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AUTHORTITLE
INSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
Taylor, James L.School Sites. Selection, Development, andUtilizationoOffice of Education (DHEW), Washington, D.C.0E-21020-Spec-Publ-No-76298p.Superintendent of Documents, U.S. GovernmentPrinting Officer Washington, D. C 2040 2 ($.75)
EDRS Price MF-$0,50 HC Not Available from EDRS.Landscaping, School Expansion, *School Location,*School Planning, Site Analysis, *Site Development,*Site Selection
ABSTRACTThis publication is concerned with the selection,
development, and utilization of school sites in regard to bothlong-range and functional planning. Recommendations are presented toaid in the selection and development of more adequate and functionalschool grounds. Procedures illustrate approaches which may be used todetermine school site requirements. Layouts of school sites showingthe location of buildings, landscaping, and activity areas areincluded. (FS)
ww
airk
1101
.1.1
.....
MM
.V
ftM
MIM
MO
MM
MO
MM
ww
ftwo.
surio
neliw
aim
usse
low
GIL
LT
Sir F
he s
choo
l site
lefi
nc;e
asin
gly
;"ec
ogni
zed
an e
duca
tiona
ltoo
l='
-
Exp
aisi
on 6
f -o
utdo
or a
c-tiv
ities
,an
d- th
e tr
end
tow
ard
one-
Stor
y, s
prea
doU
t -sc
hool
bui
ldin
gs.
-_
- :a
re-m
akin
g ne
wde
man
dson
the
size
of-
scho
olsi
tes.
-
Sign
ific
ant .
fact
Ofi
n de
term
inin
g si
tene
eds
are
: Cor
ranu
nity
cha
ra.c
teri
stic
s, p
opul
atio
nan
dsc
hobl
enr
ollm
ent '
tren
ds, s
choo
l-bo
ard
polic
ies;
r-
educ
atio
nal.p
hilo
soph
y, th
e sc
hool
pur
ricu
luni
,co
mm
unity
use
, eya
luat
ioh
'of
pres
ent'
plan
ts,
and
Stat
e sc
hool
pro
gram
s.-
A g
ood
schO
oisi
te p
rom
otes
hea
lth a
nd s
afet
y,is
.fun
ctio
nql,
econ
omic
al; -
attr
activ
e, a
nd o
de-
- iq
uate
.-
--
e
,,
Scho
ols
shou
ld b
e lo
cate
cI,in
an,
en.y
ixon
raen
tth
atst
iMill
o.te
slo
ve a
nd'!a
pPre
ciat
ion
of th
ebe
autif
ul in
life
.SU
rfac
ing
play
grou
nd a
reas
eff
icie
ntly
in-
..cre
ases
thei
r at
trac
tiven
ess
-and
util
izat
ion.
Scho
ol p
lann
ing
-com
mitt
ees
'may
just
ify
-la
rger
sch
ool s
ites
in to
day'
s pr
ogra
m b
y la
y-ou
ts, d
raw
n to
-sca
le, w
hich
Sho
wth
e bu
ildin
gs,
land
scap
ing,
and
the
vari
ous
outd
oor
area
s an
d;f
acili
ties.
R.
Spec
ial P
ublic
atio
n N
o. 7
SCH
OO
L S
ITE
S
Sele
ctio
n, D
evel
opm
ent,
and
Util
izat
ion
by J
ames
L. T
aylo
r, S
peci
alis
t on
Plan
ning
Sch
ool B
uild
ings
Und
er th
e di
rect
ion
of R
ay L
. Ham
on, C
hief
, Sch
ool H
ousi
ng S
ectio
n
U.S
. DE
PAR
TM
EN
T O
F H
EA
LT
H, E
DU
CA
TIO
N, A
ND
WE
LFA
RE
.A
brah
am R
ibic
off,
Sec
reta
ry
Off
ice
of E
duca
tion
Ster
ling
M. M
cMur
rin,
Com
mis
sion
er
Prin
ted
1958
Rep
rint
ed 1
962
U.S
. GO
VE
RN
ME
NT
PR
INT
ING
OFF
ICE
WA
SHIN
GT
ON
: 19
62
For
sale
by
the
Supe
rint
ende
nt o
f D
ocum
ents
, U.S
. Gov
ernm
ent P
rint
ing
Off
ice
Was
hing
ton
25, D
.C.
-Pr
ice
75 c
ents
FOR
EW
OR
D
Thi
s pu
blic
atio
n on
sel
ectio
n, d
evel
opm
ent,
and
utili
zatio
n of
sch
ool s
ites
invo
lves
bot
h lo
ng-r
ange
and
fun
ctio
nal p
lann
ing.
Log
ical
loca
tion
of s
choo
l
site
s re
quir
es a
stu
dy o
f th
e pa
st, p
rese
nt, a
nd f
utur
e to
det
erm
ine
tren
ds in
com
mun
ity g
row
th, e
nrol
lmen
ts, a
nd th
e ed
ucat
iona
l com
mun
ity-s
ervi
cepr
o-
gram
s. M
ore
effe
ctiv
e ov
eral
l pla
nnin
g is
don
e w
hen
ther
e is
coo
pera
tive
effo
rt
by th
e sc
hool
boa
rd, s
choo
l off
icia
ls, a
nd o
ther
com
mun
ity le
ader
s.
The
pur
pose
of
this
stu
dy is
to a
ssis
t sch
ool b
oard
s, p
lann
ers,
and
des
igne
rs
in th
e se
lect
ion
and
deve
lopm
ent o
f m
ore
adeq
uate
and
fun
ctio
nal s
choo
lgr
ound
s.Pr
oced
ures
illu
stra
te a
ppro
ache
s w
hich
may
be
used
by
loca
lgr
oups
to d
eter
min
e sc
hool
-site
req
uire
men
ts.
Scho
ol b
oard
pol
icie
s, e
duca
tiona
l phi
-
loso
phy,
and
com
mun
ity c
hara
cter
istic
s ar
e am
ong
sign
ific
ant f
acto
rs w
hich
shou
ld b
e an
alyz
ed.
Lay
outs
of
scho
ol s
ites
show
ing
the
loca
tion
of b
uild
ings
, lan
dsca
ping
, and
activ
ity a
reas
illu
stra
te h
ow s
ome
scho
ols
and
com
mun
ities
are
utili
zing
sch
ool
grou
nds
effi
cien
tly.
The
y ar
e no
t sta
ndar
ds to
be
copi
ed.
Eac
h co
mm
unity
shou
ld d
eter
min
e its
site
layo
uts
by th
e ch
arac
teri
stic
s of
the
piec
e of
land
sele
cted
and
the
outd
oor
activ
ities
to b
e ca
rrie
d on
in th
e pr
ogra
m.
E. G
LE
NN
FE
AT
HE
RST
ON
, Ass
ista
nt C
omm
issi
oner
,D
ivis
ion
of S
tate
and
Loc
al S
choo
l Sys
tem
s.
