Design Programming Research by Jen Mackall

Beverly J. Martin Elementary School

21st Century Learning Center Program Document December 3, 2012

Team : Ryan Allen-Parrot Bre Hawes Jen Mackall

Beth Myers Katherine Pearson Luna Zhang

Table of Contents

Introduction

Mission Statement ...................................................................................................3 Executive Summary..................................................................................................4

Summary of Issues

Problem Context......................................................................................................7 Program Approaches............................................................................................14 Data Summary........................................................................................................15

Recommendations

Framework...............................................................................................................23 Phased Planning.....................................................................................................24 Line by Line Program..............................................................................................25 Adjacency Diagram..............................................................................................27 Goals & Performance Requirements...................................................................29 Detailed Areas........................................................................................................35 Design Vision...........................................................................................................53

Appendix

Team Assignments..................................................................................................61 Observations...........................................................................................................63 Interview Transcripts...............................................................................................71 Inventory.................................................................................................................79 Detailed Areas.......................................................................................................84 References..............................................................................................................92

Introduction

DEA + BJM Program Document Introduction

Detailed Table of Contents

Introduction

Mission Statement ...................................................................................................3 The mission statement describes and details the purpose and goal(s) of the project, creating an overall framework in which to guide all recommendations and requirements Executive Summary..................................................................................................4 The executive summary introduces the project and outlines what will be included in the total project document

Summary of Issues

Recommendations

Appendix

Introduction Program Document DEA + BJM 2

Mission Statement

The mission of this program document for the Beverly J. Martin Elementary School Learning Center is to define guidelines that will ensure an environmental design that is safe, supportive of Pre-K through 5th grade student education, and adaptive to community events.

Beverly J. Martin (BJM) Elementary School 302 West Buffalo Street, Ithaca, New York 14850

DEA + BJM Program Document Introduction

Executive Summary

Introduction This program document addresses the current problem, discusses data collected by interviews and behavioral observations, and defines goals and problem statements. Finally, this program document creates detailed programming pages and recommendations for a three-phase programming plan. Summary of Issues The current library/auditorium space faces many challenges: 1) supporting the libraryâ&#x20AC;&#x2122;s multiple functions of small group work, class reading sessions, and student book-browsing time; 2) auditorium functions such as large group performances; and 3) after-school usability. Since the library is utilized for various functions, each space has to be able to support primary functions during the school day while also being able to be adapted after-school. In order to understand the various needs of the users, data were collected to inform potential goals for the library. Methodology: The programmers began by collecting spacial measurements and inventoried the supplies, equipment, and furniture in the library. From the measurements, a current floor plan with existing square-footage was calculated. Following the creation of all goals and problem statement, detailed program pages were created. In order to create goals and performance requirements, the team of six programmers collected and analyzed data from the users of the BJM Library. Programming approaches (behavior circuit, organizational change, and social & psychological functions) were used to inform the development of interview questions and choice in observational method. Behavioral observations were conducted during nine different library activities on separate school days. After the observations, goals and performance requirements were created based on the data analysis. In addition, individual semi-structured interviews were conducted with five teachers and staff members: Librarian, Clerk, After-School Staff (3), and Principal (via email). Following transcription of the interviews, programmers decided upon emerging themes that were used to inform goals and problem statements. Recommendations: The program document is organized in a two-phase recommendation plan: 1) low cost/high time, and 2) high cost. The two-phased plan allows for greater flexibility for the user, client, and designer. Appendix The appendix contains collected data in detail for reference. Introduction Program Document DEA + BJM 4

Summary of Issues

DEA + BJM Program Document Summary of Issues

Detailed Table of Contents

Introduction

Summary of Issues

Problem Context......................................................................................................7 Past History & Background Present Constraints & Conditions Primary Issues Floor Plan Adjacency Diagram Line by Line Program Future Scenarios Program Approaches.............................................................................................14 Data Summary........................................................................................................15 Observations School Day After School Program Interviews

Recommendations

Appendix

Team Assignments..................................................................................................61 Observations...........................................................................................................63 Interview Transcripts...............................................................................................71 Inventory.................................................................................................................79 Detailed Areas........................................................................................................84 References.............................................................................................................92

Summary of Issues Program Document DEA + BJM 6

Problem Context Past

Background & History Beverly J. Martin Elementary School (BJM) is one of 8 elementary schools in the Ithaca City School District and is located in Downtown Ithaca, New York. BJM was originally named Central School, and occupied the building adjacent to the current building from 1923-1972. Central School moved to its current building in 1972, and was renamed Beverly J. Martin Elementary School in 1992. In 1973 when Central School moved to the current building the auditorium was renovated to be a combination learning center (primarily a library)-auditorium by architect Anton J. Egner and Associates (see figures 1-5). In 1991 a fire, caused by arson, damaged the space. The learning center-auditorium reopened in February 1993, after two and half years of rebuilding the complex space. The current library-auditorium space has changed little since the rebuilding in 1993. Safety should be a prime consideration in the space due to its young user demographic and history with fire damage. 1973 Learning Center Stepped Seating

Reading Area

Study Area

DEA + BJM Program Document Summary of Issues

Problem Context

Present: Constraints & Conditions Users BJM elementary school has a total of 325 students in Kindergarten through 5th grade. The average class size at BJM is 20 students. According to the 2011 New York State Examinations, 40% of 3rd graders, 57% of 4th graders, and 31% of 5th graders were considered â&#x20AC;&#x153;proficientâ&#x20AC;? on the reading and writing standardized test (i.e. on grade level indicated by a score of a 3 or 4). Of the 325 students at BJM, 66% of children that attend BJM are on free or reduced-price lunches. Current Stakeholders The current library-auditorium space faces the challenge of continuing the tradition of a multidisciplinary learning center. The school library at BJM is available and used by all teachers, staff, and students. BJM has one principal, 39 teachers, and 3 professional staff members. During the school day, the space must support library functions, such as small group work, class reading sessions, and student bookbrowsing time. In addition, the library is often used during after-school hours for community events, meeting spaces, after-school programs, and community shows. Therefore, the design of the space affects many stakeholders: students, librarians, classroom teachers, after-school teachers and volunteers, performance organizers and facilities staff, who use the space for various functions. Due to the large number of stakeholders, use of the space is unpredictable. Teachers regularly use the space for last-minute activities and meetings. Other school staff members often add items to the space for storage and/or borrow items at random. The unpredictability of usage may diminish ownership of the space, which should belong to the library staff. Budget The carpeting in the space will be replaced during the one-week winter break of Dec. 2012- Jan. 2013. Any significant design changes would also take place during this short timeframe. The budget will be largely consumed by the carpeting project, leaving little money for other improvements. The yearly budget for the library, used to replace books and materials, has been cut in half twice over the past few years. Site The space is multi-tiered, 7070 gross sqft, and has ramps and steps leading to different sections. Each section is partitioned by permanent and moveable bookshelves. There is also a wheelchair lift for access between levels. The school library at Beverly J. Martin is available and used by all teachers, staff, and students. BJM has one principal and 39 teachers, and 3 professional staff members. In addition to the school community, the library is often used during after-school hours for community events, meeting spaces, after-school programs, and community shows. Therefore, the users of the BJM library extend outside of the school community to the greater Ithaca community.

Summary of Issues Program Document DEA + BJM 8

Problem Context

Present: Primary Design Issues

Acoustics, lighting, line of sight, adaptability, technology, & storage/ organization have been identified as the six primary design issues for this program to address and are described below and in coordination with the adjacent floor plan. Adaptability • Way-finding book displays on the top of all bookshelves must be maintained and removed for events • Heavy wooden furniture must be moved for events

Current TV Area

• Adults must sit in child-size seating Line of Sight • The multi-levels prevent teachers from seeing students • Students hide behind bookshelves for fun or bullying • Most bookshelves are fixed an not easily removed

Reading Area

Acoustics • Designed with high ceilings to accommodate auditorium functions of stage & balcony, the space does not match the acoustical needs of the library Lighting • Large curtain-less windows provide adequate daylighting but cause glare during TV or projector use Technology • Technology us is un-standardized and equipment is decentralized, often requiring transport or physical travel for each use Storage/Organization • Four separate storage closets lack cohesive shelving systems and clearly defined functions/ organization • Book collections are organized by the DUI decimal system in conjunction with confusing typed labels

DEA + BJM Program Document Summary of Issues

View of balcony

Problem Context

Present: Floor Plan: Scale 3/32” = 1’

58’4” 20’

Stage Exit to gym

Exit to gym

Exit to outdoors

stepped seating fiction

lounge seating

Reading Area 69’9”

stories & tales

desk

TV Area

stories & tales people & places

people & places animals

lift animals

young readers

desk

art

multi copy

crafts & hobbies

science & nature

reference

Librarian Desk

desk

Circulation

MultiCopy Room

30’6”

desk

cart

stories & tales

focal

digital

Storage Room 4 Storage Room 3

Entry

Storage Room 2

tv tv

multi copy

Storage Room 1

KEY:

Primary Zones book collections

FF&E

: Ramps

Summary of Issues Program Document DEA + BJM 10

Problem Context

Present : Adjacency Diagram

An adjacency diagram is a tool used to visually show spatial relationships. The lines, or lack of lines, connecting bubbles representing spaces are visual depictions of the results of a space adjacency analysis. The â&#x20AC;&#x2DC;Current Stateâ&#x20AC;&#x2122; diagram below shows that the current spatial relationships are largely disjointed.

KEY

DEA + BJM Program Document Summary of Issues

Problem Context

Present: Line by Line Program

A line by line program outlines the major organization and net square footage (nsf) of each functional area and is commonly used by designers and builders to estimate how much space is needed for each area before it is built. The below current-state program outlines how the space is currently being utilized and will be used as a reference for the future-state design recommendations.

Summary of Issues Program Document DEA + BJM 12

Problem Context Future Issues

Whenever creating or implementing a design intervention, it is as critical to understand the contextual history as it is to prepare for plausible future scenarios. As technology becomes more ubiquitous, it is essential that any environmental design is flexible enough for the easy integration of technology and media as funds become available. Library 2.0 is a vision for a technologically-integrated library, providing an over-arching framework and pathway for traditional libraries to transition toward a 21st century learning center. Below you will find an overview of the future technological issues facing libraries as well as additional references. Since the integration of computers, the ways in which people use libraries has changed dramatically: from card catalogs to computerized systems, and now a movement from print to electronic resources. The role of libraries is moving towards that of an information hub, whereas people used to enter libraries to find information, the current challenge is not in finding, but in evaluating the vast body of readyavailable knowledge. The librarian must now assume not only the role of a steward of knowledge, but trainer of students in information and media literacy. The BJM library is already moving towards technology. The librarian spends a great deal of time teaching lessons in the computer lab on using online resources, emphasizing the importance of recognizing reputable sources of information. The librarian currently utilizes a LCD TV monitor to display multimedia relevant to her lessons, drawing attention to the importance of integrating multiple media sources into the learning process. The library space is also where the entire schoolâ&#x20AC;&#x2122;s technology is stored when not in use within an individual classroom. The BJM librarian expressed a desire to expand the role of computer and projection technology in the library to achieve the libraryâ&#x20AC;&#x2122;s goals more effectively. With the increasing digitization of media, the electrical, lighting, acoustical, and spatial systems must support the everincreasing role of computers in informational access. As funds become available, we propose an increase in the number of computer workstations available for student and teacher use. Furthermore, we propose greater utilization and instruction in different types of not only digital media consumption but digital media production. For more information, see the Detailed Areas in the Recommendations section of this document As a framework for modernizing the library space at BJM Elementary School, we recommend using Library 2.0, a model for development of libraries with specific focus on restructuring the way that services are delivered to users. At the heart of this model is user-participation and user-centered change. Users are engaged to create or request new content, allowing the library to continually improve its ability to serve its users. For more information on Library 2.0, visit www.library2.0.com.

13 DEA + BJM Program Document Introduction

Program Approaches Observation Framework

A programming approach is a framework used to guide data collection (observations, interviews, surveys, etc.) in order to inform the goals and performance requirements for the design recommendations. In developing our program for the BJM 21st Century Learning Space we included the following programming approaches:

1. Behavior Circuit (observations)

The Behavior Circuit Approach seeks to identify prevalent and recurring behavior sequences of users in a clearly defined space (Durek, 1993). The method for observations was designed with the behavior circuit approach in mind, attempting to observe behaviors through this lens so that they could be incorporated in the program design requirements. The Behavior Circuit Approach allowed us to focus on discrete behaviors within an overall system and yielded detailed programming information.

2. Social & Psychological Functions (obs. & interviews)

Social and Psychological Functions Approach allowed us to bridge the findings from our observations to the questions posed in our interviews. In our interviews with the librarian, clerk, and after school staff members, we determined that there were functions of the library space that the staff wanted to support and depress. Specifically, staff wanted the space to support quiet student activities such as reading and homework while discouraging disruptive behaviors such as running around and using the library as a playground or hallway. This programming approach allows the programmer to support desired functionality of the space through the environmental factors that relate to this functionality.

3. Organizational Change (interviews)

In our first few meetings with the librarian and clerk, we toured the library and obtained information about the physical space and their goals. The desire to change the way in which the school community used and viewed the library became evident. Through interviewing, we prompted the librarian and clerk to formulate social change goals and identified characteristics of the environment each felt may be affecting those objectives. Through using the Organizational Change Approach, we were better able to make environmental recommendations that would in turn promote social change goals. Introduction Program Document DEA + BJM 14

Data Summary

Observations : School-Day Read-Aloud & Browsing

In order to be able to ask pointed questions, observations were completed prior to formal interviews. It was essential to witness the numerous activities and functions of the library during the traditional school day as well as during the after school program. Additionally, special effort was made to observe all age groups to identify any agespecific behaviors. Unfortunately no public events were held during the months of September, October, or November, so no observations could be completed when the library was transformed into an auditorium. Social and Psychological Functions Approach Extensive note taking and behavior mapping were used to highlight positive and negative behaviors and the environmental aspects that contributed to them. In order to capture the wide-ranging activities School-Day Observations During the school day (8:00am-2:00pm) classes are scheduled for designated library time in which the class participates in story read aloud (listening to a story read by librarian), question and answer time (grade 2 and above), and book browsing time. Activities were observed during two Monday morning Pre-K) and Thursday morningafternoons (2nd grade). Observations were taken from the overhanging balcony so as to unobtrusively record behavior. (See image 1)

Image 1. Observation vantage point

Figure 1. Every three minutes, behavior was recorded by sequential dot diagram, supplemented by narrative

DEA + BJM Program Document Summary of Issues

Data Summary

Observations : School-Day Read-Aloud & Browsing

Figure 2: Individual students were chosen during each observation time and their movements were recorded using a spaghetti diagrams. Each studentâ&#x20AC;&#x2122;s starting point and subsequent stops were tracked as sequential circled numbers. The behavior and time at each numbered stop was recorded in corresponding written narrative.

