Wyo. Code R. 027-0002-8
Effective Date: 01/15/2020 to 02/02/2022
Rule Type: Superceded Rules & Regulations
Reference Number: 027.0002.8.01152020
Section 1. Authority. This Chapter is promulgated pursuant to Wyoming Statutes 21-15-114(a)(xv), 21-15-117(a)(i), 21-15-119(a), (c), 21-15-121(a), and 28-11-301(c)(iv).
Section 2. Inventory: Assignment of Building Condition. The Commission shall prepare and maintain an inventory of district-owned school buildings and facilities. Each structure in the inventory shall be assigned scores, as applicable, to denote building condition, educational suitability, and capacity in accordance with these rules and regulations. Technology readiness shall be considered in arriving at a score for educational suitability. These scores shall be used to establish a state-wide needs index, which shall then be used in conjunction with District facility plans to arrive at a prioritization schedule for building and facility remediation.
Section 3. Prioritization of Building Remediation. In prioritizing projects for the schedule of remedies and submission to the Legislature for funding, the highest needs shall be addressed first. Buildings shall be ranked from highest need to lowest need as follows:
(i) Districts with capacity exceeding 100% (high capacity) shall be determined to be in need of immediate attention and shall take precedence before other capacity needs.
(ii) Districts with a capacity between 100% and 95% (medium capacity) may be considered for funding only after high capacity school needs have been addressed.
(iii) Districts with a capacity between 95% and 90% (low capacity) may be considered for planning funding.
(i) Schools with an FCI score exceeding 0.65 (high condition) shall take precedence before other condition needs and may be forwarded for capital construction funding based on the determination of the most cost effective remedy.
(ii) Schools with an FCI score between 0.55 and 0.65 (medium condition) may be forwarded for consideration for planning funds and possible capital construction funding after high condition school needs have been addressed.
(iii) Schools with an FCI score below 0.55 (low condition) shall be remedied primarily using routine maintenance or major building and facility repair and replacement (major maintenance) funding.
(c) Educational suitability is addressed through routine maintenance, major maintenance, or capital construction projects funded by the Legislature.
(d) An updated method of calculating suitability has been adopted by the Commission and may be found in the “Educational Suitability Score Report” prepared by the Commission and attached hereto as Appendix C.
(e) The Commission may periodically review and verify needs assessment data and building and facility ratings for condition, capacity and suitability to ensure the assessments provide timely and uniform data in accordance with W.S. 21-15-115(b).
(f) At least biennially, a new prioritized needs index shall be developed by Commission and that needs index shall be the basis upon which legislatively funded remedies shall be determined. Calculation of the relative weights of the three scoring tools for purposes of developing that needs index shall be 50% weighting to facility condition, 35% weighting to facility capacity, and 15% weighting to educational suitability.
(a) Budgets for prioritized projects shall be established as follows:
(i) The Department shall prepare budgets based on the schedule of building and facility remediation. Each budget shall include, but is not limited to, land, project planning, design, construction, and on-site and off-site infrastructure.
(ii) The Commission shall develop a schedule for building and facility remediation for each budget period. The schedule shall identify the remedies attached to each need for funding to include planning, design, and construction projects by category as follows: capacity, condition, and other needs determined by the Commission.
(iii) Using accepted accounting standards and the principles outlined above the Commission shall, not later than September 1 of each year, prepare and submit to the Governor and the Select Committee on School Facilities, a proposed budget, the prioritized list of projects proposed for funding, the amount of funding allocated to each project, the assessments conducted by the Commission of condition, capacity and suitability, and the annual building status report specified under W.S. 21-15-121.
(a) The Commission considers various criteria to identify and determine the most cost effective method of remediation of building and facility needs to deliver quality educational services and to meet adequacy standards.
(i) Facility design guidelines, methodologies, procedures and policies of the Commission shall be considered by the Department, in consultation with the district, and appropriate data and facts shall be reported, which may be presented as a formal study identifying possible remedies to assist the Commission. The Department may utilize outside consultants to conduct studies.
