Educational Specifications

EDUCATIONAL SPECIFICATIONS FOR

EAST MONTPELIER ELEMENTARY SCHOOL

MISSION

East Montpelier Elementary School is a Pre-K to 6 school dedicated to teaching children to become competent, caring citizens and lifelong learners, through a challenging and relevant curriculum.

VISION

Our school is a place where everyone is valued. Through shared responsibility, we will create a meaningful educational foundation for students to become lifelong learners. We will provide an environment that fosters creativity where individual growth and uniqueness are encouraged.

Our goal is for students to become contributing members of the community and to gain respect for themselves and others.

WCSU STRATEGIC PLAN

WCSU will create organizational systems, structures, processes and agreements to dissolve barriers to collaboration across the supervisory union.

WCSU will support and educate everyone – teachers, students and administrative staff – to fully understand and capitalize on the potential of advanced digital and “green” technology.

WCSU schools and communities will engage together for learning and service (and opportunities) within the local and global community.

WCSU will make the most effective use of academic resources— programs, people, funds—across the SU, as local, national and international demographics change.

WCSU will strengthen and intensify early intervention, early education and involvement with families and children at every age to support the whole child and to reduce the impact of socioeconomic disparities.

EDUCATIONAL PROGRAM

Philosophically, the East Montpelier Elementary School staff embraces a community approach to education. During the course of any school day, grade-alike classes may come together in one classroom for learning activities. “Buddy classes” involving two different grade levels may come together to read, respond to literature, or engage in enrichment activities.  Multiage groupings are also significant to our school’s educational philosophy. Classroom instruction includes individual, small group, and whole group instruction. Within the classroom setting there are often a number of educational activities occurring simultaneously. The EMES staff recognizes the importance of cooperative and experiential learning. Active hands-on engagement is an important component of effective instruction for elementary students. A variety of materials, manipulative, and learning spaces are needed to address individual learning styles, help build conceptual understanding, develop problem-solving skills, increasing skills and meeting the developmental needs for small and large motor movement. There are times when children work at learning centers, listening and computer stations, moving from one area to other areas for small group work. To the greatest degree possible, students with learning or behavioral needs are included in the least restrictive manner appropriate for their individual needs.

Until the 2007-2008 school year, EMES had been able to serve students adequately in most areas. We no longer have the space for classrooms that are necessary for our enrollment and programs. For the past few years, many groups are taught in spaces too small for proper instruction to occur. Due to increasing enrollment, we are struggling to find adequate space to educate our students. There appears to be a persistent trend of in-migration of school-age children as average kindergarten classes are 30 students but average class sizes in higher grades are greater. To keep individual K-6 classrooms at 20 or less, two classrooms per grade are necessary.

The preschool was moved into this elementary school in 2006 given sufficient space at the time and a desire to have the preschool within the school building. Two classrooms are needed to serve the preschool population. There is a supervisory union strategic goal of offering 10 hours per week of preschool to three and four year olds, and space is a limiting factor in the ability to meet this goal. No appropriate space alternative currently exists for this program within the town.

Over the past few years, the population of students with developmental disabilities needing individualized instruction and specialized equipment has increased. These factors have changed increase our space needs, which has an impact from Pre-K through Grade 6.

Within each classroom and instructional setting, there needs to be adequate storage for supplies, materials, equipment and student work. We need space for storing large materials, such as AV equipment. Within the building, there is a shortage of common storage space for school-wide materials, such as folding chairs and school-wide paper supplies.  There are no handicap accessible bathrooms.

The school is sited near the road with a relatively steep hill restricting expansion options to the rear. A single large ball field is located north of the school with the town fields located further to the south. Playground facilities dot the hillside behind the building. A small playground for the youngest students is located to the southeast of the building in a fenced wet area between the building and the fire lane/service drive.

The original 20,600 square foot building was built in 1965 and housed a 3,600 square foot multi-purpose room and ten classrooms. In 1989 two additions enlarged the facility by 11,000 square feet replacing two modular classrooms and use of space at the Four Corners Schoolhouse. The smaller entrance addition provided administrative and support space. The larger classroom addition added a boiler room and seven classrooms, including space for Art, Music, and Special Education. At the same time two original classrooms were combined and converted into a Library/Learning Center. The new boiler room housed one of the first school woodchip systems in the state of Vermont, which replaced the original electric heating system. Subsequently, a woodchip storage building was retrofitted to the existing system. A modular containing two fourth grade classrooms was added during the summer of 2009 as temporary housing due to the increased space demands.  We need to bring the fourth grades back into the building so that all students are taught under one roof.   

COMMUNITY TO BE SERVED

East Montpelier is a rural community in Washington County, Vermont. Centrally located, it provides easy access to the state capital of Montpelier and major highways. It is evolving into a rural bedroom community. It has a population of 2,578 based upon the 2000 Census and 2,699 on the VT Department of Health Estimate July 1, 2005. Population trends show that East Montpelier’s population is increasing.