Findings From the observations the following behaviors and corresponding environmental aspects were noted. The following behaviors need to be suppressed: Observed Behavior Students fidget and lie down Students touch and knockdown nearby display books

Environmental Aspect Uncomfortable carpeted step seating Display books located on shelves surrounding the step seating for the read-aloud area Students try to sit on top of bookshelves Low bookshelves surrounding the step seating in the read-aloud area Children walk quickly, skip or run Long isles and ramps through the long isles Browsing area is multi-level, so librarian Multi-level space, poor librarian desk must take time to check over the location shelves to make sure no students are left behind Teacher must sit in low wooden seats No designated seat for librarian during and hold up the books while reading read-aloud. aloud Â

Summary of Issues Program Document DEA + BJM 16

Data Summary

Observations: After-School Program

After School Activities The A+ After School Program meets from 2:30 – 5:00pm Mondays – Thursdays, and from 2:30 – 4:00pm on Fridays. Although after-school activities happen throughout the entire school during these times, the typical Monday – Thursday schedule for activities only occurring in the library is as follows: - 2:30 – 3:00pm: Family Time for 4th & 5th graders - 3:00 – 4:00pm: Free Choice #1 (homework & tutoring) - 4:00 – 5:00pm: Free Choice #2 (hobbies & specialized interests) - Fridays are typically reserved for special events or student group activities. 2:30 – 3:00pm: Family Time for 4th & 5th graders Family time is the only time when students are separated by grade. They are given an after school snack and sign up for their afternoon activities for Free Choice #1 and Free Choice #2. Once these activities have finished, however, the teachers will either plan a group activity or help individual students with their homework. Behaviors and corresponding environmental aspects are summarized tables below: 4th Grade Family Time Findings Observed Behavior All girls remained on task, worked quietly and independently The boys who were sitting on the steps worked collaboratively, but often fidgeted Students try to sit on top of bookshelves Disinterested boys would run around the ramp 2 - 3 boys would hide behind the nonpermanent bookshelf by the ramp 1 boy would run to the 5th grade family time space in order to flirt with a few girls 5th Grade Family Time Findings Observed Behavior No one listened to the story that the teacher was reading aloud Boys threw paper airplanes, preventing others from remaining on task

Environmental Aspect Appropriate seating and workspaces to complete their homework without interruption There were insufficient tables and chairs for all students, so the boys were forced to work in non-traditional work areas Lack of appropriate seating for all children Ramps and stairs were co-opted into a place to play tag with each other The placement of the bookshelf blocks the teacher’s line of sight to all children Poor teacher to student ratio (1:12)

Environmental Aspect Poor teacher to student ratio (1:10) Poor teacher to student ratio (1:10)

3:00 4:00pm: Free Choice #1 (Homework & Tutoring) Free –Choice #1 Findings Free Choice #1 is for homework and tutoring opportunities Observed Behavior Environmental Aspectonly. Teachers have a maximum of four students supervision, most All children remained engagedunder and ontheir task for Excellent but teacher to have studentonly ratioone (1:1, or 1:2,two. or

the full hour Library was quiet & free of distracting negative behaviors

1:4) All children had appropriate workspaces with teachers able to assist whenever necessary

DEA + BJM Program Document Summary of Issues Media Club Findings

Students try to sit on top of bookshelves th Grade Family Time Findings 5Disinterested boys would run around the ramp Observed Behavior No listened thebehind story that teacher 2 - 3one boys wouldto hide thethe nonwas readingbookshelf aloud permanent by the ramp Boys paper preventing others 1 boythrew would run toairplanes, the 5th grade family time from remaining on task space in order to flirt with a few girls Free Choice #1 Findings Family Time Findings 5th Grade Observed Observed Behavior Behavior All remained task for Nochildren one listened to theengaged story thatand the on teacher the hour aloud wasfull reading Library was quiet &airplanes, free of distracting negative Boys threw paper preventing others behaviors from remaining on task

Lack of appropriate seating for all children Ramps and stairs were co-opted into a place Environmental Aspect to play tag with each other Poor teacher to student ratio (1:10) The placement of the bookshelf blocks the teacher’s line of sight to all children Poor Poor teacher teacher to to student student ratio ratio (1:10) (1:12)

Data Summary

Observations: After-School Program

Environmental Environmental Aspect Aspect Excellent teacher to student (1:1, 1:2, or Poor teacher to student ratioratio (1:10) 1:4) All children had with Poor teacher to appropriate student ratioworkspaces (1:10) teachers able to assist whenever necessary

4:00 – 5:00pm: Free Choice #2 (Hobbies & Specialized Interests) Media Club Findings Free Choice #1 Findings Activities during Free Choice #2 are opportunities not offered during the traditional Observed Environmental Observed Behavior Behavior Environmental Aspect Aspect school day. The engaged Media Club is led by Ithaca College volunteers in(1:1 which students Children remained & on task High teacher to student ratio ratio or 1:2)1:2, or All children remained engaged and on task for Excellent teacher to student (1:1, participate in activities revolving around radio, video, etc, which require access to Teachers were unable to work directly next to The the full hour 1:4) space is too small for such a large group athe computer or TV. The Burmese Language Club, provided by BJM, teaches students children who were help negative All children Library was quiet & freeseeking of distracting had appropriate workspaces with of various ethnicities Burmese, consisting language work with interactive activities, Children were quiet during the tasked writing, ofInsufficient acoustical privacy during recording behaviors teachers able to assist whenever necessary such as singing or acting out songs with the vocabulary that was just learned. but very noisy during the recording Media Club Findings Burmese Language Observed Behavior Club Findings Observed Behavior engaged & on task Children remained Children when learning newnext to Teacherswere werequiet unable to work directly vocabulary, but very noisy when acting out the children who were seeking help the song were quiet during the tasked writing, Children Teachers requested from the but very noisy duringpermission the recording supervisor in order to move to the stage Burmese Language Club Findings Observed Behavior Children were quiet when learning new vocabulary, but very noisy when acting out the song Teachers requested permission from the supervisor in order to move to the stage

Environmental Aspect Environmental Aspect High teacher to student ratio (1:1 or 1:2) Insufficient The space acoustical is too small privacy for suchduring a large group participatory activities Insufficient acoustical privacy during recording The designated space is appropriate for language lessons, but inappropriate for physical activities Environmental Aspect Insufficient acoustical privacy during participatory activities The designated space is appropriate for language lessons, but inappropriate for physical activities

Large Group Special Event On Fridays, a different student group activity takes place, depending on the volunteers available. During our observation, a volunteer read a story aloud, engaged students with questions and opportunities to act out the main story plot. Observed Behavior Students crowded closer in order to see the book’s illustrations The majority of students fidgeted Students were distracted when others fidgeted or moved to a different “seat” Students would try to lie down

Environmental Aspect The steps are shallow and wide, preventing most children from being close enough to the single reader Uncarpeted and unpadded steps are uncomfortable for a long reading activity Lack of comfortable & appropriate seating Lack of comfortable & appropriate seating

Summary of Issues Program Document DEA + BJM 18

Data Summary Interviews

Personal interviews were conducted following casual conversations, formal behavioral and trace observations, from which personal interview questions were tailored to obtain the information necessary to prioritize the client’s desires and concerns for the space. Persons interviewed were chosen based on level of familiarity with the space and availability. All in-person interviews were conducted within the library, the audio recorded. Main points are summarized below. BJM Librarian The librarian’s role in the space is to coordinate the activities and use of the space, in addition to teaching lessons and leading large and small-group readings, she is also responsible for managing the budget of the library (approximately $2,000 per year). Over-arching problems related to the space include: • Acoustics - the most prominent problem is the proliferation of noise within the library due to conflicting use of the space (small-group activities as well as large group activities). Additionally, the space is adjacent to the gymnasium, and the shared wall reverberates music throughout the day. Since the library also serves as an auditorium, the finishes and layout reflect sound throughout the space. • Line of sight – The librarian expressed dissatisfaction with her ability to view all spaces within the library. This makes it difficult for her to identify problem behavior when it is occurring. Especially problematic areas include the multi-copy room and the bookshelves next to the wheelchair access lift. BJM Library Clerk (in person) The library clerk’s responsibilities in the library include administrative tasks such as ordering, organizing, checking out, and shelving books. This work is performed primarily at the circulation desk, which is currently adjacent to the Librarian’s desk. The clerk expressed that the usability of the circulation desk (where she performs most of her work) is unsatisfactory due to the organization of the space, and layout of the fixed furniture. In addition to her official duties, she also helps enforce rules within the library, correcting problem behavior among students. BJM Principal (email) Dr. Guillory is a recent addition to the BJM community, and has progressive ideas concerning the library and its ever-changing role within students’ education. Referring to the library as “already re-purposed” highlights the need to coordinate functions in a more cohesive and cooperative design. He also stressed the importance of transitioning from traditional forms of literacy to a more balanced literacy, which would allow for the integration of technology as funds permit.

DEA + BJM Program Document Summary of Issues

Summary of Issues Program Document DEA + BJM 20

Recommendations

DEA + BJM Program Document Recommendations

Detailed Table of Contents

Introduction

Summary of Issues

Recommendations

Framework...............................................................................................................23 Balanced Literacy Phased Planning.....................................................................................................24 Line by Line Program..............................................................................................25 Adjacency Diagram..............................................................................................27 Goals & Performance Requirements...................................................................29 Detailed Areas........................................................................................................35 Overall Space Administrative Storage Learning Areas Book Collections Event Design Vision...........................................................................................................53 Phase 1: Floor Plan Phase 2: Floor Plan Phase 2: Elevations

Appendix

Team Assignments..................................................................................................61 Observations...........................................................................................................63 Interview Transcripts...............................................................................................71 Inventory.................................................................................................................79 Detailed Areas........................................................................................................84 References..............................................................................................................92

Recommendations Program Document DEA + BJM 22

Framework

Balanced Literaacy

Not only should recommendations be considerate of past and future contextual conditions, but all recommendations should fit within a broader educational theoretical framework. Balanced literacy is a methodology of teaching that offers children a wide-range of strategies in order to reach proficiency in reading and writing (Fountas & Pinnell, 1993). The BJM school library is a physical place in which all the components of balanced literacy are carried out in order to meet the academic needs of all children. Balanced literacy is the primary framework that informs our design recommendations, identified throughout the recommendations section of this document by the following icons:

Class Instruction Teacher-led instruction, children watch teachers model reading skills that are being taught to the whole class (e.g. read-alouds).

Small Group Instruction While in small group instruction and guided reading, children are working with other children and are required to complete tasks on their own and with the guidance of the teacher.

Independent Reading Offers the child the greatest amount of autonomy and gives them an opportunity to practice skills on their own and often elicits spontaneous sharing of ideas and thoughts about their reading with peers.

DEA + BJM Program Document Recommendations

Phased Planning

In consideration of budgetary limitations, phased planning allows for the progressive implementation of design interventions as funding is secured over time. Although most phased planning includes three phases (must do, should do, and could do), it is highly unlikely that BJM will be able to afford a total remodeling (gutting) of the library/auditorium space, so only two phases are offered low-cost/high time (Phase 1), and high cost (Phase 2). Phase 1 serves as a foundation, therefore; all phase 1 items should be completed before moving on the phase 2 items.

PHASE PLANNING PHASE 1

HIGH TIME / NO COST

PHASE 2

HIGH COST

Acoustics

-Lighter-toned carpet on steps -Lines of color on the ramped floor.

-Acoustical panels double as wayfinding signage for book collection color ID system

Adaptability

-Small groups tables arranged for modularity to support 2-8 person groups

-Librarian chair with arms that help support books -An instructional easel displays

Line of Sight

-Librarian desk is moved to increase visibility -Replace the bookshelf in the Reading Area with lounge seating prevents hiding.

-Two-toned carpet breaks up long lines of sight to deter running defines circulation area visual cue for children -Large theatrical curtains provide a sense of grandeur for events, shading for projection absorb sound. -Ceiling-mounted TV retracts down -Computer workstations are grouped but also movable for modular use.

Lighting Technology Storage & Organization

-TV screen glare is reduced by placing away from windows in the Media Room. -Computer workstations, media storage & TV are centralized in the Media Room. -Four storage rooms designated functions: Overstock Books Multi-Use Media Storage After-School

-Book collections are defined by color & coordinates with kids lounge seating -Librarian desk is designed to double as usable book storage.

Recommendations Program Document DEA + BJM 24

Line by Line Program

The future-state line by line program outlines major changes to the organization and spacial allocation of individual areas. Micro-level changes and recommendations for each area are described in detail in the “Detailed Areas” pages. Macro-level changes to are described below. Administrative The overall square footage and desk surface of the circulation area should not change; however organization and efficiency of storage should be improved by replacing the low, U-shaped desk with an open, multi-level, multi-use storage system. The librarian desk should move to a site of full visual access to the studentused library areas and personal storage should be significantly increased. Storage Four separate storage areas currently used for miscellaneous/ multi-use functions should be defined by use & organized accordingly. Learning Areas Current multi-functional learning areas should be defined by the three-level framework of Balanced Learning: class-level instruction, small group instruction, and individual reading. Current multi-copy room should function as a media hub. Book Collections The Dewey Decimal organizational system should be replaced with a ‘bookstore’ concept by book genre. Genres frequently used by students should increase in volume & move to visually-accessible areas. Genres infrequently used by students/ frequently used by faculty should move to the media room or storage areas. Event Square footage for event areas should not change; however, stepped seating should be comfortable for long periods of sitting, upper balcony areas should no longer serve as media storage, and lighting & technology should be adjustable.