(ii) The most cost effective method of remediation will initially be determined during the planning / budgeting phase of a legislatively-funded project but may be revised by the Commission to reflect changed conditions.
(iii) The Commission may consider the following non-exclusive list of factors in determining the most cost effective method of remediation:
APPENDIX C:
Education Suitability Score Report
Introduction
The Wyoming School Facilities Commission (SFC) has developed an assessment of Education Functionality of its school buildings. This facility assessment will help the SFC and the Wyoming's school districts to understand how well the school facility support the ability to deliver a quality educational program begin cognitive of the districts' delivery of those programs.
The results of this assessment will be used by the SFC and Wyoming school districts to assist in the development of a Needs Prioritization Index to help identify where there are school facility issues in the stat and begin the process of identifying potential remedies. The Needs Prioritization Index utilizes three pieces of information about school facilities including a Facility Condition Score, Enrollment-to-Capacity Score, and the Education Functionality Score.
A. School Building Areas and Activities
The Functionality Assessment looks at the different areas of the school building based on a variety of activities. For purposes of this assessment, these activity areas are grouped together into broad categories. These categories include:
B. Functionality Characteristics
The Functionality Assessment looks at several functionality characteristics of the building as a whole, its site, and the individual activity areas. The primary functionality characteristics observed in the assessment include:
A. Safety, Security, & Supervision
1. Accessible, clear sight lines
2. Windows and doors are securable B. Space Appropriateness
1. Space if appropriately sized for the activity
2. Teacher staff have workspace C. Environmental Conditions
1. Lighting
2. Acoustics
3. Heating, Cooling, & Ventilation
4. Flexibility of the space
5. Student personalization D. Utilities, Fixed Equipment, Surfaces, and Storage
1. Chalkboards, whiteboards, smartboards, and projector screens
2. Storage
3. Flooring materials
4. Wall materials
5. Availability and placement of electrical outlets
Additional functionalities will be assessed that are specific to the different areas when appropriate.
Throughout the functionality assessment, the assessment team will use a four-point scale to score the criteria. As a way to anchor the assessment, the four-point scale provides some guidance as to the nature of the remedy to some key functionality indicators. This four-point scale is:
4 = EXCELLING: DESIGN AND STRUCTURE FACILITATES TEACHING AND LEARNING; SUPPORTS THE ABILITY TO DELIVER A QUALITY EDUCATIONAL PROGRAM
3 = ACCOMMODATIONS IDENTIFIED TO BE ADDRESSED: PRIMARILY “DESIGN” ISSUES; MAY REQUIRE MINOR DESIGN OR STRUCTURAL CHANGES AS A REMEDY
2 = MODIFICATIONS IDENTIFIED TO BE ADDRESSED: DETRACTING FROM TEACHING AND LEARNING MAY REQUIRE MAJOR DESIGN OR STRUCTURAL CHANGES AS A REMEDY; HEALTH & SAFETY NEGATIVELY IMPACTED
1 = SIGNIFICANT MODIFICATIONS IDENTIFIED TO BE ADDRESSED: SIGNIFICANT DETRACTIONS TO TEACHING AND LEARNING; PROBABLY REQUIRES MAJOR STRUCTURAL CHANGES AS A REMEDY; HEALTH & SAFETY ISSUES PRESENT SERVER NEGATIVE IMPACT
As the assessment team finds that the functionality of a given criteria could be improved to better support the delivery of a quality educational program, the assessor will perform a first-order approximation of the type of remedy that would be needed to improve the education functionality of that criteria within that space. The assessment is incomplete without an approximation of the nature of the remedy associated with scores of 2 or less.
