Six Feet Apart, Together: Maximizing Your Current Schools While Physical Distancing

July 2020

SIX FEET APART, TOGETHER MAXIMIZING YOUR CURRENT SCHOOLS WHILE PHYSICAL DISTANCING

SUMMARY PHYSICAL DISTANCING IN K-12 LEARNING SPACES School systems around the nation are grappling with the complexities of opening their facilities to varying degrees this fall. Doing so as safely as possible will require creative solutions to implement CDC and other public health guidelines for physical distancing, face coverings, handwashing, and operational strategies for continuous cleaning. To assist K-12 systems in planning for lower space occupancies, LS3P has analyzed various scenarios for typical room types and furnishings.

Every space is different, and feet and inches matter for room layouts. Structure matters. Door placement matters. Safe egress matters. Circulation matters.

The chart below represents various options of re-opening schools based on the current rate of community transition within your local population.

RATE OF COMMUNITY TRANSMISSION Substantial

Minimal to Moderate

None

VIRTUAL LEARNING

E

DL I R B

HY

2

G

IN N R A

IN-PERSON LEARNING

LS3P | MAXIMIZING YOUR CURRENT SCHOOLS WHILE SOCIAL DISTANCING

THINGS TO THINK ABOUT Work with local agencies and governments to develop the safest plan for your school.

Understand your facility capacity.

Understand how your schools can operate.

Understand that difficulties arise as soon as we leave our homes.

Prepare your school to reopen.

OVER communicate to staff, teachers, parents, and students.

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PHYSICAL DISTANCING THROUGH THE SCHOOL Taking this 800 student school and applying 6’ physical distancing throughout all of the classrooms changes the capacity to 448 students.

Pre-COVID Capacity: 800 Capacity with 6 ft distancing: 448

BOILER 1022 1053 SF

T. 1096B 89 SF

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LS3P | MAXIMIZING YOUR CURRENT SCHOOLS WHILE SOCIAL DISTANCING

PHYSICAL DISTANCING IN A CLASSROOM (GUIDE) These scenarios explore potential layouts for typical spaces in elementary, middle, and high school settings, with analysis of various uses, sizes, and furnishings. To comply with current CDC guidelines, our studies use a 6’ distance between students from the centerline.

These studies are for general planning purposes, and actual occupancies should be verified with existing room geometries and furnishings.

Diagrams show potential space utilization with existing furniture, with additional furniture, and with physical barriers. We understand that every state, every school district, and every school is unique, and that there are no “one size fits all” solutions. Each system will need to work with local agencies to tailor solutions for each situation; however, public health guidelines will inform every step of this process.

Size and Furniture layout

The blue layout on each page is the original layout of the classroom. Here you will see space dimensions used in the analysis.

The additional floor plans utilize different strategies to maximize space using the space constraints of the original layout.

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PHYSICAL DISTANCING IN A CLASSROOM (GUIDE)

MEASUREMENTS WITHIN THE CLASSROOM Using 3 ft Tables 3 feet table to table

6 feet center of chair to center of chair

Using desk alternating 3.58 feet? center of chair to center of chair

- EXISTING MODIFIED 5 feet? center of chair to center of chair 1000 SQ. FT ROOM SIZE 30' x 33"

7.15 feet? center of chair to center of chair

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LS3P | MAXIMIZING YOUR CURRENT SCHOOLS WHILE SOCIAL DISTANCING

MEASUREMENTS WITHIN THE CLASSROOM Using desks side by side

6 feet center of chair to center of chair

6 feet center of chair to center of chair

Note: For desk layouts we have used center of chair to center of chair to measure physical distancing due to varying desk sizes.

POSTCOVID UPPER GRADE DESKS

6

1/4" = 1'-0"

3’

1/4" = 1'-0"

POSTC

R

3

PHYSICAL DISTANCING IN A CLASSROOM (GUIDE)

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CLASS SPACE CONSIDERATIONS To allow for proper physical distancing and eliminate multiple touch points in elementary classrooms, schools may need to consider temporarily closing learning / activity centers and removing associated furniture that are often found inside the classroom.

In comparing desks with tables, desks offer more flexibility for physical distancing. If extra desks are available, consider moving these into spaces that would traditionally only have tables. Refer to page 10-27 for physical distancing diagrams.