DEA + BJM Program Document Recommendations

KEY

Future state recommendations Present state situation

Line by Line Program

Recommendations Program Document DEA + BJM 26

Adjacency Diagram

As described earlier, the ‘Current State’ diagram, shown in the lower right corner of the adjacent page, shows that the current spatial relationships are largely disjointed compared to the larger recommended diagram. Detailed changes from our recommendations are described below. Administrative In the current system, the circulation & librarian desks are adjacent to one another. By moving the librarian desk to another location, it permits the full visual access to all areas of the library. This also allows the popular ‘stories and tales’ book collection to be within direct access to the librarian’s desk so children can have ready assistance. Storage Currently there is no overall organizational system for the four separate storage areas. It is recommended that each storage closet serve a single storage need: after-school supplies, media equipment, overstock books, or a multi-use storage for daytime educational supplies. After-school and media supplies will be directly adjacent to the new media room, while the circulation area will have immediate access to the multi-use storage and close access to the overstock books. Learning Areas The learning area adjacencies are important for acoustical control. Therefore, locating the independent (quite) reading areas nearby the administrative areas is recommended instead of the louder group and class instructional areas. Class-level instruction should primarily take place within the media room; however, may also take place in the larger reading area for read-alouds as these are limited to specific times of day. Each of the three learning areas should be separated. Book Collections Currently, book collections appear disjointed due to the Dewey Decimal system organization. However, our recommendation to organize book collections by topic, allows for the most popular student book collection, stories and tales, to be adjacent to the librarian desk and least popular book collections, multi-copy and reference, to be located in the media room. Young Readers and Fiction should be separated as these collections are used by students of different ages. Event The library shares a wall with the gym, where music and noise carries and reverberates. Voices carry from the balcony and disrupt educational instruction below, however; these spaces cannot be moved. When funding becomes available, interventions establishing the acoustical privacy of the event areas should be implemented.

DEA + BJM Program Document Recommendations

Adjacency Diagram

KEY

Current State Adjacencies

Recommendations Program Document DEA + BJM 28

Goals & Performance Requirements

This section of the document addresses the specific goals of the design, and provides several performance requirements that ensure that the goals are met. Goal statements are useful as an overall direction for the designer to follow while performance requirements provide specific, measureable, and operational directives related to each goal.

Acoustics Goal: The acoustics of the space will accommodate the quiet library uses.

1. Acoustically reflective materials should be used behind the stage. 2. Acoustically absorptive materials should be used on the ceiling and walls to reduce echoes and overall noise levels (i.e. panels and curtains). 3. Furniture upholstery should be absorptive to reduce overall noise levels. 4. Carpeting should cover all floor surfaces to absorb sound.

Goal: The library will allow social activities (such as small group discussion) without disrupting quiet library uses. 1. Provide cues to instruct users of the expected noise level in all areas (e.g., signage, icons, color coding). 2. There should be acoustical separation between quiet and loud spaces. 3. When acoustical separation is not possible, concurrent scheduling of loud and quiet activities should be avoided.

DEA + BJM Program Document Recommendations

Goals & Performance Requirements

Adaptability Goal: FF&E selections will be appropriate for the wide variety of users and activities in the space. 1. Furnishings should be comfortable, utilizing cushioning, anthropometric curves, offering adjustability and/or variety in size to support all user groups. 2. Furnishings should be sufficient in quantity and variety to support the full range of expected activities: individual & group work; surface- and non-surfacebased work. 3. The scale of seating should accommodate a ratio of 4:1 children (between 4-10 years of age) and adults. 4. Group work areas should provide table seating for 2-8 people. 5. Tables should allow flexibility of use by being modular, foldable, and have wheeled legs. 6. Chairs and lounge seating should be stackable and lightweight.

Goal: Goal for Universal Design: The space will be designed so that users of all ages and abilities can use the space equally. 1. All spaces within the library should remain physically accessible to all children and adults, regardless of individual capabilities, providing workstations & desktops that accommodate wheelchairs (Blue, 2011). 2. All furniture and furnishings should be usable by children and adults of varying size, strength, and abilities; weight of movable furniture should be minimized, adjustability and/or variety of furniture size/proportions should be provided (Blue, 2011). 3. All programmatic and design suggestions should be cross-referenced with Universal Design literature and disability research prior to implementation in order to ensure that children and adults with disabilities experience those changes in the same way as children and adults without disabilities (National Center on Universal Design for Learning, 2012).

Recommendations Program Document DEA + BJM 30

Goals & Performance Requirements

Line of Sight Goal: The space will be designed to address safety issues related to visual access. 1. Placement of staff workstations should maximize visual access to all areas of the library; especially from the primary entrance. 2. Dimensions and layout of bookshelves should minimize areas without direct line of sight to library staff workstations: max 36 in tall (CDC, 2012).

Lighting Goal: Design of the lighting system and window treatments will accommodate the full range of expected behavior within the space. 1. Window treatments and artificial lighting systems should be flexible minimize glare on computer, TV, and projector screens while still allowing maximal use of day-lighting. 2. The library should provide a minimum ambient light level of 250 lux to meet the needs of library users. (Engineering Toolbox, 2012) 3. The library should provide task or area lighting to augment illuminance (up to an illiuminance of 500 lux) for activities or user groups that require more light. (Engineering Toolbox, 2012).

Technology Goal: Technology use will be centralized and flexible.

DEA + BJM Program Document Recommendations

Goals & Performance Requirements

1. Technology should be centrally located. 2. A mixture of remote (e.g., laptops, e-readers) and fixed-location technology should be provided to accommodate the full range of uses. 3. Technology with remote capabilities should be stored in modular furniture so they are easy to access and move (e.g., laptop cart).

Goal: Selection and placement of fixed technology should maximize usability in the full range of ambient environmental conditions. 1. Fixed TV, computer, and projector screens should have anti-glare finishes. 2. Fixed TV, computer and projector screens should be placed and oriented to minimize glare from light natural and artificial light sources.

Storage & Organization Goal: Primary book collections (i.e. fiction, young readers) will be intuitive for all users to find with minimal assistance. 1. The Dewey Decimal system should be replaced with a subject-based organizational system. 2. Signage should be unobstructed (from shelves, columns, furniture, etc.) and clearly legible (Eaton, 1991). 3. Signage should consist of a visually-based (i.e. graphic/color/icon) identification system and accessible for younger children or those with cognitive or developmental impairments (Blue, 2011). 4. Based on past research color-coding of collections is helpful for wayfinding: subject areas should be designated by a consistent, visually-based (graphic/ color) identification system (Lynch, 1960). 5. Signage conveying similar information should coordinate in appearance (font, size, and color) and placement (Eaton, 1991). 6. Based on past research, both distant and close orientation cues benefit children’s wayfinding skills: students should be able to identify a book section from far away (≈15’) and close proximity (<15’) (Cornell, Heth & Broda, 1989).

Recommendations Program Document DEA + BJM 32

Goals & Performance Requirements

Goal: Secondary book collections (i.e. fairy tales, poetry) will be intuitive for all users to find without assistance.

1. Signage should be secondary in size to primary book collection signage. 2. Signage should be placed within a range of 40-75 inches from the top of the finished floor (kidsgrowth.com). 3. Signage should be easily interchangeable; adhesives, and hardware requiring tools should be avoided. 4. Signage should consist of a visually-based (i.e. graphic/color/icon) identification system and accessible for younger children or those with cognitive or developmental impairments (Blue, 2011). 5. Signage conveying similar information should coordinate in appearance (font, size, and color) and placement (Eaton, 1991).

Goal: Materials and equipment will be designated to specific locations according to function and frequency

1. Fixed bookshelf surface tops should remain at least 90% clear with a maximum of 10% of the surface area used for book display. 2. Frequently used book collections should be easy to access, while seldom used items should be easily accessible

DEA + BJM Program Document Recommendations

Goals & Performance Requirements

Sustainability, Health & Safety Goal: All FF&E & material selections will be sustainable.

1. The life expectancy of FF&E selections should meet or exceed 25 years from the date of installation. 2. FF&E selections that are recyclable and/or biodegradable upon disposal should be considered over landfill-bound selections (i.e. carpeting). 3. Each FF&E selection should meet one or more of the following characteristics: 1) contain at least 50% pre or post-consumer content, 2) contain at least 50% contents sourced within a 500 mile radius of site, and 3) EPAâ&#x20AC;&#x2122;s minimum Comprehensive Procurement Guidelines (CPG) (EPA, 2012) 4. Each FF&E selection should comply with both of the following specifications: 1) Consumer Product Safety Commission (CPSC.org), and 2) American Society for Testing and Materials (ASTM) for Juveniles (Headstart, 2005) 5. Finish materials and design features should be easy to clean with minimal need for the use of toxic cleaners.

Goal: The space will be designed to encourage expected behaviors and discourage unsafe behaviors.

1. Different carpet color tones should delineate the areas where in which certain behavior is to be encouraged. 2. Placement of contrasting carpet colors should break up long corridors. 3. Minimize large open spaces and long uninterrupted stairs & ramps to discourage running and other types of dangerous play.

Recommendations Program Document DEA + BJM 34

Detailed Areas Overall Space

These recommendations are intended to provide interior designers with sufficient information to design spaces that meet the needs of the users while promoting the desired functionality of each space. These recommendations have enough specificity to guide designersâ&#x20AC;&#x2122; decisions without dictating specific materials or spatial layouts. Providing such detailed recommendations establishes the parameters to which designs must adhere.

KEYS Administrative Storage Learning Areas

Color-Coding System

Each color-coded section of the line by line program is expanded upon in detail

Book Collections Event

Phasing

Phase 1: low cost/ high time

Phase 2: high cost

Overall Space The below guidelines addressing Health & Safety should be applied to all areas of the space. Individual areas with specific requirements will be described separately.

Egress Classroom / Instructional Space Maximal Occupancy: 272 people (20ft2 / person) Each occupant must be provided with at least .2 inches of egress width, which is restricted by the width of the exit doors. Auditorium Maximal Occupancy: with only three exits, the maximum occupant load should not exceed 1000 people. For rooms with more than 100 occupants, doors should be equipped with panic hardware (crash bars) (www.oseh.umich.edu).

DEA + BJM Program Document Recommendations

Detailed Areas Overall Space

Fire Safety The New York State Education Law Section 807-a (www.p12.nysed.gov) states that it is the duty of school authorities within public and non-public schools to ensure that buildings for student use are inspected at least annually for fire hazards which may endanger the lives of students, teachers, and employees therein. - Exterior fire department Siamese connections for standpipe & sprinkler systems are not obstructed, do not leak, caps are in place and fittings are not rusted and swivel freely - Exit doors open easily and close and latch from any position - Interior fire & smoke doors are not chocked open, open easily and automatically close and latch from any position - Test & repair (if needed) exit signs & emergency lighting -No storage in any means of egress (including hallways & stairways) -Fire extinguishers are present as needed in common areas (at least every 75 ft. or 3000 SF) and in labs, computer rooms, mechanical/elevator control/boiler/electrical rooms & in teachers lounges (with food warming or cooking appliances) -Fire extinguishers are mounted, not obstructed and their tags show current annual inspection date See Appendix for Fire Safety Inspection Code Reference Checklist

ADA Requirements References: (www.access-board.gov/adaag/html/adaag.htm) + in text catalog # 8. LIBRARIES. 8.1 General. In addition to the requirements of section 4 (#4), the design of all public areas of a library shall comply with all requirements stated below, including reading and study areas, stacks, reference rooms, reserve areas, and special facilities or collections. 8.2 Reading and Study Areas. At least 5 percent or a minimum of one of each element of fixed seating, tables, or study carrels shall comply with Space Allowance and Reach Ranges (#4.2) and Fixed or Built-in Seating and Tables (#4.32). Clearances between fixed accessible tables and between study carrels shall comply with Accessible Route (#4.3). 8.3 Check-Out Areas. At least one lane at each checkout area shall comply with Sales and Service Counters, Teller Windows, Information Counters, requirement #1 (#bus). Any traffic control or book security gates shall comply with Doors (#4.13).

Recommendations Program Document DEA + BJM 36

Detailed Areas Overall Space

8.4 Card Catalogs and Magazine Displays. Minimum clear aisle space at card catalogs and magazine displays shall comply with Fig. 55.

Figure 5.5

-Fire extinguishers are present as needed in common areas (at least every 75 ft. or 3000 SF) and in labs, computer rooms, mechanical/elevator control/boiler/ electrical rooms & in teachers lounges (with food warming or cooking appliances) -Fire extinguishers are mounted, not obstructed and their tags show current annual inspection date Maximum reach height shall comply with Space Allowance and Reach Ranges (#4.2), with a height of 48 in (1220 mm) preferred irrespective of approach allowed.

Figure 5.6

8.5 Stacks. Minimum clear aisle width between stacks shall comply with Accessible Route (#4.3), with a minimum clear aisle width of 42 in (1065 mm) preferred where possible. Shelf height in stack areas is unrestricted (see Fig. 56).

Universal Design Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaption or specialized design (Center for Universal Design). See appendix for additional information Individuals experiencing a disability should have equal access to the entire function of the library space. Examples of physical environment universal design in libraries include: - check out desk at multiple heights to accommodate individuals using wheelchairs - aisle between shelves at least 36â&#x20AC;? wide and unobstructed - computer stations at multiple heights - way-finding signs that are easily legible - access to e-books in multiple formats - PDF, Daisy, and live audio recordings - screen readers on computers - real time interpreters through videophones

DEA + BJM Program Document Recommendations

Detailed Areas Administrative

Administrative

LIBRARIAN’S DESK

Librarian Desk Size (sq ft): 60

Size (sq(Users): ft): 60Librarian (1) Access Access Librarian (1) Activities:(Users): Computer based administrative tasks Activities: Computer based administrative tasks Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

Next to Circulation near entrance, facing northeast.

Moved to the east side of the space, next to the lift, facing west.

Same as Phase 1.

FF&E

2 iMac stations, 1 keyboard, librarian’s desk and chair.

Move iMac stations to media room.

Change desk to a L-shape right desk that can doubles as usable book storage.

Ergonomics

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “easy” office work: 250500 lux. (Engineering toolbox)

Laptop docking station with ergonomic -5º keyboard angle, top of external computer display in line with eye level; allows librarian to bring computer to media room/projection areas. Same as phase 1.

Add incandescent task lighting to ensure that illumination is compliant with suggested levels for “normal” office work: 500 lux. (Engineering toolbox)

Recommendations Program Document DEA + BJM 38

Detailed Areas Administrative

Circulation Desk

CIRCULATION DESK Size (Sq ft.): 150 Access Size (Sq (Users): ft.): 150 Library Clerk Activities: BookLibrary check-in Access (Users): Clerk & check-out; Administrative activities; Sorting books Activities: Book check-in & check-out; Administrative activities; Sorting books Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

To the east of entrance corridor, facing north.