Over the past ten years, there have been 152 residential building permits issued in East Montpelier. The Planning Commission approved 11 new subdivisions in the 2008 Town Plan.

Local votes consistently support the school budgets presented at Town Meeting. Traditionally, East Montpelier maintained a strong agricultural basis and is currently a diverse community with farms and small businesses.

There is an active recreation department that encourages participation among community members for all activities, including sports for children and adults, as well as other recreational activities such as scrapbooking. Our school is located next to town fields.

Community Connections is a local organization which runs a Before School and After School program, as well as summer programs, at East Montpelier Elementary School and other local supervisory union schools. There is an increasing number of families who benefit from safe childcare within the school, eliminating transportation challenges. Community Connections offers a range of activities for students from games, cooking, and gardening, which offer a better option for students than going home to an empty house.

At this time, voting occurs within the school gymnasium. Community members enter through front and side doors on voting days, and they use student bathrooms.  During voting the gymnasium cannot be used for classes or as a lunchroom. The building is open to the general public and classes and routines are disrupted.

Given this active community, school facilities must be accessible for use beyond the regular school hours, and be able to serve the needs of the community – to accommodate changes in school programs and community needs over time.

PUPILS TO BE SERVED

Current Enrollment

Preschool: 35

Kindergarten: 27

Grade One: 29

Grade Two: 31

Grade Three: 30

Grade Four: 34

Grade Five: 35

Grade Six: 33

Total Pupils:   254

DISCUSSION OF ENROLLMENT PROJECTIONS

There appears to be a persistent trend of in-migration of school-age children as average Kindergarten classes are 30 students but average class sizes in higher grades are greater. To keep individual K-6 classrooms at 20 or less, two classrooms per grade are necessary. Two classrooms are also necessary to serve the preschool population.

	Kind	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6		Total K-6	Pre-K	Grand Total
2011-2012	30	33	31	32	37	33	41		237	33	270
2012-2013	30	33	31	32	35	38	35		234	33	267
2013-2014	30	33	31	32	35	36	40		237	34	271
2014-2015	30	33	31	32	35	36	38		235	34	269
2015-2016	30	33	31	32	35	36	38		235	35	270

DESCRIPTION OF NEEDS

Review of staff input by room and program indicates the following problems exist. In addition, the East Montpelier Elementary School is a true community school and is used by various community groups most evenings. There is a need for:

a)    Multipurpose /cafeteria/assembly areas to be reconfigured

b)    Enlarged and updated kitchen

c)    Public restrooms, Handicap Accessible

d)    Four new classrooms (preschool, primary, upper elementary, Spanish/Community Connections)

e)    Increase Library/Media Center

f)    Increase Bookroom for leveled readers for students of all ability levels

g)    Additional meeting space

h)    Additional space for small group instruction

i)     Space for a computer lab/technology workroom

j)     Additional storage for all school and classroom materials

k)    Adequate drainage around perimeter of building

l)      Provide adequate and accessible plumbing (sinks, restrooms, drinking fountains, etc.)

m)   Parking, Bus Lanes, Parent Drop-Off and Pick-Up

n)    ADA Compliance

EDUCATIONAL PROGRAMS

Space Type: Classrooms - A total of 16 classrooms of various sizes are needed to accommodate varying class sizes for grades Pre-K – 6.

Currently there are 12 self-contained classrooms, plus an additional 2 classrooms in the portable “white house.” There are additional classrooms for Art and Music. Each classroom currently contains sufficient student desks and/or tables for the current enrollment, however many of these desks/tables, and chairs are aging and many are not the correct size for varying student sizes at each grade level. The classrooms vary in size. Some contain a sink and a drinking fountain. All have at least one bulletin board, a white board, and 3 have interactive whiteboards. 12 document cameras, and 14 projectors. There are needs for additional classrooms. 

Who works there: Teachers, para-educators, Community Connections, adult volunteers, student teachers, extended school year staff.

Likely number of occupants of space at any one time: Class sizes should ideally remain under 20 students. It is typical in any given day that two classes combine by grade level and/or work with “buddy classrooms” (older grades partnering with younger grades for reading or other learning activities).  In grades 5/6 there can be up to 50+ students in a room for indoor recess or presentations.

Description of activities: Instruction that includes individual, small group, and whole group work, dramatic play, collaboration with other classes, small group meetings, art activities, science experiments, video conferencing and presentations, use of technology, assessments, indoor lunch and recess, and morning meetings.  Some of the classrooms house after school activities such as Community Connections, school board, staff meetings, PTNO, etc.

