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A CCI-G-IUNITY 5CHC€L rCR
OLNEY, T7,XAS
Presented to
Professor nelson
Division of Architecture
Texas Tech University
In Partial Fulfillment
of the requirements for the
Bachelor of Architecture Dep;re<
by
Allen Clsnahan
December, 1932

ACKN0'yLEXiuXr:NT3
In preparing for this report, I have received considerable
help from the citizens of Olney, Texas. Superintendent
of Schools, Charles E. Mitchell, provided rae
with Diuch of the educational inforraation of' the school
district. LaVelle Davis contributed by proofing the report.
Lanell Snow, resource teacher of Olney High School,
provided the special education inforraation. I would like
to express ray deep gratitude to Wanda Jean Clifton who
has contributed so much of her time and city information
to me throughout this project, as well as the many other
projects I have been involved with at Texas Tech.

TABLE C? CCNT£:;T3
Unit 1 Case Studies 5
Unit 2 Background , 2u
Unit 3 Goals, Objective, Problem Statement 29
Unit 4 Activity Analysis 31
Unit 5 Site Analysis 2*6
Unit 6 Detailed Space List 63
Unit 7 Space Summary.. ^:
Unit g Systems Performance 92
Unit 9 Cost Analysis 9^
Unit 10 Appendix 101.
Unit 11 Bibliography 1^^)
Frontispiece photos
courtesy of Olney
High School Annual Staff

LIJT 0? TABLi-.
r^o
Table -^nre
1.1 Cost Analysis Summary of Case Studies 19
2.1 Olney School's Enrollment of o2-S3 51
4.1 Activity Time Table no. 1 33
4.2 Activity Time Table no. 2 39
4.3 Activity Time Table no. ) 40
4.4 Activity Time Table no. 4 41
4.5 Activity Time Table no. 5 k2
4.6 Student/Teacher Relationships of Activities A3
4.7 School/Teacher Relationships of Activities ^5
5.1 Olney Surface V/ater Reserviors 51
5.2 Olney Temperatures 54
5.3 Olney Rainfall 55
5.4 Olney Sun Angles 5'"
6.1 Stage Lighting ?4
9.1 Building Construction Cost Estimate 100
9.2 Escalation Timeline ICC
9.3 Escalation Rate ICl

Figure
LIST OF ILLUS7RATICN .-)
1.1 Tangled Web of Social Services ?
1.2 JFK School and Community Center.. 10
1.3 Thomas Jefferson School and Community Center....12
1.4 Spring Loaded Partitions 14
5.1 Location of Olney, Texas 4?
5.2 Zoning Map of Olney, Texas 4S
5.3 Site of Olney Indepentent School District 49
5.4 Soil Tests 5-
5.5 Topography. 53
5.6 Wind Directions 56
5.7 Water/Gas/Sewer 59

1
CASE STUDIES

The purpose of this project is to Gr.::ble a small
community school district to develope a facility that
can serve public and educational needs at the same time,
SmaU communities usually liave the need to sive loney
and make it go further and such a facility can be ?.
great asset by accomplishing this goal. The school can
combine vd.th the community to solve a variety of prob­
lems such as:
•Avoiding duplication of certain functions (theatre,
cafeterias, recreation centers, etc.)
• Make better use of money for staff,
•Offer more vocational functions to students as veil
as faculty and community members,
• Serve all the people in the comunity and thereby
broaden public support for the educational aystem,
Ilore specifically one can combine a school library 'dth
community library needs; provide services for public ed­
ucation just to mention a few. These services ./ill be
pnid for and operated by educatiDur.l and oil.er public
agencies of a single con-nunity. This type systan cm
make significant differences in the economy r.nd pro­
ductivity of locr.l services for a smr.ll to'.m. The
system encourages schools to seek out public agencies
to share the cost of providing education, recreation,
and social services to their small community. Also,
the concentration of these services into one central
facility adds convenience for all involved. The fol­
lowing example illustrates the time and confusion in-
-toiredta tovms without a eomaiunlty school facility.

Unemployed and alcoholic father ^—
Unwell mother earing for retarded child
^•^——^ Highschool drop-out on JuTenile Rir^F.ATI
probation C-VT"^?.
Figtti** 1.1
ALCOHOLICS
ANONYMOUS y
/
^ — ^
\ / PUBLIC
^HOSPITAL) i ^^^^^-
( ADULT \ VteDUCATIONJ-
•
This diagram illustrates a typical
tangled web of the red tape and
confusioa of social services scat-
•red throughout a conraunity. The
idea of combining the school and
community into one central facility
makes better use of staff and finance.
d

Through my research I h V3 chosen three e::".r.- les
of community/'schooln ch t I believe -^rc e:-collo:-.t e::-
anples of sharin- their UG'SS v.'i::- each othor. They .-.re:
• John ?, "ennedy ::chool and Co-.-^.unit^' Center, ;.tl-nt
• Thomis'Jefferson Jr. Kigh Cci.ool and Cor. .unit-
Center, ."rlington, VG.
• '.T-.itmer Hunan Resources Center, Pontine, :'ic'..i" r.
All three of these exanples provide cchool ir.d
comunity services to their nei~hborhoods, "hov each
run as a partnership \7ith unified control and ^^omtion.
Also, the three occupies a facility that -ns d-iui-^nsd
and built to the joint specifications of the te .rnts.
THE Kz::i;iDY C::::TSR
It must be remembered that there are no h^rd pa--
terns for desi^^nin/*^ a facility that sliaroG zc..o-\ ar.-i
other social servicer because each co;;-.uni::y '..a:, lif-
ferent neads to be served. The Ilen.edy Center .etc
as a neiihborhood •.'it.-.in -^ city.
It opened in early l^"'! in Atlnnt.-, Coor^i: at .a
cost of $5 million. It wn3 dencribei as •'...- f-cility
that can take care of all the needs of -^W the ae^ale
in its community.'
1. Peter Bradford. • Cooi -.unity ychool:
t^hfi :^pace and the Action, 1Q73, o. 10.

?;ie ontir-j concept of the coat:r
v;as cone-ived by the Atlanta "epira-
nant of School 71 at r: • Construction.
First thoy :; de a c ,:u ,rohj..ai-,- otu iy
CLASSROOM CLuSTtR
of the ne-• l3 and sjrvicej t;.it ..ere
to be require 1 in ta.ia lev/ aocio-
ecoao.-.ic cc •.-.unit". "^hia .;aj foilo'.-od
bv an extonaiv coooeraticn of ^lanr.in
Figure 1.2
JOHW p K^NK|^t7Y aCMOOU +COHMUMI
and desin:n effort. It consiated of
thirteen public agencies, two foundations
and the U.S. Deyartr.ent of Housin- and
Urban Design (hl'D).
10
cL^Mr^K.

After the school services of the buildina had
been decided, the designers invited agencies in the
community to establish satellites in the proposed
building. They were to have free office space rs
long as they paid a monthly naintenance fee for the
building. The exceptance was over.*/helninr v/ith more
than 45'' of the center devoted to t..Gse a-encies
consisting of recre-tion services, d y ciro, vo­
cational trginin--, -.nJ a V'.riety of Sfaci 111:2(1
education. Some of these services r-rovided are:
Activities for senior citizens
Adult basic education
Child day-care
Community action pror:rani
Mentally Retarded Fro,(^rarn
Emplo^nnent Job Training
Housing and hone management
Housing relocation
Housing code
Social Security
Legal aid
yiiddle School
Municipal inforraation
Pre-kindergarten program
Public recreation
Sheltered workshop
Vocational education program
h'elfare casework
Volunteer community service pro-ra-
Active Daily Living Center
Distribution of
government surplus foods
Note: Health services are one bloch
av;ay at another facility.
Tost of the citizens of this co-a:;uni^y U3e
public transportation "nci in the vr zz h- i 'lo tr "cl
all around Atlanta, !*ov/ this facilit- -ro-ii3z the-
•.;ith .11 these services in one facility.
U

. » • \k^. U> J 0 -J A* . • v/. ^ ^ .
In 1 ". the cit-- of •lin~t."n VG . t..'o c^ant'
agencies to '.oth hnvo unsuccessful attc^.ts to buy
.?, piece of land for their servic- • '"-o- ••o-o -"'p
boar i of oduc"tion zvA the :Gpart.-aeat of r.vir n-
r.cntal Affairs. ^They 1 t >r C3:-.'....cd the t..c a~encies
Figure 1,3
and constructed the'Thomas Jefferson facility that opened
in September,^i^72, The agencies did not save much money
blit it dtd^rovide them with better facilities than the
public' schools or the Department of Environmental Affairs
could have afforded separately.
rHO^tAS JEFFE^ISOM 5CHC:>OU /\KJD COM^l-K^iTY
CE^T^R

This facility serves the Arlington community 7 days
a week from 6 a.m. until midnight. During the first 3
hours of the day there is no restriction to who niay use
the facility," There is a canteen, clubroom, and a gyn
for exercise and other programs that are open at these
early hours. From 9 a.m, to 3 p.m. regulnr school hours
are in progress. After 3 p.m. the recreation ->ror:r-n:
continues and adult education cei-ins.
This facility allows all a-es to mi:-, with each othe;'
including senior citizens vrith pre-school children.
They even eat together in the dining areas. In the
evening there may be as many as 6,000 spectators housed
for a basketball game or several hundred seated for a
concert in the theatre that was used earlier in the day
for a school function.
THOI-'iAS JEFFERSON CP3i; FL\N CONCZFT
The building* s desian features as r.iuch colurx-free,
open-vista space ns allowed economically at ''2c per s-,
ft. The building*s original desisn called for partitions
to separate different spaces, but by the time they '.r-
rived almost eight weeks Inte after the school had opened,
the teachers and students hid adjusted so -.'ell to the
open concept that more than two-thirds of the partitions
were sent back.
With the open plan concept, they realized the ad­
vantages of expanding the instructional environment into
13

larger spaces than the norr^l sized classroc:. ''By its
physical nature, the open plan encourages novement of
pupils; it allov^s alo^.ost immediate formation of rrcups
of any age; it discourages regimentation of furniture
arrangements and group composition.
The Thomas Jefferson Facility is a good example of
how tv;o public agents can combine themselves and make
productive use of tax dollars. It should be noted ta.at
other schools are planning to follow similar footsteps.
Figure 1.5
Spring loaded partitions help define territory in the
open plan concept.
"2, N.L. Engelhardt; Complete Guide for flanning
New Schools, 1970, p. 56.
U