III
AC
KN
OW
LE
DG
ME
NT
S
Thi
s st
udy
is b
ased
on
info
rmat
ion
obta
ined
thro
ugh
ques
tionn
aire
s an
dco
nfer
ence
s fr
om r
epre
sent
ativ
es o
f St
ate
depa
rtm
ents
of
educ
atio
n, lo
cal s
uper
-in
tend
ents
of
scho
ols,
and
sch
ool p
lant
spe
cial
ists
.M
embe
rs o
f th
e N
atio
nal
Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion
assi
sted
by
expr
essi
ng o
pini
ons
on tr
ends
of th
e ch
arac
teri
stic
s of
sch
ool s
ites.
Scho
ol p
lant
sup
ervi
sors
in c
ity s
choo
lsy
stem
s se
nt p
ertin
ent i
nfor
mat
ion
on p
layg
roun
d su
rfac
ing.
Oth
er s
taff
mem
-be
rs in
the
Scho
ol H
ousi
ng S
ectio
n, a
nd I
nstr
uctio
nO
rgan
izat
ion
and
Serv
ices
Bra
nch
of th
e O
ffic
e of
Edu
catio
n,w
ere
help
ful i
n re
adin
g m
ater
ials
in th
e te
xtan
d m
akin
g su
gges
tions
for
impr
ovem
ent.
Pict
ures
of
scho
ol p
lant
s an
d si
te la
yout
sw
ere
gene
rous
ly s
uppl
ied
by S
tate
depa
rtm
ents
of
educ
atio
n, lo
cal s
uper
inte
nden
ts,
arch
itect
s, a
nd la
ndsc
ape
gard
ener
s.
Spec
ial a
ckno
wle
dgm
ents
for
ass
ista
nce
are
due
S. A
. Abe
rcro
mbi
e of
the
Nat
iona
l Com
mis
sion
on
Safe
ty E
duca
tion,
Nat
iona
lE
duca
tion
Ass
ocia
tion,
Dr.
Wal
lace
M. R
uff
of th
e U
nive
rsity
of
Ore
gon,
Dr.
Dal
eH
ayes
of
the
Uni
vers
ityof
Neb
rask
a T
each
ers
Col
lege
, Dr.
Will
iam
Cha
se o
f O
hio
Uni
vers
ity, a
nd W
illia
m
W. C
audi
ll of
Cau
dill,
Row
lett,
and
Sco
tt, C
orni
ng, N
. Y.
CO
NT
EN
TS
FOR
EW
OR
D
AC
KN
OW
LE
DG
ME
NT
S
Sect
ion
I.T
HE
SC
HO
OL
SIT
E P
RO
BL
EM
Page iii v 1
Sect
ion
IV. S
EL
EC
TIN
G A
ND
AC
QU
IRIN
G T
HE
SCH
OO
L S
ITE
Proc
edur
es.
..
Cri
teri
a
Page 28 28 29
Hea
lthfu
l and
Saf
e29
Sect
ion
IL D
ET
ER
MIN
ING
SIT
E N
EE
DS
4Fu
nctio
nal
30C
omm
unity
Cha
ract
eris
tics
4E
cono
mic
al32
Attr
activ
e34
Popu
latio
n T
rend
s4'
Ade
quat
e36
Scho
ol B
oard
Pol
icie
s5
Che
cklis
t41
Edu
catio
nal P
hilo
soph
y6
Acq
uisi
tion
45Sc
hool
Cur
ricu
lum
7Se
ctio
n V
. PL
AN
NIN
G A
ND
DE
VE
LO
PIN
G T
HE
Eva
luat
ion
of P
rese
nt P
lant
s an
d Pr
opos
ed S
ites
7SC
HO
OL
SIT
E46
Stat
e D
epar
tmen
ts o
f E
duca
tion
9T
raff
ic46
Surf
acin
g47
Sect
ion
III.
TH
E S
CH
OO
L S
ITE
IN
TH
E P
RO
-L
ocat
ion
of B
uild
ings
52G
RA
M10
Lan
dsca
ping
57Ph
ysic
al E
duca
tion
and
Rec
reat
ion
10A
ctiv
ity A
reas
62O
utdo
or E
duca
tion
19St
adiu
m68
Scie
nce
19Sw
imm
ing
Pool
68C
onse
rvat
ion
19L
ayou
ts69
Agr
icul
ture
21Fa
ctor
s T
o C
onsi
der
75O
ther
Sub
ject
Mat
ter
Fiel
ds21
Dri
ver
Edu
catio
n24
Sect
ion
VI.
SU
MM
AR
Y A
ND
IM
PLIC
AT
ION
S..
Som
e C
omm
only
Acc
epte
d C
rite
ria
of a
Goo
d Sc
hool
Site
.
76 78O
utdo
or M
eetin
gs26
Dra
mat
ics
26B
IBL
IOG
RA
PHY
81
Mus
ic26
APP
EN
DIX
85G
radu
atio
n27
Sam
ple
Que
stio
nnai
re85
Opi
nion
s on
Site
Pur
pose
s,27
Rat
ing
Shee
ts86 V
II
TA
BL
ES
Page
1. P
erce
nt o
f Sc
hool
s, b
y Si
ze o
f Si
te2
2. P
erce
nt o
f Pu
pils
Per
Acr
e, b
y Si
ze o
f Si
te3
3. R
ecom
men
ded
Min
imum
Siz
e of
Sch
ool S
ites
and
Form
ula
for
Add
ition
al A
cres
by
Stat
es a
nd T
ype
of S
choo
l37
4. S
ize
of S
ites
of N
ew P
ostw
ar H
igh
Scho
ols
in th
eSt
ate
of W
isco
nsin
425.
Siz
e of
Sec
onda
ry S
choo
l Site
s in
the
Stat
e of
Con
-ne
ctic
ut44
6. A
n A
naly
sis
of P
layg
roun
d Su
rfac
ing
477.
Sur
faci
ng P
layg
roun
d A
reas
488.
Dim
ensi
ons
for
Gam
e A
reas
67
ILL
UST
RA
TIO
NS
Las
Lom
as H
igh
Scho
ol, C
alif
Fron
t cov
erH
ager
stow
n, M
d., H
igh
Scho
olFr
ont c
over
Nor
thea
st E
lem
enta
ry S
choo
l, W
alth
am, M
ass
.Fr
ont c
over
Kir
kwoo
d Ju
nior
Hig
h Sc
hool
, Mo
Fron
t cov
erSa
n L
oren
zo V
alle
y H
igh
Scho
ol, F
elto
n, C
alif
.Fr
ont c
over
New
Whi
ttier
Ele
men
tary
Sch
ool,
But
te, M
ont.