Circulation, both within the classroom and in corridors, will require additional planning. Even if desks configurations allow for 6’ of physical distancing, students may be required to wear face coverings when moving around the classroom where circulation space may be constrained. Refer to pages 30-31 for diagrams addressing circulation.

Use assigned desk seating within the classroom to eliminate shared surfaces.

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PHYSICAL DISTANCING IN A CLASSROOM 1,000 SQ FT CLASSROOM | 3 FT TABLES

33’

30’

2

POSTCOVID LOWER LOWER GRADE GRADE -- EXISTING EXISTING MODIFIED MODIFIED POSTCOVID 1/4" = 1'-0" 33 1/4" = 1'-0"

PRE-COVID LAYOUT PRECOVID LOWER GRADE 1/4" = 1'-0"

1000 SQ. FT 1000 SQ. FT 30' x 33" ROOM SIZE ROOM SIZE 30' x 33"

Student Capacity: 24 Student Tables Needed: 8

PHYSICAL DISTANCING USING EXISTING FURNITURE Student Capacity: 12 Student Tables Needed: 8

1000 SQ. FT ROOM SIZE 30' x 33"

50%

These tables are not used during traditional class instruction and would not count towards classroom capacity. While having to implement physical distancing in the classroom consider using these tables for traditional class instruction if they are not able to be replaced. See the following diagrams for examples of this.

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PHYSICAL DISTANCING IN A CLASSROOM 1,000 SQ FT CLASSROOM | 3 FT TABLES

PHYSICAL DISTANCING POSTCOVID LOWER GRADE 1 MAXIMIZING Student Capacity: 18 Student Tables Needed: 18 1/4" = 1'-0"

1000 SQ. FT ROOM SIZE 30' x 33"

75%

PHYSICAL BARRIERS 4

POSTCOVID LOWER GRADE - BARRIER 1/4" = 1'-0"

1000 SQ. FT ROOM SIZE 30' x 33"

Student Capacity: 24 Student Tables Needed: 12

100% The red lines in the diagram above indicate physical barriers such as plexiglass dividers.

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PHYSICAL DISTANCING IN A CLASSROOM 1,000 SQ FT CLASSROOM | DESK

33’

30’

PRE-COVID LAYOUT

POSTCOVID PRECOVID LOWER LOWER GRADE GRADE DESKS DESKS EXIST MODIFIED 1 1/4" = 7 1'-0" 1/4" = 1'-0"

Student Capacity: 24 Student Desk Needed: 24

PHYSICAL DISTANCING REMOVING DESK

POSTCOVID DESKSMODIFIED POSTCOVID LOWER LOWER GRADE GRADE DESKS EXIST 7 1/4" = 1'-0"2 1/4" = 1'-0"

Student Capacity: 15 Student Desk Needed: 15

62.5%

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LS3P | MAXIMIZING YOUR CURRENT SCHOOLS WHILE SOCIAL DISTANCING

2

POSTCOV 1/4" = 1'-0"

PHYSICAL DISTANCING IN A CLASSROOM 1,000 SQ FT CLASSROOM | DESK

7

PHYSICAL DISTANCING ALTERNATING DESK

POSTCOVID LOWER GRADE DESKS EXIST MODIFIED 1/4" = 1'-0"

2

POSTCOVID LOWER GRADE DESKS 1/4" = 1'-0"

Student Capacity: 13 Student Desk Needed: 24

54%

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PHYSICAL DISTANCING IN A CLASSROOM 900 SQ FT CLASSROOM | 3’ TABLE

28’

32’

PRE-COVID LAYOUT 1

PRECOVID UPPER GRADE 1/4" = 1'-0"

Student Capacity: 35 Student Tables Needed: 10

2

PHYSICAL DISTANCING USING EXISTING POSTCOVID UPPER - EXISTING MODIFIED POSTCOVID UPPER GRADEGRADE -FURNITURE EXISTING MODIFIED 2 Student Capacity: 12 Student Tables Needed: 10 1/4" = 1'-0"

1/4" = 1'-0"

34%

These tables are not used during traditional class instruction and would not count towards classroom capacity. While having to implement physical distancing in the classroom consider using these tables for traditional class instruction if they are not able to be replaced. See the following diagrams for examples of this.