^.«^ V^«^.>»*^.
Another exa::.ple of a cor-jaunity pullir.T to-oah:r
to cut cost with a shared ccrr-unity/school facility
is Pontiac, ! Michigan and it»s A'hitmer Hunan Resource a
Center. In I966 Pontiac realized that thoy necde 1 a
redevelopment plan. Their dovmtovm area v/as iecayinl­
and the education system needed nuch attention. Much
emphasis v/r's placed on the rorlice-r.ent of a 69 yoar-
old-school (one of tne cities four th^ t v.cro all in cad
shape).
After extensive investir;ation, it -a found tAat
a new school alone ',;ould not solve the proal^a, ?o
help solve the problem a con-.ittee of rarantc and cor.-
munity members from the four elementary schools neibor-
hoods were appointed. They were advised by special
consultants and developed a proposal to the city of
Pontiac. They had chosen to include the four eie-ent- ry
schools along v/ith community agencies into one central
facality.
There are fifteen areas that are share: ry the
school and community prorra:;is. Jone of these sh"red
functions are a medical and dental clinic, adult ed­
ucation, day care services, recreation and arts, public
restaurants, cafetoriur., ti.eatrc, licr'ry,"7A offices
and a gymnasium.
FOLD CUT
(figure 1.6)
15

WHITrxR»S LEARMKG ZZITTZ^.
The V/hitmer Learninr Center is an excellent ex­
ample of what I intend to do in my thesis rro-Joct. In
1971, a three-Judge federal p-nel in rhiladelrhia IQ-
clared that all retarded personr> hct'..-een the a-es of
six and 21 were entitled to ''a free public pro~r-:~. of
education nnd trainin,^."^ in 1^^72 a feder-.l court ruled
all handicapped and emotionally diaturb" ' cr.ildren hivo
the conasitutional rir^ht to a public education.
A comnunity/school, such as 'n^itner, is very v/ell
equipped to integrate the handicapped into the nomial
cvirriculun. They have developed what they call the
"Learning Center" which is combined within the sarae
facility but separates itself by being a distinct re­
source room that is staffed by half the school*s special
education personnel. This allows the learninr- disabled
child to have individual attention and at the sane ti-.e
mix within his own peer group of the normal child's
curriculum. Thus, every child is equal at the ^.'.ur.'T.
Resources Center.
The center has special equipment and perac:u-.:l
to help the learning disabled chili. This is just one
of the alliances that are consistently for.aed at tr.e
V/hitmer Human Resources Center.
3. Bradford, o£. cit. p. 28.
16

LEGALITY AhD hI.-^BILI:Y
Whenever there is th.e i.iared use of f-o or r.cr n-an­
cles using a building or con-on s-^rce. th^^re are ra nv
legal questions. By the turn of the eentury th re h ve
been legal restrictions ariinst usin~ school facilities
for thin,=;s other than the education of children. Ob­
viously, when the issue of sharing the school with the
community arose, there were many problems. Unfortunst--!-
ly this issue was ignored for nany years until the social
pressure on schools to expand their services beca-.e so
great. For example, the 1972 rulinc' for =11 public
schools to serve all handicapped and mentally retarded
students placed such a financial burden on most schools
that they were forced to cut back on their present serv­
ices, personnel, and special pror;rams.
However, since 1}02 ti:c courts have gradually liberalized
their restrictions so schools are lep;ally : ble to ex-^and
their facilities with extracurricular activities of the
community. This enables the achools to seek ra-tners to
share the burden of distributing- these special services
to their community.
Today, schools have the ri{:ht to decide for the-aselve:
the use of their school buildings and grounds. The school
boards have legal power today to lev^,- fees to special
agencies to help cover costs of specialized programs.
17

::c:;zY PRCBLr::-'^
After the legal battle of joininr; the scnocl vith
community functions had been solved, other ler 1 nrob-
lems arose—especially with money.
'.'fhenever there are tv;o or r,ore aqer.cies involvid
in the construction of a f.cility, t..er3 r/.y be n: in
most cases will be more th-^n one origin': tinr zc\:rc' of
funds.
For example, pontiac v;orked hard for t! eir HVD rr-n
to build their public school ("'^hitmer Human Peaeurces
Center). Then they found out that a state statute pro­
hibited them from using federal funds for the conntruc-
tion of school facilities. As a result of ti^is proble-.,
many states have ammended their legislative policies to
allow school districts to accept federal money. There­
fore, as in the case of Atlanta, they v.-erc le.qallv al­
lowed to use their HUD grant.
Today there seems to be a trend for favorable leg­
islation. Five states—Florida, ::ariland, I-'ichi-an,
::innesota and Utah—have legislation acta t;: t p.pa for
or at least provides r.iatchinr loncy for \ co~j.unit"
school project.
Id

Thomas J«ff«r»on Jr. High
School and Communily Center
City: Arlington, v'irg:r.ia
Enrollment 1.400 &tude>.Is
Grade level: Jr. High School (7-9)
Site: 26 acres
Area 235.000 -.3 II _
Conslruction Coots
School Coard (undo $4,150,000
Ro( .'calion funds 2.500,000
Total const'^c'i'j'i ; :-,6::,cO0
Cost per 3q ft $23
Ownof. Board'.il Fd'iCa'.ior
Hours 6 AM ;•-) 12 A;.".
Table 1.1
CLoi. rt.«ALYwU Ji
The Whitmcr Human
Resources Center
City; Poniiac Michigan
Enrollment 2,000 pup,is
Grade level E'om«»niary M-^!
Site 14 acres
Area Sch-JI 119.000
CcfTTrr,l,r,.y^-.25 0C0
Total sq ft rrs:::;
Construction C'.f.is
School Bo.ird furt;-, '•'. OCO.OOO
Neiqhborhoo'l
Facililier. ^jr.int '500.000
Michigan Sp"Ci,;;
Ed. fund". 250 COO
Urban Rrrewal 250.000
Total Construction le.COZ.OOd
C.,.:A per GO I! S34
Owr'-T Cil, of Pon;i.3c Scf-.cols
Hours; 7A;.MO10P'.^
The John F. Kennedy Schoc:
•r>d Community Center
C f A! .l-M
f • fi. -; • 050 st«i^«^-ti
Grad« level " : ; « School ": «;
Si!c- S3''r;c'
f'f'v.i'r. I ,1,-. I) ors '00 --.
T ,tai c-)n-,f'u-.!i->^ Zi062.'y:':
C r.' cr-r ;i •• $;:; 05
C'.n. r C •/ z' A!l3r»{.i
H ,rs 7-•.•••-. to 30'".•
Cost figures show that these three schools nay
not have necessarily saved money but the advan^a.-^e is
they got more for their money. This was accomplished by
combining their efforts and facilities together. 3hared
spaces such as hallways, food services, r-^-ms, and librar­
ies are usually only about two-tliirds larr;er tl;an they
would have been if only a school had been built. Cities
save land also by co.oibining their uses together and
other things such as joint :aaii;tena::co -.nd security
saves money, too.
Gome school systems h:ive found th \; -Aoy ru.:t in­
crease their normal operating budget by aparo::i-aately
6;' in order for them to share their facilities. This
is for the hiring of extra staff and to pay the expense
of a year-round after hours facility.
19

^^ _ ; '.y ^ U -I .^ - i
Although these three ccaaunity ac.aol cooyer tivcs
do not set a trend, it nust be noted th't dozens of otr.er
school districts -re yl-nainy sir.ilar fcilities -.'it .in
their comnunities and educational pl-^.nnors are ex7ectinr
more to be built in the future. :'nere is still a Icn;^
v/ay to go before the school v/ill be the central co-unity
0 t
resource, offerin- something for everyone, but the : y
is coming.
It is becoming increasinc^ly cor.imon for the school
to reach out into the com:.iunity for help and partners,
and eventually the old attitudes that heep schools E-ep-
arate from their community will be replaced by the con­
cept of compatibility and everyone will realise that
schools and communities have much to r;ain from each ctb.er.
20

2
BACKGROUND

BACKGRCUND
Th« citizens of Ol»ey Independent School District
^•^^••« thst the adolescent years of a child are UH-
eertain, and the environment in which they take place is
of greet importance. Therefore, the improvement of ed­
ucational facilities should encour?ge and capitalize on
the natural enthusiasm for the learning process of younc
children in this community.
The city of Olney has many community functions that can
be shared within a new school facility. Initial funding for
the project, however, will be provided through school tax­
ation. My case studies revealed that many community schools
were able to share the construction expenses with various
cenmunity cogencies that would be housed within the school
facility. Research of the city has revealed that there are
no such agencies that would show an interest in such a pro­
gram. For example, a community library has elready been
established; senior citizens already have adequate facilities;
and community programs are adequately housed throughout the
city, etc.
This does not mean that there is no interest in community
sharing—-only that there are no agencies which wish to lo­
cate within the facility and therefore share the cost of con­
struction. Many community functions would use the facility
at night for banquets in the eafetoriuo, such as the Chamber
•f Commerce annual banquet. The rural telephene coop, and
rural electric agency would benefit from auditorium facilities
22

for public meeting space that would be proposed for the new
school. Rental fees charged for such accomodations would
benefit the school budget.
There is a strong interest within the coT.-.unity for an
adult education program. Classrooms used by students during
the day can be used for adult education at r.ieht. These are
just a few of the many activities that the comrunity can
share in a new school facility for Clnay, Texas.
student growth
Records indicate the student population is expected
to increase with new industry that is moving into the are*.
The student population of the district is said to be very
stable at this time according to school superintendent Charles
Mitchell. This means that any program for facilities will be
based on the need to improve or replace inadequate facilities
and to provide for an increase in the student population.
The citizens of Olney realize how the present facility
is mot meeting the growth in population. There were many
other problems with the facility which were presented by
a school plant survey conducted on April 4, 1978.
evaluation of present facility
1. Tke existing elementary school building, after U2
years, is showing signs of heavy use and is in need
•f repair. The building ie no lon-er educationally
adequate, as was pointed out by the Texas Education
Agency im their visit in April, 1978, and by consult­
ants hired in February of 1979.
23

