an inspiration. REPORTS/DISCUSSION Technology Plan Update – Mr. Garrett and Ms. Nelson provided a brief overview of the district’s 2016-19 Technology Plan; including, the process used to develop the plan, the format of the plan, and some initiatives within the plan. The full Technology Plan can be viewed on the Information Systems webpage below. http://www.psd1.org/cms/lib4/WA01001055/Centricity/Domain/1015/2016-19%20Pasco%20Technology%20Roadmap%20062716.pdf The district’s Technology Plan expired at the end of last year. Requirements of the federal E-Rate program used to drive the format and content of school district technology plans so, historically, the district’s technology plan has been primarily infrastructure focused. The E-Rate requirements around technology plans no longer exist, which created an opportunity to take a new approach to the technology planning process. Instructional and operational staff worked last year to create a collaborative plan that will guide their work for the next three years. Special Education Round Table Follow-up – Ms. Wilson provided an update on the special education community round table discussion outcomes from the October 6, 2016 workgroup where they met to identify key components needed for meaningful parent participation for families with children with disabilities. An overview of the recommendations, implementation, action items completed, and next steps were provided.


ACTION ITEMS Board Legislative Positions – Mr. Christensen led the discussion around the review and approval of Pasco School District Board of Directors 2017 legislative priorities as discussed with Marie Sullivan, Legislative Advocate. On November 24, 2015, Mr. Christensen presented Pasco School District Board of Directors’ 2015 Legislative Priorities. After discussion it was determined that funding for a Pre-K Facility legislative priority would be put forward at that time and the others would be discussed at a later date. On October 25, 2016, Mr. Steve Christensen, Pasco School Board Legislative Representative, and Ms. Marie Sullivan, Legislative Advocate, facilitated a study session for the purpose of identifying the Pasco School District Board of Directors’ 2017 Legislative Priorities. Based on the October 25th study session the following positions were proposed:

DRAFT Guiding Positions for 2017 Legislative Session (new or substantively changed positions at 10/25/16 study session in italics)

The Pasco School Board of Directors supports legislation that:

1. Reduces reliance on using local levies to pay the cost of salaries and benefits for K-12 school employees engaged in Basic Education activities. The Board also:

Supports a compensation system that includes a state-funded regional pay factor; and Supports an education system that attracts and retains quality teachers, and removes

obstacles to teacher certification and specialty endorsements.

2. Creates transparency in bargaining and increases public access to public employee labor negotiations.

3. Updates school construction assistance programs, including:

Fully funding the cost of construction for new classrooms and schools to meet statutorily required class size reduction targets

Funding the actual costs of constructing schools for projects matched by the School Construction Assistance Program;

Increasing the per student space allocation to support 21st century student learning needs.

4. Decreases the bond approval percentage from 60 percent to simple majority for bond measures offered at the November general election.

5. Holds school districts harmless and provides sufficient funding to school districts when the Legislature changes the levy base, levy lid, local effort assistance, and use of local levies.

6. Fully funds time and training costs for up to 80 hours of annual state or district-

directed/approved professional development, and classroom preparation time for each state-funded certificated classroom teacher and classified instructional staff.

7. Allows siting of schools outside Urban Growth Area boundaries under specific conditions

negotiated with the city and county in which the district is located.


8. Encourages state standards and guidelines for processing public records requests, including methods to collect for the actual cost of responding to public records requests electronically.

9. Streamlines the state assessment system and removes state-mandated tests as a graduation

requirement.

10. Increases access to early learning, including: Authorizing a new grant program for the construction of early learning facilities; Increasing the number of ECEAP slots, with students who will be attending high-poverty

schools prioritized to receive the new slots; Creating an option of funding summer ECEAP to take advantage of existing school

facilities; and Preserving flexibility in ECEAP funds to meet the needs of students and families in each

district, including allowing half-day ECEAP and the option of attending class up to five days a week.

11. Provides broad-based support and partnership opportunities for evidence-based “Birth to 9”

initiatives, including extended school learning opportunities for high-poverty children.

12. Considers revenue options to fund basic education, and makes changes to education requirements that reduce state and local costs associated with requirements that don’t improve student achievement. For example, eliminating state-required assessments as a graduation requirement.

13. Funds or removes unfunded state initiatives, such as recently enacted student attendance and discipline requirements, and allows more district flexibility and choice to use evidence-based practices such as PBIS or interventions in lieu of suspensions and expulsions.

The Board retains its opposition to legislation that imposes new requirements on the district without also providing adequate funding and staff to meet the new requirement. Mr. Christensen moved to approve the 2017 legislative positions as presented. Mrs. Phillips seconded the motion. A roll call vote was taken as follows; the motion carried. Mr. Christensen – Yes Ms. Lancon – Yes Mr. Lehrman – Yes Mrs. Phillips – Yes Dr. Richardson – Yes CONSENT AGENDA Ms. Lancon moved to approve the Consent Agenda as presented. Mrs. Phillips seconded the motion. Discussion followed. A roll call vote was taken as follows; the motion carried. Mr. Christensen – Yes Ms. Lancon – Yes Mr. Lehrman – Yes Mrs. Phillips – Yes Dr. Richardson – Yes Approved Consent Agenda items include:

Personnel – approval of routine personnel items as presented Warrants


Warrant Date: October 21, 2016 General Fund warrants numbered 250399-250588 in the amount of $389,888.30 Capital Projects Fund warrants numbered 250589-250597 in the amount of $481,377.48 Associated Student Body Fund warrant numbered 250598-250609 in the amount of $20,932.03 Warrant Date: October 31, 2016 Payroll Fund warrants numbered 250610-250663 in the amount of $100,147.39 Warrant Date: October 31, 2016 General Fund warrants numbered 250664-250939 in the amount of $7,781,287.03 Capital Projects Fund warrants numbered 250940-250943 in the amount of $27,916.46 Associated Student Body Fund warrant numbered 250944-250955 in the amount of $42,207.93

Out of Country Overnight Student Travel – Chiawana High School Ski Club to Red Mountain Ski Resort in Rossland, British Columbia

Out of State Overnight Student Travel – Chiawana High School Ski Club to Schweitzer Ski Resort in Sandpoint, ID

Overnight Student Travel – Delta High School Student Innovation Challenge Team to the Washington State School Directors’ Association (WSSDA) Annual Conference in Spokane, WA

FUTURE AGENDA ITEMS Mrs. Whitney stated the next board meeting is scheduled for November 22, 2016 and will include a study session on the Strategies 360 communications audit. The regular meeting will include reports on the Pre-K Action Plan and a curriculum implementation and review update. EXECUTIVE SESSION There was no executive session. The Board of Directors adjourned at 7:41 p.m. President of the Board Secretary of the Board

Revised 9-22-06

PASCO SCHOOL DISTRICT NO. 1 Agenda Item Summary

AGENDA ITEM NO. : 9A BOARD MEETING DATE: November 22, 2016

TOPIC: Pre-Kindergarten Action Plan

CABINET ADMINISTRATOR: Erich Bolz

PRESENTER: Kristi Docken

X REPORT


OBJECTIVE:

Provide an update of the key actions for preschool opportunities in Pasco.


An outrageous outcome of 100% of third grade students in Pasco will be able to read on level. In September, a community forum was conducted to elicit input regarding preschool needs for the community to support students achieving this goal. Using the input collected, key actions have been planned and implementation started. Following the approval to purchase the Senior Center to renovate into an early learning facility, the team is working through the planning process.

POSSIBLE ALTERNATIVES:

PROJECTED COSTS: BUDGET CODE:

SUGGESTED MOTION:

NEXT STEPS:

Early Learning Update

November 22, 2016

Putting students first to make learning last a lifetime: Celebrating academics, diversity, and innovation

Pasco School District Outrageous Outcome

100% of all 3rd graders will read on grade level in their language of instruction

Early Learning Forum• Create and implement a program for

kinder readiness, and educate caregivers

• Identify gaps in services, barriers to access, and increase opportunities for all kids

• Identify/create a simplified READY program for all

• Develop a plan to pull birth-5 providers together to improve transitions

Partners for Early Learning

• Community partnership to provide monthly training and resources for childcare providers.

English sessionsSpanish sessions

• Collaboration between childcare providers and kindergarten teachers to support transition

Kaleidoscope Play & Learn

• Weekly play groups• Resources for care givers• English and Spanish groups• Facilitator training in February

Early Learning Fair

• January 12th at Mark Twain Elementary

• Activities for parents to engage in with their children

• Community agencies share resources with parents

Early Learning Center

• Education Specifications• New Name Needed:

• [email protected]• Naming committee

Next Steps

• Recruit bilingual staff to support provider training

• Recruit and train Kaleidoscope Play & Learn facilitators

• Meet with READY! for Kindergarten representative to explore options for 2016-2017

• Launch an information sharing campaign to highlight these opportunities

Questions?Thank You

Revised 9-22-06


Agenda Item Summary

AGENDA ITEM NO. : 9B BOARD MEETING DATE: November 22, 2016

TOPIC: Curriculum Review Update

CABINET ADMINISTRATOR: Erich Bolz

PRESENTER: Suzanne Hall

X REPORT


OBJECTIVE: Provide an overview of the curriculum adoptions underway and the progress to date.


Eight content-area committees have been formed and have started the review process as outlined by Board policy and the contract with Pasco Association of Educators. Sixty-nine people are involved in this year-long process.

Each team has completed the initial needs assessment and identified the components to move forward for further review.



SUGGESTED MOTION:

No motion requested.