Insi
de f
ront
cov
erFo
rt L
ewis
Ele
men
tary
Sch
ool,
Tac
oma,
Was
h.In
side
bac
k co
ver
Dod
ge-B
all G
ame
11
Nor
th G
adsd
en S
choo
l, G
adsd
en, A
la12
Arc
hery
, Lin
coln
-Way
Com
mun
ity H
igh
Scho
ol, N
ewL
enox
, Ill
Ext
erio
r G
ames
Cou
rt, M
eado
w D
rive
Ele
men
tary
Scho
ol, M
ineo
la, L
. I.,
N. Y
Who
leso
me
Rec
reat
ion,
Mia
mi,
Fla
Cam
ping
Sce
ne, L
inco
ln-W
ay C
omm
unity
Hig
h Sc
hool
,N
ew L
enox
, Ill
V I
II
13 14 15 16
Page
Hig
h Sc
hool
Cou
rt, N
orm
an, O
kla
18
Stor
ing
of c
orn,
Lin
coln
-Way
Com
mun
ity H
igh
Scho
ol,
New
Len
ox, I
ll20
Dra
win
g C
lass
, Mia
mi,
Fla
22
Out
door
Tea
chin
g ar
ea23
Lan
e T
echn
ical
Sch
ool D
rivi
ng L
abor
ator
y, C
hica
go,
Ill
24D
rive
r T
rain
ing
area
, Det
roit
Publ
ic S
choo
ls, M
ich.
..
25L
akew
ood
Juni
or a
nd E
verg
reen
Sen
ior
Hig
h Sc
hool
s,Se
attle
, Was
h31
Sout
h Ju
nior
Hig
h Sc
hool
, Pitt
sfie
ld, M
ass
35R
amse
y Ju
nior
Hig
h Sc
hool
and
Ele
men
tary
Sch
ool,
Fort
Sm
ith, A
rk53
Gar
den
City
Hig
h Sc
hool
, Lon
g Is
land
, N. Y
54
Mem
oria
l Sch
ool,
Mid
dleb
ury,
Con
n55
Bro
oksi
de E
lem
enta
ry S
choo
l, G
rand
Rap
ids,
Mic
h..
56L
ands
cape
layo
ut f
or a
sm
all s
choo
l58
Che
rry
Park
Gra
de S
choo
l, R
usse
lvill
e Sc
hool
Dis
tric
t,O
reg
60H
emlo
ck A
venu
e E
lem
enta
ry S
choo
l, G
ary,
Ind
61
Bro
okda
le E
lem
enta
ry S
choo
l, T
acom
a, W
ash
63O
lym
pic
Juni
or H
igh
Scho
ol, S
eattl
e, W
ash
64L
akew
ood
Juni
or a
nd E
verg
reen
Sen
ior
Hig
h Sc
hool
s,Se
attle
, Was
h.
65D
esig
n of
out
door
phy
sica
l edu
catio
n an
d re
crea
tion
area
s fo
r co
mm
unity
-par
k (s
enio
r hi
gh)
scho
ol70
Fort
Lew
is E
lem
enta
ry S
choo
l, W
ash
72D
esig
n of
out
door
phy
sica
l edu
catio
n an
d re
crea
tion
area
s fo
r co
mm
unity
-par
k (j
unio
r hi
gh)
scho
ol73
Site
dev
elop
men
t pla
n, L
inco
ln-W
ay C
omm
unity
Hig
hSc
hool
, New
Len
ox, I
ll74
I. T
HE
SC
HO
OL
SIT
EPR
OB
LE
M
One
of
the
basi
c co
nsid
erat
ions
for
a sc
hool
pla
nt 1
pro
-gr
am to
day
is th
e gr
ound
s on
whi
ch th
e st
ruct
ures
are
tobe
pla
ced.
The
site
is b
ecom
ing
incr
easi
ngly
rec
ogni
zed
asan
edu
catio
nal t
ool i
tsel
f.T
his
conc
ept o
f th
e sc
hool
site
has
not p
reva
iled
for
mor
e th
an a
gen
erat
ion.
How
ever
,th
e th
inki
ng r
egar
ding
the
plac
e of
the
scho
ol s
ite in
the
scho
ol a
nd c
omm
unity
prog
ram
has
und
ergo
ne a
ste
ady
evol
utio
n si
nce
the
earl
y pu
blic
sch
ools
of
Am
eric
a.M
ore
than
one
hun
dred
yea
rsag
o Jo
hn O
rvill
e T
aylo
r,ed
itor
of J
ourn
al o
f E
duca
tion,
in h
is F
irst
Lec
ture
onPo
pula
r E
duca
tion,
sai
d:.
Con
ceiv
e fo
r a
few
mom
ents
the
loca
tion,
stru
ctur
e, a
ndco
nditi
on o
f th
e sc
hool
hous
es y
ou h
ave
seen
whi
le p
assi
ng o
ver
the
Stat
e.A
re th
ey n
ot s
tand
ing
on a
par
t of
the
road
alm
ost
into
the
whe
el r
ut w
here
the
dust
and
the
nois
e of
the
pass
ing
carr
iage
s di
stra
ct th
e m
ind?
Are
they
not
als
oon
the
poin
t of
som
e st
ony
hill
whe
re a
ll ar
ound
are
sha
rp, f
linty
roc
ksw
here
the
sum
mer
's s
un a
nd th
e w
inte
r's w
ind
have
an u
nbro
ken
swee
p? N
ot a
leaf
of
shel
ter,
or
a sh
rub,
or f
low
er f
or o
rna-
men
t nea
r! .
.
Eve
n 50
yea
rs a
go e
lem
enta
ry s
choo
ls in
citi
esw
ere
1 Sc
hool
pla
nt in
clud
es th
e si
te, b
uild
ing,
and
equ
ipm
ent c
onst
itutin
gth
e ph
ysic
al f
acili
ties
used
by
a si
ngle
sch
ool
or b
y tw
o or
mor
esc
hool
s sh
arin
g th
e us
e of
com
mon
fac
ilitie
s.2
Tay
lor,
J. O
rvill
e.T
he F
irst
Lec
ture
on
Popu
lar
Edu
catio
n. N
ewY
ork,
Am
eric
an C
omm
on S
choo
l Soc
iety
, [18
411
p. 6
6 (T
hird
Lec
ture
).
com
mon
ly b
uilt
on s
ites
bare
ly la
rge
enou
ghto
acc
om-
mod
ate
the
stru
ctur
e its
elf,
and
25
or 3
0 ye
ars
ago
a ci
tybl
ock
was
reg
arde
d as
am
ple
for
an e
lem
enta
ry s
choo
l site
.O
ne-r
oom
rur
al s
choo
ls w
ere
freq
uent
ly lo
cate
don
1 a
cre
in th
e co
rner
of
a fa
rm.
As
athl
etic
s be
cam
e a
com
mon
activ
ity, t
he s
econ
dary
sch
ools
far
ed b
ette
r th
an e
lem
en-
tary
as
to s
ize
of s
choo
l site
s.In
the
earl
y pa
rt o
f th
ece
ntur
y, h
igh
scho
ol s
ites
of 5
acr
es w
ere
cons
ider
edst
anda
rd, b
ut a
few
far
sigh
ted
supe
rint
ende
nts
held
out
for
10 a
cres
.