2. The present building does not contain enough class­
rooms for the various grade levels. The present
classrooms are too small.
3» The present building does not provide permanent space
for science, art, and music.
U, The present building does not provide adequ-ite cafe­
teria space for community functions such as public
dinner banquets and other community event*.
5. Toilet spaces within the building are totally worn
out.
6. The floors are well worn. Areas at many doors in­
dicate definite signs of building settlement. The
floors vibrate when walked on and create a distract­
ing noise problem.
7. Ceiling tiles are stained and falling down. The
plaster walls are cracked in many areas from floor
to ceiling. The exterior walls are severely cracked
which allows moisture penitration to trickle down on
interior walls,
B, The present building does not provide adequately
for the handicapped as is required by buildings
codes,
9. The building has insufficient lighting. Heat for
rooms is by ceiling hung unit heaters allowing cold
spots and uneven heating within the elassreonis.
Cooling is accomplished with evaporative coolers
wkick in many cases aggravates allergy problems.
24

alt»niate solutions
supporters
1. Leare the building in its present condition, chanc­
ing possible condemnation within the coninf? few years
2. Renovate the existing building which the Texas Ed­
ucation Agency strongly recommends phasinf out.
The renovation would be at ^n estimated cost of
.$1,700,000, and would not solve the problem. The
appropriate time required for the renovation would
be B to 10 months which would present conflicts
with the educational facilities that would need to
be utilized during the construction period. The
present building configuration does not lend itself
to an efficient and desirable method of future ex­
pansion. There would continue to be a need for
maintenance after the remodeling due to structural
limitations that would still exist.
3. Provide a new facility,
The latest available records show that the tax pay­
ers of Olney Independent School District are supoortini^
their schools in an exemplary manner. In 10''/*-'^5 the cost
of instruction in Olney was .^1,481.99 per student. This is
1526.52 above the stat-wide average cost of !955.1«7 per stu­
dent in schools of the same size group^.
^Texas Education- Agency Annual Statistical Report,
1974-1975. Part II.
25

fimancial
The district has an outstanding: bonded debts of *1,100,000
and an assesed valuation of ^3^,512,903. The ratio debt te
valuation is 2.8 percent which is relatively low and indicates
the district is in good fiscla status and can afford most any
kind of educational probrara desired.
CULTURAL DATA
resident and using population
During an interview with superintendent Charles Mitchell,
I found the student growth of Olney to be stable. However,
with new industry moving into the area, the district is ex­
periencing a population growth. The basic size (in students)
is listed in the 1982-83 enrollment report, (see table 2,1)
82-83 Enrollment
Grade
Elementary
Pre-Klndergarten
Kindergarten
1
2
3
4
5
6
Junior High
7
8
High Scheel
10
11
12
Tetal all grades
Table 2.1
8/'82
August ^81 May »82 "21.th 25 th 10'8 ^82
2
64
81
55
48
-1
75
63
75
-SET
26
8
68
90
63
52
94
71
66
76
60
T3o"
61
72
61
75 f
3 3
63 64
80 81
83 83
61 61
62 62
77 77
64 64
62 62
1?2 1?3
62 62
59 59
71 71
8
69
80
80
63
64
82
6L
64
63
57
70
"Wr S69 872 TcT

A socio-economic survey of Olney was conducted by Fred­
erick C. Cuny & Associated in 1975, It revealed the fol­
lowing cultural data of the city,...
Neighborhood Composition
Tke Olney area contains one predeminant ethnic group,
whites, witk small numbers of Mexican-American and Negro
residents, A substantial number of the resident* in all areas
of tke eity vary in social and economic background and have
widely disparate aspirations.
Family Ckaracteristics
Families range in size from two to eight persons and
there are many single persons, mostly elderly. There are
two family profiles, the "typical" family consisting of 3.2
persons and having 2 children, usually in the 8-15 year old
category; and the elderly couple living on a fixed income
which is generally low. Unemployment is rare and often both
the husband and wife are working while in the latter family,
few are currently actively employed and derive most income
from sccial security and pensions.
Employment and Income
Residents are represented in all occupational categories
but blue collar workers make up the predominant group. In­
come levels also Tary greatly but the majority of residents
fall into the low-to-moderate income levels. Among the
"typical" families, moderate income level* were in the major­
ity, while among the elderly families, low incomes were pre­
dominant.
27

Unemployment among tke active labor force is iver.ge for
a coBwunity of this type and size, but underemployment is nore
severe. Due to the low incomes throu.-hout the community, a
new bond issue for a new elementary school might not pass.
Occupancy
Tke majority of families are homeowners, but a signif­
icant number are renters. The majority of the occupants of
substandard housing are the elderly. Less than 2". of the total
residents live in public housing.
The cost of available housing is low, but the cost of new
housing is beyond the capacity of the majority of residents
to purchase without financial assistance. The cost of op­
erating and maintaining the existing housing is high com­
pared to the income of the residents.
General Housing Data
The majority of housing has basic facilities and few
houses are overcrowded. Most of the housing is single family
detached dwelling units.
Neighborhood Stability
A high percentage of Olney residents have lived in the
area for a long time and few permanent residents want to
leave the area. The stability of the city is due to both the
nature of the area and the number of retired and elderly re­
siding there. Those who expect to leave are those whose jobs
require mobility (oil field workers, etc)5
^Olney 3ocio-Economlc Survey. Frederick C. Cunny &
Associates, 1975, pp.30-:^7.
28

GOALS, OBJECIVE,
3
BLEM STATEMENT

GOALS. OBJECTIVES AND FR^BL5>I STATg-!5NT
Careful evaluation of the background information given
in this report concludes that the best solution possible is
to provide a new facility for the educational needs of the
children of Olney, By utilizing the community/school concept,
the school would cater to the needs of the public by offer­
ing adult education classes at night and provide sufficient
banquet and audiroriura facilities to the community as well
as to the school district. Initial funding, however, would
have to come from the taxpayers of Olney,
By law, special education to the learning disabled must
be provided in any educational system, but I have found that
this cannot be over emphasized. According to Superintendent
Charles Mitchell, you must "educate the whole and not the
part." He also stated that today there are "too many frills
in education." Therefore, this project will lean toward
edueating the general student in traditional -^ys rather
than catering specifically to the gifted or the learning
disabled child. These special cases will be handled but
witk less an emphasis as I had earlier intended.
30

4
ACTIVITY ANALYSIS

ACTIVITY ANALYSIS
Before the spaces can be designed for pupil and staff
use, it must be determined what activities will occur. These
are suggested activities for Pre Kindergarten through grade 6.
Pre Kindergarten/Kindergarten
Tke indoor activity area for the younger children will
need to provide facilities and equipment to footer the fol­
lowing type activities:
Easel and finger painting
Cutting and pasting paper
Clay modeling
Block building
Hopping and dancing
Sining with piano
Record playing
Playing musical instruments—autoharp, drum, rhythm
sticks, bells, etc.
Story-telling and reading
Dramatizations
Imaginary activities such as caring for fish and siiall
animals and growing seeds; weather instruments,
compass, microscope, and magnets
Looking at picture books
Looking at motion pictures and other visual aids
Library corner—put books everywhere to stimulate interes'
Tke outdoor activity area should provide for a hard
surface area for wheeled toys; an earth and sand area for
gardening and digging; and a place for swings, slides^ etc.
with soft materials under them such as wood chips to pro­
tect against falls. These outdoor activities are:
Climbing—jungle gym
Balancing boards
Packing boxes
Climbing ladders
Pipes or culverts for crawling through
Slides for sliding
32

Sawkorses
Trieyeles
Wagons
Swings
Gardening Tools
Balls
Shovels for digging
Food and Rest
The early childhood school program in Olney operates
on a half-day schedule. Therefore, midday meal arran^rements
are not required. Arrangements for naps should be provided
adjacent to but isolated from loud activities. This is for
the varying needs of the children. Some of them will need
only a short nap and want to get back to an activity; and
others may sleep for an hour or so and should not be disturbed.
Provisions should be made for at least two cots to be
isolated from noisy activities so some children can lie down
©r sleep at any time if they wish. There may also be the need
to isolate a child because of sickness, an Impending cold or
seizure—another reason for providing rest rooms.
Food and milk should also be made availabel to the chil­
dren. Some may get hungry at any time.
Coats, Toilets, Storage
A coat cubical should be provided for each child with the
bottom available for galoshes or rubbers.
"A ratio of one toilet and lavatory for each eight chil­
dren is recooraended."^ The toilet should be easily accessable
^Englhardt, Complete Guide for Planning New Schools.
1970, p. 66.
33

to each room.
Storage consists of teacher's equipment and materials '
that need to be appropriately housed, such as audiovisual
equipment. Teachers also will need soace for a desk, worktable,
files, bookcase, storage cabinet, desk chair, and space for
conference desk and chair.
Classroom Activities
Kindergarten will include activities for small children,
therefore, smaller tables and chairs are required that vary
in height from 15 to 22 inches and chairs from 15 to 20 inches
high. These should be light weight so children can move them.
To develop interest, there must be plenty of display
cases for books. Bulletin boards and chalk boards need to be
placed at children's height, I have already listed the var­
ious activities that the children will be doing in this area.
Activities for Grades 1-6
This list includes the various activities of the older
children. Some activities for grades 1-3 may overlap slight­
ly with kindergarten such as finger painting, and cutting
and pasting paper. These students, just as kindergarten, will
be restricted to basically one classroom and one or two teach­
ers. Grades 4-6 will be free to move around with less restric­
tions. Entire classes of students may be shifted to different
specialized areas of instruction such as History, Math, English,
etc. with teachers who specialize in these areas. "In con­
sidering the design of space, the following types of activities
34

can be expected to occur and therefore should be acco^dated."^
1. Writing activities
*• ^o^a^fc^er^'^' *^^'''° °" ' ^^^'^ °^ projected
b. Listing comments from the teacner (oral)
A'
e.
SSi"f worKbooks; copying from resource boo:

7. Musical activities
a. Singing
b. Dancing
c• Rhythm
d. Listening (records, tapes)
e. Instruments
8. Art activities
a. Viewing
b. Drawing
c. Clay work
d. Pottery
e. Painting
f. Construction and assembling of projects
g. Design. ,
h. Papier-mache projects
i. Art display development
9. Science activities
a. Observing living animals and plants
b. Manipulating magnets
c. Observing the solar system
d. Observing weather changes
e. Using different simple machines
f. Discussion
g. Drawing
10. Expected instructional activities (either in combination
or alone)
a. Group activities that are independent of one another—
requiring areas for activity and some semblance of
privacy
b. Group activities that are combined—requirinr a central
focus for activities, yet Independence for groups
c. Individual work-study—requiring work area for separate
use away from others; privacy of desk; study
carrels
d. Total class—reculring focus upon teacher of other
activities (films, overhead, opaque, records, etc,)
e. Project work area, stationary—requiring sections
that are always in one place
f. Research, source, study, reading, viewins^, listening,
involving selected materials—requiring a central resource
area
11. Auditorium activities
a. Seating
b. Circulation (lobby provisions for public)
c. Stage provisions
d. Costume storage
e. Dressing rooms
f. Audiovisual provisions
g. Special lighting, heating, and air conditioning
h. Safety requirements
35

12. Cafeteria activities
a. Seating capacity, teachers, students, custodians
b. Receiving area and food storage area
c. Cafeteria office
d. Food prepararation area
e. Dishwashing
f. Storage facilities
g. Serving area
h. Handwashing provisions
i. Exits from the cafeteria
j. Public use requirements
k. Refrigerated storage
13• Administrative activities
a. General office activities
b. Office storage
c. Conference
e. Waiting rooms
f. Principal's office
g. Health and medical suite
h. Attendance office
14. Student service activities
a. Student commons
b. Activity room
c. Locker provisions (grades 4-6)
d. Receiving and shipping room
e. Custodial sinks
f. Storage (mops, brooms, etc)
16, Site service activities
a. Pedestrian movement
b. Parking requlremints for teachers, visitors, custodians
c. School bus loading and unloading
d. Truck deliveries
e. Automobile approaches for separation of buses from
parents cars
f. Bicycly approaches and parking
g. Service road requlremints
h. Separation of drives from pedestrian traffic
17. Special education activities
a. Early childhood development center
b. Speech therapy training
c. Occupational therapy training
d. Facilities for the deaf
e. Educational diagnostician activities
f. Offices for vocational adjustment councilors
g. Visual therapy lab
h. Testing labs/classrooms
36