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size and utilization of the site accommodates the school learning and learning support activities (SFC site guidelines as a general reference point) | |||
| Orientation of the building minimizes effects of wind and noise on classrooms and internal/external learning environments and makes the best use of natural light for the building | |||
| Site has drainage so as to minimize inconveniences to pedestrian and vehicle traffic and long-term effects on school building and other learning environments |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Vehicular traffic patterns to/from school provide easy and safe access to school entrances including busses, parent pickup/dropoff, and pedestrian traffic • Pickup/dropoff areas for busses and parents are separate, off-street, and allow for easy, safe access to school entrances; material and condition are appropriate • Sized to allow coordinated pickup/dropoff activities including extra time needed for special education • Pedestrian traffic does not directly cross heavy vehicle traffic areas | |||
| Signage for pedestrian traffic including crosswalks and for visitors directing them towards the main entrance; vehicle traffic for busses, parent pickup/dropoff areas, appropriate, parking areas, and fire lanes | |||
| Clear sightlines around the site with minimal concealed spaces and obstructed views including landscaping |
| Explicitly from building perimeter perspective the school building has main entrance that is clearly identifiable; limited entryways and multiple exitways; door monitoring system on all exterior doors is highly desirable | |||
|---|---|---|---|
| Off-street parking available for staff, parents/visitors, and students (in high schools) is adequate with clear signage designating appropriate areas for each; lighting provides safe wayfinding to and from the school; materials and condition are appropriate |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Electrical, plumbing, sewage and other utilities serving the building and site are sufficient to handle the activities of the school | |||
| Shipping and receiving, refuse collection, and food services areas have clear signage; are removed from the main entrance and exitways to minimize student and other pedestrian contact during the school day |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Telecommunications systems (television, high-speed internet, telephone, etc.) are sufficient to accommodate learning activities for size of school | |||
| Sufficient back-up power for telecommunications and security systems; sufficient to carry out communications and security plan in case of emergency |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Technology connectivity and access, bandwidth to perform administrative and support activities (computer and internet) | |||
| Telecommunications technology (telephone, internet, etc.) connectivity and access appropriate for administration and student support activities: • Office-to-classrooms and classrooms-to-office communications systems; • Office-to-outside and classrooms-to-outside communication systems; • Emergency Management Communication System; alarms and/or surveillance systems (passive and active security) |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Technology connectivity and access, bandwidth to deliver education program (audio, visual, computer, and internet); access to audio/visual equipment |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Computer server rooms are in functionally appropriate space and location in the building (should not be a shared space with HVAC, electrical, or other services); appropriately ventilated, cooled, sound isolated, and secured | |||
| Computer, technology, and communications equipment and supplies storage is appropriate and secure; ideal IT only space and include a work surface for equipment maintenance |
| Communications room - Appropriate space in school (not shared space with HVAC, mechanical, or custodial services) - Walls and flooring surfaces appropriate (floor should be hard surface, wall surfaces should accommodate panel board installation) - Storage for equipment and supplies; ideally have space for servicing equipment - HVAC on separate control system | |||
|---|---|---|---|
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Administration offices provide ease of supervision and aid in safety and security of school building; - Main entrance is visible from administrative office with clear signage for administrative offices - Controlled access with clear signage directing visitor sign-in; - Secretary/receptionist near/adjacent to the main building entrance to serve as a buffer between the outside and internal spaces | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) | |||
| Building allows controlled access to different parts of the facility (e.g., gym, auditorium, library/media center) during after-hours for school and community use |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Administration and receptionist/secretary spaces sufficient to accommodate typical administrative and support activities - Appropriate guest seating in waiting - Appropriate student seating and standing area for students - Administrative and receptionist/secretary work areas have sufficient buggers to waiting areas - Enough space in administration and administrative support areas to accommodate copier, printer(s), fax machine, and other specialized equipment | |||
| Conference room is in proximity to administration and/or other student support services; location and space serves the school well | |||