NEXT STEPS:

Curriculum ReviewUpdate

November 22, 2016

Putting students first to make learning last a lifetime Celebrating academics, diversity and innovation

Setting the Purpose and Establishing Procedures

• Setting the purpose• Co-developed meeting schedule• Deadlines• Communication protocol

Timeline

Phase I

• Conduct needs assessment • Create and/or recommend a scope and sequence• November 15

Phase II

• Screen materials and narrow to 3 for stakeholder review

• December 15

Phase III

• Determine recommendation for Instructional Materials Committee presentation

• March 15

Phase I

October 13th

to

November 15th

Identify key components for each curriculum area K-12

Conduct an alignment analysis of standards and recommend a scope and sequence

Gather input from stakeholders

Components Selectedby the Committees

• Music- K-6 All - 5-12 Band, Orchestra, Choral, Guitar, Piano, Mariachi

• Science- K-5 All- 6-8 All- 9-12 Earth/Physical, Biology, Chemistry, Physics and

Biotechnology

• Technology- K-6 All/Keyboarding- K-12 Internet Safety

Components Continued

• Physical Education- K-12 All

• Social Studies- K-6 All- 7 World History, Major Societies, WA State History- 8 U.S. History- 9-12 U.S History, World History, Sociology,

Psychology

• World Language- Spanish All- French All

Components Continued

• Visual Arts- K-12 All

• Leadership- 6-12 All

Next Steps

• Committees will narrow materials to three by December 15

• The selected materials (up to three) will be delivered to buildings by January 15

• Committees will review feedback from buildings

• Committees will use feedback from buildings and scoring to make final recommendations to IMC by March 15

Thank You

Revised 08/05/10


Agenda Item Summary


TOPIC: Appointment of Pro/Con Committees for Voters’ Guide

CABINET ADMINISTRATOR: Howard Roberts, Jr.

PRESENTER: Howard Roberts, Jr.

REPORT


OBJECTIVE:

To appoint members to pro and con committees who are willing to write statements for the Franklin County Voters’ Guide regarding the District’s February 14, 2017 bond proposition.


Franklin County requires jurisdictions placing measures on the ballot to appoint members to pro and con committees who are willing to write statements for the County’s voters’ guide.

An invitation to submit applications was posted on the District’s website and advertised in the Tri City Herald. Committee appointments are limited to three persons for each position. Absent any guidance from the County on criteria for appointment, the District has generally appointed the first three applicants for each position. Accordingly, the below names are those who responded first to the invitation to submit:

Committee Advocating Approval (Pro): Emily Maloney, Jamie Southworth, Michelle Simon

Committee Advocating Rejection (Con): Roger Lenk, Pamela Follansbee, Maria Smith

A fourth applicant submitted his name for the con committee, but the name was received last and, therefore, is not being submitted for appointment by the board.



SUGGESTED MOTION:

For the purpose of writing statements for Franklin County’s online voters’ guide, I move to appoint Emily Maloney, Jamie Southworth, and Michelle Simon to the committee advocating approval and Roger Lenk, Pamela Follansbee, and Maria Smith to the committee advocating rejection of the District’s February 14, 2017 bond ballot measure.

NEXT STEPS: The above names will be forwarded to Franklin County Elections. Persons interested in participating in writing a statement but not included in the appointments above can still apply directly to Franklin County Elections. The County’s deadline for receiving pro/con statements is December 22, 2016 at 4:30 PM.

Revised 9-22-06


Agenda Item Summary


TOPIC: Resolution 933: Acceptance of the Portables 2016 Project

CABINET ADMINISTRATOR: Randy Nunamaker

PRESENTER: Randy Nunamaker/ Kim Marsh

REPORT


OBJECTIVE: To obtain board approval of Resolution No. 933 which is official acceptance of the Portables 2016 Project.

BACKGROUND: (Pertinent past action/events) To lessen overcrowding at the elementary schools, the district placed four double portables, or eight classrooms, into service for the 2016-2017 school year. Three double portables (6 classrooms) were placed at Franklin STEM Elementary and one double portable (2 classrooms) were placed at Livingston Elementary. Attached is a letter from CKJT Architects recommending the acceptance of the Portables 2016 Project as final and complete. Pasco School District staff and CKJT Architects are recommending the acceptance of the project as final and complete. Acceptance by the board begins the final process to release retainage in the amount of $11,951.29 which includes state and local sales tax.


PROJECTED COSTS: $11,951.29 (includes state and local tax) BUDGET CODE: Capital Projects

SUGGESTED MOTION: I move to approve Resolution No. 933 accepting the Portables 2016 Project as final and complete.

NEXT STEPS:

Revised 9-22-06

RESOLUTION NO. 933

Acceptance of the Portables 2016 Project

A RESOLUTION accepting the Portables 2016 Project. WHEREAS, Pasco School District received written notification from CKJT Architects, the prime designer for the Portables 2016 Project, that the work is acceptable and complete under the terms of the contract. NOW, THEREFORE, BE IT RESOLVED that the Board of Directors, having been recommended acceptance of the work performed by the prime designer, and upon their review of the project, find the work is acceptable and complete under the terms of the contract. ADOPTED the 22nd day of November, 2016 at a regular meeting of the Board of Directors of Pasco School District No. 1. BOARD OF DIRECTORS: ______________________________________ Scott Lehrman, President ______________________________________ Steve Christensen, Vice President ______________________________________ Sherry Lancon, Member ______________________________________ Amy Phillips, Member ______________________________________

Aaron Richardson, Member

ATTEST:___________________________________ Michelle I. Whitney Superintendent & Secretary of the Board


Agenda Item Summary


TOPIC: Personnel Actions

CABINET ADMINISTRATOR: Glenda Cloud

PRESENTER: Glenda Cloud/Robin Hay

REPORT

1ST READING DISCUSSION 2ND READING

X ACTION REQUIRED

OBJECTIVE: Board approval of personnel actions as presented in the packet.




SUGGESTED MOTION: I move to approve the personnel actions as presented in the packet.

NEXT STEPS:

PASCO SCHOOL DISTRICT NO. 1 REPORT FOR THE BOARD OF DIRECTORS – November 22, 2016

CLASSIFIED PERSONNEL ACTIONS November 4-17, 2016

Request Board approval of the following personnel actions:

NAME

POSITION ACTION TAKEN

EFFECTIVE DATE

Barajas, Maria Paraeducator McGee

Hired 11/1/16

Beck, Karla Graphics and Publications ManagerPublic Affairs

Resigned 11/10/16

Galvez, Danira Paraeducator Curie

Resigned to accept certificated position

11/15/16

Garcia, Patricia Paraeducator, Special Services Stevens

Hired 11/1/16

Gonzalez, Nahum Paraeducator, Special Services Whittier

Hired 10/27/16

Guzman, Anabel Bilingual Clerk Curie

Hired Resigned

11/7/16 11/8/16

Hall, Connie Attendance Clerk Pasco High

Terminated 11/8/16

Murillo, Stephanie Paraeducator, Bilingual Gray

Hired 11/7/16

Seitz, Sherry Nurse Whittier

Hired Resigned

11/2/16 11/30/16

Willrich, Jeffrey Driver Transportation

Hired 10/26/16

Wirth, Felipa Nutrition Services Helper/Cashier Stevens

Hired 11/17/16

PASCO SCHOOL DISTRICT NO. 1 REPORT FOR BOARD OF DIRECTORS – November 22, 2016

CERTIFICATED-ADMINISTRATIVE-COACHING PERSONNEL ACTIONS

11/4/16 – 11/17/16

Request Board approval of the following personnel actions. All salary amounts are based on the negotiated agreement between the Pasco School District and the Pasco Association of Educators.

NAME POSITION ACTION TAKEN EFFECTIVE DATE Battershell-Doran, Kathryn Special Education Leave of absence 2/1/17 – 2/28/17 McClintock Casqueiro, Sarah SLP Leave of absence 11/28/16 – 6/9/17 Booth .4 FTE Darby, Liann 1st Grade Leave of absence 11/14/16–unknown Curie Huerta, Carla 3rd Grade Leave of absence 1/4/17 – 4/10/17 Frost Keddison, Rachel SLP Leave of absence 1/9/17 – 8/6/17 Chess .2 FTE Keech, Mary Occupational Therapist Leave of absence 11/13/16 - 1/9/17 Booth Martinez, Raquel Assistant Principal Leave of absence 2/3/17 – 3/14/17 Stevens Miller, Sandra Special Education Leave of absence 11/10/16 – 1/4/17 Ochoa Mortensen, Seana 1st Grade Leave of absence 11/1/16 – 11/30/16 Gray Pillado, Antonio 5th/6th Grades Leave of absence 11/17/16 – 12/2/16 Gray Ryan, Robin Special Education Retired 1/20/17 Pasco High Whitt, David Athletic Club Coach Hired 11/14/16 Basketball (coaching contract) McLoughlin

Revised 9-22-06


Agenda Item Summary


TOPIC: Approval of Warrants

CABINET ADMINISTRATOR: Howard Roberts, Jr.

PRESENTER: Howard Roberts, Jr.

REPORT


OBJECTIVE:

Obtain board approval of accounts payable warrants for and 2016-2017 General, Capital Project, Associated Student Body, and Transportation Vehicle funds.


All district warrants are subject to board approval. Policy 7322 allows the district to issue accounts payable warrants in advance of board approval. In the event any claim is disapproved, the auditing officer and superintendent will cause the claim to be recognized as a receivable and pursue collection until the funds are collected or until the board approves the claim.