Id. Cownunity use activities
a. Conmunity meetings at night
b. Cafeteria serves as room for public use at night
c. Ad\ilt education uses empty classrooms at night
20. NOTE:
On sight library provisions were completed in 1978
by the construction of a new facility to service
the entire student body as well as the conraunity.
37

3:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
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Table 4.1
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The follovring tables indicate the sch.e luled ti.-.e for e'c/.
activity occurinc in t:»e cor.Munity school. Vircles indicate
the exact time a oarticular activity ia cccurin-.
activity timetable no.1
3d
I
I
I
6
/ '

8
9 .00
10 :00
11- 00
12
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1:00
2:00
3:00
4:00
5:00
XX
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actvity timetable no. 3
40
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Table 4*4
activity timetable no. 4
41
m

10:00 -
Table 4.5
bC
c
t:.
c
activity timetable no. 5
42
1
t

TSACHiiiR
STUDEirr
TEACHSR
OTUDZirr
« same teacher
but nev/ set
of students
(kindergarten)
for last
half of d-y
oa >o o I-* M M , J v*» ;^ v/1
O O O O O 3
o o o o o o
Table 4.6
Q O
o o
ylDch buildin-
' V.o^^pir.r ", arncin
''•?'" "^""^ "• • •.' ""^ ".no
?.sc
' ^ 1 •
3tc
Dra niti-
^ -«• r-
Loo hin-
'oo
?.es tin-
Cli ~hin
.:ia
•^.i-.
i n y
.
-^ ' "*
ard ""
.' i n ~
r".' Te
r:in~
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•-^ •- •?
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-r
. - — -»
a ~
-^ns
c a i
yic
f il
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.J

Table 4.6 acntinue::
STUDENT/TEACHER RELATIONSHIPS
3F ACTIVIES u
ochool ens
i-^tin- cor.- a':a
^ ^ O s, . * ^

fflce
staff
li o o
TablG 4.7
This ta'jlo su-.-aerises the activities/ti-.^-^.i:^
individual i.^Tolvod in ta.e co'—.unat\' ac-.;ol.
SCHOOL/GOMMUNITY RELATIONSHIPS
OF ACTIVIES ^5
riu-a)

5
SITE ANALYSIS

site. OIney.Texas
figure 5.1

Olney Independent School District
(located in ^.-1 ^.esidential iiatrict, Clney, Tex.a^
48

DJ-
Residentiel esi'iential ^esi ;e: tial
Comr.iunity [-'^ IZlei
lementary School
present site plan of O.I.S.D.
".eaidenti..! figure 5.3
!.«
Jr. High
School
Residential
rrac'
A
A>5'
r^
lid

present biiildlngs on site
Football stadium/all we-^ther tr-^c-- ^la^-)
High school (1973)
Grade school (19ifO)
Jr. High school (1952)
Gymnasium (1950-51)
Practice gym (1972)
Four Tennis courts (1973)
Auto mechanics buildinfr (1972)
Community library (197o)
Agriculture/industrial arts buildin- fl-50)
These buildin/^s are in good condition v/ith ta.e e:;ceDtinr. of
the decaying grade school.
Intended use of site
The school district o'..Tr^ ahe one site rnl \-^z no • l-^na
for future purclvase of 1 nd. All t.-.ree Jchoolj (-le-antTy,
jr, hi'-h, and hi ah sc.:ool) "re Icc^t-:^'! nor each oth'r *-o
allow student circulation -^nonf^ "11 f"ciliti:!S ^li'-^rTy, y--.,
cafeteria, etc,). For this reason - nev; ele^^.ent'ry achool
v;ill be incor^or'^ted v/ithin the nresent s"-ster., -nd at t'..e s-"e
A A. " J
time not occupy the present elementary school locaticn vaici.
vrould present conflicts vdth the educational functians th-t
vfould need to be utilized durin,'^ tl:e construction period.
50

Geology and Soil
PHYSIC.i.L D.;T.:
Records of borings for the construction of the new
High School in I971 show the general site to consist of
tan, red, and brown sandy clay with a moisture content
of approximately 15.1^, Ground water was encountered at
the 15-18 foot depth, (see figure 5,/,)
Water
With the water table at such an accessable depth,
it is possible to supply the facilities of the site with
well water that was tested to be of rood quality. How­
ever, the city is supplied by two surface water reserviors
approximately ten miles North V.'est of tovm, (see table 5.1)
Reservoir
Lake Cooper
Lake Olney
Table 5-1
TopoRraphy
Capacity
Acre-feet
4,500
2,150
Use
Domestic
Domestic
Water
Cualitv
Good
Good
The site has been surveyed to have an eight (8) inch
grade change from Hamilton Street to Grove Street. This
is a less than U% slope and is considered to be level.
(see figure 5.5)
Climate
The altitude of Olney, Texas is approximately 1,200
feet above sea level. Temperatures vary from an average
minimum in January of 31^ to average maximum in July of 98^-
Annual rainfall is 28.03 inches, (see tables 5.1, 5.2)
51

i pring
o.
J c Z) CZ
-^
a
Depth
in ft. Description
rA
no.S
Red, Brov.Ti
and Gray 3 ha lie
Red, Brov/n
anjd Gray 3
lale
Red, Bro^vn
andlGfrrr iS^halei pO-A
no.6
soil tests
Siniire 5.4 52
no.1
no. 2
3ori;
:[o.
4
5
6
n^
"U
/-\
O
c •
i i
in It Desc Ion
26.5
2U,U
i
,w-i,
ed Sh'l<
''.ed '- yi
3h-le

topography
fSr. ure 5.5.
53

110°
lOOO
900
80°
70°
600
50°
40°
30°
20°
10°
.'Jfy- Fe- r-r .'-r V y :-:.- Jul Aur 3nt Cc- ec
00
10° •
20°
,
1
>
«
f
1
^
h...
1
1
1
/
*
1
( »
/
1
>
1 I
Record yirl.s and lov-s
.\veraf;e Highs
Average Lows
temperatures
table ^.2 54
>
< 1
_ ^
».^
1
-
\
1 1
1 '•
t
\
1
1
'
•
\,
1
\
II
1

CO
r.1
CL:
Total Rain (normal)
"ax. Rain —
yin. Rain •
rainfall
table 5.3 55
.~i ^

J c
l>
a
wind directions
fSnyre 5.6 5o
u v^
' vera re Vflnd
'.'elocit" is
< 1
3
C
-n

1« •-»
"0HTH(2ist d^y) -T.': A::::;,D^ :?•
jf.
fde-rees) rde~rees)' :e^r: s)
Table 5.4
Jan. 9:00 ]_;_ i:. 57
12:00
3:00
Feb. 9:00 •-- IZ ^_ 6: .'./.
12:00
3:00
r. 9:00
12:00
Apr, 9:00
3 '
•^ ,-\
/.5
38
3:00 I •'
12:00
3:00 70
^'ay. 9:00 25
12:00 64
1/.
35
41
CA
C'
3:00 70 $:
Jun. 9:00 27 1C3 102
;^n
12:00 64 "c -^
3:00 7? oL zj
sun angles
57

::crTH(2ist day) rr-*: ;.:T:-^;-}7 2^.-R:::-; —-T--^
Jul. 9:00 :-: 1-;^ Q'
Aug,
3ept.
Oct.
Mov,
Dec,
Table 5.4continued
12:00 63 T -o
3:00 60 7-: ?2
^:00
12:00
3:00
9:00
12:00
3:00
9:00
12:00
3:00
9:00
12:00
3:00
9:00
12:00
3:00
sun angles
58
20
5o
64
22
50
53
13
42
43
12
36
31
12
33
22
or.
5::
K2
" • ^
42
34
69
30
30
r "^
1"
58
1-
35
f continued)
92
1 ^
60
t"
i*"
*^ -^
"3"
T a
•^ o
-: •
-:r

water/gas/sewer
fi£UiJCfi_i,7
59
• i

General Provisions
ZONING Rz.GyL.-.TI,?;:^
The Olney Independent School District is in the "R-l"
District. This residential district is intended to be
composed of single family dwellinf:3 on large or inter­
mediate-sized lots, together with the public schools,
churches, public parks and other public facilities es­
sential to create base neighborhood units.
Lot Requlremints
Lot Area: minimum 8,500 square feet
Lot Width: Minimum 70 feet at buildine setback and
60 feet at building set back on cul-de-sacs
Lot Depth: minimum 110 feet at the most narrow ooint
of lot
Maximum lot coverage by all buildings 40^
Setback: 25 feet from street.
Height Requirements
No building hereafter erected, reconstructed, altered,
or enlarged shall exceed eight (8) stories, nor shall it
exceed ninety-six (96) feet,
Off-Street Parking Requirements
Off street parking for an elementary school include
one (1) parking space for each six (6) seats in the audi­
torium or main assembly room, or two (2) spaces for each
classroom, whichever is greater.
All required off-street parking space shall be located
on the same lot as the building or use served, except as
^Olney, Texas Zoning Ordinance June 1978, Carter k
Burgess, inc. hagineers/fianners rort v/ortn, pp.. 13.2-13.^
60

follows:
a. When an increase in the number of off-street mark­
ing spaces is required by a change or enlargement of use, or
where off-street parking spaces are provided collectively or
used jointly by two or more buildinrs or establishments,
the required off-street parking spaces may be located at a dis­
tance not to exceed three hundred feet from any other non-res­
idential building served; provided, however, that a written
agreement thereto is properly executed, filed and approved by
the Board of Adjustment. Distances shall be measured alon?
a public street or alley.
b. Not more than fifty percent of the off-street
parking spaces required for theaters, bowling alleys, rest­
aurants or similar uses may be provided and used jointly by
uses not normally open, used or operated during the sanie
hours as those listed; provided, however, that a written
agreement thereto is properly executed and filed.
c. Not more than eighty percent of the off-street
parking spaces required for a church, school auditorium, or
similar use may be provided and used jointly by uses not
normally open, used or operated during the same hours as
those listed; provided that a written agreement is properly
executed, filed, and approved.
d. When the required off-street parkin^r spaces are
not located on the same lot with the building or use served,
or when the required off-street parking spaces are provided
61

collectively or used jointly by two or more establishments,
a written agreement which assures the retention of such spaces
for this purpose shall be drawn and executed by the parties
concerned, approved as to form by the City .\ttorney, and filed
with the application for a building per-^it or certificate
of occupancy if a change in use is Involved. Such agreement
shall be submitted to the Board ao Adjustment who shall, after
a hearing thereon, approve or deny such off-street parking,*^
9olney. Texas Zoning Ordinance June Ig'^^, Carter &
ss, inc. isngineers/Planners tort Wortn, pp. 13.2 - 13.4
Burgess
62