Furnishings and equipment required:

Large magnetic whiteboard
Smart board

Bulletin board

Easel

Tack strips for displaying student work

Working shades for windows and doors
Windows with screens that work properly

Two-way PA communication system that tie clock and bell system into it

Locking filing cabinet

Teacher’s desk and chair with computer

Computer work station for student use

Laptops for each student in grades 4-6

Tables for small group work and tutorial spaces

Tables or student desks appropriate size

Uniform chairs that will stack

Accessible classroom sinks/ drinking fountains

Accessible classroom bathrooms for primary level classrooms

Classroom library shelving

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space):

Cubbies and bookshelves for materials

Storage for student clothing, shoes, snow clothes, backpacks, etc.

Storage cabinets with doors for teacher materials; lockable cabinet/closet

Ceiling mounted projectors with document camera (carts take up a lot of space)

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.):

Counter space for organization of materials and activities - many need replacement

Proper heating and ventilation system

Rooms located next to the basketball area and/or music room report sound is problematic

Movement of chairs on current flooring is noisy 

Tile floor area needed for classroom projects and activities

Rug needed for full group gathering space

Computer table and work area needed for student use

Improve efficiency of all lighting – many current ceiling lights are missing the covers

Additional electrical outlets would allow for better room organization and set-up, as well as meet the needs of 21^st century teaching and learning

Many classrooms in the older section of the building contain asbestos tiles that are wearing

Many ceiling tiles are stained

Likely frequency of use (includes day/night): Classrooms are used all day. Community Connections uses a number of classrooms for afterschool childcare programs. Classrooms are also used in afternoons and evenings for scouting, recreation activities, and meetings of groups from within the town.  Classrooms are used during the summer months for Extended School Year Services.

Size and adequacy of currently available space (list good and bad features): Current classrooms tend to be a good size for an individual class, and are well lit. Most classroom teachers report their rooms are easily accessed and centrally located.  Currently, there is not enough space to accommodate multiple small groups at a time with various adults, or more than one class at a time. Given the numbers in grades 5/6 we may need to add an additional 5/6 classroom.

Comments: Currently temperatures fluctuate and classrooms tend to be very cold or very warm. 

Space Type: Preschool  - Two classrooms are necessary to serve the preschool population.

Who works there: Preschool teacher, specialists, and para-educators

Likely number of occupants of space at any one time: 15

Description of activities: Preschool classroom with center areas, table work, blocks, dramatic play, sand table, individual, small and whole group work, Morning Meeting. Current classroom has immediate access to a small playground which is fenced in.

Furnishings and equipment required:

See general classroom furnishings above. 

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space):

Cubbies and bookshelves for materials

Storage for student clothing, shoes, snow clothes, backpacks, etc.

Storage cabinets with doors

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Rug for full group gathering space, tile floor area for art and sand table, natural lighting preferred.  Accessible classroom bathroom and sink.

Likely frequency of use (includes day/night): This classroom is used five days per week. Community Connections uses this for preschool childcare.

Size and adequacy of currently available space (list good and bad features): One room available with a need for two.

Space Type: Learning Center -  The requirements for this space include: three small offices to provide planning space for five teachers and case managers, planning space for para-educators, and nine small group instructional spaces (up to four students in each space), spaces for individualized reading and/or special education instruction, and a time-out space/room for students. A multipurpose meeting/conference room separated to allow for confidential conversation with professionals and families is needed. Testing space that is different from tutoring space is recommended. This area, which serves children of all ages and grades, should be more centrally located for easy access.

An area for reading instruction which would allow opportunity for motor activities, such as Reader’s Theater, would be beneficial.

Who works there: 3 Special Educators, 1 Reading Teacher, and 1 Speech/Language Pathologist, in addition to 13 para-educators.

Likely number of occupants of space at any one time: 20 with additional consulting professionals, family members and conference participants.

Description of activities: Testing, IEP meetings, up to eight individual and small group tutoring sessions, time-out for students with behavioral challenges, preparation of materials for students, report writing, case management, confidential discussions and phone calls with parents, meetings with consultants.

Furnishings and equipment required: Variety of tables and chairs for ages K-adult, 8 teacher desks, phone access at desks, white boards in each tutoring space, a filing cabinet for each teacher, multiple computer work stations for students and adults, bookcases and shelving, shades for windows and doors, clock(s), two-way communication to the office

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Shelves or cabinets with doors that can be closed or covered to reduce visual clutter; a closet for coats, boots, and brooms. Significant numbers of materials are needed for all ages, grades, and learning needs of students within the school.  Assessment tools need to be able to be kept in a separate, limited access area.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Flooring needs to be relatively quiet and current marmoleum works well, time-out needs to be separate from other areas, soundproofing and good room design would limit interruptions and auditory distractions from other groups/time-out room, wall space to display resources for students, access to wireless internet, telephones.  Ventilation must be improved.