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PHYSICAL DISTANCING IN A CLASSROOM 900 SQ FT CLASSROOM | 3’ TABLE

3

PHYSICAL DISTANCING MAXIMIZING POSTCOVID UPPER GRADE Student Capacity: 18 Student Tables Needed: 18 1/4" = 1'-0"

51%

PHYSICAL BARRIERS 4

POSTCOVID UPPER GRADE BARRIER POSTCOVID UPPER -GRADE - BARRIER 4 1/4" = 1'-0" 1/4" = 1'-0"

Student Capacity: 24 Student Tables Needed: 12

68% The red lines in the diagram above indicate physical barriers such as plexiglass dividers.

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PHYSICAL DISTANCING IN A CLASSROOM 900 SQ FT CLASSROOM | DESK

28’

32’

PRE-COVID LAYOUT PRECOVID UPPER GRADE DESKS PRECOVID UPPER GRADE DESKS 4 1/4"4= 1'-0"1/4" = 1'-0"

Student Capacity: 30 Student Tables Needed: 30

PHYSICAL DISTANCING POSTCOVID UPPER GRADE DESKS POSTCOVID UPPER GRADE DESKS EXISTEXIST MOD.MOD. 5 1/4"5= 1'-0"1/4" = 1'-0"ALTERNATING DESK

Student Capacity: 18 Student Tables Needed: 30

60%

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3

PO POSTCO 3 1/4" = 1'-0"1/4" =

PHYSICAL DISTANCING IN A CLASSROOM 900 SQ FT CLASSROOM | DESK

PHYSICAL DISTANCING POSTCOVID UPPER GRADE DESKS3 POSTCOVID UPPER GRADE REMOVING DESK DESKS Student Capacity: 18 Student Tables Needed: 18 1/4" = 1'-0"

3

1/4" = 1'-0"

6

6

POSTCOVID UPPER GRADE DESKS EXIST MOD. Copy 1

POSTCOVID UPPER GRADE DESKS EXIST MOD. Copy 1

1/4" = 1'-0"

1/4" = 1'-0"

60%

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PHYSICAL DISTANCING IN A CLASSROOM 765 SQ FT CLASSROOM | DESK

27’

* 28’-4”

PRE-COVID LAYOUT Student Capacity: 30 Student Desk Needed: 30

PHYSICAL DISTANCING ALTERNATING DESK Student Capacity: 17 Student Tables Needed: 34

* This dimension does not include the classroom entry vestibule found at the top right of this diagram.

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56%

PHYSICAL DISTANCING IN A CLASSROOM

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PHYSICAL DISTANCING IN A CLASSROOM 2

850 S.F. RECTANGLE 1/4" = 1'-0"

VARIOUS CLASSROOM SIZES | DESK E

D

5

750 SQ FT 750 S.F. Student Capacity: 17 1/4" = 1'-0"

500 SQ FT C Student Capacity: 10 4

500 S.F.

1

1/4" = 1'-0"

2

B

800 S.F. RECT. 1/4" = 1'-0"

3

4

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PHYSICAL DISTANCING IN A CLASSROOM 800 SQ FT CLASSROOM | DESK 2

850 S.F. RECTANGLE

3

1/4" = 1'-0"

850 S.F. RECTANGLE

3

1/4" = 1'-0"

1

800 SQ FT - RECTANGLE 800 S.F. RECT. Student Capacity: 19

850 S.F. - SQUARE 1/4" = 1'-0"

1/4" = 1'-0"

0 S.F. RECT.

6

= 1'-0"

800 S.F. - SQUARE 1/4" = 1'-0"

4

4

22

1/4" = 1'-0"

800 SQ FT - SQUARE 800 S.F. - SQUARE Student 6Capacity: 17

1/4" = 1'-0"

3

850 S.F. - SQUARE

5

5

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PHYSICAL DISTANCING IN A CLASSROOM 850 SQ FT CLASSROOM | DESK

850 SQ FT - RECTANGLE Student Capacity: 19

850 S.F. RECTANGLE 2 1/4" = 1'-0" .F. RECTANGLE

850 SQ FT - SQUARE Student Capacity: 20 3

850 S.F. - SQUARE 3 1/4" = 1'-0" 850 S.F. - SQUARE 1/4" = 1'-0"

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PHYSICAL DISTANCING IN A CLASSROOM 1,287 SQ FT | SCIENCE CLASSROOM 39’