6
DETAILED SPACE LIST

DETAILED SPACE LIST
SPACE - Pre Kindergarten/Kindergarten
OCCUPANTS - 10-35 Pre Kindergarten; 10-35 Kindergarten
AREA - 1100 s.f. Pre Kindergarten; 1100 s.f. Kindergarten
FUNCTION - A space to encourage and capitalize on the natural
enthusiasm for the learning process of young children.
This area will provide a place for study, plsy, ani rroup
activities. The room is to be capable of subdividinr into
areas: Classroom area with tables and chairs; story area:
work area for art and blocks; playhouse, store md other
dramatic apparatus; and teacher*s area,
ACOUSTICS - Spaces will absorb sound by use of acoustical ceil­
ing tiles and floor carpeting. Walls will be filled with
sound absorbing material,
FURNISHINGS/EQIPMENT - except for the sink counter, it is su;:-
gested that there be no built-in equipment. There must
be sun control of the room to keep down heat and reduce
glare. Provide 8 feet of chalk board and a maxiuue
amount of tackboard, both adjustable to children»s heifht.
As many as 35 pupil work stations at two-place tables,
24 inches by 48 inches, and 2 chairs at each table will
be provided. Supply two storage cabinets, counter height,
4 feet long by 2 feet deep, and a science table, 5 feet
by 3 feet, with storage beneath. Six linear feet of
bookshelving are required; provide for display of books
on sloping shelf and vertical dividers for picture books.
Shelving should be located above 4 feet in height, but
64

could use the same supporting system as the chalkboard
and tackboard. The teacher's area will accomodate a
desk, two chairs, and a lockable cabinet, bookshelving,
map area, large drawers, locking area for purse, and
cabinet space.
A work area will contain the sink cabinet, i* by 2
feet'counter top space, located so that it is accessible
from all activities; two storage cabinets, 4 by 2 feet
counter tops; movable paper storage cabinet of counter
height with drawers to hold papers and charts, 24 by 36
inches, with clearance; drinking fountain, adjacent to
the sink or vestibule area; movable block carts which
open from the side, movable science worktable; movable
cubical cabinets for blankest o^ mats.
The reading area will contain a plush rug for children
to sit on . Also required are two units of bookshelving
for full sets of books; a round reading table and four
chairs; a record player and records; and a screen for
viewing films.
CHARACTER - These spaces will be a cheerful atmosphere to
. promote learning in a comfortable atmosphere.
65

SPACE - Restrooms
OCCUPANTS - 1-3
AREA - 225 s.f.
FUNCTION - Biological
FURNISHINGS/EQUIPMENT - Restroom facilities will be shared
by pre kendergarten and kindergarten students but not
to disrupt the adjoining classroom procedures. There
will be two individual toilets for the pair of rooms
(kindergarten/pre kindergarten). They will be well
ventilated, with a ceramic tile floor, hard clemable
wall surfaces, and have some borrowed light from the
classroom. They will also be large enough for the
teacher to assist children in emergencies.
indergarten
SPACE - Storage
OCCUPANTS - Varies
AREA - 9 @ 150 s.f. « 1350 s.f.
kindergarten
FUNCTION - A space located between the two adjoining class­
I classroom
rooms for the storage of teacher's supplies such as maps
charts, visual aids, etc. Excess desks and chairs can
ilso be stored here.,too.

SPACE - 1st. 2nd. 3rd grade
AREA - 9

e assigned a cubicle, 15 inches by 15 Inches by 15 inches.
The chalkboard will be provided in such a fashion
that it can be Interchanged with the tackboard. Pour-
by-eight-foot sections are desired, with map rail at the
top of the chalkboard. The height from the floor Is
shown in the table of working heights, (see appendix)
SPACE - 4th. 5th. 6th grade
AREA - 9 @ 900 s.f. = 8100 s.f,
OCCUPANTS - 20-30 in each room
FUNCTION - A space for student learning with children of an
older age. Changes at this grade level will te -aade by
movement of these students among the classrooms to teach­
ers who specialize in specific subject matters such as
English, Social Studies, and Languages,
ACOUSTICS - The spaces will absorb sound by use of acoustical
ceiling tiles and floor carpeting. V/alls will be filled
with sound absorbing material,
FURNISHINGS/EQUIPMENT - At this grade level, individual tables
and chairs of sizes adjusted to pupils' heights will be
needed. For maximum-sized classes, as many of thirty of
these units can be used. Sixth grade seating will ac­
comodate children as well as adults for the adult edu­
cation classes at night.
The teacher will be located near the front and center
of the room and will have a desk and two chairs. There
will be a teacher's wardrobe, containing space for coat-
hanging. The teacher will also have file cabinets, and
bookshelves. This will all be located near the teacher
68

ut not in the way of the chalkboard.
The chalkboard will be orovided in such a fashion
that it can be interchanged with the tackboard. rour-
by-elght-foot sections are desired, with the *ap rail
at the top of the chalkboard. The height from the floor
is shown in the table of working heights, (see appendix)
A large cabinet will be required in the rooms. This
will be a portable piece of equipment. Each student will
be assigned a private locker located outside the rooms
in the hall,
CHARACTER - This space will be of a bright and cheerful at­
mosphere to promote learning and creativity of the child.
SPACE - Storage
OCCUPANTS - Varies
AREA - 9 ^ 150 s.f. • 1350 s.f.
FUNCTION - A place adjoining the classrooms for the storage
of teacher's supplies such as charts, maps, and visial
aids. Excess chairs and desks are stored here, also.

APPLIES TO ALL CLASSROOMS
A drinking fountain will be located near each class­
room cluster, at the community use toilets, in the vicin­
ity of the lunchroom, and at the outside play area.
Electric water coolers are desirable.
Coat storage facilities that are portable will best
serve for coats and can also be used as dividers in the
classrooms. Provide two such units to a classroon and
place tackboard on their backs.
Windows will be operable and since I'r.e rooms vdll
need to be darkened for audiovisual use, they will be
provided with some type of light-darkening screening.
SPACE - Art Studio
OCCUPANTS - 10-15
AREA - 540 s.f.
FUNCTION - The art studio is mainly for work with two-dimension-
al material, such as painting—oil, water color, tempera;
ardhitectural design; formal instruction—lectures, demon­
strations, and viewing projected materials,
ACOUSTICAL - The floor will contain no acoustical deadening
qualities since it will be of a hard surfaced material.
All sound deadening devices will be in the acoustical
ceiling tiles and the soft material covering the walls,
FURNISHINGS/EQUIPMENT - Walls will be of soft material cover­
ed with a vinyl base material which will receive thumb­
tacks. There will be a great need for space to display
finished work. Display areas are to be kept large and
70

siaple. An outside exit is desirable.
Enough electric outlets around the room for pro­
jectors and spotlights will be needed. Ceilings are to
be acoustically treated. The floor will be of a finish
material that will be easy to wash and maintain, A min­
imum of two sinks will be located in this space,^^
SPACE - Supply Room
OCCUPANTS - Varies
AREA - 125 s.f.
FUNCTION - There is much need for the storage of work that
is in progress and for materials and equipment.
FURNIS ING/EQUIPT^ENT - 32 linear feet of shelving.
^^Englehardt, Complete Guide for Planning
New Schools, 1970 p. Au.
71

SPACE - Crafts Studio
OCCUPANTS - 10-15
AREA u 540 s.f.
FUNCTION - The crafts room is for work with three-dimensional
materials. Ceramics, sculpture, wood, weaving, and jewel-
ry are the activities that this room will be designed for.
There will be formal Instructions—lectures, demonstra­
tions, and viewing projected materials.
ACOUSTICS - The floor will contain no acoustical deadenini^
qualities since it will be of a hard surfaced m,iterial.
All sound deadening devices will be in the acoustical
ceiling tiles.
FURNISHINGS/EQUIPMENT - Provide 5 large tables 5 feet by 5
feet with four chairs at each table. There is much
need for display space for finished work. Forty linear
feet of shelving will meet this need. .'alls will be of
washable material.
72

SPACE - Prelect Storage
OCCUPANTS - Varies
AREA - 125 s.f.
FUNCTION - Storage area is needed for work with ceramics,
sculpture, wood, weaving, and jewelry activities. Tools
for these activities will be stored here, too.
FURNISHINGS/EQUIPMENT - 32 linear feet of shelving.
SPACE - Music Room (choral)
OCCUPANTS - 15-20
AREA - 940 s.f.
FUNCTION - A space for students to gather to sing, listen to
records, and play instruments.
ACOUSTICS - This room will be completely sound proofed to
prevent noise from disturbing the other classrooms.
Such sound deadening features will Include carpeted floors
and acoustical panels on the walls.
FURNISHINGS/EQUIPMENT - There will be portable seating for
20 children, small desk, a podium or stand, music charts
and instruments.
SPACE - Music Room (activity room)
OCCUPANTS - 15-20
AREA - 940 s.f.
ACOUSTICS - Same as above.
FUNCTION - A space for students to gather for dancing and hop-
73

ping. This room is provided to avoid complete disiaan-
tling of furnishings in the choral room.
FURNISHINGS/EQUIPI^NT - Record player for playing records. ^
piano for accompanying rhythmic activities. There will
be plenty of open space for dancing and hopping.
SPACE - Storage
OCCUPANTS - Varies
AREA - 150 s.f.
FUNCTION - Storage of musical instruments, chairs, music,
music Stands, etc.
FURNISHINGS/EQUIPMENT - 70 linear feet of shelving.
SPACE - Special Education
OCCUPANTS - 30 in each of two rooms
AREA - 2 (? 1325 s.f. = 2650 s.f.
FUNCTION - This space will provide special educational facil-
for the learning disabled child. By law it is required
that each school provide these services. Some of the
basic needs met will be speech therapy, occupational
therapy, visual therapy, and facilities for the deaf.
FURNISHINGS/EQUIPMENT - Seating for thirty students. Study
74

cubicles for private work. Provide teac:.err with adc-u'te
filing cabinets. Steprin.- block a v.lll be -rovidea for
exercises in coordination. Specialized e-ui-r.ent for
the deaf will be featured in this area. 3or.e students
will require specialized eye training equirment for fo­
cusing, eye tracking, etc.
Provide chalkboard and a maximum amount of tackboari.
There will also be a need for two storage cabinets, count­
er height, 4 feet long by 2 feet deep, and a science ta­
ble, 5 feet by 3 feet, with storage beneath. Fifty linear
feet of bookshelving are required with some sloping shelves
for display of picture books. The teacher's area will
accomodate a desk, two chairs, and a lockable cabinet,
bookshelving, large drawers, locking area for purse, and
cabinet space.
SPACE - Toilets
OCCUPANTS - Varies
AREA - 50 s.f.
FUNCTION - Biological
FURNISHINGS/EQUIPMENT - Men: one water closet, one lavatory,
mirror and towel dispenser. Women: one water closet,
one lavatory with counter top, mirror, towel dispenser,
and a napkin disposal unit.