POSSIBLE ALTERNATIVES: N/A

PROJECTED COSTS: N/A BUDGET CODE: N/A

SUGGESTED MOTION: I move the following District payments be approved: Warrant Date: November 4, 2016 General Fund warrants numbered 250956-251115 in the amount of $772,714.83 Capital Projects Fund warrants numbered 251116-251123 in the amount of $28,239.21 Associated Student Body Fund warrant numbered 251124-251145 in the amount of $42,160.32 Transportation Vehicle Fund warrant numbered 251146 in the amount of $104,023.23 Warrant Date: October 31, 2016 Payroll Fund warrants numbered 251147-251149 in the amount of $2,223.11 Warrant Date: November 10, 2016 General Fund warrants numbered 251150-251319 in the amount of $539,908.69 Capital Projects Fund warrants numbered 251320-251327 in the amount of $505,965.10 Associated Student Body Fund warrant numbered 251328-251336 in the amount of $2,501.40

NEXT STEPS:

Revised 9-22-06


Agenda Item Summary

AGENDA ITEM NO. : 11C BOARD MEETING DATE: November 22, 2016

TOPIC: Approval of Value Engineering Recommendations for Elementary #16


PRESENTER: Randy Nunamaker/ Kim Marsh

REPORT


OBJECTIVE:

To obtain board approval of the Value Engineering Recommendations accepted for Elementary #16.

BACKGROUND: (Pertinent past action/events) Value engineering is a requirement for school districts when a district applies to receive state matching funds on a school construction project. The school district employed a third party engineering firm, Meng Analysis, whose task was to investigate and recommend potential cost savings in mechanical, electrical, structural, and site design. A number of suggestions were proposed. Some were accepted, some accepted with modifications and others rejected as not meeting current district standards for material and construction. Most savings were found in site design. The value engineering team listed 20 proposed items. Four (4) proposals were accepted. Five (5) proposals were accepted with modifications. Eleven (11) proposals were rejected. Those proposals accepted or accepted with modifications provide a cost savings estimated to be $175,000 to $245,000 in cost avoidance. Actual projected cost savings will be better defined as construction drawings are refined to 100% complete.


PROJECTED COSTS: N/A BUDGET CODE:

SUGGESTED MOTION: I move to accept the Value Engineering Recommendations for Elementary #16 as proposed by the design and district project teams.

NEXT STEPS:

PULLMAN, WASHINGTONKENNEWICK, WASHINGTONMERIDIAN, IDAHO

DESIGN WEST ARCHITECTS, P.A.

7513 W KENNEWICK AVE STE DKENNEWICK, WA 99336TEL. 509-783-2244FAX. 509-783-8740www.designwestpa.com

November 2, 2016

Kim Marsh, Director of Capital Projects Pasco School District1215 West LewisPasco, WA 99301

Re: Elementary School #16Value Engineering Implementation Response

Dear Kim,

The design team has reviewed the Value Engineering study, including the 20 specific proposal items regarding design or value improvements derived by the Meng Analysis professional team. The study process and value engineering overview was productive. The suggestions and alternates researched by the Meng Analysis team were well considered and thought provoking.

The process resulted in 4 proposals being accepted as presented by the value analysis team, 5 proposals to be modified as proposed, and the remaining proposals being rejected. We estimate that the 4 accepted proposals equate to a construction cost savings of roughly $75,000. We estimate that the 5 modified proposal items will provide a construction cost savings ranging from $100,000 to $170,000. The presentation of proposals and dialogue process allows for the efficient implementation of the values engineering team’s recommendations towards the New Elementary School #16.

Thank you for your time and effort in this matter. The school district’s input and participation in the process is in part the reason for a successful conclusion to this analysis study. We trust that this proposed implementation plan will be acceptable, so that we might proceed with our work. We recommend approving the attached implementation plan document. If you have any questions, or would like to meet to discuss this further, please do not hesitate to call.

Sincerely,

Matt Whitish, AIAProject Architect

Enclosure: Value Engineering Overview Response (dated 11.02.16)

Approved by: __________________________________________Kim Marsh, Director of Capital Projects Pasco School District

http://www.designwestpa.com/

CLIENT: Pasco School District

PROJECT: ELEMENTARY SCHOOL #16

DATE: November 2, 2016

VALUE ANALYSIS

PROPOSAL

PROPOSED

COST

AVOIDANCE AC

CE

PT

RE

JE

CT

MO

DIF

Y ACCEPTED

VALUE OF

PROPOSAL COMMENTS / DISCUSSION

C1 Fire Lane - Reconfiguration 52,000 X 52,000

The fire lanes will be eliminated from the turf playfield areas. Playground equipment will be positioned to allow the required fire lanes to be located within the

asphalt playground areas.

C2 Grading - Area NE 16,000 X N/A The bus lane will be re-routed further north, similar to what was proposed in "P1", which will provide additional turf playfield space requiring grading.

C3 Grading - Area SE 16,000 X N/A Grading along the south side of the site will be dictated by Massey Drive. We anticipate limited grading in this area to blend in with the new road.

C4 Pedestrian Paving - Reduction 24,000 X 20,000

The reduction of pedestrian concrete paving will be taken, but not to the full extent of the proposal. Concrete is preferred at the bike rack area for aesthetic

reasons at the front of the building. All other suggestions in this proposal will be pursued.

C5 Storm Drain 70,000 X N/A

Infiltration galleries are preferred by the school district and design team. Where possible, we will avoid placing infiltration galleries under paving as suggested in

the proposal.

L1 Landscape - Sod 121,000 X 60,000

Hydroseed in lieu of sod at the south end of the playfields will be considered as an Alternate. Sod is preferred at the front of the school and east of the asphalt

playground. 1/2 of the proposed savings is expected.

L2 Landscape - Areas 77,000 X 40,000

Reduction of turf will be investigated. Rock mulch and plantings will be added to select areas, although they may not correspond exactly with where suggested in

the proposal. 1/2 of the savings is anticipated.

A1 Exterior Enclosure - Finish 178,000 X 50,000

Reduction of masonry will be investigated above the 2nd floor windows. Rather than fiber cement board as proposed, the team will consider metal panels at this

location.

P1 Site Usage 422,000 X 0 As proposed, the bus lane will be shifted north to provide more useable playfield space. Development of residential lots will not be pursued by the school district.

P2 STEM Program - Configuration NIC (202,000) X N/A

Operable walls or double doors connecting classrooms is not desired by the school district. A need for a Maker Space was not presented during Educations

Specifications and will not be pursued on this project, although it may be considered on future projects if this prototype design is utilized again.

R1 Reduce number of parking stalls by 1/2 19,000 X N/A

The configuration of the school, bus drive, and north parking lot allows for additional parking beyond the minimum requirements. The additional parking stalls

are preferred by the school district over additional landscaping.

R2 Bus loop in lieu of drive through 14,000 X N/A

Following the model of the first prototype, ES #13, the school district preferres the drive through to reduce traffic and congestion. The school district has

received positive feedback from PSD staff at ES #13 where the configuration is similar.

R3 Balance site grading to 40,000 CY Cut/Fill 0 X 0 The site will be designed to avoid import or export of grading material.

R4 Reduce cost of Chiller Enclosure 50% 29,000 X N/A

The chiller enclosure will match the previous prototype design. Walls around the enclosure are just tall enough to hide the unit and spaced far enough apart to

provide the needed working clearances around the unit.

R5 Reduce size of irrigation booster building 23,000 X 23,000 The irrigation booster building will be designed as small as necessary to contain the pump.

R6 Cementous plank siding in lieu of metal panels 18,000 X N/A Metal panels are preferred by the School District and Design Team for their appearance, long term durability, and minimal maintenance.

R7 Reduce quantity of gypsum ceilings, use more ACT 41,000 X N/A GWB ceilings only occur at restrooms, vestibules, and miscellaneous soffits and are preferred at these locations over ACT.

R8 Reduce quantity of casework 20% 116,000 X N/A The quantity of casework provided has been fully utilized at the previous prototypes and is preferred to remain.

Total 1,236,000 245,000

Revised 9-22-06


Agenda Item Summary

AGENDA ITEM NO. : 11D BOARD MEETING DATE: November 22, 2016

TOPIC: Approval of Pasco High School Phase III Project Change Order No. 4


PRESENTER: Randy Nunamaker/Kim Marsh

REPORT


OBJECTIVE: To obtain board approval for Change Order No. 4 with Fowler General Construction for the Pasco High School Phase III Project.

BACKGROUND: (Pertinent past action/events) Change Order No. 4 consists of two (2) construction change directives (CCDs). Two were for unforeseen conditions. $7,925.69 State and Local Tax $681.61 Total $8,607.30 CCD #1 During demolition an undiscovered abandoned steam tunnel was uncovered. The steam tunnel required filling with crushed gravel to accept an altered footing and foundation. CCD #2 The new science room fume hoods each require a master solenoid valve tree that controls availability of gas and compressed air to the hood. In two science room locations the solenoid valve assemblies required the creation of an 8” wall cavity to accept the solenoid dimensions. Previously approved change orders No.1, 2 and 3 along with change order No. 4 represent a 1.9% increase in the cost of the project.


PROJECTED COSTS: $8,607.30 (includes state and local taxes) BUDGET CODE: Capital Projects

SUGGESTED MOTION: I move to approve Change Order No. 4 with Fowler General Construction for the Pasco High School Phase III Project in the amount of $8,607.30 which includes state and local sales tax.

NEXT STEPS:

Revised 9-22-06


Agenda Item Summary

AGENDA ITEM NO. : 11E BOARD MEETING DATE: November 22, 2016

TOPIC: Approval of the Senior Center Alterations Educational Specifications


PRESENTER: Randy Nunamaker/Kim Marsh

REPORT


OBJECTIVE:

To obtain board approval of the Senior Center Alterations Educational Specifications.


The district has purchased the Pasco Senior Center. The Senior Center will be renovated to become a facility for special needs pre-school students and ECEAP students.

Educational specifications define how the spaces will be assigned and how they will function.