33’

PRE-COVID LAYOUT Student Capacity: 32 Science Tables: 8

PHYSICAL DISTANCING Student Capacity: 13 Student Tables Needed: 8

41%

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PHYSICAL DISTANCING IN A CLASSROOM 1,287 SQ FT | SCIENCE CLASSROOM

PHYSICAL BARRIER Student Capacity: 15 Student Tables Needed: 8

47% The red lines in the diagram above indicate physical barriers such as plexiglass dividers.

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PHYSICAL DISTANCING IN A CLASSROOM

SQUARE/RECTANGLE

TABLE GUIDE

24" 24”

24"x36"

24"x36"

24"x48"

24"x60"

30"x30"

30"x36"

30"x48"

30"x60"

30" 30”

Square/Rectangle

24"x24"

24"x24"

24"x48"

24"x60"

36"

36”

30"x30"

30"x36"

Round

ROUND

36"x36"

36"x48"

30"x48"

30"x60"

42" ROUND

VARIES

36"x36"

36"x48"

48" ROUND

48" ROUND

60" ROUND

36"x60"

36"X72" KIDNEY 42" ROUND

36"x60"

36"X72" HALF ROUND

4'-6" OCTAGON

5'-

4'-6" HEXAGON

5'-

60" ROUND

Varied 36"X72" KIDNEY

26

36"X72" HALF ROUND

4'-6" OCTAGON

5'-6" OCTAGON

4'-6" HEXAGON

5'-6" HEXAGON

LS3P | MAXIMIZING YOUR CURRENT SCHOOLS WHILE SOCIAL DISTANCING

PHYSICAL DISTANCING IN A CLASSROOM 1,000 SQ FT CLASSROOM | VARIOUS TABLE SIZES

1

3

POSTCOVID 1,000DISTANCING s.f FP 6' TABLES PHYSICAL - 5’1,000 ROUND TABLES POSTCOVID s.f FP 6' TABLES CHRS REMOV 1/4" = 1'-0"

2

POSTCOVID 1,000 s.f FP 6' TABLE 1/4" = 1'-0"

POSTCOVID 1,000 s.f FP 6' TABLES OCTAGON

PHYSICAL DISTANCING - 5’- 6” HEXAGON TABLE 1/4" = 1'-0"

1

2

3

2

1/4" = 1'-0"

3

4

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CIRCULATION CONSIDERATIONS One-way circulation patterns may help to minimize exposure by reducing close contacts.

The average school corridor is 10’. In a corridor of this width, students should be able to safely pass by each other in the opposite direction while maintaining 6’ of distance.

Face coverings are highly encouraged, and in many cases may be required, when students and teachers circulate throughout the school.

Place markings and signage on the floor to encourage 6’ physical distancing between students. These markings will not only show students distancing front-to-back, but also side-to-side. The diagram to the right shows various examples of these graphics.

Maintaining physical distancing during class changes in middle and high schools will be challenging. To eliminate crowded corridors during class changes, consider using a staggered bell schedule or moving teachers from class to class instead of students. Physical activity activates the brain and benefits students academically and students will miss active transitions between classes; however, teachers can incorporate movement within the classroom at specific times throughout the day and make use of outdoor spaces whenever possible.

Classroom circulation is not addressed in the previous physical analysis diagrams. See page 30-31 for examples of a 900 SF classroom that addresses student and teacher circulation and provides teachers with a specific teaching area for physical distancing.

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UNDERSTANDING CIRCULATION

T. 1096B 89 SF

BOILER 1022 1053 SF

T. 1096B 89 SF

THROUGHOUT CORRIDORS - TWO-WAY CIRCULATION

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UNDERSTANDING CIRCULATION WITHIN A CLASSROOM | 900 SQ FT approx. 8 feet if teacher is standing at whiteboard or close to wall

6’ 6’

ADE UPPER DESKS GRADE DESKS

5

6’

6

POSTCOVID POSTCOVID UPPER GRADE UPPER DESKS GRADE DESKS 3 1/4" = 1'-0" 1/4" = 1'-0"