In th
e na
tionw
ide
surv
ey o
f sc
hool
fac
ilitie
s, d
ata
onsc
hool
site
s w
ere
colle
cted
and
pub
lishe
d in
195
3.T
able
1sh
ows
the
perc
ent o
f sc
hool
site
s in
cer
tain
cla
ssif
icat
ions
acco
rdin
g to
siz
e.It
sho
ws
that
app
roxi
mat
ely
82 p
erce
ntof
sch
ool s
ites
incl
uded
in th
e re
port
fro
m 4
3 St
ates
hav
ele
ss th
an 5
acr
es, a
nd 7
0 pe
rcen
t of
the
site
s ha
ve le
ss th
an3
acre
s.O
n su
ch s
ites,
aft
er s
pace
has
bee
n pr
ovid
ed f
orbu
ildin
gs a
nd o
ther
fac
ilitie
s, v
ery
little
area
rem
ains
for
play
grou
nds,
par
king
, and
oth
er u
ses
for
whi
chac
reag
eis
nee
ded.
In th
e sa
me
surv
ey, a
lmos
t hal
f of
the
pupi
ls in
clud
edat
tent
l sch
ools
hav
ing
site
s th
at m
ust a
ccom
mod
ate
mor
eth
an 1
00 p
upils
per
acr
e, a
nd 7
3 pe
rcen
t of
the
pupi
lsat
tend
sch
ools
hav
ing
site
s th
at a
ccom
mod
ate
50or
mor
epu
pils
per
acr
e.Se
e ta
ble
2.
2SC
HO
OL
SIT
ES
Tab
le 1
.-Pe
rcen
t of
Scho
ols,
by
Size
of
Site
'
Typ
e of
sch
ool p
lant
Perc
ent o
f sc
hool
s by
siz
e of
site
Les
s th
an1
acre
1-2.
9ac
tres
3-4.
9ac
res
5-9.
9ac
res
10-1
4.9
acre
s15
-24.
925
-50
I M
ore
than
acre
sac
res
50 a
cres
23
46
78
9
Ele
men
tary
Se...
onda
ryC
ombi
ned
elem
enta
ry-s
econ
dary
All
scho
ols
27.8
39.
705.
26
52.5
620
.35
20.8
2
9.45
14.9
118
.27
7.09
23.0
131
.64
2.14
13.6
914
.15
0.59
0.23
10.4
95.
816.
662.
61
0.11
2.04 .59
23.8
646
.56
10.9
011
.16
4.37
1.98
.29
U. S
. Dep
artm
ent o
f H
ealth
, Edu
catio
n, a
nd W
elfa
re, O
ffic
e of
Edu
catio
n.W
ashi
ngto
n, U
. S. G
over
nmen
t Pri
ntin
g O
ffic
e.19
53.
p. 1
17.
Dat
a in
tabl
e 2
are
mor
e re
veal
ing
than
thos
e in
tabl
e 1
beca
use
a la
rge
perc
enta
ge o
f th
e sc
hool
s re
port
ed a
resm
all o
ne-r
oom
sch
ools
with
ver
y sm
all e
nrol
lmen
ts.
Figu
res
in ta
ble
2, s
how
ing
pupi
ls p
er a
cre,
por
tray
a m
ore
real
istic
pic
ture
of
the
scho
ol s
ite s
ituat
ion
in th
e co
untr
y.D
ata
in ta
bles
1 a
nd 2
, fro
m 4
3 St
ates
enr
ollin
g 20
,156
,045
pupi
ls, p
ublis
hed
in 1
953,
rep
rese
nt s
ite c
ondi
tions
as
of 1
951.
In th
e lo
ng-r
ange
pha
se o
f th
e Sc
hool
Fac
ilitie
s Su
rvey
,w
hich
gav
e m
any
scho
ols
the
oppo
rtun
ity to
mak
e pr
o-je
cted
con
stru
ctio
n pl
ans
in li
ght o
f ne
eds
and
in a
ccor
d-an
ce w
ith m
ore
satis
fact
ory
adm
inis
trat
ive
units
, a m
ore
prom
isin
g ou
tlook
on
scho
ol s
ites
was
rep
orte
d.3
The
trem
endo
us o
utla
y of
sch
ool f
unds
for
sch
ool s
ites,
a c
om-
mon
pro
blem
in a
ll St
ates
, req
uire
s fu
nctio
nal p
lann
ing,
U. S
. Dep
artn
ient
of
Hea
lth, E
duca
tion,
and
Wel
fare
, Off
ice
ofE
duca
tion.
Rep
ort o
f th
e L
ong-
Ran
ge P
lann
ing
Phas
e-Sc
hool
Faci
litie
s Su
rvey
.W
ashi
ngto
n, U
. S. G
over
nmen
t Pri
ntin
gO
ffic
e.19
56.
Rep
ort o
f th
e St
atus
Pha
se o
f th
e Sc
hool
Fac
ilitie
s Su
rrey
.
desi
gn, a
nd c
onst
ruct
ion
base
d on
sou
nd p
rinc
iple
s an
dte
chni
ques
.
Mos
t Sta
tes
sugg
est s
tand
ards
rel
ativ
e to
min
imum
site
size
for
ele
men
tary
or
seco
ndar
y sc
hool
s.T
he N
atio
nal
Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion,
a n
atio
nally
rec
og-
nize
d pr
ofes
sion
al a
ssoc
iatio
n of
sch
ool p
lant
spe
cial
ists
,al
so s
ugge
sts
min
imum
siz
es in
acr
es b
y ty
pes
of s
choo
ls,
with
var
iatio
ns in
acc
orda
nce
with
the
num
ber
of p
upils
enro
lled.
4T
hese
min
imum
sta
ndar
ds, a
s re
com
men
ded
by th
e C
ounc
il, a
re r
epor
ted
on p
age
40.
In r
espo
nse
to th
e qu
estio
n, "
Wha
t are
the
tren
ds in
your
Sta
te r
elat
ive
to s
ize,
loca
tion,
impr
ovem
ent,
and
utili
zatio
n of
sch
ool s
ites?
" di
rect
ed to
Sta
te s
choo
l pla
ntsp
ecia
lists
in 1
957,
the
follo
win
g re
ply
is ty
pica
l:.
.. l
et m
e sa
yth
e si
ze o
f sc
hool
site
s is
incr
easi
ng c
onsi
d-
Nat
iona
l Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion.
Gui
de f
or P
lan-
ning
Sch
ool P
lant
s. T
he C
ounc
il, G
eorg
e Pe
abod
y C
olle
ge f
orT
each
ers,
Nas
hvill
e, T
enn.
1958
.25
4 p.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
Tab
le 2
.-Pe
rcen
t of
Pupi
ls P
er A
cre,
by
Size
of
Site
'
Typ
e of
sch
ool p
lant
Perc
ent o
f pu
pils
, by
size
of
site
(ac
res
Les
s th
an10
10-2
4.9
I25
-49.
9I
50-7
4.9
175
-99.
910
0-14
9.9
150-
199.
920
0-25
0A
Mor
e th
an25
0
1I
23
I4
15
11
78
3IS
Ele
men
tary
Seco
ndar
yC
ombi
ned
elem
enta
ry-
seco
ndar
y
All
scho
os
2.88
2.25
1.71
9.48
6.46
8.70
14.3
513
.67
I22
.25
11.6
911
.62
18.0
2
9.67
11.2
5
12.4
7
13.9
512
.28
13.3
5
8.55
7.44
6.34
7.01
6.30
4.65
22.4
228
.73
12.5
1
2.46
8.69
16.2
213
.28
10.6
913
.47
6.27
21.1
5
U. S
. Dep
artm
ent o
f H
ealth
, Edu
catio
n, a
nd W
elfa
re, O
ffic
e of
Edu
catio
n.R
epor
t of
the
Stat
us P
hase
of
the
Scho
ol F
acili
ties
Surv
ey.