Likely frequency of use (includes day/night): This area is used all day long every day and for six weeks during the summer program. Given the confidential nature of materials, the community should not have access to this space.

Size and adequacy of currently available space (list good and bad features): The existing space is isolated from the rest of the building. It includes four special education offices/instructional spaces and a large room divided into small spaces with partitions. It is cramped and crowded. There is no set meeting space or space for consulting professionals. Our program and instructional areas need to provide a continuum of alternatives to meet requirements of the Least Restrictive Environment.

Comments:

Space Type: Occupational Therapy - The need for Occupational Therapy delivery is an open motor room space. A sensory motor room or specified area is required, suitable for large motor and small motor activities.

Who works there: Occupational Therapists, COTA, and para-professionals

Ideally, a small classroom size is most appropriate with the ability to accommodate five students and two adults at a time. It needs to be available for students throughout the day. A large closet is needed to store materials. This would be used for one full day for OT services and briefly multiple times daily, approximately 1 - 2 hours.

Likely number of occupants of space at any one time: The space should be able to accommodate five students and two adults at a time.

Description of activities: This space is used for developing gross motor including jumping jacks, jump rope, hopscotch, rolling, ball play, scooter-board, and brain-gym activities; fine motor manipulation skills; perceptual and visual-motor skills; organizational skills; fine motor construction and visual direction following; whole body coordination in multi-step movements; trunk strengthening and postural stability; balance, rhythm and sequence; handwriting and drawing; various sensory swings including hammock, net, and bolster swings; texture play which includes water, clay, finger paint, bubbles, etc. This space is also used for OT evaluations.

Furnishings and equipment required: This room would have specialized swings (6 feet from any wall or obstruction) requiring an 8 foot ceiling, small trampoline, assorted mats sufficient to cover the floor, a large wedge, hopscotch mat, bolster roll, two exercise balls, spots and domes, rolled balance beam, a ceiling support with adjuster and hooks for swings, cube chair with cushion, wipe off board, magnetic visuals, and a variety of sensory motor equipment.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Shelving, hooks for hanging materials, large closets for keeping balance beams, hopscotch mats, exercise balls, etc.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): close to bathrooms and water fountains, CD player, CD’s, sound absorption to reduce echoing, natural or incandescent lighting preferred, free of distractions, meaning no clutter, no phones, no heat blowers, and doors that provide barriers to outside noise.

Likely frequency of use (includes day/night): This room is used one full day by the COTA. Additionally, it is used as directed by the IEPs for specific programs daily. This space should not be accessible to the community.

Size and adequacy of currently available space (list good and bad features):

Comments:

Space Type: Art

Grade: Kindergarten to Grade 6

Who works there: Art Teacher

Likely number of occupants of space at any one time: Up to 26 occupants at one time; during Reading is Fundamental (RIF) days, all students come through the classroom, and on Friday there are a total of 98 students working in the classroom at different times.

Description of activities: Students use the following materials throughout the year: dry materials (pencils, crayons, Cray-Pas, paper sculptures), glue, water colors, paintings, Paper-mache, plaster, clay, soapstone, etc.

Furnishings and equipment required: Shelving for artwork to dry and regroup, printing press, teacher desk and chair, filing cabinet, tile flooring, shades for windows and doors, clock, two-way communication to the office. Kiln needs a specific room with dedicated space and ventilation to the outside.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): More storage spaces or shelves for art work that is in process: clay; Paper-mache, murals.  Kindergarten students are too small for sink, need a stepstool. 

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Technology: for lessons the art teacher uses a projector daily, and a document camera.  Lighting – overhead lights that are safe for all students and do not create shadows, preference for natural lighting.

Likely frequency of use (includes day/night): 3 – 4 days per week for Art classes, Four Winds workshops, and Learning Center meetings. This space is also used several evenings for town recreation groups such as scrapbookers and the PTNO.

Size and adequacy of currently available space (list good and bad features): Great classroom size, kiln in classroom, two sinks, student work in classroom, light colors on walls to make it a friendly space; tables are not very strong; chairs are broken, and there is not enough storage.

Comments: Technology equipment for this space (not shared with others) is critical.   

Space Type: Music - Music is currently provided one day per week for each class in grades K-6 in the Music classroom. There are several bands within the school for students in grades 4 – 6, including the 4^th grade band, the 5^th/6^th grade band, and the jazz band. Space is required for storage of musical instruments. Space is very limited and activities are overcrowded.

Who works there: Music teacher, para-educators

Likely number of occupants of space at any one time: 50

Description of activities: Band rehearsals with chairs and stands, keyboard classes with 12 keyboards and extra tables, dance for all grade levels, and computer lab (students currently sit on the floor to use the laptops).