6

POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST DESKS MOD. EXIST MOD. POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS GRADE DESKS 5 1/4" = 1'-0" 5 1/4" = 1'-0" 3 1/4" = 1'-0" 3 1/4" = 1'-0" 3 1/4" = 1'-0" 1/4" = 1'-0"

6’

DE DESKS

5

POSTCOVID POSTCOVID UPPER GRADE UPPER DESKS GRADE EXIST DESKS MOD. EXIST MOD. 5 1/4" = 1'-0" 1/4" = 1'-0"

POSTCOVID UPPER GRADE DESKS EXIST MOD. PRECOVID UPPER GRADE DESKS PRE-COVID LAYOUT 4 5 1/4" = 1'-0" 1/4" = 1'-0"

DE DESKS

5

3

6’ STUDENT CIRCULATION 6’ TEACHER AREA

POSTCOVID GRADEMOD. DESKS POSTCOVID 3UPPER GRADE UPPER DESKS EXIST 1/4" = 1'-0"

1/4" = 1'-0"

Student Capacity: 30

5

POSTCOVID POSTCOVID UPPER GRADE UPPER DESKS GRADE EXIST DESKS MOD. EXIST MOD. 5 1/4" = 1'-0" 1/4" = 1'-0"

P POSTCOVID 6 1/ 1/4" = 1'-0"

Student Capacity: 7

3

POSTCOVID POSTCOVID UPPER GRADE UPPER DESKS GRADE DESKS 3 1/4" = 1'-0" 1/4" = 1'-0"

23%

STUDENT CIRCULATION TEACHER AREA

30

3

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UNDERSTANDING CIRCULATION WITHIN A CLASSROOM | 900 SQ FT approx. 9.5 feet if teacher is standing at whiteboard or close to wall

approx. 7 feet if teacher is standing at whiteboard or close to wall

3’

3’

6’

4’-7”

E PPER DESKS GRADE POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST DESKS MOD. EXIST MOD. POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS DESKS P T DESKS MOD. EXISTDESKS MOD. 5 POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS GRADE DESKS POSTCOVID POSTCOVID UPPERPOSTCOVID GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST CopyGRADE DESKS 1MOD. EXIST Copy 1MOD. Copy 5 5 6 1/1 3 1/4" = 1'-0" 6 1/4" = 1'-0"3 1/4"6= 1'-0"1/4" = 1'-0"3 1/4"6= 1'-0"1/4" = 1'-0"3 1/4" = 1'-0" 1/4" = 1'-0" 3 1/4" = 1'-0" 3 1/4" = 1'-0" 1/4" = 1'-0" 1/4" = 1'-0"

3’

6’

3’

3’

ER ESKS POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST DESKS MOD. EXIST MOD.POSTCOVID POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS GRADE DESKS ISTGRADE MOD. DESKS 5 POSTCOVID POSTCOVID UPPER UPPER DESKS GRADE DESKS POSTCOVID UPPER GRADE DESKS GRADE EXIST DESKS MOD. EXIST Copy 1MOD. Copy 1 5 3 1/4"POSTCOVID 5GRADE 3UPPER 3 1/4"1/4" 6 31/4" =1/4" 6 31/4" =1/4" = 1'-0" = 1'-0" 1/4" = 1'-0" 1/4" = 1'-0" = 1'-0" 1/4" = 1'-0" 1'-0"= 1'-0" 1'-0"= 1'-0"

6

ER ESKS POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST DESKS MOD. EXIST MOD.POSTCOVID POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS GRADE DESKS ISTGRADE MOD. DESKS 5 POSTCOVID POSTCOVID UPPER UPPER DESKS GRADE DESKS POSTCOVID UPPER GRADE DESKS GRADE EXIST DESKS MOD. EXIST Copy 1MOD. Copy 1 5 3 1/4"POSTCOVID 5GRADE 3UPPER 3 1/4"1/4" 6 31/4" =1/4" 6 31/4" =1/4" = 1'-0" = 1'-0" 1/4" = 1'-0" 1/4" = 1'-0" = 1'-0" 1/4" = 1'-0" 1'-0"= 1'-0" 1'-0"= 1'-0"