The consulting firm of Teater-Crocker, along with Capital Projects staff, met with district administrators and educational staff in October 2016 to develop educational specifications. Input was gathered and summarized. The document was later reviewed by the same participants for accuracy and further comment. A final copy was produced and approved by the team.

Board approval of the educational specifications will allow the design team to move to schematic design.

A hard copy of the Senior Center Alterations Educational Specifications is located in the superintendent’s office for your review.



SUGGESTED MOTION: I move to approve the Senior Center Alterations Educational Specifications as presented.

NEXT STEPS:

PRE-SCHOOL CENTER

EDUCATIONAL SPECIFICATIONS

THE PASCO SCHOOL DISTRICT

Developed by Teater-Crocker, Inc. Under Contract to Architects West

November 2016

ACKNOWLEDGMENTS The Pasco School District patrons, administration, and staff spent many hours providing valuable information for this document. Without their considerable time and effort, this project would not have been possible.

PASCO SCHOOL DISTRICT BOARD OF DIRECTORS

Scott Lehrman - Board President Steve Christensen - Board Vice President

Sherry Lancon - Director Amy Philips - Director

Aaron Richardson - Director

PASCO SCHOOL DISTRICT ADMINISTRATION

Michelle Whitney - Superintendent Kristi Docken - Director of Special Services and Early Intervention

Kim Marsh– Director of Capital Projects Tom Brandon – Capital Projects

Educational Specifications – Consulting Team

Dave Teater – Facility Planning Consultant, Teater-Crocker Phil Crocker – Facility Planning Consultant, Teater-Crocker

Kevin Cole – Architects West Katrina Dunbar – Design Source

Gary Fleming – Meier Architecture

TABLE OF CONTENTS

Page

INTRODUCTION ....................................................................................... i

1.0 COMMUNITY INFORMATION

1.1 Community Information .................................................................. 1-1 1.2 School District Information .............................................................. 1-1 1.3 Enrollment Projections .................................................................... 1-2 1.4 Project Rationale ............................................................................ 1-2 1.5 Site Consideration .......................................................................... 1-2

2.0 GENERAL BUILDING CONSIDERATIONS

2.1 Circulation ...................................................................................... 2-1 2.2 Vehicle Access and Parking ........................................................... 2-1 2.3 Building Security and Safety ........................................................... 2-2 2.4 Technology and Communications .................................................. 2-3 2.5 Community Use .............................................................................. 2-4 2.6 Maintenance, Utilities, and Energy Conservation ............................ 2-4 2.7 Restrooms ...................................................................................... 2-5 2.8 Design Considerations ................................................................... 2-5 2.9 Other Considerations...................................................................... 2-5

3.0 EDUCATIONAL AND SUPPORT SPACES

3.1 Administration ................................................................................ 3-1 3.2 Custodian-Maintenance .................................................................. 3-9 3.3 Food Service .................................................................................. 3-12 3.4 Kindergarten, Early Kindergarten & Preschool ............................... 3-17 3.5 Special Education ........................................................................... 3-21 3.6 Other .............................................................................................. 3-26

APPENDICES Appendix A: Tables and Graphs Appendix B: Equipment Lists

Pasco Pre-K Center - Educational Specifications

Page i

INTRODUCTION

These educational specifications are a set of concisely written, organized objectives that

describe the educational facility needs of students, educators, and the community. They

collectively outline what these groups want to achieve for students, educators, the

community, and their activities and relationships. This document serves as a written

communication between educators and the design professionals. The development of the

educational specifications is only the first set of specifications and the first in a series of

communications. Design specifications and construction specifications follow. Therefore,

diagrams in this document are for illustration purposes only. Additional interpretation will

be made by the design architect. Further, these educational specifications are prepared

as a “guiding document” and not a “trapping document.” The owner can expect minor

variations in the design as professional architects and engineers translate this information

into schematic design and construction documents.


Page 1-1

1.0 COMMUNITY INFORMATION

1.1 Community Information

The Pasco School District is located in Franklin County, Washington, with its offices in the City of Pasco. Pasco sits on the north side of the Columbia River and is one of the Tri-Cities of Washington. The Tri-Cities is the largest population center in southeast Washington. The population of Pasco is nearly 70,000, and has an area of approximately 30 square miles. The area’s economy is largely dependent on agricultural production, processing, and distribution. There is a plentiful water supply for the many cash crops. Wheat is the most prevalent of these crops, although apples, corn and potatoes are also grown. Grapes are also grown in the Columbia Valley which is the second largest wine-producing region in America. Another large employer in the area is the Hanford nuclear facility. Many skilled professionals are employed by the site, which has now gone from producing weapons to working on the disposal of nuclear waste. Pasco’s climate has pleasantly warm and dry summers, having average monthly temperatures in July around 91 degrees F. Winters are mild to chilly, with the monthly January low of around 27 degrees.

1.2 School District Information

The Pasco School District is a PK-12 school district. It is governed by an elected school board with five members. The board hires a superintendent to serve as their chief executive officer. The educational programs are offered in the following schools: (1) fifteen K-5 elementary schools, (2) three middle schools, (3) two high schools, (4) one alternative school, and (5) one STEM high school.

1.2.1 Goals Statement

The activities of the District are guided by its Goals Statement:

The district shall provide an equal opportunity for every student to receive an education which will enable each to fulfill his or her optimum role in society, commensurate with individual ability, in compliance with legal requirements and reflecting the desires of the people.

The instructional programs, methods and resources shall meet the needs of each individual student, regardless of race, color, caste, sex, or level of ability. The district recognizes that equal opportunity education does not imply uniformity and that each student’s unique characteristics must be acknowledged.


Page 1-2

The instructional programs, methods and materials shall not imply, teach or encourage any beliefs or practices reflecting bias or discrimination toward other individuals or groups and shall not deny others their basic human rights.

1.3 Enrollment

Although there are no official projections for the Pasco School District Pre-K program, the District has concluded that the maximum number of students that will receive services under the current instructional model is approximately 280 students that attend on a half day basis (140 a.m. and 140 p.m.).

1.4 Project Rationale

The Pasco School District emphasizes early childhood education in its programs. They have been offering services to children aged 0-5 for some time. Recently, however, a facility became available from the City of Pasco that will serve as a pre-kindergarten (Pre-K) center. This facility has served as a senior center and will require renovations to be functionally adequate for the Pre-K Program.

1.5 Site Considerations

The site for this project, although somewhat smaller than ideal, is relatively flat with all wet and dry utilities currently present. This site will accommodate the proposed new school. Prevailing winds are from the west and northwest. In winter, there are often cold winds that present freezing conditions to exposed portions of school buildings. The positions and orientation of the fields should take advantage of any wind protection available from proposed buildings. Despite a milder local climate, some snow and ice accumulations may be expected occasionally. Efforts should be made to reduce snow accumulations in those areas subject to the high winds. The site will be served by local water and sewer systems. Solid waste removal will be provided through local agencies and local utility companies provide electricity and Internet access. This project may cause increases in automobile and pedestrian traffic. The site will be served by local fire and police services.

1.5.1 Grounds

At the time of the writing of these educational specifications, specific site improvement requirements could not be determined. At a minimum the new facility should include:

• A large hard surface for tricycles and may include a “loop” or “circuit” for young riders

• Age-appropriate playground equipment and areas for both younger and older Pre-K students


Page 1-3

• The play area should be fenced (approximately six feet high). • Outside storage for tricycles.

The State of Washington requires that a flag pole be provided near the front of the building. The existing flagpole may be used if it is in serviceable condition. A bicycle rack for staff, capacity to be determined during the design process, should be considered in front of the school and visible from the office.

The district should consider an automatic underground irrigation system for landscape and field areas as budget allows.


Page 2-1

2.0 GENERAL BUILDING CONSIDERATIONS

These general design considerations are applicable to each program area unless otherwise specified or noted in this document. Other notes or specifications in this document may be more detailed, restrictive, or stringent in requirements than those noted in this chapter, in which case the more restrictive requirement applies.

2.1 CIRCULATION

The design of foyers, corridors, and the multipurpose room should allow as much visibility as possible for supervising these spaces with a minimum number of staff members. The number of “blind spots” in the building should be minimized. Access to all building areas and the site need to meet the needs of the disabled and the requirements of the Americans with Disabilities Act. The main entry area should be clearly marked and visible to a first time visitor. It should be open and inviting with ample display areas for student work and achievements. Main entry floor areas need to be a durable surface (ceramic, vinyl composition tile, or equivalent). The outside of the main entry area should be covered to protect those arriving or exiting from inclement weather. Corridor floor surfaces should be hard surface for ease of cleaning. The building entry should have a series of mats that “progressively scrub” the feet of those entering the building. The main foyer and the corridors need to have higher lighting levels than typically specified in classrooms. 2.2 VEHICLE ACCESS AND PARKING

The school should have a main parent drop-off zone located near the “front” of the building and near the main administration area. No driveway approaching the school should be designed to allow a vehicle to accelerate into the building (i.e. no long, straight roadways). Efforts should be made to prevent automobile crossing traffic in this area. The bus-loading zone should be separated from all other traffic (parent, staff, and visitors) and should have parking space for five full-sized buses. Buses will park heel-to-toe along a loading zone (curb). The design team should study options for safe bus loading and unloading within the existing site constraints. If bus loops are used, there should be a sufficient turning radius, as determined during the design process, for the largest buses. All driveways and drop-off zones should be fully paved and curbed with appropriate handicapped access curb cuts. Bus lanes shall be designed to accommodate the heavy loads associated with such vehicles. There should be at least 50 spaces for staff parking plus additional visitor parking near the main entrance but away from bus traffic and bus parking. The number of visitor and handicapped parking spaces should be calculated and placed per law. Three parking spaces are needed in the kitchen/delivery area for kitchen, custodial and maintenance staff. All parking areas shall be fully paved and curbed with appropriate handicapped access curb cuts. All parking lots shall have painted parking stripes.