Furnishings and equipment required: The rooms needs space available for flexible seating configurations, conductor’s podium, 12 keyboards, 2 synthesizers, a drum set, teacher desk and chair, small tables, 35 stackable student chairs, 30 music stands, computer and work area, stereo, speakers, small and large instruments, bass drum, three file cabinets, karaoke machine and speakers, audio and visual equipment, and 20 guitars, shades for windows and doors, clock, two-way communication to the office

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Storage area for large instruments, shelving, and closet space.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Acoustics are very important in music. Natural lighting is preferred.

Likely frequency of use (includes day/night): This space is used daily. Given the fragile equipment in the room, it is not used by the community.

      

Size and adequacy of currently available space (list good and bad features): Seriously overcrowded with a lack of storage space.

Comments:

Space Type: Spanish Room –This room would be used three days per week for Spanish instruction. It would also serve as the primary area to be utilized by the Community Connections Before School and After School Programs.

Who works there: Teacher, Para-educator

Likely number of occupants of space at any one time: Class sizes should ideally remain under 20 students and this space may hold up to 25 with additional academic support staff

Description of activities: Instruction includes individual, small group, and whole group work, dramatic play, planning time, and presentations.

Furnishings and equipment required:

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space):

Storage cabinets with doors and bookshelves for teacher materials

Storage cabinets and shelving for Community Connections

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.):

Tile floor area needed for classroom projects and activities.

Rug needed for full group gathering space.

Computer table and work area needed for student use.

Natural lighting is preferred over fluorescent.

Likely frequency of use (includes day/night): Spanish classes would occur three days per week. Community Connections would use space                                                                          from 7:30 am – 5:30 pm excluding school hours.

Size and adequacy of currently available space (list good and bad features): Current space is shared and inadequate.  

Comments: Dedicated space for Spanish and Community Connections

Space Type: Gymnasium/ Cafeteria dual use

Grades: pre K through 6

Who works there: Physical education teacher, para-educators

Likely number of occupants of space at any one time: Individual classes of up to 28 students, 300+ during school events or assemblies.

Description of activities: Physical Education classes, team sports, all school assemblies, presentations, performances, Community Connections and before school care, Cafeteria during lunch.

Furnishings and equipment required: In the office of the Physical Education Teacher a desk and chair, filing cabinet, two-way communication to office, clock, basketball hoops with backboards, mounted scoreboard.  To fix the current space:

·       The scoreboard plug would need to be moved to the stage, scoreboard and timer is unusable in PE due to space and kitchen bench.

·       Small basketball backboards are bent (need replacing)

·       No permanent sound system (used for meetings, assemblies, presentations, PE classes)

·       School furniture is stored on the stage, severely limiting safe usage of the stage during PE

·       Extra storage should be built at the other end of the stage for PE equipment

·       Curtains are old and dirty

·       Heating is inconsistent

·       Shelf attached to the kitchen needs to be upgraded so one person can raise or lower easily

·       Roof of the gym occasionally leaks

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Extra storage at the other end of the stage for PE equipment; removal of all classroom furniture from stage.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): replace all cracked and broken asbestos tile on stage and on gym floor.

Likely frequency of use (includes day/night): The gymnasium is in almost constant use. Classes run throughout the school day, every day, and the gym is used by the Recreation Department and Community Connection most afternoons and evenings. Local community groups also use the gym for adult leagues.

Size and adequacy of currently available space (list good and bad features): The gym is smaller than regulation size for a basketball court and there is no room for seating during a game. During the school day, the stage at the end of the current gym is not available for other uses due to the physical education classes in session. Climbing wall needs to be relocated. Storage is too small.  There is a significant disruption to any setup of PE equipment for lessons due to the gym use during lunch.

Comments: An additional room attached to the gym would be beneficial for many uses.  Regular PE classes could use the space as a fitness/activity room.  Teachers could use the space for activity related classes.  The community could hold classes such as yoga or aerobics.  Community groups such as Community Connections could also benefit from this space.

Space Type: Nurse/Health Office

Who works there: School Nurse

Likely number of occupants of space at any one time: 3 - 5

Description of activities: Triage, assess and treat injuries and illness (avg. 40-50 visits/day); Supervise ADL activities and toileting for special needs and other students; Provide health counseling and teaching; Screenings – vision/hearing/lice; Medication administration; Meeting with parents/staff; Space used as a quiet resting area; Students fill water bottles (no sinks in some classrooms – bottles don’t fit under faucet in bathrooms).

Furnishings and equipment required: Exam/treatment couch (1), school recovery/storage couch (2), waiting room chairs (4) and stackable chairs (6), adequate counter space or separate treatment cart.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): storage cabinet for office supplies, paper products, health supplies; locked cabinet for medication (large enough to hold 25 inhalers, tubing, prescription medications, over the counter medications supplies); medication cabinet for emergency medications (Epipens, Glucagon); cabinets to store health supplies for daily use; lockable refrigerator/freezer to store insulin, ice packs, nourishments, and fluids; lockable file cabinets for health records; shelving for office books and reference materials; shelving/cabinet space to store extra clothing, winter gear; Fluoride storage (boxes now stored in Popcorn room).