6

3’ STUDENT CIRCULATION 6’ TEACHER AREA

POSTCOVID UPPER GRADE DESKS EXIST MOD. POSTCOVID UPPER GRADE DESKS 3 51/4" = 1'-0" 1/4" = 1'-0"

ER ESKS ISTGRADE MOD. DESKS

Student Capacity: 9

6

3’ STUDENT CIRCULATION 4’-7” TEACHER AREA

POSTCOVID UPPER GRADE DESKS POSTCOVID 3 1/4" = 1'-0"UPPER GRADE DESKS EXIST MOD. Copy 1 1/4" = 1'-0"

6

Student Capacity: 12

POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE EXIST UPPER DESKS MOD. GRADE EXIST DESKS MOD. EXIST MOD.POSTCOVID POSTCOVID POSTCOVID UPPER GRADE POSTCOVID UPPER DESKS GRADE UPPER DESKS GRADE DESKS POSTCOVID POSTCOVID UPPER GRADE UPPER DESKS GRADE DESKS POSTCOVID UPPER GRADE UPPER DESKS GRADE EXIST DESKS MOD. EXIST Copy 1MOD. Copy 1 5 3 1/4"1/4" 5 3 1/4"1/4" 5 1/4" = 1'-0" 3 1/4" = 1'-0" 6 31/4" =1/4" 6 31/4" =1/4" = 1'-0" = 1'-0" = 1'-0" = 1'-0" 1'-0"= 1'-0" 1'-0"= 1'-0"

30%

40%

STUDENT CIRCULATION TEACHER AREA

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6

POS

1/4" = 1'-

POS

1/4" = 1'-

POS

1/4" = 1

POS

1/4" = 1'-

LARGE SPACES AS CLASSROOMS Schools may consider using large spaces and extracurricular spaces such as the cafeteria, gymnasium, media center, collaboration/learning commons area, and computer labs as temporary classrooms. Please note, staffing these additional spaces may require additional teachers. Schools will need to work with local code officials to determine egress and space maximums.

These spaces may also be used for storage of furniture if they are not being used.

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T. 1096B 89 SF

PHYSICAL DISTANCING THROUGH THE SCHOOL

BOILER 1022 1053 SF

BOILER 1022 1053 SF

T. 1096B 89 SF

T. 1096B 89 SF

T. 1096B 89 SF

Media Center

Cafeteria

Gymnasium Learning Commons

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FOOD SERVICE CONSIDERATIONS Schools may consider temporarily closing dining areas and have students eat breakfast and lunch in their classrooms. Box lunches delivered to the classroom can eliminate the need for students to travel through the serving line.

If the cafeteria dining space remains open, schools can: • Add plexiglass to register area • Place markings on floor to show physical distancing while in food service line • Use disposable products to decrease cross contamination • Add time between lunch periods to properly clean tables and seats

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PHYSICAL DISTANCING IN A DINING SPACE 2,388 SQ FT | CAFETERIA

Food Service Line If cafeteria is used seat and dismiss this side of cafeteria first to decrease circulation.

Pre-COVID Seating Capacity: 276 Seating Capacity with 6 ft distancing: 78

28%

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PHYSICAL DISTANCING IN A DINING SPACE 2,388 SQ FT + 910 SQ FT (STAGE) | CAFETERIA AS A CLASSROOM

CAFETERIA AS CLASSROOMS Additional Student Capacity: 90 Additional Teachers Needed: 5

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538 STUDENTS

PHYSICAL DISTANCING IN AN AUDITORIUM 5,900 SQ FT | AUDITORIUM

1 1/8" = 1'-0"

POSTCOVID - AUDITORIUM

SEATS 78 STUDENTS Pre-COVID Seating Capacity: 538 Seating Capacity with 6 ft distancing: 78

14.5%

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PHYSICAL DISTANCING IN A GYMNASIUM 13,303 SQ FT | BLEACHERS

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PHYSICAL DISTANCING IN A GYMNASIUM 13,303 SQ FT | BLEACHERS AND FLOOR SEATING

BLEACHERS Pre-COVID Bleacher Capacity: 726 Bleacher Capacity with 6 ft distancing: 104

FLOOR SEATING Pre-COVID Floor Seating Capacity: 240 Floor Seating Capacity with 6 ft distancing: 120