Was
hing
ton,
U. S
. Gov
ernm
ent P
rint
ing
Off
ice.
1953
.p.
117
.
erab
ly o
ver
our
min
imum
sta
ndar
ds w
hich
are
the
sam
e as
the
Nat
iona
l Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion
reco
mm
enda
-tio
ns.
Rel
ativ
e to
util
izat
ion,
we
try
toen
cour
age
tow
ns to
use
site
s fo
r co
mm
unity
use
as
wel
l as
stud
ent u
se.
The
impr
ove-
men
t of
site
s go
es h
and
in h
and
with
the
gene
ral u
se.
The
site
s of
pla
nts
whi
ch w
e fi
nd u
sed
mos
t ext
ensi
vely
by
com
mu-
nitie
s ar
e ge
nera
lly th
ose
whi
ch a
re th
e be
st d
evel
oped
and
conv
enie
ntly
loca
ted.
'
Sanb
orn,
Geo
rge
E.,
Ass
ocia
te C
onsu
ltant
, Sch
ool B
uild
ing
Sect
ion,
Stat
e D
epar
tmen
t of
Edu
catio
n, H
artf
ord,
Con
n. 1
957.
Man
y sc
hool
s ar
e be
ginn
ing
tous
e th
e ca
mpu
s-ty
pepl
ants
inst
ead
of m
assi
ve s
truc
ture
s.O
utdo
or a
ctiv
ities
inbo
th e
lem
enta
ry a
nd s
econ
dary
sch
ools
are
incr
easi
ng a
nd,
ther
efor
e, m
akin
g ne
w d
eman
dson
sch
ool g
roun
ds.
Inm
any
com
mun
ities
adu
lts a
nd y
oung
peo
ple
use
scho
olgr
ound
s af
ter
scho
ol h
ours
.A
ll th
ese
fact
ors
are
infl
u-en
cing
sch
ool b
oard
s to
sel
ect l
arge
r si
tes.
Just
how
muc
hla
nd is
nee
ded
is a
que
stio
n w
hich
loca
l com
mun
ities
sho
uld
atte
mpt
to a
nsw
er o
nly
afte
r ca
refu
l stu
dy.
II. D
ET
ER
MIN
ING
SIT
E N
EE
DS
Bef
ore
dete
rmin
ing
scho
ol s
ite n
eeds
, a th
orou
gh s
tudy
shou
ld b
e m
ade
of th
e co
mm
unity
cha
ract
eris
tics,
pop
ula-
tion
tren
ds, s
choo
l boa
rd p
olic
ies,
edu
catio
nal p
hilo
soph
y,sc
hool
cur
ricu
lum
, eva
luat
ion
of p
rese
nt s
choo
l pla
nts,
plan
s fo
r ex
pans
ion,
and
Sta
te r
egul
atio
ns o
n re
orga
niza
-tio
n an
d lo
ng-r
ange
pla
ns.
Com
mun
ity C
hara
cter
istic
s
Sinc
e th
e sc
hool
pla
nt m
ay w
ell s
erve
40
to 5
0 ye
ars,
the
stud
y m
ust i
nclu
de f
utur
e as
wel
l as
pres
ent n
eeds
.A
pla
nnin
g co
mm
ittee
mus
t the
refo
re a
cqui
re k
now
ledg
eof
tren
ds a
nd f
utur
e de
velo
pmen
t of
the
com
mun
ity f
orw
hich
it p
lans
.It
wou
ld b
e w
ell t
o st
udy
the
com
mun
ity's
hist
ory,
to d
eter
min
e its
pat
tern
of
grow
th in
the
past
.H
as it
gro
wn
stea
dily
into
a th
rivi
ng in
dust
rial
cen
ter?
Or
has
it de
clin
ed in
pop
ulat
ion?
If th
e co
mm
unity
isgr
owin
g, in
whi
ch d
irec
tion
are
the
resi
denc
es b
eing
con
-st
ruct
ed?
Clo
sely
rel
ated
to th
e hi
stor
ical
stu
dy a
nd o
fsp
ecia
l sig
nifi
canc
e in
a s
choo
l site
stu
dy is
the
geog
raph
ical
stud
y of
the
com
mun
ity.
Ano
ther
pha
se o
f co
mm
unity
stu
dy im
port
ant i
n th
elo
catio
n of
sch
ools
and
dev
elop
men
t of
scho
ol s
ites
is th
ede
velo
pmen
t of
the
educ
atio
nal p
rogr
am.
Wha
t wer
e its
4
begi
nnin
gs?
How
wel
l hav
e pe
ople
sup
port
ed e
duca
tion?
Oth
er in
quir
ies
of in
tere
st w
ould
be
the
dist
rict
's o
rigi
nal
boun
dary
, cha
nges
in b
ound
ary,
and
com
mun
ity r
esou
rces
for
inst
ruct
iona
l mat
eria
ls.
The
sch
ool b
oard
sho
uld
con-
cern
itse
lf w
ith p
hysi
cal g
row
th o
f pu
blic
bni
klin
g,s,
hom
es,
and
park
s, w
ith c
ultu
ral d
evel
opm
ent,
and
civi
c or
gani
za-
zatio
ns.
Sour
ces
of s
uch
info
rmat
ion
are
num
erou
s in
typi
cal c
omm
uniti
es, i
nclu
ding
new
spap
er f
iles,
loca
lre
cord
s, m
inut
es o
f of
fici
al b
odie
s, m
aps
and
docu
men
ts,
lette
rs a
nd m
emoi
rs, a
naly
sis
repo
rts,
and
per
sona
l int
er-
view
s.It
wou
ld b
e w
ell t
o in
clud
e so
me
of th
e lo
ng-t
ime
resi
dent
s on
a s
choo
l site
com
mitt
ee.
Popu
latio
n T
rend
s
A s
tudy
of
popu
latio
n tr
ends
is n
eces
sary
in p
lann
ing
aco
mm
unity
's e
duca
tiona
l pro
gram
. To
loca
te a
sch
ool t
heho
ard
shou
ld h
ave
data
not
onl
y on
pre
sent
enr
ollm
ents
but p
roje
ctio
n of
enr
ollm
ents
at l
east
a f
ew y
ears
in th
efu
ture
.It
wou
ld b
e he
lpfu
l als
o to
kno
w h
ow th
e pe
ople
live
and
mak
e a
livin
g.Pe
ople
's k
now
ledg
e, in
dust
ry, a
ndin
genu
ity d
eter
min
e ho
w w
ell n
atur
al r
esou
rces
, wha
teve
rth
ey m
ay b
e, c
an b
e us
ed in
the
inst
ruct
iona
l pro
gram
.