| Proximity of office to student support spaces such nurse's room and counselor's office provides easy access and supervision - Direct access to nurse's office from both the main office and the corridor is highly desirable and within easy view of the secretary/receptionist - Counselor's office may be close to, but separate from, the main office; space should provide ease of student access and is inviting to students | |||
| Workroom space is easily accessed by staff; allows for small group work as well as individual work areas; Workroom is proximate to general office; in larger schools flexible space OR positioned in areas frequented by staff | |||
| Nurse's room has sufficient space for work space, adequate beds for size of school with screening curtains, and base and wall cabinets for equipment and records storage |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Natural and artificial lighting • Appropriate for these spaces • Lighting is easily controlled through convenient placement of switches and window coverings | |||
| Acoustics are appropriate for each of the spaces; conversations and noise within these spaces do not spill into adjacent classrooms/offices; noise from adjacent areas do not adversely affect these rooms | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation and quality of the room |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Administrative & support space buffer includes a front counter, workstations, and cabinetry for storage of supplies; lockable cabinetry for sensitive materials | |||
| Workroom has mailboxes for staff; workstations for individual and small group work; surfaces for messages (e.g., white board, tackable surfaces, etc.) | |||
| Nurse's room includes single bowl, hot and cold water sink in a base cabinet; space for an undercounter refrigerator; accessible toilet room with handheld shower and shower drain; water-resistant flooring and wall materials the entire height of the walls |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student dining area is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) | |||
| Communications system between student dining area and office sufficient to overcome greater levels of noise associated with the space | |||
| Secured buffer between student dining and food preparation areas; secured food preparation and service areas | |||
| Kitchen - Loading area with unobstructed outside access from the service drive - Service drive should not be in proximity to student pathways between cafeteria and playground areas |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Cafeteria space is appropriately sized and defined by efficient traffic flows - Located adjacent to the kitchen - Direct access to the main corridor with direct line to the kitchen serving line - Dish return circulation should not cross the serving line - Access to outdoor activity areas as far as possible from the serving line - Minimum ceiling height of 12 feet | |||
| Dining space is flexible for multiple purposes and configurations |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting (natural and artificial) are easily controlled through convenient lighting control systems; daylighting is uniform throughout the dining space | |||
| Acoustical isolation of mechanical, electrical and communications rooms and sound attenuation from adjacent rooms (both an issue of location and sound-damping materials) | |||
| Heating & cooling; ventilation and air quality are appropriated in dining space, kitchen space |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Floor and wall materials in dining space and kitchen are durable and easily cleaned | |||
| Drinking fountain or water cooler in the corridor within 25 feet of the cafeteria door | |||
| Appropriate and convenient storage of tables, chairs, and other equipment in alcoves or closets; preferable that tables and chairs are non-fixed for maximum flexibility in use of space | |||
| Appropriate and secured equipment and storage for food preparation activities including freezers, coolers, heating equipment, ventilation hoods, tables/counters, etc. |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student learning space is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) |
| Communication system between classroom and office and outside is sufficient to overcome greater noise levels associated with this space | |||
|---|---|---|---|
| Ability to secure area separate from classrooms if made open to public during non-schooling hours |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Space is appropriately sized for health and wellness instruction | |||
| Teacher has appropriate workspace area | |||
| Changing areas and restrooms adjacent to physical education room |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting controls are easily accessible and controllable; adjustable lighting; artificial, non-harsh lighting | |||
| Acoustics within the gym space appropriate for the learning spaces and other spaces around the gym | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation | |||
| Flexibility and Adaptability of learning space to allow for multiple uses – limited fixed equipment and furniture |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of electrical allows for use of technology throughout the learning space | |||
| Storage: • Equipment and supplies • Storage for teacher supplies and equipment |
| Flooring is appropriate for learning environment; flooring of restrooms, changing areas, and showers are appropriate with necessary drainage | |||