Same as current.

FF&E

Clerk desk, bookdrop/return, 1 bookcase on wheels, 1bookcase, 1 recycle bin and 1 trash bin.

Same as current.

Upgrade the U-shape desk to 2 combined large desks that are open with an integrated 3-cart book return storage & lowered section. Ergonomic workstation & desk design that utilizes -5º angle for keyboard, alignment of top of screen with eyes, arms at 90º angles. Same as phase 1.

Ergonomics

Change placement of book scanner to minimize required repetitive strain.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “easy” office work: 250500 lux. (Engineering toolbox)

DEA + BJM Program Document Recommendations

Add incandescent task lighting to ensure that illumination is compliant with suggested levels for “normal” office work: 500 lux. (Engineering toolbox)

Detailed Areas

Storage

AFTER-SCHOOL STORAGE

After School Storage Room Size (Sq ft): 40

Size (Sq(Users): ft): 40 Access Librarian, after school teachers, daytime teachers Access Librarian, school teachers, daytime Activities:(Users): Storing after school after materials: games, math puzzles, etc. teachers Activities: Storing after school materials: games, math puzzles, etc.

Adjacencies

FF&E

Acoustics

Lighting

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Described as “Storage 1”at the southeast corner of the space. Access is through Multi-copy Room. 30 clipboards, 2 boxes of art supplies, 1 easel, 1 whiteboard, 1 cart, 1 set of listening books and 1 set of Encyclopedias. Current average decibel (dB) levels unknown (no access to proper measuring tools).

Same as current.

Move white board to Media Room, move easel to reading area. Keep everything else. Other after-school materials will be moved in.

Same as phase 1.

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Same as phase 1.

Fluorescent overhead: current average illumination (lux) levels unknown (no access to proper measuring tools).

Fluorescent overhead: ensure that illumination is compliant with suggested levels for “areas where visual tasks are only occasionally performed” 100-150 lux. (Engineering toolbox)

Same as phase 1. Install occupancy sensors to conserve energy when spaces are unoccupied. (Hedge, 1998)

Recommendations Program Document DEA + BJM 40

Detailed Areas Storage

Media Storage Room

MEDIA STORAGE

Size (sq ft): 80 Size (sq ft): 80 Access (Users): Librarian, daytime teachers, after school teachers Access (Users): Librarian, daytime teachers, after school teachers Activities: Storemedia: media: computers, projectors, etc. Activities: Store computers, projectors, etc.

Adjacencies

FF&E

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Described as “Storage 2”, next to “Storage 1”. Access is through Multi-copy Room. 1 Network server, 3 file cabinets, 1 rolling cart, 2 bookcases, 4 boards, games, binders, VHS tapes and art supplies.

Same as current.

-Keep network server. -Move cabinets to Multiuse Storage, move everything else to Afterschool storage. -Other school-wide used media equipment storage including TV carts will be moved in. Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978) Fluorescent overhead: ensure that illumination is compliant with suggested levels for “areas where visual tasks are only occasionally performed” 100-150 lux. (Engineering toolbox)

Same as phase 1.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead: current average illumination (lux) levels unknown (no access to proper measuring tools).

DEA + BJM Program Document Recommendations

Same as phase 1.

Same as phase 1. Install occupancy sensors to conserve energy when spaces are unoccupied. (Hedge, 1998)

Detailed Areas

Storage

Multi-Use Storage Room

MULTI-USE STORAGE

Size (sq ft): 120 Size (sq ft): 120 Access Librarian, daytime teachers Access(Users): (Users): Librarian, daytime teachers Activities: Store paperwork, small technology equiptment check out, kitchenette Activities: Store paperwork, kitchenette Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

Described as “Storage 3”. Behind Circulation.

Same as current.

FF&E

1 sink, 5 overhead cabinets and 2 overhead shelves, 3 bookcases, 2 stools, 1 projector cart, 3 boxes of books, 2 computers, 3 projectors, 1 phone, 4 audio players and 3 boxes of miscellaneous audio equipment. Current average decibel (dB) levels unknown (no access to proper measuring tools).

Move bookcases and books to Overstock Storage, move computer to Media Room, move audio players and equipment to Media Storage, keep everything else. Other Tech equipment for teacher check-out will be moved in.

Add a kitchenette: microwave, toaster, coffee maker, drainer, etc.

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8-hour period. (EPA, 1978) Fluorescent overhead: ensure that illumination is compliant with suggested levels for “areas where visual tasks are only occasionally performed” 100-150 lux. (Engineering toolbox)

Same as phase 1.

Acoustics

Lighting

Fluorescent overhead: current average illumination (lux) levels unknown (no access to proper measuring tools).

Same as phase 1. Install occupancy sensors to conserve energy when spaces are unoccupied. (Hedge, 1998)

Recommendations Program Document DEA + BJM 42

Detailed Areas Storage

OVERSTOCK BOOK STORAGE

Overstock Book Storage Room Size (sq ft): 40

Size (sq ft): 40 Access (Users): Librarian, daytime teachers Access (Users): Librarian,books daytime teachers Activities: Store overstock Activities: Store overstock books

Adjacencies

FF&E

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Described as “Storage 4” at the southwest corner of the space. Near “stories and tales” and Librarian’s Desk. 5 5-shelf bookcases, 6 boxes of books, 1 map, 6 overhead projectors.

Same as current.

Keep the bookcases, books and map, move projectors to Multi-use Storage. Other overstock materials will be moved in. Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Same as phase 1.

Fluorescent overhead: ensure that illumination is compliant with suggested levels for “areas where visual tasks are only occasionally performed” 100-150 lux. (Engineering toolbox)

Same as phase 1.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead: current average illumination (lux) levels unknown (no access to proper measuring tools).

Learining Areas

DEA + BJM Program Document Recommendations

Same as phase 1.

Install occupancy sensors to conserve energy when spaces are unoccupied. (Hedge, 1998)

Detailed Areas

Learning Areas

CLASS INSTRUCTION / READ ALOUDS / SHARED READINGS (CLASS-LEVEL)

Class-Level (Instruction, Read-Alouds, Shared Reading)

Size(sq (sqft): ft): 300 300 Size Access (Users): (2 –(225); Classroom Teachers (1 – 2); Librarian Access (Users):Children Children – 25); Classroom Teachers (1 – 2);(1) Librarian (1) Activities: Read-Alouds; Shared Reading (Big Books); Content Lessons Activities: Read-Alouds; Shared Reading (Big Books); Content Lessons Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

Wherever possible.

In the Media Room and part of the reading area.

Same as Phase 1.

FF&E

3 TVs on cart, 2 VCRs, computers, DVD players, book bin, 1 iMac, 1 scanner, 25 mobile labs, desks, chairs, racks, water bottle bin, storage closets, electric outlets, closets. Tapes on carpet.

Furnishings re-arranged for large group activities. Computer desks are centralized near the media storage, TV screen, and whiteboard. Move DVD players and mobile labs to Media Storage. Move bins and racks to storage rooms, remove tapes on carpet. More equipment such as iMac stations, computers, TV and whiteboard will be moved in. Add signs to designate the sound allowed in the area: medium-low. Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Install ceiling-mounted TV retracts down in front of white board. Purchase computer workstations that are grouped but also movable for modular use.

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “classes”: 250 lux. (Engineering Toolbox)

Same as phase 1.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Same as phase 1.

Recommendations Program Document DEA + BJM 44

Detailed Areas Storage

GUIDED READINGS / SMALL GROUP INSTRUCTION (SMALL GROUP-LEVEL)

Small Group (Instruction, small group reading) Size (sq ft): 120

Size (sq ft): 120 Children (5 - 8); Classroom Teachers (1 – 2) Access (Users): Access (Users): Children - 8);Group Classroom Teachers (1 –Comprehension, 2) Activities: Guided Reading;(5Small Read Alouds; Fluency, Testing Strategies,Guided Word Work, etc. Activities: Reading; Small Group Read Alouds; Fluency, Comprehension, Testing Strategies, Word Work, etc.

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

Wherever possible.

In the “Small Group” area on the west side of the space.

Same as Phase 1.

FF&E

Tables of varies shapes, chairs, removable bookcases, 1 VCR, 1 DVD player, 1 flat screen TV, 1 IMac station, 1 globe, electronic outlets.

Move TV, iMac DVD player to Media Room. Centralize tables in modularity to support 2-8 person conversation groups. Keep everything else.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Add signs to designate the sound allowed in the area: medium-low. Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

-Purchase tables that are modular, wheeled and foldable to ease the transition to event use. -Purchase chairs and lounge seating stack & are lightweight for easy event storage. Tables and chairs should support 3 2-8 person groups. -Expand access to AC power outlets; provide group-oriented computer stations to facilitate collaboration Same as phase 1.

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “classes”: 250 lux. (Engineering Toolbox)

DEA + BJM Program Document Recommendations

Same as phase 1.

Detailed Areas

Learning Areas

INDEPENDENT READINGand (INDIVIDUAL & PEER-TO-PEER) Independent Reading (Individual Peer-to-Peer)

Size (sq ft): 45 Size (sq ft): 45 Access (Users): Children (1-4) Access (Users): Children (1-4) Activities: Reading; Peer-to-Peer Activities: Independent Independent Reading; Peer-to-Peer SharingSharing Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Adjacencies

Wherever possible.

In the “Reading” area on the east side of the space

Same as Phase 1.

FF&E

Tables of various shapes, upholstered chairs, removable bookcases, storage shelves and closet, 1 library cart, 1 speaker, electric outlets and hookups.

Place lounge seating near the most popular book areas. Remove half of the tables to Small Group area for centralized conversations. Add a lounge chair as librarian chair facing the steps.

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools)

-Add signs to designate the sound allowed in the area: low. -Comply with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978) Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “classes”: 250 lux. (Engineering Toolbox)

-Purchase librarian chair with arms to support books -Supply an instructional easel that displays large books for teaching and doubles as a white board for instruction. -Purchase kid lounge seating that coordinate in color with book collections. -On the steps, add cushions and/or bean bag chairs that comply with F1912-98(2009) and ASTM D3453 - 12: Standard Specification for Flexible Cellular Materials - Provide E-books & laptops for electronic reading; add more AC power outlets Same as phase1.

Same as phase 1. Add incandescent task lighting (floor lamps) to ensure that illumination is compliant with suggested levels for “study library”: 500 lux. (Engineering Toolbox)

Recommendations Program Document DEA + BJM 46

Detailed Areas Learning Areas

MEDIA

Media Room

Size Size(sq (sqft): ft): 450 450 Access (Users): Teachers, Pre-K 5th grade and parents Access (Users): Teachers, Pre-K – 5th– grade and parents (max 15) (max 15) Activities: Small Small groups (1-4 students/faculty); Parent Parent teacher teacher meeting (2-3 people); Small class Activities: groups (1-4 students/faculty); meeting (2-3 people); media use; After-school program Small class media use; After-school program Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Described as “Multicopy Room”. Access through entrance corridor, across Circulation. See “Class Instruction” area.

Same as current.

See “Class Instruction” area.

Sustainability

See “CLASS INSTRUCTION / READ ALOUDS / SHARED READINGS (CLASSLEVEL)”

See “CLASS INSTRUCTION / READ ALOUDS / SHARED READINGS (CLASS-LEVEL)”

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Same as phase 1.

Fluorescent overhead and little daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Fluorescent overhead: ensure that illumination is compliant with suggested levels for “classes”: 250 lux. (Engineering Toolbox)

Same as phase 1.

Adjacencies

FF&E

Lighting

DEA + BJM Program Document Recommendations

Construct door in open space leading to the media room. Use sustainable, fire retardant materials.

Install easily accessible light controls that are only for this space. Install compact fluorescent lamps (CFLs) as they are energy efficient and dimmable (for technology usage). (Hedge, 1998)

Detailed Areas

Book Collections

The book collections consist of eight sections who’s Access (Users) vary in by age, height, and cognitive ability. Our recommendations span all of the book sections.

Adjacencies

FF&E Acoustics

Lighting

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

Book collections follow Dewey Decimal System with multi-copy & media in multi-copy room, stories, reference, animals, science & nature, crafts and hobbies near admin, fiction near TV area, young readers in Reading Area. Removable and irremovable shelving Current average decibel (dB) levels unknown (no access to proper measuring tools) Fluorescent overhead and daylight: average illumination (lux) levels unknown

-Reorganize book collections by topic, adopting the “bookstore” concept with low-studentuse collections such as references, multi-copies in the media room. Place stories & tales and crafts & hobbies close to Librarian’s Desk, & young readers in the Reading Area, away from fiction Same as current.

Define book collections by a color ID system on book shelves coordinating with bookcase side panels on the wall. From south to north: Stories and Tales, People and Places, Crafts and Hobbies, Fiction, Science and nature, Young Reader (Same as phase 1). (See Design Vision pages)

Comply with typical decibel levels of no more than 45dB; no more than average of 75dB over an 8 hour period. (EPA, 1978) Fluorescent overhead and daylight: ensure lux is compliant with suggested levels for “classes”: 250 lux. (Engineering Toolbox)

Leave bookshelf tops 90% clear, easing event transition Same as phase 1.

Same as phase 1.

MEDIA

Recommendations Program Document DEA + BJM 48 Size (sq ft): 450 Access (Users): Teachers, Pre-K – 5th grade and parents (max 15)

Detailed Areas Event

Event

Balcony (Special Events)

BALCONY (SPECIAL EVENTS)

Size (): (Users): Audience of teachers, families, & community members Access Access(Maximum (Users): Audience of teachers, seating: 252) families, & community members (Maximum seating: 252) Activities: Community events, concerts, theatrical plays, etc. Activities: Community events, concerts, theatrical plays, etc.

Adjacencies

FF&E

Acoustics

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

On the upper level of the space, access from the stairwell outside the space. Auditorium seating.

Same as current.

Seating complies with ASTM for Auditorium Seating: ASTM F851 - 87(2005).

Sound travels easily to workstations below.

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Same as phase 1.

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “theater”-“classes”: 150250 lux. (Engineering Toolbox)

Same as phase 1.

Current average decibel (dB) levels unknown (no access to proper measuring tools). Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

DEA + BJM Program Document Recommendations

Install operable open/close curtain made of sustainable, fire retardant materials.