In s
tudy
ing
popu
latio
n tr
ends
in a
com
mun
ity, c
erta
in
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
vari
able
s m
ust b
e co
nsid
ered
.L
ive
birt
hs, m
orta
lity,
mig
ratio
n, n
umbe
r of
pup
ils a
ttend
ing
paro
chia
l sch
ools
,un
educ
able
s, p
riva
te s
peci
al c
lass
es, a
nd p
rom
otio
n po
licie
sop
erat
e di
ffer
ently
in e
ach
com
mun
ity to
infl
uenc
e fu
ture
enro
llmen
ts.
Enr
ollm
ent p
roje
ctio
n,so
met
imes
con-
side
red
a di
ffic
ult t
ask,
is d
one
in m
any
com
mun
ities
by
loca
l peo
ple
with
ass
ista
nce
ofa
cons
ulta
nt f
rom
the
Stat
eD
epar
tmen
t of
Edu
catio
n or
a c
olle
ge o
r un
iver
sity
.
To
mak
e a
deci
sion
on
the
loca
tion
ofa
scho
ol, t
he b
oard
need
s in
form
atio
n pr
ovid
ed in
var
ious
type
s of
map
s. A
geol
ogic
al m
ap o
f th
e w
hole
are
a sh
owin
g ea
rth
form
atio
ns,
relie
f fe
atur
es, a
nd u
ndev
elop
edar
eas
may
be
nece
ssar
yin
the
stud
y of
the
pres
ent a
nd f
utur
e po
pula
tion.
Oth
erm
aps
whi
ch s
houl
d be
pro
vide
d in
clud
e in
form
atio
n on
the
loca
tion
of e
xist
ing
scho
ols,
tran
spor
tatio
n fa
cilit
ies,
str
eets
and
high
way
s, n
ew r
esid
entia
l dev
elop
men
ts, a
nd lo
ca-
tion
and
dist
ribu
tion
of in
dust
rial
and
rec
reat
iona
lde
velo
pmen
t.
Dot
map
s si
r-w
ing
dens
ity o
f pu
pil p
opul
atio
n by
res
i-de
nces
are
ess
entia
l in
dete
rmin
ing
atte
ndan
ce a
reas
. Suc
hm
aps
shou
ld in
clud
e ci
rcle
s w
hose
rad
ii in
dica
te o
ne-w
aytr
avel
dis
tanc
es f
or p
upils
who
live
on
the
frin
ge.
Ines
timat
ing
futu
re p
opul
atio
n fo
r an
are
a it
wou
ld b
e w
ell
to c
onsu
lt re
al e
stat
e fi
rms
and
utili
ty c
ompa
nies
on
resi
-de
ntia
l per
mits
and
ser
vice
con
nect
ion.
Scho
ol B
oard
Pol
icie
s
The
boa
rd o
f ed
ucat
ion
is th
e le
gisl
ativ
e an
d po
licy-
form
-in
g gr
oup
and
the
supe
rint
ende
nt th
e ch
ief
exec
utiv
e of
fi-
cer
of a
sch
ool s
yste
m.
Thi
s w
idel
y ac
cept
ed c
once
pt,
Her
rick
, Joh
n H
.; C
lapp
, Wilf
red;
and
oth
ers.
Fro
m S
choo
l Pro
-gr
am to
Sch
ool P
lant
.N
ew Y
ork,
Hen
ry H
olt a
nd C
o.19
56.
p. 1
2-13
.
S
acco
rdin
g to
Her
rick
and
othe
rs, p
lace
s th
e fo
llow
ing
resp
onsi
bilit
ies
on th
e bo
ard:
(1)
To
form
ulat
e an
d ad
opt
gene
ral p
olic
ies
for
the
oper
atio
n of
the
scho
ols,
(2)
tose
lect
a c
ompe
tent
sup
erin
tend
ent a
nd h
old
him
acc
ount
a-bl
e fo
r th
e pr
oper
exe
cutio
n of
the
boar
d's
polic
ies,
(3)
tofu
rnis
h th
e su
peri
nten
dent
of
scho
ols
with
the
nece
ssar
yst
aff,
bui
ldin
gs, e
quip
men
t, an
d fu
nds
to p
ut th
e bo
ard'
spo
licie
s in
to e
ffec
t, an
d (4
) to
eva
luat
e th
e ef
fect
iven
ess
with
whi
ch th
e bo
ard'
s po
licie
sar
e be
ing
carr
ied
out i
n th
eop
erat
ion
of th
e sc
hool
sys
tem
.
In d
eter
min
ing
site
nee
ds, a
pla
nnin
ggr
oup
shou
ldst
udy
the
boar
d's
polic
ies.
For
exa
mpl
e, if
tran
spor
tatio
nis
to b
e pr
ovid
ed, w
hat a
re th
e bo
ard'
s ru
les
rela
tive
tow
alki
ng d
ista
nces
of
pupi
ls?
Som
e sc
hool
s do
not
fur
nish
tran
spor
tatio
n fo
r el
emen
tary
pup
ils w
ho li
ve w
ithin
ara
dius
of
thre
e fo
urth
s of
a m
ile o
f th
e sc
hool
; for
juni
orhi
gh p
upils
, Ph
mile
s, a
nd f
or s
enio
r hi
gh, 2
mile
s. S
uch
regu
latio
ns w
ill n
atur
ally
infl
uenc
e re
com
men
datio
nson
scho
ol s
ites.
Som
e sc
hool
s ar
e tr
ying
to a
void
larg
e el
e-m
enta
ry s
choo
l pla
nts
by p
lann
ing
two
or m
ore
build
ings
on th
e sa
me
cam
pus
or b
y co
nstr
uctin
g sm
all s
choo
ls o
n a
neig
hbor
hood
bas
is. S
ome
scho
ol s
yste
ms
plan
for
two
or m
ore
med
ium
-siz
ed s
econ
dary
sch
ools
in d
iffe
rent
sec
-tio
ns o
f th
e ci
ty r
athe
r th
an b
uild
ing
one
larg
e sc
hool
pla
ntw
here
pup
ils h
ave
a te
nden
cy to
bec
ome
a pa
rt o
f an
as-
sem
bly-
line
educ
atio
n an
d m
iss
indi
vidu
al g
uida
nce,
in-
stru
ctio
n, a
nd p
artic
ipat
ion
in a
ctiv
ities
mor
e co
mm
on in
med
ium
-siz
ed s
choo
ls.
In s
ome
loca
litie
s th
e sc
hool
boa
rds
coop
erat
e w
ith m
u-ni
cipa
l rec
reat
ion
com
mis
sion
s in
pur
chas
ing
and
deve
lop-
ing
cont
iguo
us p
rope
rty
for
join
t use
.T
here
is a
sig
-ni
fica
nt tr
end
tow
ard
usin
g bo
th e
lem
enta
ry a
nd s
econ
dary
faci
litie
s fo
r re
crea
tion
and
educ
atio
n pu
rpos
es.
In 1
945
-46
ther
e w
ere
over
103
,000
sch
ool d
istr
icts
inth
is c
ount
ry, a
nd in
195
6-57
ther
e w
ere
only
abo
ut
..*...