|---|---|---|---|
| Wall surfaces appropriate for learning spaces allowing for display of student work where appropriate; hard surfaces are easily cleaned | |||
| Hydration stations in close proximity to activities area; appropriate height for age group |
SAFETY, SECURITY, & SUPERVISION
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Access to/from exterior learning spaces is controlled and easily supervised; teachers have communication ability with administration | |||
| Students have access to exterior curricular/co-curricular learning environments and social spaces including playgrounds for age-appropriate activities; areas are adjacent to the school but separated from vehicular traffic |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Space is appropriately sized and placed for student activities (primary students - Kindergarten and 1st grade – have separate playground) as well as having appropriate equipment for age of children |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Safety and security of space for storage of equipment and materials associated with maintenance and custodial work; all areas including operations areas such as boilers and chillers have limited key access |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Primary custodial and maintenance spaces are combination of office and receiving and storage space; located near the service entrance for receiving | |||
| Custodial space is conveniently located throughout the building to serve the academic areas, physical education spaces, and administration and learning support spaces | |||
| Mechanical, electrical, and communication rooms should have direct exterior access through doors with enough space to pass largest piece of equipment and equipment maintenance items | |||
| Communications room is centrally located in the building | |||
| Electrical transformers, panels, and sub-panels not to be located in custodial closets |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting is appropriate for the spaces and switches are conveniently located; natural light is not required in these areas | |||
| Acoustical isolation of mechanical, electrical, and sound attenuation from adjacent (both an issue of location and sound-dampening materials) | |||
| Ventilation as well as heating and cooling of spaces is appropriate |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Custodial closets - Have floor-mounted sinks with industrial faucets with hot and cold water - Painted concrete flooring and painted walls - Mop holder with shelving above sink - Adjustable shelving for storage - Storage room for indoor floor cleaning and supplies | |||
| Appropriate roof access |
SAFETY, SECURITY, & SUPERVISION
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Spaces are easily accessed by students and staff, clear lines of sight, and easily supervised; free of obstructions and concealed spaces accessible, clear lines of sight, and easily supervised; layout does not impede supervision; ADA compliance is preferable | |||
| Windows and doors are secured; locking doors internal to school building and to external areas | |||
| Circulation spaces should be direct, simple, and logical as a wayfinding systems into and through the building; clear directional signs to the main areas of the building and to restrooms |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Hallways and common spaces - Appropriately sized for age of students for efficient and safe movement including handrails in stairwells; - Promotes student socialization; - Ability to showcase student work and other school announcements; - Width of corridors are appropriate for age of students and number of students; lockers in hallways require more hallway space – narrow and congested corridors result in excessive noise, student behavior issues, and increased | |||
| Restrooms are sufficient in number and locations are convenient to the various learning spaces with the school |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting controls are easily accessible and controllable: adjustable lighting; artificial, non-harsh lighting | |||
| Acoustics in entryways, lobby, and corridors minimized to avoid disturbances to classroom learning areas through use of barriers and sound-dampening materials; acoustical separation between instructional areas and restrooms | |||
| Ventilation and heating/cooling of common spaces and restrooms are appropriate; Ventilation provides good air circulation and quality of air |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Flooring - Lobby flooring should be hard surfaces - Entryway floors have walk-off carpets/mats - Corridor flooring either resilient flooring or - Restroom flooring is hard surface with appropriate drainage | |||
| Walls - Entryway walls should be of durable materials, similar to exterior walls - Corridor walls are durable material, easily cleaned with high-impact corner guards - Tackboards throughout the building | |||
| Electrical power outlets available throughout the corridors | |||
| Doors opening into corridors recessed | |||
| Restroom fixture are appropriate in number and height (sink, toilet); Drinking fountains are available throughout the school and at appropriate heights |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student learning space is easily accessed by students and staff, clean lines of sight, and easily supervised; location and layout do not impede supervision | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where application such as Kindergarten learning spaces) |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size of learning spaces can accommodate multiple learning activities | |||