SPACE - Principal's Office^^
OCCUPANTS 1-3
AREA - 225 s.f.
ACOUSTICS - General sound deadening devices—carpeting,
acoustical ceiling tiles, etc.
FUNCTION - a space for school principal to meet with teachers
and parents in seminars or discussion of problems of in­
struction with department heads or directors of academic
units. He will do study and research here so that he
may in turn act as a catalytic agent in the growth and
development of curriculum and the improvement of tech­
niques of teaching.
FURNISHINGS/EQUIPMENT - The principal will have one executive
desk, four comfortable chairs, bookshelves, stora-e, and
filing cabinets.
CHARACTER - A professional business-like atmosphere.
11T Englehardt, , Complete Complet Guide for Planning
New Schools, 1970 , p. ij}4.
76

SPACE - SecretaryA/aitlng
OCCUPANTS - 1-6
AREA - 375 s.f.
ACOUSTICS - Carpet, acoustical celling tiles, etc,
FUKCTION - A place for people to sit while they wait to see
the principal or a teacher,
FURNISHINGS/EQUIPMENT - Comfortable seatinr for six aeorle,
moveable display equipment for trophies, and moveable
planters. One coffee table will be provided for coffee
and placement of magazines. An open front m-'il box with
25 four inch by four inch cubicles --^11 be placed in this
area for teacher's mail despensing.
CHARACTER - A bright and pleasant atmosphere, comfortable
for waiting.
SPACE - Bookroom
OCCUPANTS - Varies
AREA - 500 s.f.
FUNCTION - A place to receive, store and dlstrubute textbooks.
FURNISHINGS/EQUIPMENT - 420 linear feet of shelving.
administration— BOOKRCCT-!
77

SPACE - Conference Rooms (1)
OCCUPANTS - 2-6
AREA - 100 s.f. ea. = 300 s.f,
ACOUSTICS - This space must be highly sound absorbent for pri­
vate conferences, Sound deadening material will be used
in the walls,
FUNCTION - A place for teachers, studenas, and parents to
meet to discuss various educational matters.
FURNISHINGS/EQUIPMENT - One table, six chairs, chalkboard,
tackboard, and a projection screen.
CHARACTER - a space that will be very professional for pri­
vate meetings.
SPACE - Lounge
OCCUPANTS - 2-10
AREA 375 s.f.
administration
ACOUSTICS - General sound deadening devices—carpet, ceiling
tiles, etc.
FUNCTION - A space for teachers to relax during breaks.
FURNISHINGS/EQUIPMENT - One large table to seat six, one sofa,
two comfortable chairs, two end tables, one coffee table.
Provide a microwave oven on top of eight lenear feet of
counter top with storage underneath and a small refriger­
ator,
78

CHARACTER - Provide a character of a home-like atmosphere
to create a relaxing place for teachers to relax.
SPACE - Teacher's Work Room
OCCUPANTS - 1-4
AREA - 375 s.f.
ACOUSTICS - General sound absorbing qualities.
FUNCTION - A place for teachers to reproduce tests, instr-^iction-
al materials, and provide them with a place to collate
daily work materials.
FURNISHINGS/EQUIPMENT - Cabinet storage with 12 feet of counter
topra one layout table, 24 linear feet of shelvin

SPACE - Kitchenl2
OCCUPANTS - d
AREA - 1800 s.f.
FUNCTION - A place for food preparation for 350 diners.
FURNISHINGS/EQUIPMENT - Cooking ovens, baking equipment, pot
washing sinks, food preparation tables, pre-preparation
sinks, and dishwashing system.
l-^Englehardt, Complete Guide for Planning
New Schools, 1970, p. OY. "
80

SPACE - Dry Storage
OCCUPANTS - 0-1
AREA - 300 s.f,
FUNCTION - Place to store canned foods, cookinr accessories,
etc,
FURNISHINGS/EQUIPMENT - 435 linear feet of shelving.
SPACE - V/alk-In Refrigerator
OCCUPANTS - 0-1
AREA - 150 s.f,
FUNCTION - A place to store refrigerated goods.
FURNISHINGS/EQUIPMENT - 200 linear feet of shelving.
SPACE - Walk-In Freezer
OCCUPANTS - 0-1
AREA - 150 s.f,
FUNCTION - A place to store frozen foods,
FURNISHINGS/EQUIPMENT - 200 linear feet of shelving.
81
REFRIGERATOR

SPACE - Seating (cafetorium)
OCCUPANTS - 400
AREA - 6000 s,f.
ACOUSTICS - Specialized wall tiles to eliminate echoes and
produce a favorable audible atmosphere.
FUNCTION - A space to seat as many as 400 school children
during the noon meal and also for them to gather in the
space as an assembly room any other time of the day.
This space will also be used at night as assembly space
for the community.
FURNISHINGS/EQUIPMENT - 67 folding tables with seatin.T for
six at each one. Seating for 402 diners. One cashier's
desk to record number of meals served, and one cash
register.
CHARACTER - A bright cheerful atmosphe;
SPACE - Serving (cafeteria) •
OCCUPANTS - Varies
AREA - 1550 s.f.
FUNCTION - A serving line for the kitchen staff to serve the
students their meal.
FURNISHINGS/EQUIPMENT - Eating utensil dispenser, tray dis­
penser, serving coun^, sneeze guard over food line.
A

SPACE - Auditorium/Cafetoriunl3
OCCUPANTS - 600
AREA - 6000 s.f, (same space as cafeteria seating)
FUNCTION - A space to double with the cafeteria seating for
school gatherings as well as conmunity gatherings.
ACOUSTICS - Same as cafetria.
FURNISHINGS - Portable seating to seat as many as 600 oc­
cupants for larger crowds. For smaller crowds, cafeteria
seating (402 seats) may be sufficient and tables left
standing, (tables willbe removed in the larrer crowds)
SPACE - Stage
OCCUPANTS - Varies
AREA - 2800 s.f,
AUDIT0RIUT4/
CAFETORIUM
ACOUSTICS - Curtains from stage.
FUNCTION - Space for staged performances.
FURNISHINGS/EQUIPMENT - Regular stage equipment following the
same pattern as called for in a regular auditorium with
ceiling 18 feet from the stage floor. The stage will be
3 feet, 6 inches high with a proscenium opening 12 feet
high with a 15-foot, 6 inch ceiling height in the cafeteria
dressing
storage
STAGE
^^Englehardt, Complete Guide for Planning
New Schools, 1970, pp. 198-202,
83

^

• iiiu r,4.ii ..I II
|«iT i^iliH nn» i M...I.
• Ml .1 M p.ir.ili- I 111 lilt
l-liiiclh ..( I I (oi,.l \
JMltlll lliclll t-.lllli
Ifl i-olHl (oidiroti iitt"
- C.IIIJ tl..i.I p.K ki 1. - '!
iNM- iliipltA pin |>liii: )...•

SPACE - Dressing Rooms (2^
OCCUPANTS - 2-8
AREA - 150 s.f. ea. • 300 s,f.
FUNCTION - Dressing space for staged performances.
FURNISHINGS/EQUIPMENT - One clothes rack with hangers, two
full lingth mirrors. One dressing table with chair.
SPACE - Storage
OCCUPANTS - Varies
AREA - 150 s.f.
FUNCTION - A place to store stage equipment, sets, etc.
FURNISHINGS/EQUIPMENT - 12 linear foot of shelving.
86

SPACE - Custodian
OCCUPANTS - 1-4
AREA 375 s.f.
FUNCTION - A place for custodians to prepare for th ir clean­
ing activities, assign duties, and receive sur-lies.
FURNISHINGS/EQUIPI-ENT - Small desk and five chairs, small
file cabinet, custodial sink, 30 linear feet of shelving
for supplies.
SPACE - Custodian Storage
OCCUPANTS - 0-1
AREA - 150 s.f.
FUNCTION - A place to store mops, brooms, and supplies in
general,
FURNISHINGS/EQUIPMENT - 30 linear feet of shelving for suprlles.
87

SPACE SUMMARY
7

Cpace
1. Pre Kindergarten
Primary
a. Activity area
Secondary
b. Storage
c. Restrooms ^2
2. Kindergarten
Primary
a. Activity area
Secondary
b. Storage
c. Restrooms
3. 1st, 2nd, 3rd ~r-:de
Primary
a. Activity Area
Secondary
b. Storage
4. 4th, 5th, 6th grades
Primary
a. Activity area
Secondary
b. Storage
5. Artl3
Primary
a. Crafts sttdio
b. Fine arts studio
Secondary
c. Supply rm.
d. Project storage
ni'
1?
•^^Englhardt, Comr)lete Guide for rlannii
New Schools. 1970 p. uu.
^Snglhsrdt, Complete Guide for rlanni:
New Schools, 1970 p. iiy.
B9
,5U iV,
(3h'. re."
o
0
Q
1
1
1
1
vj ub
"ub
11
.rea
10
150
IICC
? -111
1 "• Of"
^0
T ^a
150
150 nsc
Tir^ • )
'^00
"! C ."^
Total
540
5/.C
1:5
1:5
]ub Total
• \ y r
' -;
--y—-^
:'*-.'
5/.O
1 ' '
1 ' c
1^--:

Space
6, MusicH
Primary
a. Choral room
b. Activity rn. (dancing »- '-o--in-l
Secondary ^ * ^"=^'
c. Storage
1
I.
.
"nits
1
1
1
Vnit
;.re
UO
^i*G
1 en
Total
' rea
Q/,0
Q40
l^'C
. . • " " ^ " •
Gpecical Education
Primary
a. Activity Area
b. Observation unit t
c. Testin- , ^ _ ^/
Secondary " - - 0 ix
d. Toilets ^ .,
e. Jtorrge r ,^r' , >2
:ub T^oT
A dmin i s t r a t i on'' ^ 5
Trimary
a. Principal's office 1
b. Secretary/-.-a it in;!: i
Secondary
c. Bookroon i
d. Conference i*ccms 3
e. Loun,l3t ^-uids for :^l"nnin?
I!e'.; schools. 1""0 -.TTT:
15Englhardt, op. cit. p. 113.
90
.O'
7 -"*-
00
1' Z
- r ,

Snace
10, Auditorium/Cafeteria
Primary
a. Seating
b. Stage
secondary
c. Dressing room
d. Storage
11. Custodial
Primary
a. Work area
Secondary
b. Storage
1', mechanical
13. circulation
units
(ccmcinoi u-ith
1
SITE DEVELOPMENTS
1
1
^U.J
t ^^
rea
4 - " -
Area
"eteria se'. •'in-)
150
1:'0
u.; .oa' .
Net area Tot'-l
Gross Factor i*5'
- • ' - * -
1 ' ^
-J-c;
1 ^'^r-
c"-;,,.^, ~-
65U1:
1. Parking
a. Faculty and Staff - 40 spaces "^ 300 s.f./space • 12,000 s.f.
b. Visitors - 5 spaces (^ 300 s.f ./space • 1,500 s.f.
c. Bus - 5 spaces (? 528 s.f./space « 2.6/^0 s.f.
Total Parking
2, Playgrounds
a. Softball Diamond
b. Multi-purpose field
c. Kindergarten and First Grade
d. Basketball Courts (2)
e. Handball
Total Playgrounds
91
l6,l/,0 s.f.
72,000 s.f.
60,000 s.f,
20,000 s.f,
6,000 s,f.
1.000 s.f.
159,000 s.f.