.....-
6SC
HO
OL
SIT
ES
54,0
00.2
The
tren
d in
mos
t Sta
tes
is d
efin
itely
to r
eorg
an-
ize
and
ther
eby
redu
ce th
e nu
mbe
r an
d in
crea
se th
e si
zeof
loca
l sch
ool u
nits
. A s
choo
l site
com
mitt
ee s
houl
d kn
owth
e lo
cal b
oard
's r
eorg
aniz
atio
n po
licy.
Are
bou
ndar
ies
pret
ty w
ell f
ixed
, or
is th
ere
a go
od c
hanc
e th
at th
ey m
aybe
exp
ande
d ?
Edu
catio
nal P
hilo
soph
y
One
of
the
firs
t pre
requ
isite
s to
an
impr
oved
sch
ool
plan
t is
a cl
earc
ut s
tate
men
t of
the
scho
ol's
edu
catio
nal
philo
soph
y.If
, for
exa
mpl
e, th
e pe
ople
bel
ieve
the
scho
olm
ust i
dent
ify
itsel
f w
ith th
e co
mm
unity
it s
erve
s an
d ut
i-liz
e its
res
ourc
es, t
he s
choo
l pla
nt m
ust b
e bu
ilt w
ith th
ese
need
s an
d re
sour
ces
in m
ind.
Tw
o m
ajor
que
stio
ns a
rein
volv
ed: W
hat a
re th
e le
gitim
ate
purp
oses
of
the
scho
olin
the
com
mun
ity, a
nd w
hom
sha
ll th
e sc
hool
ser
ve?
The
Edu
catio
nal P
olic
ies
Com
mis
sion
list
the
follo
win
gob
ject
ives
or
purp
ose
of e
duca
tion
in th
e A
mer
ican
dem
oc-
racy
und
er f
our
mai
n he
adin
gs:
(1)
Self
-rea
lizat
ion.
--T
he e
duca
ted
pers
on h
as a
n in
-qu
irin
g m
ind,
spe
aks
the
mot
her
tong
ue, r
eads
eff
icie
ntly
,so
lves
pro
blem
s, is
a s
kille
d lis
tene
r an
d ob
serv
er, h
asba
sic
heal
th f
acts
and
hab
its, l
ikes
spo
rts
and
othe
r pa
s-tim
es, h
as m
enta
l res
ourc
es f
or le
isur
e tim
e, a
nd h
as a
repu
tabl
e ch
arac
ter.
(2)
Hum
an r
elat
ions
hip.
Res
pect
s hu
man
ity a
ndfr
iend
ship
, coo
pera
tes
with
oth
ers,
obs
erve
s th
e am
eniti
esof
soc
ial b
ehav
ior,
app
reci
ates
the
hom
e, c
onse
rves
fam
ilyid
eals
, is
skill
ed in
hom
emak
ing,
and
mai
ntai
ns d
emo-
crat
ic r
elat
ions
hips
.
2 Fi
tzw
ater
, C. 0
.O
rgan
izin
g D
istr
icts
for
Bet
ter
Scho
ols.
Was
h-in
gton
, U. S
. Gov
ernm
ent P
rint
ing
Off
ice,
195
8.(O
ffic
e of
Edu
catio
n, B
ulle
tin 1
958,
No.
9.)
p. 1
.
(3)
Eco
nom
ic e
ffic
ienc
y.W
ork
is s
atis
fyin
g, u
nder
-st
ands
req
uire
men
ts f
or jo
bs, s
elec
ts a
nd s
ucce
eds
ina
voca
tion,
impr
oves
in e
ffic
ienc
y, a
ppre
ciat
es s
ocia
l val
ues
of w
ork;
pla
ns e
cono
mic
s of
own
life;
dev
elop
s st
anda
rds
of e
xpen
ditu
re; i
san
info
rmed
and
ski
llful
buy
er, a
ndsa
fegu
ards
his
ow
n in
tere
sts.
(4)
Civ
ic_
resp
onsi
bilit
y. S
ensi
tive
to d
ispa
ritie
s of
hum
an c
ircu
mst
ance
s; a
cts
to c
orre
ct u
nsat
isfa
ctor
yco
n-di
tions
; see
ks to
und
erst
and;
has
def
ense
aga
inst
prop
a-ga
nda;
has
tole
ranc
e, r
egar
d fo
r na
tiona
lre
sour
ces;
con
-tr
ibut
es to
gen
eral
wel
fare
; is
a w
orld
citi
zen;
res
pect
s la
w;
is e
cono
mic
al, l
itera
te; a
ccep
ts c
ivic
dut
ies;
and
has
un-
swer
ving
loya
lty to
dem
ocra
tic id
eals
."'
In a
dditi
on to
thes
e ge
nera
l obj
ectiv
es, a
sch
ool s
yste
msh
ould
est
ablis
h m
ore
spec
ific
goa
ls f
or e
lem
enta
ry a
ndse
cond
ary
scho
ols.
The
ten
impe
rativ
e ne
eds
of y
outh
aslis
ted
in E
duca
tion
for
All
Am
eric
an Y
outh
isa
sam
ple
ofsp
ecif
ic g
oals
for
sec
onda
ry s
choo
ls.4
The
se im
pera
tive
need
s ar
e br
oken
dow
n in
to s
peci
fic
typi
cal a
ctiv
ities
in th
epu
blic
atio
n. T
he S
econ
dary
Sch
ool P
lant
.5
The
sec
ond
ques
tion
of m
ajor
impo
rtan
ce, t
hat i
s, w
hom
shal
l the
sch
ool s
erve
, mus
t be
deci
ded
in e
ach
com
mu-
nity
. The
sch
ool p
rogr
am c
an b
e br
oad
and
exte
nsiv
e,or
narr
ow a
nd r
estr
icte
d.Su
ch q
uest
ions
asS
hall
the
scho
ol h
ave
a ki
nder
gart
en,
a co
mm
unity
col
lege
, and
an
adul
t edu
catio
n pr
ogra
m?
are
of p
artic
ular
inte
rest
.If
thes
e se
rvic
es a
re p
rovi
ded,
how
com
preh
ensi
ve s
houl
dth
ey b
e?Sc
hool
sys
tem
s w
hich
hav
e fo
rmul
ated
thei
r
Edu
catio
nal P
olic
ies
Com
mis
sion
.E
duca
tion
for
All
Am
eric
anY
outh
.W
ashi
ngto
n, N
atio
nal E
duca
tion
Ass
ocia
tion,
194
4;re
vise
d 19
52."
p. 7
.'Ib
id.,
p. 2
25-2
6.T
aylo
r, J
ames
L.
The
Sec
onda
ry S
choo
l Pla
ntA
n A
ppro
ach
for
Plan
ning
Fun
ctio
nal F
acili
ties.
Was
hing
ton,
U. S
. Gov
ernm
ent
Prin
ting
Off
ice,
195
6.(O
ffic
e of
Edu
catio
n, S
peci
al P
ublic
a-tio
n N
o. 5
.)p.