Install easily accessible light controls that are only for this space. Install compact fluorescent lamps (CFLs) as they are energy efficient and dimmable (for performances). (Hedge, 1998)

Detailed Areas Event

BALCONY (PROCTORING EXAMS)

Balcony (Proctoring Exams) Size ():

Access (Users): Teachers (1 – 2); Children (18 – 22); (Maximum seating: 252) Access (Users): Teachers (1 – 2); Children (18 – 22); (Maximum seating: 252) Activities: completion of required statewide Activities: Proctoring Proctoring & & completion of required statewide exams exams

Adjacencies

FF&E

Acoustics

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

On the upper level of the space, access from the stairwell outside the space. Auditorium seating.

Same as current.

Access to assisted hearing devices and microphones for audience participation

Sound travels easily to workstations below.

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Same as phase 1.

Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “theater”-“classes”: 150250 lux. (Engineering Toolbox)

Same as phase 1.

Current average decibel (dB) levels unknown (no access to proper measuring tools). Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools).

Install operable open/close curtain made of sustainable, fire retardant materials.

Install easily accessible light controls that are only for this space. Install compact fluorescent lamps (CFLs) as they are energy efficient. (Hedge, 1998)

Recommendations Program Document DEA + BJM 50

Detailed Areas Event

Stage (Special Events)

STAGE (SPECIAL EVENTS)

Size (): (Users): Various participants (1 – 75) Access Access (Users): Various participants (1 – 75) theatrical plays, etc. Activities: Community events, concerts, Activities: Community events, concerts, theatrical plays, etc.

Adjacencies FF&E

Acoustics

Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

North side. Access from library. Shared wall with gym. 2 pianos, 6 foldable chairs, 6 storage shelves, 2 speakers, Analog PA system, 1 electric outlet and 3 hookups.

Same as current.

Add carpet (same as the rest areas) to the steps that lead to the stage.

Sound travels easily from adjoining gymnasium.

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978)

Digital Audio & video system, with centralized control & assisted hearing devices. Add cushions and/or bean bag chairs that comply with F1912-98(2009) and ASTM D3453 - 12: Standard Specification for Flexible Cellular Materials—Urethane for Furniture and Automotive Cushioning, Bedding, & Similar Applications Same as phase 1.

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead and daylight: current average (ux)levels unknown

Fluorescent overhead and daylight: comply with suggested levels for theater: 150 lux. (Engineering Toolbox)

DEA + BJM Program Document Recommendations STAGE (PROJECTOR)

Install sound reflective materials behind the stage curtain. Materials should be sustainable and fire retardant: possibly a high density jute/rubber/latex composite. (Fatima & Mohanty, 2011) The wall, behind the stage separating library from gym, material should comply with 1207.2 NY building code (sound transmission of less than 50dB). (ICC, 2012) Same as phase 1.

Detailed Areas Event

Balcony (Projector) Size ():

Access Event Organizer (1 Audience – 3); Audience Access (Users): (Users): Event Organizer (1 – 3); (1 – 75) (1 – 75) Activities: Media Activities: Mediapresentation presentation Current State

Recommendations (Phase 1)

Recommendations (Phase 2)

On the north side of the space. Share wall with gym 2 pianos, 6 foldable chairs, 6 storage shelves, 2 speakers, 1 electric outlet and 3 hookups. Portable projector that requires setup at time of use

Same as current.

Add carpet (same as the rest areas) to the steps that lead to the stage.

Centrally-controlled ceilingmounted projector and window curtains .

Same as current

Acoustics

Current average decibel (dB) levels unknown (no access to proper measuring tools).

Lighting

Fluorescent overhead and daylight: current average illumination (lux) levels unknown (no access to proper measuring tools)

Space should be in compliance with typical decibel levels of no more than 45dB; and no more than an average of 75dB over an 8 hour period. (EPA, 1978) Fluorescent overhead and daylight: ensure that illumination is compliant with suggested levels for “theater”: 150 lux. (Engineering Toolbox)

Ceiling-mounted projector, ensure window treatment allows dimming of ambient light to max 150 lux (Engineering Toolbox) Same as phase 1.

Adjacencies FF&E

Technology

Same as phase 1.

PUT THE FOLLOWING SECTIONS IN THE APPENDIX There are seven principles of Universal Design: 1. Equitable Use • The design is useful and marketable to people with diverse abilities. • Provide the same means of use for all users: identical whenever possible; equivalent when not. • Avoid segregating or stigmatizing any users. • Make provisions for privacy, security, and safety equally available to all users. Recommendations Program Document DEA + BJM 52 • Make the design appealing to all users.

Design Vision Phase 1: Floor Plan

The floor plan to the right is a visual representation of how the detailed program recommendations can be implemented with no additional monetary cost other than new carpeting. The changes, described below, are high in terms of time but can serve as a foundation for monetary-cost changes at a later date. The new plan defines zones by the three-levels of Balanced Learning: Class-level Instruction: The once ‘Multi-Copy’ room now functions as a ‘Media’ Room with furnishings re-arranged for large group activities. Computer desks are centralized near the media storage, TV screen, and whiteboard. A rocking chair & side table for use by the librarian during story time define Reading Area use. 2 Small Group Instruction: Group tables are centralized to one conversation zone. 3 Individual Reading: Lounge seating is placed near the most popular book areas. 1

Book collections are organized by topic with low-student-use books in Media Room Acoustics -Lighter-toned carpet on the seating steps help absorb sound as well as allow children to sit more comfortably than on concrete and deter running by breaking up the long lines of color on the ramped floor. Adaptability -Small groups tables near Fiction books and in the Media Room are arranged for modularity to support 2-8 person groups. Line of Sight -The librarian desk is ideally placed for full view of the library. -Replacing the bookshelf in the Reading Area with lounge seating prevents hiding. Lighting -TV screen glare is reduced by placing away from windows in the Media Room. Technology Computer workstations, media storage & TV are centralized in the Media Room. Storage/Organization Four storage rooms are designated for specific functions: -Overstock Books: Five 12” x 36” bookshelves taken from other storage areas fill the tight room efficiently to store overstock books for later use in the main library area -Multi-Use: Tech equipment for teacher check-out is housed in 3 lockable cabinets -Media Storage: School-wide used media equipment storage including TV carts. -After-School: Art supplies, games & other after-school activity materials storage.

DEA + BJM Program Document Recommendations

Design Vision

Phase 1: Floor Plan

Stage

Reading 1

Small Groups 2

Librarian Desk Circulation

Overstock Book Storage

Multi-Use Storage

Entry

Media Room 3

Media Storage

After School Storage

Recommendations Program Document DEA + BJM 54

Design Vision Phase 2: Floor Plan

The floor plan to the right is a visual representation of how monetary investment can further support the end goal of the library to become a full learning center. Change, described below, are intended to be implemented only after initial ‘nocost’ changes have been completed. Adaptability -Tables that are modular, wheeled & folding ease the transition to Event use. -All chairs & lounge seating stack & are lightweight for easy Event storage.

Reading area zone are is defined by a ‘special’ -Librarian chair with arms that help support books -An instructional easel displays & stores large books for teaching & doubles as a white board for instruction

Technology -Ceiling-mounted TV retracts down in front of white board. -Computer workstations are grouped but also movable for modular use. Line of Sight -Two-toned carpet pattern breaks up long lines of sight to deter running, defines circulation area, and serves as a visual cue for children to line up for book checkout and dismissal, eliminating need for tape on floor. Storage/Organization -Librarian desk is designed to double as usable book storage. -Circulation desk is open with an integrated 3-cart book return storage & lowered section for students to reach for checkout. -Book collections are defined by a color ID signage system that coordinates with kids lounge seating.

DEA + BJM Program Document Recommendations

Design Vision

Phase 2: Floor Plan

Stage

Reading Small Groups

Librarian Desk Circulation

Overstock Book Storage

Multi-Use Storage

Entry

Media Room

Media Storage

After School Storage

Recommendations Program Document DEA + BJM 56

Design Vision Phase 2: Elevation

The top right illustration is a section elevation of the east wall of the library-- the black lines are structural walls and flooring of the balcony that are being cut-through or â&#x20AC;&#x2DC;sectioned.â&#x20AC;&#x2122; The lower right illustration is a visual representation of how the space could be designed, after both time and money phases have been implemented. Changes from the current to recommended designs are described below. Adaptability Display books on the tops of bookshelves, previously used as book collection signage, are removed leaving bookshelf tops 90% clear, easing the transition to Events and allowing for activities use as originally intended in the 1973 Learning Center design. Storage/Organization Book collections are defined by a color ID system coordinating with bookcase side panels

Technology Centrally-controlled ceiling-mounted projector and window curtains streamline the transition process for Events and may increase instructional usage of projection screen. Acoustics Once bare rectangular indentations are filled with acoustical panels that double as informational / wayfinding signage for book collection color ID system

Lighting Large theatrical curtains provide a sense of grandeur for events functions, provide shading for projection screen and stage use, and absorb sound.

DEA + BJM Program Document Recommendations

Design Vision

Phase 2: Elevation

East Section Elevation: Current State not to scale

East Section Elevation: Recommended not to scale

Recommendations Program Document DEA + BJM 58

Appendix

DEA + BJM Program Document Recommendations

Detailed Table of Contents

Introduction

Summary of Issues

Recommendations

Appendix

Team Assignments..................................................................................................61 Observations...........................................................................................................63 School Day After School Interview Transcripts...............................................................................................71 After School Coordinator School Principal Casual Conversations Inventory..................................................................................................................79 Supplies & Equipment Book Collections Detailed Areas.......................................................................................................84 Universal Design Principles Fire Safety Inspection Code Reference Checklist References..............................................................................................................92

Recommendations Program Document DEA + BJM 60

Team Assignments

Kay Pearson [Team Leader] (kmp262@cornell.edu) Interviews: After School Lead Teacher, Principal; summaries Casual Conversations: After school teachers; summaries Observations: A+ After School Program (all); summaries Editing: total document Assisted: Phase Planning, Section Introductions, Adjacency Narrative, Detailed Areas, Future Issues

Ryan Allen-Parrot (rna32@cornell.edu) Interviews: Librarian and clerk; transcription and summaries Future Issues: narrative Detailed Areas: Technology Assisted: Goals/PR Statements, Programming Approaches

Luna Fang Zhang (fz87@cornell.edu) Adjacency Diagrams: current & recommended Goals/PR Statements Detailed Areas: Adjacency, sustainability, FF&E Visualization: icons (phased planning, balanced literacy, programming approaches), goal concept diagrams Assisted: Current State Floor Plan

DEA + BJM Program Document Recommendations

Team Assignments

Bre Hawes (bkh48@cornell.edu) Problem Context: history, constraints & conditions, primary issues Observations: School Day; summaries, spaghetti diagram Inventory: Current book sections Detailed Areas: Lighting, acoustics Goals/PR Statements: Updates and Reorganization Assisted: formatting detailed areas

Jen Mackall (jim55@cornell.edu) Mission Statement Line-By-Line Programs: current, recommended, narrative Observations: School Day; sequential dot diagrams, graphs Design Vision: lead designer FF&E selections, narratives Floor Plans & Elevations: current state, phase 1, phase 2 Formatting & Editing: total document Assisted: misc. narratives & introductions, Goals/PR Statements

Beth Myers (emm332@cornell.edu) Executive Summary Programming Approaches: narrative Casual Conversations Framework: Balanced Literacy Detailed Areas: Health & Safety, ADA Inventory: supplies & equipment Assisted: Phased planning, Goals/PR Statements

Recommendations Program Document DEA + BJM 62

Observations

School Day: Pre K Reading Area

School-day observations times: 8:00am - 9:30am: Pre-K Reading 9:00am - 10:00am: 2nd Grade Reading 11:30am - 1:00pm: 2nd Grade Reading Notes •Teacher sit among students •Students do not browse at the end of reading time. •Children fidget and lie down •Children get distracted and try to knock down display books. •Average peak density: 26

Peak Density Map (Mondays, 8:30am)

Figure 1

Reading Density

DEA + BJM Program Document Appendix

Figure 2

Observations

School Day: 2nd grade Reading & Browsing

Notes Reading: •Upon arrival, many students try to sit on top of book shelf •Story time is about 15 minutes in duration •Some teachers must remove students during story time for other activities •Average peak density: 13 Browsing: •Children browse as individuals or in pairs •Children gravitate toward the top shelf display books •Children walk quickly, skip or run through long isles •Browsing area is multi-level, librarian must check over the shelves to make sure no students are left behind

Reading Density Peak : TH 12:20pm

Browsing Density - Detailed Appendix Program Document DEA + BJM 64

Observations

After-School: 4th & 5th Grade ‘Family Time’

4th and 5th Grade “Family Time” 5th Graders

Time 1 Time 2 Time 3

4TH Graders

Boys Girls Teachers Movement Fidgeting

Summary of Activities:

Family time is from 2:30 – 3:00pm everyday, and is the only time when the students are separated by grade. They are given an after school snack and sign up for their afternoon activities for Free Choice #1 (3:00 – 4:00pm) and Free Choice #2 (4:00 – 5:00pm). Once these activities have finished, the teachers will either plan a group activity or help children with their homework.

Positive Behaviors

4th Graders: • All girls remained on task, worked quietly & independently • The boys on the steps worked collaboratively

Negative Behaviors

4th Graders: • Disinterested boys ran around the ramp, and sometimes hid behind the bookcase • 1 boy would run over to the 5th grade girls & flirt 5th Graders: • No one listened to the story that the teacher was reading aloud • Boys threw paper airplanes

Design Recommendations:

The space for the 4th graders is too small, with insufficient table surface for them to complete their homework. Also, the nature of the space prevents the teacher from maintaining a continual line-ofsight on all children. Because of these design failings, negative behaviors like hiding, running, and not remaining on task became more prevalent. The 4th graders should move to another space within the library with more tables and fewer opportunities for distraction. The space for the 5th graders is appropriate for the desired activities during family time. Unfortunately, the teacher is unwilling to reprimand the children for bad behavior or attempt to keep them engaged and on task. The student – environment relationship would be improved with a more attentive teacher.

DEA + BJM Program Document Appendix

Observations

After-School: Homework Time

Time 1 Time 2 Time 3

Homework Time

Boys Girls Teachers

Summary of Activities:

Free Choice #1 is from 3:00 – 4:00pm Monday – Thursday and is for homework and tutoring opportunities only. Teachers have a maximum of four students under their supervision, but most have only one or two.