Page 2-2

The service area shall be screened and located on the site to minimize its effect on the surrounding properties and other on-site facilities. There shall be space for a dumpster adjacent to the kitchen with easy access for the trash hauling equipment. A loading area shall be located at the kitchen delivery area. Spaces for recycling containers shall be provided. All parking and driveway areas shall be provided with signs that clearly indicate traffic flow and parking requirements (e.g., BUS TRAFFIC ONLY, FIRE LANE, LOADING ZONE, VISITOR PARKING, etc.). Student routes to fields should not cross service or other access driveways. Access walkways to all parking lots shall be clearly marked and sized for maximum use. Bollards may be used where practical but shall be minimized. Parking lot lighting shall be installed as appropriate. 2.3 BUILDING SECURITY AND SAFETY

The design of the school should contribute to the safety and security of its occupants. A bright, clean, orderly environment encourages students to keep it that way. The school design should contribute significantly to a clean, but not sterile, climate. The following information is recommended to be incorporated into the plan as it is developed. The design of the facility should prevent unauthorized or illegal entry and contribute to security. A fully programmable, IP-based “card-lock” locking system should be used on exterior doors. The card-lock system should have a notification feature when an exterior door is ajar. There should be a “lock down” button in the office area. The main entrance security system should have a “buzz in” button from the office to allow visitors to enter. In addition, the building should have an IP-based, zoned security alarm system using card swipe devices. The system should monitor corridors, and selected sensitive areas, doors and hatches. The exterior of the building should not provide any “natural ladders” that would provide access to the building roof. Recesses, blind corners, or crawl space accesses, and roof hatches should be eliminated where possible. If practical, restrooms should be located away from the entrances of the school for security purposes. If security cameras are used, they should be small, power over Ethernet (POE) cameras attached to the building network. The data drops for these cameras should be placed at strategic locations in the hallways and large core spaces. These cameras may be used to monitor exterior portions of the building campus. There should be additional exterior security lighting near entrances and walkways for visual supervision by law enforcement. These light fixtures should be designed to allow easy change-out of bulbs. The building shall be provided with a fire alarm system that has the capability to transmit an alarm to the fire department or a monitoring company. The fire alarm system shall have sensing devices and alarm initiating devices connected to a control/annunciator panel. Fire alarms shall have both audio and visual alarms. The control/annunciator panel shall be placed near the main administrative area. Fire extinguishers, exit lights, and exit door hardware should be provided as


Page 2-3

part of the construction package. Designers should take care to design in compliance with applicable codes. If the school serves as an “emergency shelter,” it will require a generator. In this instance, “emergency shelter” is an undefined term in relation to national, state or local agencies and merely indicates that the District wishes to have certain electrical systems able to continue functionality during a power outage. The circuitry and generator size should be designed to power phones, data systems, administrative lighting systems, the life skills rooms, kitchen freezers/coolers, and minimal lighting throughout other areas of the school. The play area perimeter shall be fenced. The design team should consider fencing around the service area with a gate wide enough for all service vehicles. All hazardous equipment storage areas shall be fenced. 2.4 TECHNOLOGY AND COMMUNICATIONS

A fully programmable unified communication system (VOIP), including intercom features, shall be provided for the school. The communication system shall allow for fax sending and reception in the office area. Telephone equipment cabinets shall be located in a main distribution frame room. The equipment components of the telephone system, the clock/bell system, and data communications system shall be installed in this room. The intercom feature needs to provide the capacity for several auxiliary inputs, including connection to the network for streaming services. In addition, it shall provide for office-classroom communications, all-call functions, and the capability for remote assessment of building occupancy. Within the school, a telephone and clock shall be placed in each classroom, conference room, office, secretarial space, workroom, clinic, cafeteria, library/media center, gym, cafeteria, kitchen, or other frequently occupied space. The clock system shall have intercom functions. Wireless technology shall be accessed from anywhere in the facility. Drops for the wireless routers shall be centrally placed in the ceiling of each classroom or on the grid recommended by the wireless system selected by the District. Additional wireless routers shall be placed in other areas of the school to ensure wireless access at any spot. Every classroom and conference room shall include a classroom sound field system with built-in speakers. A computer technology system to support the instructional and administrative needs of the school should be installed in the building and will be an integral part of this school’s success. Each classroom, conference room, office, secretarial space, workroom, clinic, and multipurpose room within the school needs to be connected internally with a local area network. The local area network needs to be connected to the other schools in the district through district-owned fiber optic cable and the Internet. Category 6 cable, or better, is to be used for the connections between the MDF and each of the classroom drops. Open tray raceways should be used where possible for ease of maintenance. Each classroom, conference room, office, secretarial space, workroom, clinic, and multipurpose room within the school should have multiple data drops per the District


Page 2-4

standards. Sufficient electrical outlets to supply the technology equipment should accompany each data drop. Each classroom and conference room should be provided a short throw projector system. Additional computer peripherals and software need to be provided as needed but may be outside the project construction budget. 2.5 COMMUNITY USE

No community use of this facility is anticipated. 2.6 MAINTENANCE, UTILITIES, AND ENERGY CONSERVATION

The school shall be provided with modern HVAC equipment and utility systems that take advantage of current utility conservation technologies. The building shall be heated and cooled. Classrooms shall have fresh air occupancy sensors. Air handlers need to be selected that provide minimal classroom background noise and provide high acoustical qualities for a quiet learning environment. HVAC air intake shall be placed away from exhaust of other systems and vehicles. System controls need to be programmable and include economizer and optimized start-up features. Each system shall be capable of off-site control through the use of a laptop or remote computer. Additional controls to manage peak load demand shall be included in each system. Load shedding controls and the ability to sequentially bring food service equipment on line are especially important. HVAC units shall have easy access to filters for maintenance. All general lighting fixtures shall have LED lamps. Where spot lighting may be necessary, LED or compact fluorescent lights should be used. In the multipurpose room, compact fluorescent lighting or LED’s should be used and should have easy access for changing bulbs. Restrooms and classrooms shall be equipped with occupancy and daylight sensors to control lighting. The security lighting in each parking area shall be placed on electric eye sensor switches with override timers for energy conservation. Outdoor electrical outlets shall be provided for lawn care equipment or other equipment. To enable future remodeling with minimum cost, electrical service to classrooms should be provided overhead where practical. Electrical service should be sized larger than initially needed to provide for reasonable future expansion capacity. Surge protection shall be provided at the panel. Ample outlets shall also be provided in each hallway wall for custodial equipment. There should be numerous isolation valves to allow easy servicing of the plumbing system. Floor sinks should be used in the custodial closets. Irrigation meters should be separated from domestic water meters. Several outdoor spigots are needed and will be itemized during the design process. Gutters, where used, should have screens or covers.


Page 2-5

2.7 RESTROOMS

Restrooms shall be provided in sufficient quantity to meet local building requirements and enable students to access restrooms with a minimum loss of instructional time. Wall mounted toilet fixtures should be considered for ease of cleaning. Walls shall be a hard, smooth, washable material. Restrooms shall have mirrors, soap dispensers, toilet tissue dispensers, and paper towel dispensers, all placed at age-appropriate heights. All adult female restrooms shall be equipped with feminine napkin disposal units. All restrooms should have floor drains. Individual restrooms shall be equipped with purge fans. Each fan shall be controlled with an automatic timer that shuts off after ten (10) minutes of operation. Staff restrooms that are accessible only from a secured space (e.g., teacher work room, staff break room area, etc.) shall have an entrance vestibule with both inside and outside doors for acoustical privacy. A shelf for books, papers, etc. shall be provided inside the staff restroom stalls. Plumbing cleanouts shall be installed in numerous places around the building to provide ease of maintenance. A hose bib shall be placed in each large public restroom within a secure wall box. The plumbing walls in restrooms should have easy-access panels to maintain fixtures and pipes. Non-slip flooring materials shall be used in the restrooms and food preparation areas. 2.8 DESIGN CONSIDERATIONS

Since this is an interior renovation project, there are no special design considerations. 2.9 OTHER CONSIDERATIONS

The creative use of color is encouraged in the school design. Colors should be coordinated with an overall scheme however, color selection should take the sensitivity to soiling from student activities and use into account.


Page 3-1

3.0 EDUCATIONAL AND SUPPORT SPACES

3.1 ADMINISTRATION

3.1.1 PROGRAM FUNCTIONS

The administrative offices provide leadership, program coordination, and facilitation services for teachers, students, and the general public in the areas of curriculum, instructional leadership, and student discipline. The administrative offices need to set a tone of organization and order while also providing a customer-friendly atmosphere. The administration often meets with students, teachers, and parents in small individual conferences and small group meetings. The administrative offices are typically high traffic areas with considerable public visibility. The office design needs to allow good sight lines to the entrance of the school and the nurse’s room.

The reception area should be a warm and welcoming place that gives visitors and students a sense of calmness and professionalism.

The nurse’s room will be used by the school nurse to implement the student health services program which provides illness and injury assessments as well as health interventions and assessments.

Services for student aged 0-3 (plus others as needed) are delivered at the student’s home. Personnel for this program will need a shared office space. Each team member will have their own desk area and the ability to collaborate with other team members.