| Teacher has workspace area and storage |
| Learning spaces have good proximity to restrooms (Kindergarten rooms are directly adjacent to dedicated restroom for grade level) | |||
|---|---|---|---|
| Learning spaces have reasonable access to entry/exitways (multiple access for fire safety, access to playgrounds/fields. Kindergarten learning spaces located in a party of the building to allow easy parental pickup and dropoff |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE |
|---|---|---|---|
| Lighting is mix of natural and artificial lighting; artificial, non-harsh lighting; lighting controls are easily accessible and controllable; adjustable lighting | |||
| Acoustics within the learning spaces appropriate for the learning space; acoustics of surrounding classrooms and non-classroom spaces have minimal effects on classroom | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation and quality of the room | |||
| Flexibility and Adaptability of learning space to allow for multiple uses – limited fixed equipment and | |||
| Student personalization including space on the walls and student personal spaces |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of electrical outlets allows for use of technology throughout the learning space | |||
| Storage: - Student storage space for belongings such as coats and backpacks, Primary grade (K-2) have cubby spaces; - Shelving for books and other learning materials - Storage for teacher supplies and equipment |
| Flooring is appropriate for the learning environment (Kindergarten classroom has mixture of carpet and other “wet area” flooring; restroom flooring is hard surface with appropriate drainage); classroom entrance flooring accommodates clothing and footwear for Wyoming weather | |||
|---|---|---|---|
| Wall surfaces allow for display of student work; hard surfaces are easily cleaned | |||
| Chalkboards, whiteboards, smartboards, and projector screens are at an appropriate height for students |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Library & media space is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision; Entrance to the room visible from the circulation desk | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size of learning spaces can accommodate multiple learning activities; Space allows for safe, smooth, efficient traffic through the entire are - Stacks area - Individual and small group activity; separated from large group instruction area - Large group instructional area - Computer lab/workstations | |||
| Office are for media center specialist; storage of supplies and materials | |||
| One or more entrances from the mail corridor; main entrance preferably double doors | |||
| Direct access between media center and compute lab/workstations |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting is mix of natural and artificial lights; as much natural daylight as possible is encouraged; lighting controls easily accessible; adjustable lighting; blinds and blackout capability; separate lighting controls for each learning area | |||
| Acoustics so as to minimize noise within the space as well as limited effects on learning areas outside of the space | |||
| Heating and cooling controls easily accessible; good ventilation and air quality; computer labs should be maintained at 68 degrees |
| DEFINING CHARACTERISTICS | SCORE/NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of electoral outlets and data outlets are conveniently accessed in all the learning areas | |||
| Storage • Equipment and supplies; • Lockable cabinets with adjustable shelves in computer lab; • Open adjustable shelving for stacks; • Base cabinets around circulation desk for processing activities • Wall cabinets; • Adjustable shelving behind circulation | |||
| HVAC requirements special for these areas to control temperature | |||
| Storage for large and small equipment and supplies (computers, peripherals, etc.) |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student learning space is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision; Access is appropriate for student with special needs (ADA) | |||
| Windows and doors are secured; locking doors internal to school building |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size of learning space can accommodate multiple learning activities, allows for observation of students without directly interfering with learning activities; Space to accommodate large equipment and supplies required to deliver the education program | |||
| Restroom adjacent to classroom; includes shower and changing area; restroom and facilities are appropriately designed to accommodate students with special needs | |||
| Teacher has workspace area and access to accommodate multiple related service activities |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting is mix of natural and artificial lighting; artificial, non-harsh lighting; lighting controls are easily accessible and controllable | |||
| Acoustics within the classroom appropriate for the learning space; acoustics of surrounding classrooms and non-classroom spaces have minimal effects on classroom | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation and quality of the room |
| Flexibility and Adoptability of classroom space to allow for multiple uses – limited fixed equipment and furniture | |||
|---|---|---|---|
| Student personalization including space on the walls and student cubby spaces |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of protected electrical outlets allows for use of technology throughout the learning space | |||