Positive Behaviors • • •

Excellent teacher : student ratio Students remained engaged & on task for the full hour Library was very quiet & free of distracting negative behaviors

Negative Behaviors •

None

Design Recommendations:

The library is well suited for independent work or tutoring opportunities. Although no negative behaviors were observed, had there been, teachers have ample space and privacy to reprimand the student. Currently the desks and chairs are solid oak and very hard and heavy. If there were sufficient funds, updating the furniture to modular furniture would allow for group work as needed. Additionally, dry erase boards, easels, and other portable teaching aids would help support and reinforce educational lessons.

Appendix Program Document DEA + BJM 66

Observations

After-School: Media Club & Burmese Language

Media Club & Burmese Language

Time 1 Time 2 Time 3

Burmese Language (BL)

Boys Girls Teachers

Media Club (MC)

Summary of Activities:

Free Choice #2 is from 4:00 – 5:00pm Monday - Thursday, and the planned activities are enrichment educational opportunities that are not available during school hours. On Tuesdays, Media Club and Burmese Language meet in the library. The Media Club is a voluntary student group led by Ithaca College volunteers (“teachers” here in left graphic) in which students participate in weekly activities revolving around radio or video, etc. They require access to the computer and television to complete their activities. Often, they end with a recording session. The Burmese Language group is a learning opportunity provided by the school in which students of various ethnicities learn Burmese. This course consists of language work with interactive activities, such as singing or acting out songs with the vocabulary that was just learned.

Positive Behaviors

• High student : teacher ratios Burmese Language: • Physical space worked well for language work Media Club: • All students were very engaged

Design Recommendations:

Being that these two groups use the space in very different ways, the easiest solution would be for the Media Club to move their activities to the study room within the library space, once a door has been installed. This change will create acoustical privacy between the groups, allowing them to become fully immersed in their activities without distracting or being interrupted by the other group.

Negative Behaviors

Burmese Language: • Space worked poorly for activity work • Shyness during lesson • Activity time was very distracting to the Media Club during recordings.

DEA + BJM Program Document Appendix

Observations

After-School: Reading Time

Time 1 Time 2 Time 3

Group Reading

Boys Girls Teachers Volunteer Fidgeting

Summary of Activities:

Fridays are for special events where a weekly volunteer will plan a unique group activity for all of the after school students. Since Fall had just begun, this week a volunteer decided to read a story about apple dumplings, which was very interactive. It occurred on the uncarpeted steps of the auditorium section of the library and was observed from the balcony above.

Positive Behaviors • •

Most students were very engaged Students moved closer to have a better view of the book

Negative Behaviors •

• • •

Separation of genders (both in location and level of engagement during Q&A) Fidgeting Students distracted when others moved or parents picked up their children Students moved to the center to distance themselves from others, and lay down on the steps.

Design Recommendations:

The space overall worked quite well for this activity. The most common negative behavior was fidgeting. The amount did depend on the proximity to teachers, though some teachers seemed to condone the behavior. We would recommend that teachers be positioned more frequently throughout the group. Additionally, it appeared that most fidgeting was related to students being uncomfortable on the uncarpeted steps. During longer readings, it would be beneficial to have floor cushions for the children to sit on.

Appendix Program Document DEA + BJM 68

Observations

A+ After School Program

Special Event: Group Reading on Tiered Steps in Front of Stage: Friday, October 12, 2012; 3:00pm – 3:30pm •Children were constantly fidgeting; looking as if they were trying to get comfortable on the steps •Children would lie down, but were told to sit back up again •Girls sat towards the front, and along the sides •Boys sat towards the back, and along the sides •No one wanted to sit in the middle, directly in front of the volunteer reader •Both avoided the red squares taped on the center of the stairs •Children also sat according to race and ethnicity (may in part be due to siblings or cousins) •As the reading continued, children moved forward to see the pictures in the book •Whenever the volunteer asked questions about the book, only boys raised their hand and answered. Girls remained quiet. “Family Time;” 4th and 5th Graders Tuesday, October 23, 2012; 2:30pm – 3:00pm 4th Graders: •Very cramped; Not enough chairs and table space for all children •Only boys would sit on the carpeted stairs or on the floor. Girls sat in chairs at the tables; they did not move much. •Boys liked to run around on the ramp, circling the non-permanent bookshelf. They also hid behind the bookcase, preventing their teacher from seeing them. •Very noisy •Teacher had to constantly discipline the boys 5th Graders: •Teacher read a story about American history, but did not attempt to regain the attention of children. He kept reading as boys were making and throwing paper airplanes. •Girls sat at one table, boys at another (self-selecting) •A 4th grade boy would run in and out, flirting with the girls sitting at a table doing homework, not listening to the story. •At one point, the teacher called the children over to look at a photo in the book, but they immediately went back to their original spaces and continued to ignore his story •Although children were not on task, they were relatively quiet

DEA + BJM Program Document Appendix

Observations

A+ After School Program

Homework; Free Choice Option #1 Tuesday, October 23, 2012; 3:00 – 4:00pm •Plenty of staff; most homework spaces were at a 1:3 to 1:4 student-teacher ratio •Fewer disciplinary problems •Very quiet •Children did not tend to leave their seats during the full hour; remained on task while teachers were present •Teachers seemed relaxed; students were engaged. Special Instruction; Burmese Language and Media Club Tuesday, October 23, 2012; 4:00pm – 5:00pm Burmese Language Lesson •Small group with 2 volunteers; strong student to teacher ratio •Very quiet while learning the song; shy about saying foreign words out loud •Very noisy while acting out the song; morphed into a very noisy game of chase. In fact, the media club group had to come over and ask them to be quiet Media Club •Nearly 1 volunteer for each student; very cramped •Children were asked to write out a news report about something that happened during their day, and then were shown how to record their stories for radio •Quiet during the tasked writing; very noisy during the recording •Children did not leave their seats until it was time to record

Appendix Program Document DEA + BJM 70

Interview Transcript After-School Coordinator

In Library, 10:00am on October 19, 2012 How many children attend the after school program? 75-80 children (total enrollment) Does that number fluctuate day to day? Only several times a year are all those children in the library space at the same time. We se the library space primarily as a quiet space to do homework between 3 and 4 and between 4-5 it is another quiet space. If children need an even quieter space, sometimes we play games: math games and things like that. The hour between 3 and 4 is when the most A+ students are in the library. We average... it can be as high as 35 kids in the library with volunteers that varies on a daily basis. And staff: 3 sometimes 4 at that time. Volunteership varies sometimes 7, sometimes 2. What is it like when there are 35 kids in the library? Noisy. Loud. Hard to negotiate in terms of space because kids … this is a really good space to hide. So the issues are noise and hiding/line of sight? Yes, line of sight is a better way to frame it. Is the fluctuation of the student population related to absences or to payment schedules or …? That’s not likely to happen because we have a pretty flexible payment policy. Sliding scale with monthly payments. Fee depends on income. Having students out because of not paying isn’t an issue. Keep students regardless of payment. More likely affected by activities or events or the level of homework by grade level. For example, our highest enrollment grades are 3rd and 4th. Homework expands in 3rd grade. There may be events that impact whether kids have homework or the volume of homework. There may be long weekends or certain times with less homework. We typically don’t do homework on Fridays... more of a club and recreation... it’s not an issue on Friday. Depending on the day we probably have 10-12 3rd graders and as many 4th graders again depending on the day, between 5-8 fifth graders. Now have some second graders joining us. They have different needs, are little, and few. 4th and 5th graders have highest impact on noise level. Another thing I was thinking about the space... it’s never going to happen but the stairs are a source of, at least once a week there are kids running up and down the stairs and jumping on the stage. It’s sort of behavior management from the grownup perspective. We don’t have a great number of volunteers. 35 kids and 7 adults. It’s hard to manage. I’m sure it’s not going to change. What is the ideal ratio between students and teachers? 71

DEA + BJM Program Document Appendix

Interview Transcript

After-School Coordinator

That depends. There are a number of students who require individualized... 1:2 ratios. Others work better individually. If kids have similar needs, 1:3 or 1:4. This is in my practice as a former teacher. 1-3 students is the perfect number for one staff member. Does this ratio depend on grade level? Older kids who can complete their homework with little attention, so 1:3 or 1:4 works ok. Once it gets beyond that, the level is greater just because there are more kids. And even with indoor voices, the noise at 35 is exponential, not arithmetic. What are the determinants of child behavior and needs? The children with the highest needs will get up and walk around and will perceive themselves as having academic needs and being unable to move forward with adult help. That’s a perception thing for some kids. For others it’s a reality. That’s a high needs group. If there’s not someone there, depending on personality... they may sit quietly and no one notices them or they may run up and down the steps and create problems for other groups where kids are working. So when kids don’t get the level of support they need, it can lead to disruptive behavior? Absolutely. For the most part, kids are pretty engaged. They get the support they need but sometimes it’s just not physically possible because of the volume of kids and the nature of the work they’re doing. For example, if there’s a math concept that’s new at the higher levels, kids may need reminders of what they were taught in school. There’s a volunteer working with a particular student who was just beginning to understand the process of subtraction with regrouping, and this child wouldn’t have moved forward or would have practiced the wrong skill, creating bad academic habits. Mostly, we’re able to manage small groups of 2-4 children with intermittent attention without problems. Where do you have small groups? Do you use the space the same way each time? Do you use all areas? Yes. The alcove up by Eileen’s desk is a great space. Where the multiple copies is where the 5th graders meet as a family group between snack and play time. Family group is by grade level. Kindergarten and 1st are together in a family group this year because of numbers and that’s happened in the past. 5th graders stay in the multi-copy room for homework. Once the work is done, because it’s walled off, other students will wander in here and we’re having some difficulty with pretty significant relational aggression. 4th and 5th grade are involved. They go in the corner out of line of sight where staff won’t see them. What we’re going to do is make the space unavailable to 5th graders for homework and keep a staff member or volunteer in there because it’s becoming problematic. Appendix Program Document DEA + BJM 72

Interview Transcript After-School Coordinator

What is the nature of the relational problems? It’s the weirdest thing I’ve ever seen. Can’t explain. Intimidating, manipulating, bullying but not physical, sort of emotional and psychological. Not all characterized as bullying. But it’s affecting... Like picking at nerves? Yes, that’s exactly what it is. Targeting kids because of vulnerabilities. Basically get in everybody’s business when you don’t need to. So to solve the problem, you’re changing staff placement? The interaction between these groups is sometimes very positive... let me describe it to you. On the playground... we have an area with low shrubs, grassy area, playing field. In the playing field, there are a handful of fourth graders who play some ball game, there are younger kids who play in the garden/grassy area. And older kids will go off as if you’re in a... there’s note passing and gossiping, etc. We’re going to make that grassy area a space with an organized aim so if you want to do that (bully), you have to go somewhere else, so it’s easier to manage this... That’s one of the things that contributes to the noise level [because kids come into the library in an agitated state]. What are students supposed to do in the library? After students have finished their homework, sitting with friends and drawing quietly, writing in your journal, reading books, having conversation, reading together is appropriate. There are lots of math type games. Most of it is paper and pencil. My wish would be to change that. There are word searches... something that’s going to keep you focused and not wandering around. Something that’s giving them that’s not academically stressful that could be enriching... for example, 4th graders are goal oriented and want to learn multiplication tables. What behaviors are not ideal, that are directly related to the space? The books on the shelves. They are knocked down all the time. They interfere with line of sight because they make the shelves that much taller. Kids also pull books off the shelves, and staff have to be there at the moment to see that they’ve done this. They don’t put them back where they belong even though they know how to do that, that’s the procedure that Paula teaches them. They leave them in a space. Where the furniture is: I think this is great for homework [the small alcoves with tables and chairs] for doing homework, but the ones that are out of the line of sight are problematic. (discussed the room plan and highlited the drawing). The graphic novel section is especially popular. The path through the library near top of the stairs is very crowded. Management of traffic flow is problematic there. I like to have lots of space. People cut both ways through the room on those stairs. From the reading area up the ramp into the multicopy room is easy to sneak. 73

DEA + BJM Program Document Appendix

Interview Transcript

After-School Coordinator

What if we put a door as a physical cue that there’s separation between multi-copy room and library? Perhaps glass door? Would probably help. There’s probably a safety reason that it’s like that (no door). There’s a dead space (marked on the map near the wheelchair lift). Crowded near entrance and circulation area. Need to retrain people not to have conversations up there. They should go out into the hallway. Also, right at the top of the stairs, noise is especially an issue. Adults tend to stand up there and yell across the library. Have you worked in another school? Yes. Did you notice similar behaviors in that library? I’ve been here for so long... Don’t know. Are there any special issues because it’s an auditorium too? The fact that it shares a wall with the Gym... it gets really loud in here. Defining the space and calling it what it is [library]. It is never a playground and never a Gym. What else do you want to discourage? The [negative] social interactions across the board. No matter where you are. In terms of line of sight, What about the future use of this space? Technology, etc.? We have a computer lab across the hall. We have a project with media club/ awareness two days/week. It’s almost a 1:1 ratio of IC students and A+ students. Up to 10 children at the TV monitor. Having that in a different space with hookups and different connectors would be great. Perhaps in the multiple copy room. As you walk into the room, there’s a whiteboard that’s only occasionally used.... Maybe a club to teach how to use an MP3 player and make playlists. What about the reading area/amphitheater? It gets crowded with 4th graders. Makes it kinda tight. Perfect for Ms Paula. What about the balcony? Don’t use because it would create a whole new set of problems. (Then we discussed the activities on different days of the week, and notes were taken by Katherine Pearson).