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Central location, a private treatment room, recovery room, waiting area to accommodate up to 10 students at a time, handicap accessible private toileting, hand sink and showering facilities, space for teaching, meeting, screenings, controllable heat, ventilation, adequate sound barrier to external noise and private rooms to adequately to maintain privacy.

Likely frequency of use (includes day/night): Very busy throughout the day, average of 50 – 60 student visits per day.

Size and adequacy of currently available space (list good and bad features): Current space needs to be reconfigured and enlarged.  Lighting and ventilation are inadequate.  Privacy is not possible.

Comments: In addition to at least one handicap accessible toilet in the Health Office, another handicap accessible toilet is needed in the building closer to the upper grade/special education classrooms.

Space Type: Administrative Offices

Who works there: 2 Administrators, 2 Administrative Assistants

Likely number of occupants of space at any one time: 4 – 6 in the front office, up to 10 may attend meetings within each administrative office. A conference area for meetings of 10 or more people should be located to front office areas.

Description of activities: The office needs to be the first space people see when entering the building. All administrative responsibilities for students and staff occur within the office space. 

Furnishings and equipment required:

Office machines to include a copy machine, fax machine, scanner, phones, and printer.

Bulletin boards

Tack strips for displaying student work

Shades for windows and doors

Clock(s)

Two-way communication to classrooms and other school spaces – intercom system

Security devices as determined (Example: An exterior door is unlocked.)

Multiple filing cabinets

Conference tables and chairs for administrative offices

Up to 4 desks and chairs and/or work spaces

Ceiling mounted projectors for presentations, etc.

Close proximity to bathrooms so phone/office is not left unattended

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space):

Office materials in cabinet or a closet with doors, closet for coats, etc., lockable desk drawers, lockable cabinets.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.):

Natural lighting is preferred over fluorescent

Good ventilation is required

Wireless communication system

Vault or safe that cannot be removed (large deposits)

Security – front doors should be locked – buzz in visitors, cameras at entrances

Key box storage for all keys

Likely frequency of use (includes day/night): This is a high use area.

Size and adequacy of currently available space (list good and bad features): Current spaces work effectively with the exception for ease of visibility for those entering or leaving the building.

Comments: Sound control – it is difficult to hear the telephone when people are in the lobby.  Consideration should be given to housing staff mail boxes in this area, rather than the teacher’s room, which would limit public access to confidential information.

Space Type: Kitchen – The EMES Food Service is a self-supporting, school-wide program. All foods are ordered, purchased, stored, prepared, and served from this kitchen.

Who works there: Food Service Director and 1 - 2 assistants

Likely number of occupants of space at any one time: 3 – 12

Description of activities: Daily meals prepared to include breakfast, lunch, pre-school snack; afterschool events and cooking classes, Community Events, Town Meeting Day, Boy Scouts, etc.

Furnishings and equipment required: a commercial stove, a convection oven, two refrigerators, dishwasher, walk-in freezer, milk cooler, counter/work space, 3 bay sink with on-demand hot water in all sinks, electrical outlets where needed, improved meal service area, and improved clean up area; a kitchen office containing desk, chair, filing cabinet, and a computer.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Storage area for the school food service program (food, equipment, supplies) needs to be separate from kitchen storage that may be accessed by the many community groups that use the kitchen. A salad bar on coasters must also be stored.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Laundry area for washing towels, aprons, etc. Floor washing tub to dump dirty water. Needs good ventilation.

Likely frequency of use (includes day/night): This space is in continual use throughout the school day. It is used frequently, often multiple times each week, by Community Connections or other town groups.

Size and adequacy of currently available space (list good and bad features):  Bathroom off the kitchen which currently has only cold water; current service counter extension is not sturdy.

Comments:

Space Type: Library/Media Center – The library currently functions as a library, a computer lab, and a math classroom.  Community meetings are also held in the library when the numbers are small enough. Each class has library instruction once a week. Students also come and work in the library for research and independent projects. Teachers and their students work in the library for educational technology heavy projects. The library is crowded and it is difficult to move around in when a full class is in it, as the space around the tables, around the computers, and even sections of the stacks are cramped.  Many of our shelves are too tall for patrons to have easy access to books.

Who works there: Librarian, Technology Specialists, Paraprofessionals, Community Members, Parents

Likely number of occupants of space at any one time: 35 (typical amount when one class is in the library for their instructional time and other students are working independently on technology resources and/or research for school project).