14%

50%

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PHYSICAL DISTANCING IN A MEDIA CENTER 3,905 SQ FT

Pre-COVID Seating Capacity: 76 Seating Capacity with 6 ft distancing: 40

53%

MEDIA CENTER AS CLASSROOM SPACE Additional Student Capacity: 36 Additional Teachers Needed: 2 42

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PHYSICAL DISTANCING IN A BAND ROOM 1,894 SQ FT

6 FT DISTANCING Pre-COVID Capacity: 39 Capacity with 6 ft distancing: 24

10 FT DISTANCING Pre-COVID Capacity: 39 Capacity with 10 ft distancing: 12

62%

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31%

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RESTROOM CONSIDERATIONS In elementary schools, encourage students who have classroom restrooms to use only those bathrooms. Use hall restrooms for these students only in emergency situations.

Schools will need to create a schedule for cleaning group/hall restrooms hourly throughout the building, and will need to work with custodians to create a plan for closing the bathrooms during these times.

Schools will also need to implement strategies to limit and control the number of students in the restroom at one time.

Create as many no-touch solutions as possible. Fixtures that can be retrofitted to be touchless include: • Toilets • Sinks • Soap Dispensers • Towel Dispensers • Trash cans Drinking fountains are often found outside of restrooms. As these drinking fountains are not monitored closely, consider working with code officials to determine the safest possible options for providing drinking water. Please see page 49 for more information regarding drinking fountains.

Provide wayfinding and age-appropriate informational signage.

The CDC is currently recommending that toilets have lids that can be closed during flushing.

Do not allow students to congregate in the restrooms.

Continuously run exhaust fans.

Develop a plan for physical distancing while queuing outside of restrooms.

Explore strategies to let students know when a restroom is at maximum capacity, such as using hall passes that can attach to the wall as a visual cue. Each classroom should be assigned specific restrooms to use.

Where feasible and safe, keep doors open to eliminate an additional touch point.

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WHILE SOCIAL DISTANCING LS3P | MAXIMIZING YOUR CURRENT See the SCHOOLS following diagram for additional restroom considerations.

PHYSICAL DISTANCING IN A RESTROOM

Student with 3’ radius

Hand Sanitizer Station

Tape off and close all stalls, urinals, and sinks that should not be used by students.

Schools will need to consider strategies for safer access to drinking fountains during the school day, such as providing paper cups to minimize opportunities for viral transmission.

Where possible, circulation should be routed so that students enter the restroom near the toilets and exit the restroom near the sinks.

If helpful for a particular restroom layout, consider assigning stalls/urinals to specific sinks. Students who are waiting to use sink should wait at the stall/urinal until the previous occupant has completed hand washing to alleviate crowding at sinks.

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DRINKING FOUNTAIN CONSIDERATIONS Schools will need to consider strategies for safer access to drinking fountains during the school day to minimize opportunities for viral transmission.

For all drinking fountains considerations and modifications, schools will need to work with local authorities and review agencies. Disconnecting drinking fountains could be seen as a health, safety, and wellness code violation.

Students could only use drinking fountains as fillup stations. Provide disposable cups and encourage students to bring filled water bottles that can taken home and cleaned daily.

Where allowed by code, temporarily close drinking fountains that are not able to be closely monitored and provide access to water at other locations.

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CHECKLIST FOR RE-OCCUPANCY Checklist for Environmental Considerations to Prepare for Re-Occupancy In leu of Federal, State, or local guidelines school divisions should, at a minimum, consider the following Best Management Practices when preparing your facilities for re-occupancy following the extended vacancies of buildings: ☐ Assess building for moisture intrusion and mold growth ☐ Inspect your facilities for water leaks ☐ Assess water-containing components and systems to identify those at high risk from stagnant conditions for bacterial/biological growth (i.e. plumbing fixtures, water treatment systems, water storage tanks, and cooling towers) ☐ Flush your water systems frequently and prior to re-occupancy of your facilities - this keeps treated water in your buildings and helps fight bacteria and possible Legionella growth in your building ☐ Follow local water authority protocol/guidance along with EPA, CDC, and Environmental Science, Policy & Research Institute (ESPRI) detailed guidance ☐ Review chemical storage areas (typically in science labs and custodial closets) ☐ Thoroughly inspect hazardous materials stored in science labs ☐ Make sure containers are intact and not leaking or compromised ☐ Look at the shelf-life of chemicals Note: Give yourself ample time to properly coordinate disposal of expired products ☐ Inspect floor drains water traps to prevent sewer gas intrusion ☐ Evaluate HVAC Systems ☐ Assess filter replacements and check for mold, stagnant water, vermin, and pests ☐ Inspect/clean cooling coils, condensate drain pans, and ductwork ☐ Inspect kitchen/food preparations areas ☐ Evaluate/clean grease traps ☐ Inspect food prep areas for signs of pest and infestations ☐ Practice the 3 Ps (Expect an increase in calls for Indoor Air Quality (IAQ) concerns) ☐ Be Prepared ☐ Be Proactive ☐ Be Professional