Appendix Program Document DEA + BJM 74

Interview Transcript BJM Principal (E-mail)

1) What is the budget for the libraryâ&#x20AC;&#x2122;s renovations? Is there an opportunity to secure additional funds - either this year or in the future? While a final budget is not available at this time, BJM is poised for a major refreshing. As you have probably gathered, BJM is a high traffic school and is frequently utilized by community and district stakeholders. In-house renovations are underway; I want to step-back and gather a big picture perspective to make sure our renovation work is aligned with where we are going. We are taking some initial steps to freshen-up an already re-purposed space. 2) Is there any flexibility with the carpet? Can we suggest alternative colors or materials? If you have color suggestions, please make them. We picked the color this summer; I am not sure if it is the same blue that we now have in the front offices. We selected the blue with sprinkled color because of its dark color (sprinkled with olives and other blues). 3) What is your vision for the library? What function(s) would it serve? My vision for the library is ever evolving and certainly the primary focus is on meeting the academic needs of the students. I see the library as a learning hub where students are able to access many points of literacy (traditional and 21st century). I see the library evolving into a media literacy center i.e. a 21st century library. Our librarian, Paula Long, is taking the necessary steps to ensure that we are progressing in this direction. So the purpose of the space is morphing into a place where 21st century skills are developed. 4) Are you interested in renting out the library for community events? What processes must happen in order for the library to be ready for large groups? How much income might be collected per event? Currently, the procedure for utilizing building space is that groups submit a building use form. If the requested time occurs when a custodian is not on duty, then there is a charge of $17.00 per hour to cover a custodian. No other facility charges are incurred. This is my present understanding. 5) Do you have any large-group events that will happen in the next two weeks? I do not see any large group events on the radar in the coming weeks. Typically our after school programs utilize the spaces on a daily basis. -- Linus J. Guillory, Jr., PhD Beverly J. Martin Elementary Principal Ithaca City School District (607) 274-2209 Linus.Guillory@icsd.k12.ny.us

DEA + BJM Program Document Appendix

Interview Summary Casual Conversations

A+ After School Teacher, 4th Grade In library, 2:55pm on Tuesday, October 23, 2012 Responsible for 4th graders during “Family Time” before Free Choice programming begins Background & Educational Philosophy: 3rd year as an after school teacher for the A+ program. Taught 3rd graders last year, so he is responsible for the same children now that they are in 4th grade. Would prefer to continue to follow the children as they age; feels like he has a better understanding of the social dynamics between them. When new children join the after school program, it is easier to bring them into the fold when he already knows the existing children Furthermore, he already knows the parents and can continue to build rapport with them. Space: 4th grade “family time” is held in the area with the carpeted steps and three tables with four chairs each. Negatives of Space: • Voices carry; sounds echo & reverberate • Space is too compact for 4th graders’ body size and class density • Children are unable to personalize their space • No chalkboard or whiteboard for additional instructional opportunities • Children climb on permanent bookshelves; try to use them as seats • Children hide behind temporary bookcase by ADA ramp • Children get distracted by the other classes also using the library (multi-copy room) Positives of Space: • Close proximity to media space; uses audio/visual equipment once a month

Appendix Program Document DEA + BJM 76

Interview Summary Casual Conversations

Full-time 3rd Grade Teacher for BJM & A+ program In library, 3:15pm on Tuesday, October 23, 2012 Provides educational support/tutoring for children completing their independent homework assignments during A+ Free Choice #1 Space: Area with the carpeted steps and three tables with four chairs each. Positives of Space: •3rd graders enjoy sitting on the steps when teachers read to them •Tables provide a space for snacks & socializing in between educational activitie •Tables also provide proper workspaces for children to complete their homework •Natural lighting Positives of Entire Library: •Promotes the multi-functionality of the educational experience •Numerous & diverse spaces that are separate & distinct from each other Full-time 3rd Grade Teacher for BJM & A+ program In library, 4:15pm on Tuesday, October 23, 2012 Provides educational support/tutoring for children completing their independent homework assignments during A+ Free Choice #1 Philosophy about libraries: Children should respect the quiet nature of libraries. Instead of designing a library to compensate for children’s negative behaviors, children should be told to behave better! Would really hate to see the space have acoustic panels and other elements that would ruin the “atmosphere” of the library. Space: Entire library Positives of Space: •“Everything!” •Plenty of space for small group work/individualized attention Negatives of Space: •Carpet; dated furniture 77 DEA + BJM Program Document Appendix

Interview Summary Casual Conversations

Ms. Reukauf – 4th Grade Teacher’s Assistant for BJM & A+ program In library, 4:30pm on Tuesday, October 23, 2012 Provides educational support/tutoring for children completing their independent homework assignments during A+ Free Choice #1 Space: Entire library Positives of Space: •Many places for individualized instruction Negatives of Space: •Acoustics (echoing) make it difficult to keep children on task •No comfortable lounge area to promote relaxed free reading (fun reading, not educational; like Harry Potter, etc.) •No separate area for 100% quiet time •No separate area for loud activities (media, group lessons, etc.)

Appendix Program Document DEA + BJM 78

Inventory

Supplies & Equipment

BEVERLY J. MARTIN ELEMENTARY SCHOOL LIBRARY INVENTORY

MEDIA ROOM Item TV on Cart Computer Monitor VCR Computer Keyboard DVD Player Big Books Bin Books on Tape Center Books on Tape Drawer Storage space Mobile lab iMac Scanner iMac Desk Square Desk Rectangular Desk Chairs After-school check-in Magazine rack Water bottle bin Storage closet Upholstered chair Whiteboard Electric outlet

Quantity 3 3 2 1 1 1 1 1 1 1 25 1 1 1 4 1 20 1 1 1 2 1 1 3

READ-ALOUD AREA Round table Chairs Electric outlet Removable bookcase

3 11 3 3

SMALL-GROUP AREA 1 Round table Chairs Electric outlet

2 8 2

Notes

Unused / not hooked up Unused / not hooked up

After-school use After-school use Rolling laptop station

Tape on floor where desks go Tape on floor where desks go Tape on floor where chairs go Station for After-school After-school use After-school use / general storage Sliding with shelving behind

DEA + BJM Program Document Appendix

Inventory

Supplies & Equipment

CIRCULATION AREA / LIBRARIAN + CLERK AREAS Item iMac station Keyboard Librarian desk Librarian chair Clerk Desk Book-Drop / Return Bookcase on wheels Bookcase Recycle bin Trash bin

Quantity 2 1 1 1 1 1 1 1 2 1

SMALL-GROUP AREA 2 Rectangular table Chairs Electric outlet Wheelchair lift Removable bookcase

1 5 1 1 2

TV-VIEWING AREA Round table iMac Station Flatscreen TV VCR DVD player Electric outlet Chairs Removable bookcase

1 1 1 1 1 1 5 1

SMALL-GROUP AREA 3 Square table Chairs Removable bookcase Electric outlet Globe

1 4 1 1 1

Notes Unused Rectangular / movable U-shaped/one-piece Attached to clerk desk metal wooden

Mounted on wall

Separate large space into 3 smaller

Appendix Program Document DEA + BJM 80

Inventory

Supplies & Equipment

INDEPENDENT READING AREA Item Upholstered chairs Side tables Electric outlet

Quantity 4 2 2

STAGE AREA Pianos Foldable chairs Electric outlet Electric Hookups Storage shelves Speakers

2 6 1 3 6 2

SMALL-GROUP AREA 4 Removable bookcase Computer desk Atlas storage

2 1 1

SMALL-GROUP AREA 5 Square table Chairs Removable bookcase

1 5 1

SMALL-GROUP AREA 6 Removable bookcase Library cart Storage closet

1 1 1

STORAGE CLOSET 1 Clipboards Art supplies Easel Whiteboard Cart Listening books Encyclopedias

30 2 boxes 1 1 1 1 Set

Notes 2 against wall 1; 2 against wall 2 1 in between pair of chairs

Leaning against wall Built into half-walls

With wheels

On-wheels Misc. storage + overstock Attached to SGA 6 Misc. Broken Unused Movable Overstock Overstock

STORAGE CLOSET 2 Attached to Clerk / Librarian Area Sink 1 Overhead cabinets 5 With doors DEA + BJM Program Appendix Overhead shelving Document 2

Storage closet STORAGE CLOSET 1 Clipboards Art supplies Easel Whiteboard Cart Listening books Encyclopedias STORAGE CLOSET 2 STORAGE CLOSET 2 Sink (cont.) Overhead cabinets Item Overhead shelving Bookcase Stools Projector cart Books Computers Projectors Elmo (projector) Phone Audio players Misc. audio equip STORAGE CLOSET 3 Network server File cabinet Rolling cart Bookcase File cabinet 4-drawer file cabinet Games Binders VHS tapes Boards Art supplies STORAGE CLOSET 4 5-shelf bookcase Boxes of books Map Overhead projectors

1 30 2 boxes 1 1 1 1 Set 1 5 Quantity 2 3 2 1 3 boxes 2 2 1 1 4 3 boxes 1 1 1 2 1 1 10 â&#x20AC;&#x201C; 15 10 20 4 2 bins 5 6 1 6

Misc. storage + overstock Attached to SGA 6 Misc. Broken Unused Movable Overstock Overstock

Inventory

Supplies & Equipment

Attached to Clerk / Librarian Area With doors Notes

Unused / overstock

Missing a part

Attached to SGA 1 For the school building small With doors / tall After-school use

Misc. Attached to SGA 1 Overstock / unused Rolled up / unused Unused

Appendix Program Document DEA + BJM 82

Inventory

Book Collections

1. Non-fiction: mythology, religion, family, community, civics, civil rights, immigration, money, conservation, military a. Reference 2. Princess stories, graphic novels 3. Folk stories, fairy tales 4. Nursery rhymes 5. Animal facts 6. Sea creatures, insects 7. Rocks, weather 8. Plants, dinosaurs 9. Atlases 10. Birds, animals, whales, bats 11. Senses, body, health 12. Motorcycles, cars, trucks, airplanes 13. Domesticated animals (dogs, cats, etc) 14. Cooking 15. Drawing 16. Crafts 17. Music 18. Dance, jokes 19. Sports 20. Poetry (full) 21. Culture-type books 22. Fiction by last name 23. Story collection, foreign language, American girl books 24. Maps 25. Knights, ancient history-> Europe, Asia 26. Middle east, Africa 27. Early chapter books 28. Picture books, all the way around section by name

DEA + BJM Program Document Appendix

Detailed Areas Universal Design

Seven principles of Universal Design 1. Equitable Use • The design is useful and marketable to people with diverse abilities. • Provide the same means of use for all users: identical whenever possible; equivalent when not. • Avoid segregating or stigmatizing any users. • Make provisions for privacy, security, and safety equally available to all users. • Make the design appealing to all users. 2. Flexibility in Use • The design accommodates a wide range of individual preferences & abilities. • Provide choice in methods of use. • Accommodate right or left-handed access and use. • Facilitate the user’s accuracy and precision. • Provide adaptability to the user’s pace. 3. Simple and Intuitive Use • Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. • Eliminate unnecessary complexity. • Be consistent with user expectations and intuition. • Accommodate a wide range of literacy and language skills. 4. Perceptible Information • The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. • Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. • Maximize “legibility” of essential information. 5. Tolerance for Error • The design minimizes hazards and the adverse consequences of accidental or unintended actions. • Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. • Provide warnings of hazards and errors. • Provide fail-safe features. • Discourage unconscious action in tasks that require vigilance.

Appendix Program Document DEA + BJM 84

Detailed Areas Universal Design

6. Low Physical Effort • The design can be used efficiently and comfortably and with minimum fatigue. • Allow user to maintain a neutral body position. • Use reasonable operating forces. • Minimize repetitive actions. • Minimize sustained physical effort. 7. Size and Space • Appropriate size and space is provided for approach, reach manipulation, and use regardless of user’s body size, posture, or mobility. • Provide a clear line of sight to important elements for any seated or standing user. • Make reach to all components comfortable for any seated or standing user. • Accommodate variations in hand and grip size. • Provide adequate space for the use of assistive devices or personal assistance.

DEA + BJM Program Document Appendix

Detailed Areas

Fire Safety Inspection Code Reference Checklist

This checklist is to be completed by certified code compliance technician or code enforcement official only. Part II - Fire and Life Safety Standards Section II-B This section is to be completed for all Public and Nonpublic Schools and BOCES Provide a clear line of sight to important elements for any seated or Regulations of the Commissioner (8 NYCRR Part 155.25) 8. Electrically Operated Partitions. If N/A or electrically disconnected, go to section 9 A-2 Partitions are operated by two (2) key operated, tamperproof, constant pressure, switches wired in series, remotely located at opposite ends and opposite sides of, and in view of, the partition. B-2 The partition is capable of being reversed at any point in the extend or stack travel cycle. C-2 Device(s) are provided for all partitions that will stop the forward or backward motion of the partition and stop the stacking motion of the partition when a body or object passes between the leading panel of such partition and a wall or other termination point, or when a body or object is in the stacking area of such partition. D-2 Appropriate and conspicuous notice regarding the safe and proper operation of the electrically operated partition, required training, and supervision of students is posted in all partition operator locations. E-2 Records of inspection, testing, and maintenance of electrically operated partitions are available for review. Records verify that maintenance was performed in accordance with the manufacturerâ&#x20AC;&#x2122;s instructions and recommended service interval. Revised 9/09 Fire Code of New York State (19 NYCRR Part 1225) Code 9. General Precautions Against Fire Section A-2 Combustible waste and vegetation shall not create a hazard. F304 B-2 Open flames are prohibited except supervised science and technology labs. F308 C-1 Storage in buildings is orderly. F315 D-1 Storage ceiling clearance of 24 inches is maintained in nonsprinklered areas of F315 buildings or 18 inches below sprinkler head deflectors in sprinkled areas of the building. F-2 Combustibles are not stored in boiler rooms, mechanical rooms, or electrical F315 equipment rooms. G-2 Fueled equipment shall not be stored, operated, or repaired within a building. F313 10. Emergency Planning and Preparedness A-2 B-2

Fire safety and evacuation plans are prepared, maintained and available for review Material Safety Data Sheets (MSDS) are complete and available on premises.

C-1

Hazardous material containers and rooms are properly identified.

Code Section F404 F407 F407

D-1 Records of hazardous material inventory statements are provided. F407 11. Fire Service Features A-2 Fire apparatus access roads are maintained and unobstructed. F503 (NOTE: gates are permitted.) B-1 Flat roofs, less than 30 degrees (6/12 pitch), are free from obstruction. F507 Program DEA + BJM C-2 Private fire service hydrants, mains,Appendix and tanks are properlyDocument maintained and F508 86 tested. D-2 Fire hydrants are maintained free from obstruction. F508

G-2

equipment rooms. Fueled equipment shall not be stored, operated, or repaired within a building.

10. Emergency Planning and Preparedness A-2 Fire safety and evacuation plans are prepared, maintained and available for Detailed Areas review Fire Safety Inspection Code Reference Checklist

Code Section F404

B-2

Material Safety Data Sheets (MSDS) are complete and available on premises.

F407

C-1

Hazardous material containers and rooms are properly identified.