SYSTEMS PERFORMANCE
8

SPACE - Classrooms
SYSTB4S PERFORJ!ANC£ CRITZP.IA
LIGHTING - Provide general lighting in each classroom at 30
foot candles. All lighting fixtures are to be flour-
escent lamps, standard warm white. All will be ,'.C watt
lamps rated not less than 3200 lumens ojtput after 100
hours of operation,
MECHANICAL - 15 to 35 children in each classroom will create
280 BTU per child, 35 CFM per person will be furnished
with 15-30 air changes per hour. Duct velocities must
not exceed 450 FPM, Heating, ventilating, and air con­
ditioning systems will have rooftop locations. Ductwork
will be of sheet metal construction Including dampers,
dlffusers, grilles, registers, and the like. Each room
will be provided with an individual room thermostat, with
2-stage heating, 2-stage cooling, system "heatinr-cff-
cooling" and fan "on-auto" sub-base switches. Ventilation
"on-off" switch will be provided for mountin.a adjacent
to room thermostat. Each thermostat will have a perf­
orated clear plastic enclosure with lock and key.
SPACE - Principal's Office
LIGHTING - Flourescent lamps, standard warm white, to pro­
vide 27 foot candles.
MECHANICAL - This space will usually never have more than 3
persons at a time therefore creating 500 BTU per person.
There will be 10 CFM per person. Duct speeds will not
exceed 350 FPM.
93

SPACE - SecretaryATaitlng
LIGHTING - Flourescent lamps, standard warm white, to pro­
vide 2? foot candles.
MECHANICAL - There may be as many as 6 persons in this space
creating 390 BTU, There will be 5-15 air changes per
hour. Duct velocity will not exceed 325 FPM.
COMMUNICATION SYSTEM - A fire alarm system will be supnlied
in the school with the central controling devices lo­
cated in the secretaries office. This local alar- will
operate the municipal alarm system.
The dismissal system (bell system) will be directlv re­
lated to the wired clock system. This synchronous wired
system will use dual motored clocks. Pach clock is cor­
rected automatically by correction of a central station
freqtiency located in the main office. The need for master
clocks and hourly correction is obviated.
There will be a public adress system located in the
secretaries office. Speakers will be provided in class­
rooms, laboratories, art section, music room, cafeteria,
and auditorium. The system will allow amplification of
recordings at 78, 45, and 33 1/3 rpm in all areas equip­
ped with speakers. The transmittal of speech originating
at the console in the secretaries office will be heard
in all areas equipped with speakers and the system will
also be capable of pickup of programs originating in
these areas equipped with speakers. ^
l6Terry. Mechanical-Electrical Equipment Hani^cck for
School Buildings, 190U, p. 3^'^*
94

SPACE - Bookroom
LIGHTING - Space will be provided with 30 foot candles which
will be adequate for easy reference of book indexes.
Flourescent lighting will be used.
MECHANICAL - There will seldom be more than one person in the
room at more than one time creating 500 BTU, There will
be 10-20 air changes per hour. Velocity will not exceed
350 FPM,
SPACE - Conference Rooms (3)
LIGHTING - Provide 27 foot candles with flourescent lamps,
MECHANICAL - Space will usually never have more than six
persons at one time creating 550 BTU. The space -will
have 5-15 air changes per hour. Duct speeds will not
exceed 300 FPM,
SPACE - Lounge
LIGHTING - Provide 20 foot-candles to give a more relaxing
atmosphere with less glare,
MECHANICAL - Space will average 6-10 people, each creatine
550 BTU, The space is to provide 5-20 air changes x:er
hour. Air speeds will not exceed 250 FP'^
SPACE - Teacher's Work Rooms (2)
LIGHTING - This space will nave 30 foot-candles provided
by flourescent lamps.
MECHANICAL - The space will average 3 persons at a time cre­
ating 500-BTU per person. This space will furnish 15
CFM per person. Duct speeds will not exceed 350 FPM.
95

SPACE - Kitchen
LIGHTING - General flourescent lighting to provide 27 foot-
candles,
MECHANICAL - There will be a maximum of S people in this
space creating from each person 350 BTU. Air changes oer
hour are recommended at 10-20 with 10 C?:^ of fresh air
per person. Air velocity should not exceed 300 FPM.
Exaust hoods with fans will be provided.
SPACE - Seating (cafetorium)
LIGHTING - This area will supply many different needs and is
suggested to have a maximum of 600 people in this sr^ace
creating 350 BTU per person. The space will nrovide 20
CFM per person. Duct velocities will not exceed 500 FP"..
SPACE - Stage
LIGHTING - Spotlights, footlights, boarderlights, etc. (see
stage requirements in detailed space list)
MECHANICAL - Heating and cooling of this space must be flex­
ible to occupancy changes and the use of hot spot lights
must be considered in cooling of the space. Each person
will create up to 390 BTU. This space will provide 10
CFM of fresh air. Noise will be Isolated from the staf^e
with a duct velocity of nor more than 3 50 F~''.
SPACE - Dressing Rooms (2)
LIGHTING - Provide general lighting of 20 foot-candles.
MECHANICAL - This space will have no more than 8 persons,
each creating 550 BTU. The space is to provide 5-20
air changes per hour. Duct speeds will not exceed 2
o c^
gpM- 96

SPACE - Storage
LIGHTING - Provide 20 foot-candles of light with flourescent
ceiling lamps.
MECHANICAL - Furnish 10-15 air changes. Velocity will not
exceed 400 FPM,
SPACE - Serving (cafeteria)
LIGHTING - Provide general lighting of 27 foot candles. }'eat
lamps are required for the food.
MECHANICAL - Serving area is to be heated and cooled by the
dining area and kitchen system.
SPACE - Custodian
LIGHTING - Provide general lighting of 20 foot-candles.
MECHANICAL - An average of two people will be in the space
at any given time. Good ventilation is necessary due
to cleaning fumes, etc. The space will have from 25-/»5
air changes per hour. The space will provide 30 CVV. of
fresh air per person. Velocity will not exceed '.50 FPM.
SPACE - Toilets (8)
LIGHTING - Flourescent lighting to provide 2^ foot candles.
MECHANICAL - There will be from one to eight children in the
gang restrooms. Each child will give off 350 BTU. Air
changes will be 8-20 with 10 CFM of fresh air for each
person. Air velocity will not exceed 350 FPM.
SPACE - Outdoors
LIGHTING - Exterior lights will be controlled by photocell
lighting control. Outdoor lighting is for security,
97

JIJL i .-> r-^../t. • \..fj J '^ ..Ui . ...\ ^ . j_. ..
The structure vdll consist of a reinforced cancrete found"ti-n
and footings. The exterior v/clls are to be of brich and bloch.
Interior structural franin.'j \;ill consist of structir-1 ateol fr "in-
of columns and beans. The roof structure -..ill be cf steel --i-ti
with a built-up roof. The entire buildin- -.ill be crpeted -/ith
the exception of the cafeteria and other areas such as reat rcomc
custodial area,etc. Ceilings will be of suspended -couaticl
tile.
Built-in features v;ill include chalk, tack and bulletin bosri^.
.Ilso one trophy case near front entrance. P^ch cl^saroom •..•ill
contain built-in cabinet u'ith lavatory ..d ade^u'te star..-? .
Other built-in s -.-ill be tPie rai.ied rlatfor:: h-rd-oci 'Jta-^.
All plumbina v;ill be of pood ^,u~litv firrtvras. PP.i : in­
cludes v:ater coolers, service sinks, lavatories,and t-^ilet-.
Electrical features include flourescent lirP.tin-, an electric
tine clock s^rstem v.dred to th.e bell system. Also a aublic ad ire a
system and a fire alarm system,
Keating, ventilating, and air conditioninr; systers /ill have
rooftop locations, Duct'/ork \.-ill be of sheet metal conatruct-
ion including dampers, diffusers, grilles, re-isters, and th^ like.
Each room provided with individual room thermostats -.-ith r
forated clear elastic enclosure v/ith lock and i::y.
93
\ O"^ ^

9
COST ANALYSIS

a.'^ infcr-'.ation in this secti'.: 1- i -.-^•'- - - - ^..
r - - ~ - -..
of tP.o prol'blo cost of the con-.unity school. ::.2ze ^-
r-^ O v^ - ^ *
;a3'd on t::o aurr 't coaditions rir.rliny n t< n
labor fee, and c P.er eco.._,:ic factor^, "'hi
Buildin^^ construct Ion
a) Po:a ranity School
b) .'.v -itoriu^n
P ro Pa i.:.i or. . •" •'^oe coat
Jit€^ d'-volo--^-nt
a) 01 e-rPn: t..'.-
b)
> SI uG
:it3 --ro-ar' *-i.-:n
c) Cn £ • te u'oilities
d) .:i"e:;al:s
e) I-^ndjo' pin--:
-^ /
-^
Putdo'T^r 11-•,
PUIPOI"'^ •'T,
'" use of the io'l-e ':uiP-'in
esti •.-'•
^-i^nat-'-xtio c- Ic'
-v-lu:ti^n ^li ' • (Oct - Pec 1?PP), P h--.- deri','3d a!
cost bT un".t cost nothod. (see table 9.1)
Group
"!T.-^.de
jchiool
'.uditoriun
PMe 9.1
ro^ram
1^32
T=
< - ^\ o
P'se cost
1 / A',
24.26
16.^^6
.10
locol ^.uildi-:-
^ost :P:ltirlier
P '^L'"'
•,ri(i-
Oesi-n Oev.
. .cnt.:
100
:ocur.aat 1
" P / .•'5
'idi
:t3 :
1 .
. 4
^;s of : iz]
Oo U , J .
5:.--'
"1 " ^ ^ * J^
• *-
co.;t
* ma a onr-.' walls,
•iood ':ualitv cc:
struction
^*"> 'nVN'N- —
>-»• • /^ *- • ' ^ '