Description of activities: The library serves multiple functions -- students receive library instruction, educational technology instruction, 6th grade math meets in the library, students work independently on projects using technology resources and text resources, small groups of students work with specialists, students relax and read/have extra time to work on projects, and professional development workshops for teachers are held.  
These activities involve library patrons from preK through 6th grade on any given day.  Activities require a read aloud space, tables with chairs for a full class, computers and computer desks, instructional area for technology (smartboard/projector/document camera), book stacks with ample space for children to explore materials, circulation desk, librarian workspace, book repair space, comfortable reading spots (couch for example),printers and other technology equipment (mobile lab storage, cameras, video cameras, etc)

Furnishings and equipment required:  The bookcases are a challenge -- we do not have quite enough space between some of the rows and have floor to ceiling stacks on two walls. The height of some of these cases poses a challenge in meeting the accessibility needs of some students. The tables are also less than ideal for group instruction.  It is not possible to have all the students sitting and able to see the front of the room -- due either to obstruction of a column or because their backs are to the front if sitting at a table.  We also need a proper circulation desk.

Computer area of the library --This area is not adequate in terms of space or equipment.  We have several NT computers which use one computer CPU to run several workstations. The workstations are becoming harder to use as we work to have students engage with collaborative tools like Google docs (which require independent IP addresses).  The computers are also crowded together on long tables and old school desks.  

Library Media Center should have: Book cases with adjustable shelves that are not too tall for a patron in a wheelchair to reach a book on the highest shelf.  Enough bookcases to hold the collection of fiction, non-fiction, picture books, and easy readers to meet the curricular and non-curricular needs of our pk-grade 6 student population.

A permanent computer lab should adjoin the library as well as the library having a few work stations for internet research & library catalog access (minimum 5 for student use in library).  The computer lab should be large enough to accommodate one class at a time (25 workstations plus presenter computer with interactive whiteboard would be ideal).  This will greatly increase the amount of academic time students have when using school computers (currently our mobile lab computers take about 10 minutes to fully boot-up).  In addition to a permanent lab, our school should have at least two mobile labs for class room use.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): server room for school network
space to store: two mobile labs, school use movies (DVDs, VHS, etc), space to store TV carts, space to store books in need of repair and to repair books, space to store printer cartridges, and supplies for book maintenance (dust jacket covers, bar codes, plastic covers for paperbacks).

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.):

wired internet access
wired ceiling mount projector
interactive whiteboard
technology: in addition to the items covered above a circulation computer is required for the library.
the library is currently really loud as the concrete does not absorb sound
open floor space is needed for read aloud area
adequate ceiling lighting is needed for the entire library and natural light from windows

Likely frequency of use (includes day/night): Frequently used during the day; some use by community during after school or evening hours.

Size and adequacy of currently available space (list good and bad features): Parts of the library have a nice open feeling -- especially near the windows.  Students enjoy reading in those areas (for example the picture book section has natural light from the windows and comfortable seating for a few children).  
The interactive whiteboard is not only an asset for instructing students who are learning to use a new technology, but has been great for explorations that include Google earth to support geographical understanding or smartboard lessons where students manipulate the board.  

The biggest challenges associated with the library space are that it is too small to fulfill all its tasks.  For example on a typical day one class of students is participating in library instruction, another 10 students are working on computers independently, and a student from a third class is reading with an adult.  While that is happening, a teacher comes in for technology resources out of the closet and another staff member comes in to access the central printers in the library. The library should be centrally located for the school, easily accessible for students and families, and be big enough to include a read aloud space, ample book shelves at a appropriate height that are properly secured, instructional space for older students (tables, chairs), presentation space (interactive whiteboard, projector, etc.), comfortable reading areas, a few computer workstations, a circulation desk, storage space (for carts, mobile labs, book supplies, server, movies), a work area for the librarian/tech integrationist, and have an adjoining computer lab.

I think the library space should be about half again as large as it is now, with a somewhat larger storage area, and an adjoining computer lab (with windows in between these spaces to support facilitation by library staff) to adequately do the work we are trying to do in this space.

Space Type: Technology/Media Center – There is a need for a storage area for technology materials that will allow for easy access for staff. With easier storage, teachers will be better able to access these materials for integration into their curriculum. A Computer Lab set-up would be ideal, allowing more flexible and regular access to computers for classes.

Who works there: Technology specialists/integrationists

Likely number of occupants of space at any one time: Currently technology specialists work within the school 1-2 days per week.

Furnishings and equipment required: Storage shelving, several locking cabinets, and rolling carts, 2 chairs and desktop work surfaces.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Smart Boards, projectors, 2 computer labs, software, servers, phone system service board, cameras, 6 TVs with VCRs and DVDs

Likely frequency of use (includes day/night): Inconsistent use, may be accessed multiple times daily.