3.1.2 COMPONENT SPACES

Description # Areas # Staff # Students

Nurse's Room 1 1 1-4

Office - Principal 1 1 1-4

Reception Area - Adm. 1 1-3 1-6

Restroom - Clinic 1 0 1

Restrooms - Staff 2 1 0

Staff Break Room 1 1-12 0

Storage Room 1 0 0

Work Room 1 1-6 0

"Zero to Three" Team 1 5 0


Page 3-2

3.1.3 COMPONENT RELATIONSHIPS – ADMINISTRATION AND COUNSELING

The entrance to the school should be designed as a “secure” entrance, directing visitors to enter, or check in with office personnel, before entering the school. This may be done by having an entrance vestibule with the interior set of doors locked and directing visitors to enter, or check in with, the office through a side door, or window, in the vestibule rather than go through the second set of doors in the vestibule. There should be a “lock down” button in the office area. The main entrance security system should have a “buzz in” button from the office to allow visitors to enter. The interior vestibule doors may be unlocked during public functions when the secure entrance is not desired. Public restrooms need to be located for convenient access.

The main administration areas include the principal’s office, the “zero-to-three” shared office area, the nurse’s room, the clerical-reception area, and a shared work room. (The “zero-to-three” shared office area may be physically located outside the “office” area.) The clerical-reception area needs to have direct sight lines to the entrance of the building for traffic control and safety. The work room should be accessible from the clerical area and directly from the corridor so teacher circulation to the work room is not through the office. The mailboxes for teachers should be in the break room.

In addition, the clerical-reception area needs to have direct access and sight lines to the nurse’s room. One restroom is to be within the nurse’s room. Adult restrooms should be accessible from the administration offices and the teacher break area.

The principal’s office should be adjacent to the conference room and have good sight lines to the front of the building. Offices should have natural light if possible.


Page 3-3

Note: This diagram is for illustration purposes only and is not to scale. Additional interpretation will be made by the design architect.

Clerical-Reception Area

“Zero-to-Three”

Area

Principal

Work Room

Rear-Feed Mailboxes

Break Room Security

Vestibule

External Entry

Nurse’s Room

Restrooms

Storage

Restroom


Page 3-4

3.1.4 SPACE ATTRIBUTES

Nurse’s room

Utilities

Plumbing Nurse’s room sink (separate from restroom); plumbing for washer; plumbing for gas if gas dryer is used

HVAC Additional ventilation fan; dryer vent

Electrical Electrical at desk area; special electrical for dryer unless gas is used

Lighting Dimmable LED

Technology Data and phone at desk area

Surfaces

Ceiling Ceiling-mounted curtain in between cots

Walls Washable surface - tackable near desk

Flooring Hard surface

Windows and Doors

Windows Interior window with sight line to the clerical area; blinds on window

Doors Window with blinds in door (sight line to clerical)

Storage Secure, wall-hung, lockable medication cabinet; space for “med cart” under counter

Furniture & Equipment Two cots, small refrigerator; lateral 3-drawer file cabinet; chairs; modular furniture; changing table; stacked W/D

Other Cot area should be away from the sink.


Page 3-5

Office - Principal

Utilities

Plumbing None

HVAC Heating and cooling

Electrical Additional outlets near desk top

Lighting LED recessed in suspended ceiling

Technology Data near desk top, telephone (at desk)

lateral Surfaces

Ceiling Suspended acoustical ceiling

Walls Some tackable surface; acoustical treatment of common walls

Flooring Carpet

Windows and Doors

Windows Exterior windows to school entrance and parking area if possible

Doors Passage door with small window in door

Storage Modular furniture

Furniture & Equipment Modular desk, table, chairs, storage; small whiteboard

Other None

Reception Area

Utilities

Plumbing None


Electrical Outlets near desk tops, countertops, fax, printers; electrical for lighted display cases (foyer)


Technology Master clock/bell control panel; telephone; multiple data drops

Surfaces


Walls Drywall with selected areas of tackable space

Flooring Carpet

Windows and Doors

Windows Interior windows to main entrance; windows with blinds


Storage Secure base and upper wall cabinets plus full height cabinet for personal items

Furniture & Equipment Desk part of built-in counter; a portion of counter at appropriate height for students; bulletin board outside the reception area to display official notices, etc.; comfortable chairs; display cases outside office in foyer; four 4-drawer file cabinets

Other Acoustical separation between office and foyer


Page 3-6

Restrooms

Utilities

Plumbing Sink, toilet; hose bib, floor drain

HVAC Additional ventilation fan with timer switch

Electrical Minimum as per code

Lighting LED recessed

Technology None

Surfaces

Ceiling Suspended acoustical or hard surface

Walls Washable wall surface, mirror

Flooring Non-slip flooring

Windows and Doors

Windows None

Doors Solid; no locking hardware on nurse’s room restroom door

Storage Base cabinet

Furniture & Equipment Small shelf above each staff toilet, mirror

Other None

Staff Break Room

Utilities

Plumbing Sink; disposal, ice maker for refrigerator; dishwasher


Electrical Electrical for microwave, refrigerator, disposal; outlets above counters; wall duplexes


Technology Some data ports in perimeter wall; wireless access

Surfaces


Walls Hard surface; whiteboard, tackable spaces


Windows and Doors

Windows Natural light desired


Storage Some base and upper cabinets in kitchenette area

Furniture & Equipment Comfortable chairs and table, microwave oven, full-sized refrigerator, dishwasher disposal (All district or project FFE provided); rear-feed mail boxes from office work room

Other Kitchenette in break room.


Page 3-7

Storage

Utilities

Plumbing None

HVAC None

Electrical Electrical outlets for recharging equipment

Lighting LED surface or recessed

Technology None

Surfaces

Ceiling Suspended acoustical or drywall

Walls Drywall


Windows and Doors

Windows None

Doors Solid, no openings; locking hardware

Storage Adjustable shelves – confirm built in or portable

Furniture & Equipment Lateral 3-drawer,locking, fireproof file cabinet; storage cabinets

Other Crossing guard equipment

Work Room

Utilities

Plumbing None

HVAC Heating and cooling; additional ventilation fan

Electrical Outlet for copier, electrical at counter height


Technology Data at counter height; data for copier

Surfaces


Walls Drywall with some tackable areas


Windows and Doors

Windows Not required but desirable

Doors Window in door to clerical area

Storage Island work area if possible; storage under island including flat files; perimeter base cabinets with countertops and wall cabinets with adjustable shelving

Furniture & Equipment Copier, laminator, binding equipment, etc.; rear-feed mailboxes to staff break room

Other None


Page 3-8

“Zero to Three” Area

Utilities

Plumbing None




Technology Data near desk top, telephone (at desks)

Surfaces


Walls As much tackable surface as possible (tackable wall covering); acoustical treatment of common walls

Flooring Carpet

Windows and Doors

Windows Natural light if possible


Storage Modular furniture

Furniture & Equipment Built-in work spaces, tables, chairs, storage units

Other None


Page 3-9

3.2 CUSTODIAL - MAINTENANCE

3.2.1 PROGRAM FUNCTION

The custodial program provides appropriate cleaning support for the building by ensuring a clean, healthy, organized, and safe physical plant for the instruction of students. The custodians provide these services through regular sweeping, mopping, dusting, and scrubbing. They use larger cleaning equipment that requires additional storage space. Short term storage of furniture is needed while they await repair or long-term storage. Minor repair of equipment occurs in the custodial area.



Custodial Closet 1 1 0

Fire Riser Room 1 0 0

3.2.3 COMPONENT RELATIONSHIPS

The custodial closet needs to be located adjacent to the multipurpose room and still have easy access from the outside loading dock for deliveries. The fire riser room needs to be placed for easy service.


Page 3-10

Note:

Note: This diagram is for illustration purposes only and is not to scale. Additional interpretation will be

made by the design architect.

Kitchen

Multipurpose

Loading Area

Custodial Closet

Classrooms Classrooms


Page 3-11


Custodial Closet

Utilities

Plumbing Floor mop sink in custodial closets; floor drain

HVAC Heating and cooling; dryer vent

Electrical Electrical outlets in closets

Lighting LED surface mount; task lighting for work bench

Technology Phone and data in large custodial closet

Surfaces

Ceiling Hard surface

Walls Hard surface


Windows and Doors

Windows None

Doors No windows in doors

Storage Sufficient adjustable shelving to store custodial supplies and small tools; locking wall cabinet

Furniture & Equipment Wall-mounted cleaning products dispenser; work bench in large closet

Other None

Fire Riser Room

Utilities

Plumbing As required by function and code


Electrical As required by function and code

Lighting LED surface mount

Technology Phone and data drop in the mechanical room.

Surfaces

Ceiling Open structure

Walls Hard surface


Windows and Doors

Windows No windows

Doors Solid door

Storage As required for equipment and parts

Furniture & Equipment None

Other None


Page 3-12

3.3 FOOD SERVICE


The food service department is operated as a support service to the educational program. Meals are generally eaten the classrooms. The kitchen will prepare food for both breakfast and lunch. There will be approximately 140 meals served at each time. There may be occasional catering for events in addition to the daily meals.



Cooler 1 0 0

Dry storage 1 1 0

Freezer 1 1 0

Kitchen 1 1-2 0

Office/Storage 1 1 0

Scullery 1 1 0

Storage - PE/Activities 1 0 0

Storage - Carts 1 0 0

Storage - Chair 1 0 0


The kitchen should be in the main core area of the school. The office, restroom, freezer, and dry storage room need to be adjacent to the kitchen and close to a loading area. The kitchen should be isolated from the classrooms to prevent unnecessary noise distractions. The food preparation and dishwashing/scullery areas need to be separated, but adjacent. The design of this space should prevent potentially unsafe collisions between serving personnel, cooking personnel, and dishwashing personnel. This is especially important with hot foods and equipment.

The kitchen should be near a main service entrance of the school to easily accommodate food deliveries. One dumpster should be placed near this area. Additional containers should be added for recycling.


Page 3-13

Note: This diagram is for illustration purposes only and is not to scale. Additional interpretation will be

made by the design architect.