Table 9,3shov;3 an escalation r"te of 0.'"^ - i-n
nonths v/h.ich equals to 14.49'*.
Group
Grade
School
ludltoriua
Tible 9.3
Total
Gross S.F.
54,110
3,250
Cost/ 3.7.
8/82
56.98
37.22
SITE D^VPiLOP'yprT or
Pscalation
;!id point
Const
14.49
1^.',9
The Clnay Independent Ochool T^istrict o .o^.s enc
p _, „ .- ' - T^
52. .1
.-OS ../
Total buildinr coat ''., 0^6,'^.^•'.60
corporate a new ^^rade school f"cility -..'it^-in ano yresont j.
1 -,.
; ^ V -. .^
/-. r- "^ _
Site preparations -.'111 consist of the re lov 1 :.= liapoo 1 of * r . :,
stumps, brush roots, ve-etation, lo-s, ruP" i.Pi, or othar oP->jac:i ..-hie
matter. Th.e followin- -33u-"tiona -..•ere -.ade to rriv: " t - roason--'-
site develo^''.ent cost-^7
Site prsDarstion
1.5-1'of Buildin- cost
4,036,923.60 X 1.5/ = Cj^o^iiiiii
Cn site utilities
11 of buildin- cost
4,036,923.60 k 1: = J40.3o9.^4
Sidewalks
1.251 of building cost
4,036,923.60 X 1.251 =.'^.50.461.55
Landscaping
1.5^5 of building cost
4,036,923.60 X 1.51 > "oO.553.-5
Outdoor lighting
2^ of building cost
4,036,923.60 X 2:1 = '8a,I3liiZ
Parkinf' (''.3,000)/s-^ace)^^
•^'' t^spac4s x'iV,000 = -135.000.00
fotal cost
^427.000.00
101

PRCJoCT COOT
17.25^' is added to the building const'^icti. n "ai site aevel-'--e
to cover professional fees, insurnce, f .rnishin'-a.^9
Total side develop:-ient '/.P^'.py-S.^ ^
Building costs '4,036.Pjp.PO
Total site and construction
cost ''U,L':l.,':Cr,^':
^^,251 of t-t:il cost ^'•p:,l/.-.:0
Total site and construction
cost v;ith e-^calrti-. ''5 , P;4,PZ.' .16
0PPTiPOP;'CP^
To allo'.v for minor adjusta.ants in the -ro-r-ri, a 101 a-^a-
tigengency is added at this stage. It •.•ill •-'.llo'.' for v^riahles
in square foot prices and unusual construction condiaicnj not
seen at this time.^^
Project cost ":5,23/^,7/^.16
Contingency IOI 52,p.',"././
Estimated 'robable
Construction Oost ';5, 2P7 ,091...0
This cost estin.-.-oion ia a prediction prior to the 'esi-n of
the project and revisions -.h.-uli '0 achoh.lr' for e- a. -'.r z^i of
work completed. The V;.-oes are --roT--, ac'.c—^tic, ''e-i-n 'e-
velopment and construction documents.
102

footnotes (cost analysis)
17pena ::. P'illiam. Caudill p-illia-., Pocke P'
problem Seeklnr; :\n Architectural rp-r -i in-; .-ri-.er.
irn?.nners Books International Inc., i-yy.
lo Intervie-7, TPr. ];a Jes.aion:.', Puilci.-.- P^n'^-'ca^r
aiO, 19bh 3t. Lubbock, To::- 3.
19?alr.er, A. "'.ickev. The Arc; i'^cts "uiie tr " —i' i"
Profrramminr. The Ar.eric-n Institute of Arc'd tcct:; "1 / ."• .
20Lubhoc!c Count',' A^ r l-^'l .iotrict, i:^th an"! T :: ;
:.0. Box 105P4, lubhoch, Te::-s ^-U:7.
103

10
APPENDIX

Cibtoet, display (lop)
ITEM
CiMMt, diaplay (bottom)
Ctbinet, pupil UM (top)
(Ittift and bench
Chiikboard (top)
dulkboard (bottom and chalkrail)
Counter, cafeteria
CounUr, cUstroom work (standing)
Counter, general ofHcc
Desk and table. cla5.troom
Door knob
Diinking fountain
Fire extinguisher (lank)
Hook, coat
Unlory and sink
U|hl twitch
Minor, lower edge
Mirror, upper edge
fuuc bar
Pencil sharpener
hil, hand and directional
Shelf, hat and books
Joip dispenser
Stool, drawing
Tiblt. drawing
Iibk and bench, work (standing)
TKkboard (top)
Tickboard (bottom)
Tiiephone. wall mounted
Toilet stall, lop of partition
Twtl dispenser
yknal (bottom)
^MKotung
tUtr closet (seat)
Widow ledge
WORKING HHCHTS'-ELEMENTARY SCHOOLS*
MinimHin
10
80
20
21
20
20
17
19
20
32
•
20
limchcs Table 10.1
27
46
21
20
20
20
25
72
20
44
23
54
10
KINDERGARTEN
Optimum MJ iximum
54
26
U
82
•> •)
27
24
27
18
27
24
36
23
27
27
27
21
41
27
19
26
26
84
22
44
27
54
10*:
50
11
25
32
26
32
19
32
27
48
25
46
35
32
33
32
48
33
28
25
35
46
54
12
29
CRADFS
Minimum
ID
80
24
25
24
24
IK
24
24
RFCLSSri) ' a HASV BOARD HFir.HT
38
.4
}\
.V6
25
25
24
25
"6
24
5 2
28
3
54
II
'-3 CRAWS 4 -6
Opdmum Maiimum UMUIB**
56
29
56
12 n 12
82 so
25 26 2«
11 u 2''
26 29 21
31 34 2H
20 22 21
-U 35 28
27 29 28
41 SI i'
2h 27 28
}'• 49 lh
3H
65
31 34 29
31 35 28
24 34 2S
46 51
31 35 2H
21
2''
2>i 32 30
S4 '2
25 26 2*i
1 7
5 2 61
31 49 }}
315 r 3
54 54 54
II': 12 n
30
Opoa.a
•Englehr.rdt, Comnletc Guide for ?1 nnin^ '.'a-.' Ic.cols,
1970 p. 163. — 105
6«
34
14
82
2''
M>
30
36
2)
3*
32
29
4'i
36
•'6
29
'•i
21.
34
VI
H4
29
61
36
3 1'
n>i
V , t
' i "
If.
— -
30
39
'.4
Xt
25
4

11
BIBLIOGRAPHY

I^ I 2 A T " a
Bradford, reter, "Cor:':Linitv/jcA:^o;3: A rin- tie :T>ze
and the Action," Tducti^n"] '^e'^-'li* • es - '-' \- , , .
Inc., 19:'3.
Csrter_;; Eurross, Inc. Anri:.c-ra A 1-a: ra, ••• v ••
"Olney, Texaa ^onin- 'r:ia:nc-,
"nglehardt, n.I., "Corr-1-tf- A-^i A- A— "l-nair- Aev 3cA-l ,
Aarker .ublishinr Ao:a;an-', Inc., 1^70.
Frederich A. Cunny:. Aas^ci-ta., •"In--- 'oc>-AaT^ ia
lurvo", • 1^';'^ .
TT^ .,. ^ ,'-< !--^ '-.,,„ ^' .^ -. ^ ,,•,•4. •
.•-•A4.XO, ..vj..,,. .. "-".I ..UC.Oiii ..i-I ^v..^_oXyi...j i , '--»
Lubbock County Ayyr is 1 Ai'otricA, I'^tA r ' T^:-'i,
- r r-^-- ia~^r TubAoc'- "^T---• ""•' "^
Intc-rvie--.-, yr. Ch.^rles ."itah^ll, "u- L^rin.a-T !3at

DOCUMSNTATTOM
The mala emphasis on this thssis project was to
iMproYe the educational facilities of the children of
Olney, Texas. This was accomplished by carefully eraluat-
Ing the educational needs of the school district as a
whole and not Just the needs of the elementary students
for a new elementary school*
Careful evaluation was given to the entire school
campus as to how well each building would relate to a
new elementary school, as well as to how each building
would relate to each other in the future. This led to the
development of a master plan. The master plan is a long
range plan of how the school system will operate in the
next twenty to thirty years. Careful site planning is
required to develope this plan.
The elementary facility developed in this project
utilized the commxmity/sehool concept with the school
catering to the needs of the public by offering adult
education classes at night and educate the children
during the day.
A cafetorium facility was developed to provide
lunch faciliti«;^ for the entire school district during
the day and allow community use at night for such things
as banquet facilities for various organizations.
The following pages show several design concepts
that led to the finished project which is illustrated in
slide form at the end of this document.

Early design ideas were inhibited by the desii^n of the new
high school constructed in 1973. These ideas were eventually
dropped. What was good in ^73 wasn't good for '63.

.y.^
Fifth and sixth week of design development,
n..
'V
4^' * -^^^-^m -^yL«ar«»*""^B'' «* *«- ^

Fifth and sixth week of design development.

Early idea of central court sculpture

OLNEY ELEMENTARY SCH.
The second preliminary showed the basic conclusion
of the project but with several revisions needing to occur.
This plan had several problems with the front entrances,
window configuration, etc.

4
H
"^
-t-^_r
0^ tl
. Firruite 6.^p*jt(iof4
- i—:-.
« «
C- ,
y
/4 A e /}
The two (2) lobbies were confusing to the visitor.
Which would have been more important- The special education
area seemed to be in a poor location. The size
of the 1st through 3rd grade rooms neede^i expandin..
,\TA
1
'
"•
^ ^

At this time the master plan needed much nore Aovalo -on'
The playgrounds needed to be shnned and site development
needed to be considered.

Before the third prelininary the concept of casement windows
was utilized. This would allow good air circulation and
provide an open feeling in the closed classroom concept.
One main entrance was developed at this s"tage. There were
problems with the choice of building exterior materials.
Brick was chosen to keep the building at a snaller scale
for the small school children, but it created a problem
with the overhang. Eventually a white granite exterior
was chosen and eliminated this problem and still kept the
building at a small scale for the younr; school children.

s: ^c^ IMI ihjii m
NORTH ELEV.
OLNEY ELEMENTARY SCHOOL
The third preliminary was a very solid conclusion
to my thesis problem. The floor plan worked well but
circulation patterns outside the facility were too ridred
with the T-square. Now was the time to make the fiml
decisions before presentation began.

' ^
:: E E
;i«-.*^>'^^^^
1W-'
JJ
This Pl^"^^^.^°^^ better administration area .fter
my juriors co?«"^f .^'^/his preliminary. The various changes
will be seen m slide form of this document.

The master plan ir, now beginning to take shane. A few chan;:es
iy,, be made such as improved bus r itinr are- -^ore free
flowing sidewalks, etc.
The follo^'^S slides illustrate the finished product and
^"®,- and concepts as stated «aT»Ha^