Size and adequacy of currently available space (list good and bad features): Currently materials are stored in a small library workroom. This leaves limited space for library and technology storage. Access is awkward.

Comments:

Space Type: Staff Breakroom and Workroom -The current space serves as both the teacher’s work room and the teacher’s break room. Consideration should be given to design of the space to allow separate areas for each need.

Who works there: All staff, parent and community volunteers

Likely number of occupants of space at any one time: 10 - 12

Description of activities: This is the area where teachers make copies for student work, laminate materials, access bulletin board paper, and prepare classroom materials. It is also the space where teachers can meet for lunch or take a break away from classrooms and students. Phone access is important so that teachers are able to make or take phone calls outside of the classroom.

Furnishings and equipment required:

·       For a workroom, teachers need access to a telephone, copy machine, laminator, large paper rolls, shelves, work space, paper cutter, die cuts, etc.

·       For a break room, teachers need 2 tables with chairs, refrigerator, sink, 2 microwaves, cabinets for dish storage, good lighting and ventilation, and a comfortable reading area. A range located in this space (or within the main kitchen) would allow teachers the opportunity/access to a stove for cooking with students.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Cabinets and shelving

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Needs to be a calm environment

Likely frequency of use (includes day/night): Frequent day and evening.

Size and adequacy of currently available space (list good and bad features): The teacher bathroom within this space is small and there is a need for 1 – 2 additional adult bathroom facilities. Teacher mailboxes are currently located in this space, however, this space is accessed by community programs evenings and weekends. Mailboxes should be relocated to allow teachers confidentiality of materials.  

Space Type: Custodial Space

Who works there: There are currently 3 full or part-time custodial positions.

Likely number of occupants of space at any one time: 2

Description of activities: All custodial materials are housed in these spaces. The Head Custodian maintains paperwork, keeps maintenance records, makes phone calls for service and repairs, does in-house service and repairs, and provides custodial services as needed during the day.

Furnishings and equipment required: The requirements of custodial spaces include a maintenance area, workbench, tool and equipment storage, sinks, and floor basin. A desk and file cabinet are needed for record keeping. A phone is advisable.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Large carts carry custodial equipment. Ideally, space allows for storage of three large carts.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Floor basin, sinks, shelving, hard floor that allows for easy movement of carts.

Likely frequency of use (includes day/night): Access to materials and maintenance spaces is important to day to day function of staff. Custodial staff may also be asked to work during community events.

Size and adequacy of currently available space (list good and bad features): Spaces are small and shared.

Space Type: Parent Resource Center The Center is a place where parents, grandparents, and other family members can feel welcome to come to check out materials for working with children and gain advice or ideas to help your children with their school work.

Who works there: Resource room and meeting space for parents and volunteers

Likely number of occupants of space at any one time: 10

Description of activities: This would provide a space for parents to access parenting and educational resource materials. Here, parents would be able to meet together to discuss parenting concerns, hold trainings such as Four Winds, hold PTNO meetings, and have trainings in parenting issues. This room provides parents a place to receive and support each other and the school.

Furnishings and equipment required: Easy chairs, a small conference table with chairs, book shelves.

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Bookshelves and toy baskets.

Physical and environmental requirements of the space (e.g., lighting, sound control, floor surfaces, technology, etc.): Preference for natural lighting

Likely frequency of use (includes day/night): Anticipate this would be used daily.

Size and adequacy of currently available space (list good and bad features): None exists

Comments: Parents have requested more involvement in the school.

Bookroom – EMES is in need of a bookroom to house leveled readers for students of all reading ability levels. 

Guidance Office: Added space is desired for large motor activities, however, the current space is sufficient, centrally located, and allows for confidentiality and easy access to office areas.

Student Restrooms: Student bathrooms were recently upgraded, however facilities are limited and not ADA compliant. More restroom space will be important for the growing population. Additionally, more drinking fountains are required throughout the building.

Space Type: Parking The requirements include parking for 50 staff, an average of 20 parking spaces for parents and community members visiting the school, overflow parking for special events, an improved configuration for drop-off and pick-up when buses are present.

Who works there: All staff, parents, community visitors, consultants

Likely number of occupants of space at any one time: 50 staff members plus multiple daily school volunteers and visitors. This may be more than 20 on any given day. During special events at school, such as a performance, the number increases. During evening performances, recreational activities, and programs, parking for over 100 is often necessary.

Description of activities: Parking, morning drop-off and afternoon pick-up, bus arrivals and departures.

Furnishings and equipment required: Adequate signage

Storage needs associated with space (items to be stored within space and, separately, items to be stored out of space): Sand barrels

Size and adequacy of currently available space (list good and bad features): Currently buses load and unload in front of the building. The side circle for drop-off and pick-up is easily blocked by one car, interfering with smooth transitions. Special events, such as concerts, require that families park along the road which creates an unsafe situation.