F407

D-1 Records of hazardous material inventory statements are provided. 11. Fire Service Features A-2 Fire apparatus access roads are maintained and unobstructed. (NOTE: gates are permitted.) B-1 Flat roofs, less than 30 degrees (6/12 pitch), are free from obstruction. C-2 Private fire service hydrants, mains, and tanks are properly maintained and tested. D-2 Fire hydrants are maintained free from obstruction. E-1 Fire protection equipment and locations are identified and maintained. 12. Building Services and Systems A-1 Equipment access is maintained. B-3 Portable unvented heaters are prohibited. C-2 Above-ground gas meters are protected from damage. D-2 Records of inspection, testing, and maintenance of emergency and standby power systems are maintained on premises and are available for inspection. E-1 No electrical system hazards observed or reported. F-1 Service equipment areas are adequately illuminated. G-1 Electrical service and branch equipment working space is unobstructed. H-1 Electrical room doors and all disconnects are identified. I-1 Unapproved multi-plug adapters are not used. J-1 Extension cords are properly used and are not a substitute for permanent wiring. K-1

Outlet, switch, junction boxes, and wire splices are covered.

L-1

Refrigeration systems are accessible, properly labeled, and records of periodic testing are available on premises. M-1 Approved elevator emergency signs are provided. N-1 Emergency elevator keys are properly located in an approved location for immediate use by the fire department. O-2 Heating equipment, chimneys and vents are maintained and are in proper working order. 13. Commercial Kitchen Hoods A-2 Kitchen hood is provided and maintained at commercially used equipment capable of producing grease vapors or smoke. B-2 Hood fire extinguishing system, where provided, is maintained and serviced in accordance with Section F904 of the Fire Code of New York State. 14. Fire Resistance Rated Construction A-2 Fire resistance rating of rated construction is maintained. B-2

Opening protectives are properly maintained and are not blocked or made inoperable. C-2 Doors requiring closers are not rendered inoperable by removal of the closer or the installation of any nonautomatic hold open device. D-1 Records of annual inspections of sliding and rolling fire doors are available. E-1 Swinging fire and smoke doors close and latch automatically from any position. 15. Decorative Material and Furnishings A-2 Furnishings do not obstruct or obscure exits.

F313

F407 F503 F507 F508 F508 F510 F603 F603 F603 F604 F605 F605 F605 F605 F605 F605 Code Section F605 F606 F607 F607 F603 F609 F609 F703 F703 F703 F703 F703 F807

B-1

Storage of clothing and personal belongings in corridors and lobbies is

F807

C-2

Artwork and teaching materials are limited to not more than 20% of the corridor wall area.

F807

DEA compliant. + BJM Program Document Appendix

capable of producing grease vapors or smoke. Hood fire extinguishing system, where provided, is maintained and serviced in accordance with Section F904 of the Fire Code of New York State. 14. Fire Resistance Rated Construction A-2 Fire resistance rating of rated construction is maintained. B-2

F609 F703

Detailed Areas

B-2

Opening protectives are properly maintained and are not blocked or made F703 Fire Safety Inspection Code Reference Checklist inoperable. C-2 Doors requiring closers are not rendered inoperable by removal of the closer or F703 the installation of any nonautomatic hold open device. D-1 Records of annual inspections of sliding and rolling fire doors are available. F703 E-1 Swinging fire and smoke doors close and latch automatically from any position. F703 15. Decorative Material and Furnishings A-2 Furnishings do not obstruct or obscure exits. F807 B-1 C-2 D-2

Storage of clothing and personal belongings in corridors and lobbies is compliant. Artwork and teaching materials are limited to not more than 20% of the corridor wall area. Curtains, drapes, hangings and other decorative materials suspended from walls or ceilings shall be fire resistant or non-combustible.

F807 F807 F807 Code Section

16. Fire Protection Systems A-2 Fire detection, alarm, and extinguishing systems are operative and inspection, testing and maintenance records are maintained and available for review on premises. B-2 Portable fire extinguishers are located in a conspicuous location, are readily accessible, are not obstructed or obscured, and are maintained in accordance with this section and NFPA. C-2 Fire pumps are inspected, tested, maintained, in accordance with this section and NFPA 25 and records are available on premises for review. Means of Egress A-3 The required capacity of means of egress is free of obstructions. B-2 Exterior exits are free from obstruction, including ice and snow. C-2 Curtains, drapes, or decorations shall not be placed to obstruct exits or visibility thereof. D-2 Exit signs are provided in rooms or areas which require two or more exits. E-1 Exit sign placement shall be such that no point in an exit access corridor is more than 100 feet from the nearest visible exit sign. F-3 Doors shall be readily operable from the egress side without the use of a key or special knowledge or effort. Electromagnetic locking devices are not allowed. Rev. 4/2/07 G-1 Occupant load is conspicuously posted in all assembly spaces where occupant load exceeds 50 persons. H-2 Means of egress are provided with emergency lighting. I-2 Tactile signs stating EXIT and complying with ICC/ANSI, A117.1 are provided adjacent to each door to an egress stairway. J-1 Aisles are provided in all occupied spaces containing seats, tables, furnishings, displays, and similar fixtures or equipment and are unobstructed at all times. K-l Stairways that travel below the level of exit discharge are clearly defined.

F1029

L-1

F1029

Required exit signs are provided with emergency illumination.

18. Flammable Finishes A-2 Electrical wiring and equipment in spray areas shall be explosion proof. B-2 â&#x20AC;&#x153;No Weldingâ&#x20AC;? signs shall be posted in the vicinity of the paint spraying areas and paint storage rooms. C-2 Portable fire extinguishers rated for high hazard shall be provided in paint spraying areas. D-2

F901 F906

F913 F1028 F1028 F1028 F1029 F1029 F1029 F1029 F1029 F1029 F1029

F1503 F1503 F1504

Code Appendix Program Document DEASection + BJM 88 Spraying areas, exhaust fan blades and exhaust ducts shall be kept free from F1503 the accumulation of deposits of combustible residues.

H-2 I-2 J-1 K-l

Means of egress are provided with emergency lighting. Tactile signs stating EXIT and complying with ICC/ANSI, A117.1 are provided adjacent to each door to an egress stairway. Aisles are provided in all occupied spaces containing seats, tables, furnishings, displays, and similar fixtures or equipment and are unobstructed at all times. Stairways that travel below the level of exit discharge are clearly defined.

Detailed Areas L-1 Required exit signs are provided with emergency illumination. Fire Safety Inspection Code Reference Checklist

18. Flammable Finishes A-2 Electrical wiring and equipment in spray areas shall be explosion proof. B-2 “No Welding” signs shall be posted in the vicinity of the paint spraying areas and paint storage rooms. C-2 Portable fire extinguishers rated for high hazard shall be provided in paint spraying areas. D-2

Spraying areas, exhaust fan blades and exhaust ducts shall be kept free from the accumulation of deposits of combustible residues. 19. Service Station and Repair Garages A-3 An approved, clearly identified and readily accessible emergency disconnect switch shall be provided for fuel dispensers and distinctly labeled “Emergency Fuel Shutoff”. B-2 Approved fire extinguishers, with a minimum rating of 2-A: 20-B:C, shall be located within 75 feet of pumps, dispensers, and storage tanks. C-1 Approved warning signs shall be posted in the fuel dispensing area. D-1 Daily inventory records are maintained for underground fuel storage tanks. E-1 Above-ground tanks are protected from impact by motor vehicles. F-1 Sources of ignition shall not be located within 18 inches of the floor in repair garages. G-1 Appropriately rated fire extinguishers are provided in repair garages. H-2 A non-coin operated telephone or other means to notify the fire department is provided on-site. 20. Welding And Other Hot Work A-1 Hot work is conducted in areas designed or authorized for that work. B-1 Combustible materials are protected to prevent ignition. C-1 Fire extinguishers with a minimum 2-A:20-B:C ratings are located within 30 feet of hot work area.

21. Hazardous Materials A- 3 The storage, use, and handling of all hazardous materials are in accordance with Fire Code section 2703. 22. Compressed Gasses A-3 Compressed gas containers are marked in accordance with CGA C-7. B-3 Compressed gas containers are secured and protected. C-3 Protective caps, plugs or devices are in place.

23. A-1

F1029 F1029 F1029 F1029 F1029 F1503 F1503 F1504 Code Section F1503 F2203 F2205 F2205 F2206 F2206 F2211 F2211 F2204 F2601 F2604 F2604

F2703 F3003 F3003 F3003 Code Section

Property Maintenance Code of NYS (19 NYCRR Part 1226)

Required equipment, systems, devices, and safeguards are maintained in good working order. B-1 Non-required equipment, devices, and systems are maintained in good working order or removed. C-1 All exterior property and premises shall be maintained in a clean, safe, and sanitary condition. D-2 Certificate of elevator inspection is available for review. 24. Unsafe Structures and Equipment An unsafe structure is one that is found to be dangerous to the life, health, property, or safety of the public or the occupants of the structure by not providing minimum safeguards to protect or warn occupants in the event of fire, or because such structure contains unsafe equipment or is so damaged, 89 DEAdecayed, + BJM Program Document dilapidated, structurally Appendix unsafe, or of such faulty construction or unstable foundation, that partial or complete collapse is possible. Unsafe equipment includes any boiler, heating equipment, elevator, moving

PM106 PM106 PM302 PM606

Detailed Areas

21. Hazardous Materials A- 3 The storage, use, and handling of all hazardous materials are in accordance F2703 Fire Safety Inspection Code Reference Checklist with Fire Code section 2703. 22. Compressed Gasses A-3 Compressed gas containers are marked in accordance with CGA C-7. F3003 B-3 Compressed gas containers are secured and protected. F3003 C-3 Protective caps, plugs or devices are in place. F3003 Code Section 23.

Property Maintenance Code of NYS (19 NYCRR Part 1226)

A-1

Required equipment, systems, devices, and safeguards are maintained in good working order. Non-required equipment, devices, and systems are maintained in good working order or removed. All exterior property and premises shall be maintained in a clean, safe, and sanitary condition. Certificate of elevator inspection is available for review. Unsafe Structures and Equipment An unsafe structure is one that is found to be dangerous to the life, health, property, or safety of the public or the occupants of the structure by not providing minimum safeguards to protect or warn occupants in the event of fire, or because such structure contains unsafe equipment or is so damaged, decayed, dilapidated, structurally unsafe, or of such faulty construction or unstable foundation, that partial or complete collapse is possible. Unsafe equipment includes any boiler, heating equipment, elevator, moving stairway, electrical wiring or device, flammable liquid containers or other equipment on the premises or within the structure which is in such disrepair or condition that such equipment is a hazard to life, health, property, or safety of the public or occupants of the premises or structure. If the inspector determines that the building or equipment is unsafe as described above and requires condemnation, he/she shall check this item on the nonconformance sheet, provide a written explanation of the hazard, and contact the Office of Facilities Planning Fire Safety Unit at (518) 474-3906 immediately. Other Requirements

B-1 C-1 D-2 24.

A-3

25. A-3

PM106 PM106 PM302 PM606

PM108

Document violations of any provisions of the Fire Code of New York State not specifically addressed elsewhere in this form. List the section number of each code requirement detailing the specifics of the violation.

Appendix Program Document DEA + BJM 90

References

Blue, E. V. (2011). UD and UDL: paving the way toward inclusion and independence in the school library. Knowledge Quest, 39(3), 48 â&#x20AC;&#x201C; 54. Retrieved from http:// go.galegroup.com.proxy.library.cornell.edu/ps/i.do?id=GALE%7CA248406076 &v=2.1&u=nysl_sc_cornl&it=r&p=AONE&sw=w Casey, M., Savastinuk, L. Library 2.0. Library Journal Online. 2006. <http://www. libraryjournal.com/article/CA6365200.html>. Cornell, E.H., Heth, C.D., Broda, L.S. (1989). Childrenâ&#x20AC;&#x2122;s wayfinding: Response to instructions to use environmental landmarks. Developmental Psychology, 25(5), 755-764. Durek, D.P. (1993). Architectural Programming. Canada: Wiley & Sons. Eaton, G. (1991). Wayfinding in the library: Book searches and route uncertainty. RQ, 30(4), 519-527. Engineering Toolbox (2012). Retrieved from: http://www.engineeringtoolbox.com/ light-level-rooms-d_708.html EPA(2004). Comprehensive Procurement Guidelines (CPG). Resource: http://www. epa.gov/epawaste/conserve/tools/cpg/products/index.htm#construct Fatima, S. & Mohanty, A.R. (2011). Acoustical and fire-retardant properties of jute composite materials. Applied Acoustics, 72 (2-3), 108-114. Fountas, I.C., & Pinnell, G.S. (2011). The Continuum of Literacy Learning: Grades PreK 8. Portsmouth, NH: Heinemann. Fountas, I.C., & Pinnell, G.S. (1996). Guided Reading, Good Teaching for All Children. Portsmouth, NH: Heinemann. Fountas, I.C., & Pinnell, G.S. (2006). Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8. Portsmouth, NH: Heinemann. Hedge, A. (1998). Ecotecture: Lighting. Cornell University, Retrieved from: http://ergo. human.cornell.edu/ecotecture/lighting.htm.

DEA + BJM Program Document Appendix

References

HHS/ACF/ACYF/HSB (2005) Head Start Center Design Guide. Second Edition. Retrieved Oct 23, 2012, from http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/ eclkc_bookstore/pdfs/head%20start%20%20design%20guide%20--%20 second%20edition.pdf International Code Council (ICC)(2012). http://publicecodes.cyberregs.com/st/ ny/st/b200v10/st_ny_st_b200v10_12_sec005.htm. Originally retrieved from: http://www.dos.ny.gov/dcea/. Jansen-Osmann, P. & Fuchs, P. (2006). Wayfinding behavior and spatial knowledge of adults and children in a virtual environment: The role of landmarks. Experimental Psychology, 53(3), 171-181 Li, R. & Klippel, A. (2012) Wayfinding in libraries: Can problems be predicted? Journal of Map and Geography Libraries, 8, 21-38. Lynch, K. 1960. The Image of the City. Cambridge, MA: MIT Press. New York State Education Department (1998). Citing Websites. Manual of Planning Standards. Retrieved Oct 23, 2012, from http://www.p12.nysed.gov/facplan/ publicat/mps1998.pdf. Office of Noise Abatement Control (EPA) (1978). Protective noise levels: Condensed version of EPA levels document. Retrieved from: http://www.epa.gov/nscep/ index.html. Wohlwill, J.F., & Heft, H. (1987). The physical environment and the development of the child. In D. Stokols & I. Altman (Eds.), Handbook of environmental psychology. New York: Wiley. Zeisel, J. (2006). Inquiry by Design. Norton, W.W. & Company, Inc.

Appendix Program Document DEA + BJM 92