Provided by Julius Williams of Prince Williams County Public Schools

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CONTRIBUTORS Thank you to all of the contributors: Paul Boney, LS3P Taylor Morris, LS3P Mary Brehler, LS3P Ginny Magrath, LS3P Katherine Ball, LS3P Mary Beth Branham, LS3P Meredith Ray, LS3P Nathan Daniel, LS3P Nathan Maune, North Carolina Depart Al Ciarochi, Prince Williams County Public Schools Julius Williams, Prince Williams County Public Schools Eddie Anderson, New Hanover County Schools David Waggoner, CBRE | Heery Chuck Saylors, MB Kahn; Trustee, Greenville County Schools Bain Stewart, Greenville County Schools Edi Francesconi, A4LE

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www.LS3P.com

ABOUT LS3P Established in 1963, LS3P is a multidisciplinary firm offering architecture, interiors, and planning services to a wide variety of clients nationwide. Central to all regions of the Southeast with offices in Charleston, Columbia, Greenville, Myrtle Beach, Charlotte, Raleigh, Wilmington, and Savannah, LS3P is committed to bringing stateof-the-art design, technology, and expertise of a strong regional firm closer to our clients on a local level. With a staff of over 340 employees, we have the resources to offer total design capabilities from site selection to occupancy, yet we are small enough to give personal attention to each client.

With nearly 100 years of school design experience (including our Boney Architects heritage dating back to 1922) and our work on over 2,000 school facilities, we have a passion for creating leadingedge learning environments and have done an extensive amount of research into the future of education. Our expertise includes the design of flexible and diverse learning spaces which support the full integration of technology. We believe that better spaces support innovative teaching and engaged learning.

The editor of DesignIntelligence has called LS3P “the most local of the global firms and the most ‘world-class’ of the locals.” LS3P brings a history of over 57 years of design excellence, with over 580 design awards across diverse practice areas. With a mission to “engage, design, and transform,” we are deeply committed to the communities we serve. We believe in collaboration, innovation, and building lasting relationships with our clients. Through our work at all scales, from small renovations to large campuses, we are proud to design educational environments which will serve their students, staff, and communities for generations.

For more information contact:

Paul Boney, FAIA  K-12 Education Practice Leader  PaulBoney@LS3P.com  910.520.0812

Taylor Morris  K-12 Marketing Coordinator  TaylorMorris@LS3P.com  803.807.0604 Ginny Magrath, AIA  K-12 Architect & Researcher  GinnyMagrath@LS3P.com  704.371.7859 This Guide is provided as a space efficiency reference only and should not be construed as architectural, interior design, building code, legal, or medical advice. By using this Guide, the User agrees that LS3P ASSOCIATES LTD. and/or its contributing consultants (collectively, the “Author”) make no guarantees or warranties, express or implied including, but not limited to, the warranties of a professional standard of care, merchantability, or fitness for a particular purpose. The User is directed to applicable orders, guidelines, and recommendations of organizations including, but not limited to, executive officials, public health departments, the Centers for Disease Control, the Occupational Safety and Health Administration, and the World Health Organization. The User should not rely on the Author until the User has sought professional advice in the applicable jurisdiction. This Guide should not be construed as an offer by the Author to provide services in any profession or jurisdiction where the Author is not licensed. The Author reserves all rights including, but not limited to, copyrights. This Guide may not be reproduced, modified, or published without the express written permission of the Author. © Copyright 2020 LS3P ASSOCIATES LTD.