| Storage: - Cubby space for student belongings: - Shelving for books and other learning materials - Storage for teacher supplies and equipment | |||
| Flooring is mixture of carpet and other “wet area” flooring; restroom flooring is hard surface with appropriate drainage; classroom entrance flooring accommodates clothing and footwear for Wyoming weather | |||
| Restroom fixture are appropriate height (sink, toilet, drinking fountain) | |||
| Wall surfaces allow for display of student work; hard surfaces are easily cleaned | |||
| Chalkboards, whiteboards, smartboards, and projector screens are at an appropriate height for students | |||
| When appropriate, ceiling supports and other structural supports to accommodate equipment |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student learning space is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) |
| Communication system between classroom and office and outside is sufficient to overcome greater noise levels associated with this space | |||
|---|---|---|---|
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size of learning space can accommodate multiple learning activities; appropriate performance space is available | |||
| Teacher has workspace area and storage |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE |
|---|---|---|---|
| Lighting is mix of natural and artificial lighting; artificial, non-harsh lighting; lighting controls are easily accessible and controllable; adjustable lighting; avoid lighting that produces a 60-cycle burn | |||
| Acoustics within the classroom appropriate for the learning space; acoustics of surrounding learning spaces and learning support spaces have minimal effects on classroom; use of lower absorption materials for acoustical treatments; teacher must be able to hear the individual as well as the balance within the ensemble | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation and quality of the space | |||
| Flexibility and Adoptability of classroom space to allow for multiple uses; moveable/operable walls to divide spaces – limited fixed equipment and furniture | |||
| Student personalization including space on the walls and student display spaces |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of electrical outlets allows for use of technology throughout the learning space | |||
| Storage: - Student storage space for belongings; - Supplies for equipment - Storage for teacher supplies and equipment | |||
| Flooring is appropriate for learning environment | |||
| Chalkboards, whiteboards, smartboards, and projector screens are at an appropriate height for students | |||
| Lockable space for supplies storage; Base and wall cabinets in arts space; stacking area for wall | |||
| Sinks with appropriate drainage in arts and music spaces to clean equipment |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Student learning space is easily accessed by students and staff, clear lines of sight, and easily supervised; location and layout do not impede supervision | |||
| Windows and doors are secured; locking doors internal to school building and to external areas (where applicable) | |||
| Communication system between classroom and office and outside is sufficient to overcome greater noise levels associated with this space | |||
| Lockable space for supplies storage; lockable space for science chemicals and other hazardous materials | |||
| Health and safety treatment mechanisms are easily accessible, such as eyewash, chemical showers, and first aid kits |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Size of learning space can accommodate multiple learning activities; Space to accommodate large equipment and supplies required to deliver the education program; Lab stations can accommodate student activities | |||
| Teacher has workspace area |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Lighting is mix of natural and artificial lighting; artificial, non-harsh lighting; lighting controls are easily accessible and controllable | |||
| Acoustics within the classroom appropriate for the learning space; acoustics of surrounding classrooms and non-classroom spaces learning have minimal effects on classroom | |||
| Heating/cooling controls are accessible to keep room temperature at appropriate levels; Ventilation provides good air circulation and quality of the learning space and chemical storage area | |||
| Flexibility and Adoptability of classroom space to allow for multiple uses; appropriate fixed equipment and furniture | |||
| Student personalization including space on the walls and student storage spaces |
| DEFINING CHARACTERISTICS | SCORE/ NATURE OF REMEDY | COMMENTS | FIRST-ORDER APPROXIMATION OF REMEDY TO IMPROVE FUNCTIONALITY |
|---|---|---|---|
| Number and placement of electrical outlets allows for use of technology throughout the learning space |
| Storage: - Student storage space for belongings; - Supplies for equipment & supplies and other learning materials; - Storage for teacher supplies and equipment | |||
|---|---|---|---|
| Flooring is appropriate for learning environment; classroom entrance flooring accommodates clothing and footwear for Wyoming weather | |||
| Lab station surfaces appropriate for instructional activities | |||
| Ventilation systems in lab area to control air quality | |||
| Wall surfaces allow for display of student work; hard surfaces are easily cleaned | |||
| Blackboards, whiteboards, smartboards, and projector screens are at an appropriate height for students |