Cooler

Utilities

Plumbing As required by manufacturer

HVAC As provided by manufacturer

Electrical As required by manufacturer

Lighting As provided by manufacturer

Technology Temperature alarm

Surfaces

Ceiling Part of pre-manufactured unit

Walls Part of pre-manufactured unit


Windows and Doors

Windows NA

Doors Emergency exit hardware

Storage Adjustable metal shelves


Other None

Kitchen

Scullery

Cooler

Freezer

Office

Loading Area

Dry Storage

Storage Spaces


Page 3-14

Dry Storage

Utilities

Plumbing None

HVAC Heated and cooled

Electrical Some outlets

Lighting LED recessed or LED surface

Technology None

Surfaces


Walls Drywall

Flooring Non-slip hard surface

Windows and Doors

Windows None

Doors Large door for loading dry goods

Storage Rolling metal adjustable shelving units


Other None

Freezer

Utilities

Plumbing As required by manufacturer

HVAC As provided by manufacturer

Electrical As required by manufacturer

Lighting As provided by manufacturer

Technology Temperature alarm

Surfaces

Ceiling Integral to pre-engineered unit

Walls Integral to pre-engineered unit


Windows and Doors

Windows None

Doors Emergency exit hardware

Storage Adjustable metal shelves


Other None


Page 3-15

Kitchen

Utilities

Plumbing Three deep sinks and one prep sink. Hand washing sink(s) in prep and serving areas; disposals in prep sink.

HVAC Heating and cooling; adequate ventilation for entire kitchen to maintain comfortable working conditions when ovens are running

Electrical Special electrical for ovens, etc. (see Appendix B for equipment list); ample electrical outlets for small appliances; electrical for disposal

Lighting LED; task lighting at work areas

Technology None

Surfaces

Ceiling Washable surface

Walls Washable surfaces


Windows and Doors

Windows High windows

Doors Window in door to dock

Storage Stainless steel cabinet equipment for pots and pan storage

Furniture & Equipment Recycling bins; can smasher, small compactor (See Appendix B for kitchen and bakery equipment list.)

Other None

Office

Utilities

Plumbing None


Electrical Electrical near desk


Technology Data near desk, phone

Surfaces

Ceiling Suspended acoustical or hard ceiling

Walls Drywall


Windows and Doors

Windows Window with operable blind to kitchen

Doors No special requirements

Storage Storage in modular desk system

Furniture & Equipment Modular desk system, chairs, coat hooks

Other None


Page 3-16

Scullery

Utilities

Plumbing Plumbing for sink, disposal, hot and cold water, floor drain

HVAC Heating and cooling; additional ventilation

Electrical Special electrical anticipated for dish washer, disposal, and specialized kitchen equipment

Lighting LED

Technology None

Surfaces

Ceiling Washable surface

Walls Washable surface


Windows and Doors

Windows None

Doors None

Storage Integral to stainless steel fabrication by kitchen designer

Furniture & Equipment Dishwashing equipment, sink, disposal

Other None

Storage Spaces

Utilities

Plumbing None

HVAC None

Electrical Some outlets potential equipment charging

Lighting LED surface

Technology None

Surfaces

Ceiling Can be open to structure

Walls Wall surface able to withstand bumping and scraping from moving equipment


Windows and Doors

Windows None

Doors Oversized doors

Storage Some shelving and bins for physical education materials, supplies

Furniture & Equipment 50 folding chairs on racks

Other None


Page 3-17

3.4 PRESCHOOL (Pre-K)

3.4.1 PROGRAM FUNCTION

The Preschool programs fosters growth in cognitive, adaptive, social, and physical skills for four and five-year old children. The programs help young students develop and maintain language acquisition, concept development, emotional growth, and perceptual development.

Students in these programs use varied activities, sometimes noisier than a regular classroom. These activities often include individual instruction, tutoring, and small group instruction. Students often learn by playing with large manipulative learning materials and participate in movement activities and interest centers. These may include painting, pasting, and cutting. Other activities include the use of sensory tables, rhythm instruments, dance, and group reading circles. 3.4.2 COMPONENT SPACES


Pre-K Classrooms 11 1-3 20

Restrooms 6 0 1


The preschool rooms should be near each other, perhaps in a common “suite” of early childhood rooms. These classrooms should be near an outside play area, specifically for early childhood use.

Doorways need to be placed to allow students to enter and exit the room with minimum disruption of instruction and should be placed opposite the teaching wall whenever possible. Each classroom should have an adjacent restroom accessible only from the classroom. There is considerable interaction between these rooms and a need for easy circulation between the rooms.

The typical casework includes one full-height cabinet approximately four feet wide, along with a combination of base cabinets, and drawers. Wall cabinets are to be located above the base cabinets and may include a bookshelf unit. All cabinets have adjustable shelving and many cabinets should be lockable.


Page 3-18

Typical casework layout



Pre-K Pre-K

Pre-K Pre-K

Shared RR

Shared RR


Page 3-19


Pre-K Classroom

Utilities

Plumbing Two sinks with a bubbler set at age appropriate height

HVAC Heating & cooling (programmable room controls)

Electrical Outlets on each wall and above counters, electrical for sound field system, wiring for short throw projector; electrical for wireless access point

Lighting LED recessed in suspended ceiling; lighting switched by zones, ability to lower or dim light levels across the room, occupancy sensors; zones should be front to back of classroom to enable darkening at the instructional wall

Technology Data outlets at teachers station and on one wall; telephone (at teacher desk) and intercom in each room; classroom sound field system, data for short throw projector; wireless access point data drop above suspended ceiling; ceiling box (ex. FSR CB-12) for future extensibility (if budget allows)

Surfaces

Ceiling Suspended acoustical

Walls As much tackable surface as possible (tackable wall covering); acoustical treatment of common classroom walls; one-way mirror for parents to observe students

Flooring Carpet (⅔ of room) with some hard surface (⅓ of room) around sink area

Windows and Doors

Windows Natural light in each room; operable window(s); window placement across from door and toward back of room to allow a “safe” area and reduce whiteboard glare

Doors Door closer to dampen noise; small window in door for safety

Storage Approximately 10 linear feet of base cabinets (varying height for easy student access) with overhead cabinets and three linear feet of a full-height cabinet (secure) all with adjustable shelves; some floor and wall cabinets should be secure; built-in cubbies (like McClintock)

Furniture & Equipment One whiteboard with projection area from short throw projector, speakers for sound field system; wireless access point, desks, tables, chairs, sensory tables, easels, and potential file cabinet. Other furniture items (perhaps some on wheels) may be placed in the classrooms on an as-needed basis.

Other


Page 3-20

Restroom

Utilities

Plumbing 2 sinks, 2 toilets (sized for small children)

HVAC Heating and cooling; vent fan on 10 minute timer

Electrical None

Lighting LED surface

Technology None

Surfaces


Walls Hard surface; washable; changing table

Flooring Non slip surface

Windows and Doors

Windows None

Doors No window; no locking hardware

Storage None

Furniture & Equipment Toilets; sinks, changing table

Other None


Page 3-21

3.5 SPECIAL SERVICES


The special services program ensures all individuals have the opportunity to learn and attain self-fulfillment regardless of their disability. This process is often a collaborative educational effort among learners, educators, families, communities, governments, businesses, and industries. Physical therapy and occupational therapy (PT/OT) services, testing services, and speech-language therapy services will occur in these spaces. Activities are quite varied in this program and are sometimes noisier than a regular classroom.



Conference Room 1 1-5 0

Psychologist Office 1 0 1

PT-OT 1 1-2 12

Speech Language 1 1-2 1-4

Storage PT-OT 1 0 0

Testing Room 1 1-2 1


All of these rooms should be near the Pre-K classrooms and should be acoustically separated from the multipurpose room and kitchen. They should have easy access to the associated storage room and regular student restrooms.

The PT/OT room should be adjacent to its associated storage space. The psychologist office should be adjacent to the testing room and the conference room.


Page 3-22

Note: This diagram is for illustration purposes only and is not to scale. Additional interpretation will be made

by the design architect.

PT / OT Storage

Speech Therapy PT/OT

Conference Room

Psychologist Office

Testing Room


Page 3-23


Conference Room

Utilities

Plumbing None


Electrical Electrical at counter; sound field system; short throw projector


Technology Sound field system, wall data drops; data for short throw projector

Surfaces


Walls Sheetrock, some tackable area

Flooring Carpet

Windows and Doors


Doors Window in door

Storage Small base cabinet and wall cabinet overhead

Furniture & Equipment Short throw projector and screen; whiteboard; conference table with side chairs

Other None

Psychologist Office and Testing Room

Utilities

Plumbing None




Technology Data near desk top, telephone at desk

Surfaces


Walls Some tackable surface (tackable wall covering); acoustical treatment of common walls

Flooring Carpet

Windows and Doors

Windows Exterior windows if possible

Doors Passage door with small window

Storage Modular desk system and district-purchased items

Furniture & Equipment Desk, table, chairs, storage units; whiteboard

Other None


Page 3-24

PT/OT

Utilities

Plumbing Sink and bubbler


Electrical Same as Pre-K classrooms


Technology Wall data drops; wireless

Surfaces

Ceiling Reinforced ceiling beam for swing; suspended acoustical ceiling

Walls Hard surface

Flooring Hard surface (no pattern and neutral color) with throw rugs

Windows and Doors


Doors Passage door – wide enough for equipment

Storage Some casework around sink (base and wall cabinet)

Furniture & Equipment Swing, desks, chairs, tables

Other None

SLP Room

Utilities

Plumbing None


Electrical Electrical to short throw projector and sound field system


Technology Data drops

Surfaces


Walls Same as Pre-K classroom

Flooring Carpet except hard floor around sink area

Windows and Doors



Storage Some casework around sink (base and wall cabinet)

Furniture & Equipment Table, chairs, file cabinets

Other None


Page 3-25

PT/OT Storage

Utilities

Plumbing None

HVAC None

Electrical Outlets in walls for recharging equipment

Lighting LED

Technology None

Surfaces

Ceiling Suspended acoustical or open to structure

Walls Hard surface


Windows and Doors

Windows None

Doors No window in door

Storage Adjustable shelves


Other None


Page 3-29

3.6 OTHER


The “other” rooms, although not educational programs, do provide space for important support functions in the school. 3.6.2 COMPONENT SPACES


ECEAP Room 1 1-3 0

MDF Room 1 1 0

Multipurpose Room 1 2-4 50

Storage - General 2 0 0


Each general storage room should be located near the Pre-K classrooms. The main distribution frame (MDF) room should be relatively central in the school. The multipurpose room can be placed nearly anywhere in the facility where it is easily accessible. The Early Childhood Education Assistance Program (ECEAP) room houses adult personnel and should be near the Pre-K classrooms, especially any designated for ECEAP.


ECEAP Room

Utilities

Plumbing None


Electrical Electrical near desk areas


Technology Data near desk; telephone near desk; wireless access

Surfaces


Walls Hard surface

Flooring Carpet

Windows and Doors

Windows None required

Doors Passage door with small window

Storage Modular equipment

Furniture & Equipment Modular desk system, chairs

Other None


Page 3-30

MDF Rooms

Utilities

Plumbing None

HVAC Extra ventilation/cooling

Electrical Adequate electrical for technology equipment

Lighting LED recessed in suspended ceiling or LED surface; task lighting at bench

Technology Data drops in wall for phone in MDF; data at benchtop; wireless

Surfaces


Walls Hard surface


Windows and Doors

Windows None

Doors No window in doors

Storage Adjustable shelves for storage and specialty racks

Furniture & Equipment Equipment racks; phone distribution panel; small work bench in the MDF room

Other None

Multipurpose Room

Utilities

Plumbing Drinking fountains (not protruding into play area)


Electrical Electrical for drop-down screen and LCD projector

Lighting LED surface mount

Technology Sound amplification

Surfaces

Ceiling Designed for a high degree of acoustical dampening

Walls Designed for a high degree of acoustical dampening

Flooring Hard surface; cleanable

Windows and Doors

Windows Designed for maximize natural light and minimize direct solar gain and glare.

Doors Double doors with removable mullions

Storage None

Furniture & Equipment 50 folding chairs (see storage in food service), electric screen, projector

Other None


Page 3-31

Storage

Utilities

Plumbing None

HVAC None

Electrical Electrical outlets for charging equipment

Lighting LED recessed in suspended ceiling or LED surface

Technology None

Surfaces


Walls Hard surface


Windows and Doors

Windows None

Doors No window in door

Storage Adjustable shelving and storage cabinets


Other None


Page A-1

APPENDIX A - SPACE TABLES BY DEPARTMENT

A.1 Administration and Counseling


Nurse's Room 1 1 1-4

Office - Principal 1 1 1-4

Reception Area - Adm. 1 1-3 1-6

Restroom - Nurse's Room 1 0 1

Restrooms - Staff 2 1 0

Staff Break Room 1 1-12 0

Storage Room 1 0 0

Work Room 1 1-6 0

"Zero to Three" Team 1 5 0

A.2 Custodial-Maintenance


Custodial Closet 1 1 0

Fire Riser Room 1 0 0

A.3 Food Service


Cooler 1 0 0

Dry storage 1 1 0

Freezer 1 1 0

Kitchen 1 1-2 0

Office/Storage 1 1 0

Restroom 1 1 0

Scullery 1 1 0

Storage - PE/Activities 1 0 0

Storage - Carts 1 0 0

Storage - Chair 1 0 0


Page A-2

A.4 Pre-K Classroom

Pre-K Classrooms 11 1-3 20

Restrooms 6 0 1

A.5 Special Services


Conference Room 1 1-5 0

Psychologist Office 1 0 1

PT-OT 1 1-2 12

Speech Language 1 1-2 1-4

Storage PT-OT 1 0 0

Testing Room 1 1-2 1

A.6 Other


ECEAP Room 1 1-3 0

MDF Room 1 1 0

Multipurpose Room 1 2-4 50

Storage - General 2 0 0


Page B-1

APPENDIX B – EQUIPMENT AND SUPPLIES LISTS

Food Service Equipment and Supplies

1. Double-stack oven 2. Microwave (with sufficient power) 3. Steam kettle 4. Prep counters with under-shelving 5. Walk-in cooler (If the cooler cannot be repaired, then either 2, 3-door reach-in coolers, or

1, 3-door and 1, 2-door reach-in cooler, depending on space.) a. Shelving b. Re-finish interior 6. Walk-in freezer (seems like this is working) 7. Hanging/wall mount storage racks 8. Dry storage shelving 9. 2 hot/warming carts 10. 10-15 utility carts

Revised 9-22-06


Agenda Item Summary

AGENDA ITEM NO. : 11F BOARD MEETING DATE: November 22, 2016

TOPIC: Out of State Overnight Student Travel – Chiawana High School Speech and Debate Club to the Kalispell Invitational Speech and Debate Competition in Kalispell, MT

CABINET ADMINISTRATOR: Glenda Cloud

PRESENTER: Glenda Cloud

REPORT


OBJECTIVE: To secure board approval for out of state overnight student travel.


Victoria Hyde, Chiawana High School Speech and Debate Club Advisor, is seeking permission for out of state overnight travel for students involved with the Kalispell Invitational Speech and Debate Competition in Kalispell, MT occurring on December 16 – 18, 2016.

There will be 11 students traveling. This trip includes Sunday travel.

PROJECTED COSTS: $3315.25 Per Event BUDGET CODE: Academic Competition

SUGGESTED MOTION: I move the out of state overnight travel for students involved with the Kalispell Invitational Speech and Debate Competition in Kalispell, MT occurring on December 16 – 18, 2016 be approved as presented.

NEXT STEPS:

Revised 3-9-06

PASCO SCHOOL DISTRICT NO. 1 Trips with Students

Name of School, Group and Advisor: Chiawana; Speech and Debate Team Coach Victoria Hyde

Purpose of Trip: Attend Kalispell Invitational Speech and Debate Competition

Date of Trip: December 16 – 18, 2016

Location of Event (include venue): Flathead High School Kalispell, MT

Method of Transportation: (If staff member is driving, provide proof of Type II license) School Bus

Staff Chaperoning and Parent Volunteers: (Must have one chaperone for every 15 students) Victoria Hyde, Alejandro Silva (volunteer form on file)

Cost Detail:

Transportation

Lodging (7 rooms x 2 nights)

Registration Meals (11 students x $36.00) Substitute Teacher

Total cost entire event per student

$1400.00

Hotel Name, Location and Phone Number: Hilton Garden Inn 1840 Highway 93 South Kalispell, Montana, 59901 1-406-756-4500

$1190.00 $ 200.00 $ 399.00 $ 126.25

$3315.25 Emergency Contact Phone Number(s): Victoria Hyde, 406-471-4129

Budget Responsibility (club, students, fund-raisers, etc.) Speech and Debate Team/ District Budget Code (0149)

ITINERARY: (include time and location of departures/arrivals, location of events, beginning and ending times of events, etc.)

December 16, 2016 5:30 AM Depart Chiawana High School 10:30 AM (MST) Quick stop at St. Regis Travel Center in St. Regis, MT 1:15 PM Arrive at Flathead High School 2:00 PM Tournament begins/ Rounds 1 – 3 of competition 10:00 PM Depart Flathead High School, eat, check in to hotel 11:00 PM Bed check December 17, 2016 7:15 AM Depart hotel 7:45 AM Rounds begin/Rounds 5 – 6, Semi-Finals and Finals competition 8:30 PM Awards 9:30 PM Depart for food and hotel December 18, 2016 8:00 AM Depart Hotel 10:00 AM Quick stop at St. Regis, MT 3:00 PM (PST) Arrive Chiawana High School

Students attending (see attached Vehicle Departure Form/Student Roster) You are required to carry student emergency contact information with you on the trip.

Submitted by: Victoria Hyde 10/31/16

Approved by: John Wallwork 11/7/16

FUTURE AGENDA ITEMS

Study/Executive

Sessions Staff Reports/Discussions/ Updates Staff Action Items Staff Consent Agenda Staff

12/13/2016 12/13/2016 12/13/2016 12/13/2016 Executive Session: MW Evaluation Focus on Data: SBAC and

Graduation Rates EB Board Reorganization‐Officers, Leg Rep, WIAA SL CBC Lease Agreement for

the "W" Building RN

Special Recognition‐2016 Board of the Year

WSSDA Conference Student Report Students Approval of Surplus Real

Property RN/KM

12/27/16 12/27/16 12/27/16 12/27/16 No meeting ‐ Holidays

1/10/17 1/10/17 1/10/17 1/10/17

MGT: Data Round Table End of Year (2015‐2016) Budget Report and GFOA HR

Focus on Data: Outrageous Outcomes EB/

1/24/17 1/24/17 1/24/17 1/24/17

Special Recognition‐‐Board Appreciation LC Focus on Data: Outrageous

Outcomes EB/

High School Reimagine EB/SH Curriculum Implementation and Review Update EB/SH

Executive Session: MW Evaluation

2/14/2017 2/14/2017 2/14/2017 2/14/2017

Focus on Data: Outrageous Outcomes EB/

pasco school district no. 1 board of directors’ regular ......seven students from mcclintock’s...

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