12-
14.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
philo
soph
ies
thro
ugh
delib
erat
e an
d de
moc
ratic
proc
e-du
res
invo
lvin
g bo
th p
rofe
ssio
nal s
choo
l peo
ple
and
lay
citiz
ens
have
mad
e a
fine
con
trib
utio
n to
the
caus
e of
edu
-ca
tion
in th
eir
com
mun
ity. S
choo
l sys
tem
s th
at h
ave
not
had
occa
sion
to s
tudy
and
for
mul
ate
educ
atio
nal p
hilo
s-op
hies
wou
ld d
o w
ell,
at th
e op
port
une
time,
to e
ngag
e bo
thpr
ofes
sion
al a
nd la
y ci
tizen
s in
a d
etai
led
stud
y of
the
ob-
ject
ives
of
educ
atio
n in
thei
r co
mm
uniti
es.
Scho
ol C
urri
culu
m
The
chi
ef f
unct
ion
of th
e sc
hool
gro
unds
is to
serv
e as
apa
rt o
f th
e to
tal s
choo
l pla
nt, t
o fa
cilit
ate
the
inst
ruct
iona
lpr
ogra
m. T
he g
roun
ds a
re a
n ex
tens
ion
of th
e in
door
clas
sroo
m f
or o
utdo
or p
hysi
cal e
duca
tion
and
recr
eatio
n,a
labo
rato
ry f
or s
cien
ce, a
n am
phith
eatr
e fo
r dr
amat
ics,
publ
ic s
peak
ing,
and
mus
ic. S
uch
faci
litie
s w
ill, o
fco
urse
,va
ry f
rom
one
sch
ool t
o an
othe
r.T
he s
ite s
urve
y te
amha
s th
e re
spon
sibi
lity
to f
ind
out t
he n
atur
e of
the
outs
ide
activ
ities
of
the
scho
ol c
urri
culu
m f
or th
e fu
ture
as
wel
las
the
pres
ent b
efor
e re
com
men
ding
to th
e bo
ard
spac
e an
dfa
cilit
y re
quir
emen
ts. T
here
is m
uch
disc
ussi
on to
day
onre
visi
on a
nd/o
r ex
pans
ion
of th
e cu
rric
ulum
esp
ecia
lly in
seco
ndar
y ed
ucat
ion.
Just
as
plan
ners
of
scho
ol b
uild
ings
mus
t kno
w th
esc
hool
act
iviti
es to
be
carr
ied
on to
det
erm
ine
spac
e an
deq
uipm
ent r
equi
rem
ents
, so
mus
t the
site
com
mitt
ee k
now
the
kind
and
nat
ure
of o
utdo
or a
ctiv
ities
.T
hese
are
de-
term
ined
by
age
and
num
ber
of p
upils
, the
phi
loso
phy
ofth
e sc
hool
rel
ativ
e to
edu
catio
n, a
nd o
utdo
or e
xper
ienc
es.
The
clim
ate
is a
noth
er f
acto
r w
hich
infl
uenc
es o
utdo
orac
tiviti
es.
The
sch
ool s
ite d
efin
itely
infl
uenc
es th
e ty
pe o
fpr
ogra
mw
hich
is c
arri
ed o
n ou
tsid
e th
e sc
hool
bui
ldin
g. A
spa
-
7
dons
, wel
l-pl
anne
d sc
hool
site
, for
exa
mpl
e,en
cour
ages
com
petit
ive
grou
p ac
tiviti
es, s
uch
as s
oftb
all a
nd b
aseb
all.
On
the
othe
r ha
nd, a
sm
all c
ampu
s m
ay d
isco
urag
e, o
r ev
enpr
even
t, an
y po
ssib
ilitie
s of
suc
h sp
orts
.It
mus
t be
dis-
hear
teni
ng f
or a
phy
sica
l edu
catio
n in
stru
ctor
and
the
pupi
ls w
hen
ther
e is
not
suf
fici
ent a
rea
for
vigo
rous
gam
essu
ch a
s so
ftba
ll, b
aseb
all,
and
foot
ball.
Act
ivity
are
as f
orva
riou
s us
es o
f gr
ound
s, in
clud
ing
type
s of
gam
e re
quir
e-m
ents
, are
incl
uded
in s
ectio
n V
, Pla
nnin
g an
d D
evel
opin
gth
e Sc
hool
Site
.
Eva
luat
ion
of P
rese
nt P
lant
s an
d Pr
opos
edSi
tes
Bef
ore
mak
ing
reco
mm
enda
tions
on s
choo
/ pla
nt n
eeds
,it
is n
eces
sary
to m
ake
an e
valu
atio
n of
exi
stin
g fa
cilit
ies,
incl
udin
g an
app
rais
al o
f si
tes.
To
do th
is, t
here
mus
t be
som
e ty
pe o
f cr
iteri
a fo
r us
e in
eva
luat
ing
faci
litie
s.A
tth
e tim
e of
insp
ectio
n at
tent
ion
shou
ld b
e fo
cuse
dup
onth
e va
riou
s po
ssib
le u
ses
of e
ach
faci
lity,
upon
its
adva
n-ta
ges
and
disa
dvan
tage
s fo
r ea
ch s
uch
use,
and
upon
the
poss
ibili
ty a
nd a
ppro
xim
ate
cost
of
the
nece
ssar
y al
tera
-tio
ns o
r ad
ditio
ns.
In th
e na
tionw
ide
Scho
ol F
acili
ties
Surv
ey in
195
1, S
tate
scl
assi
fied
thei
r sc
hool
pla
nts
as "
satis
fact
ory,
" "f
air,
" or
"uns
atis
fact
ory.
"T
hese
def
initi
ons
may
be
foun
d in
The
Sec
onda
ry S
choo
l Pla
nt, p
ublis
hed
by th
e O
ffic
e of
Edu
catio
n in
195
6.6
Exp
erie
nced
sch
ool b
uild
ing
spec
ialis
ts d
o no
t rel
yhe
avily
on
scor
e ca
rds
in e
valu
atin
g sc
hool
pla
nts.
How
-ev
er, t
hey
do u
se a
n ou
tline
or
chec
klis
t pos
sibl
y su
gges
ted
by it
ems
in s
uch
inst
rum
ents
.In
the
use
of s
choo
l bui
ld-
ing
ratin
g ca
rds,
sub
ject
ive
judg
men
ts e
nter
, and
two
per-
Ibid
., p.
2-3
.
8SC
HO
OL
SIT
ES
sons
eva
luat
ing
a pl
ant m
ay c
ome
up w
ith d
iffe
rent
sco
res.
Ano
ther
obv
ious
wea
knes
s is
that
any
one
obs
erve
r lo
okin
gat
the
plan
t on
two
diff
eren
t occ
asio
ns m
ay a
ssig
n qu
itedi
ffer
ent s
core
s.T
he m
ost s
erio
us w
eakn
ess
in th
e us
e of
form
al s
core
car
ds is
that
the
tota
l sco
re lo
ses
muc
h of
its
mea
ning
by
the
proc
ess
of a
ddin
g ite
ms
whi
ch a
re n
ot o
flik
e ch
arac
ter.
Such
tota
ls a
re n
ot v
ery
mea
ning
ful e
x-ce
pt in
a g
ener
al w
ay.
The
sco
re c
ard
does
, how
ever
, pro
-vi
de a
use
ful g
uide
to th
e or
derl
y in
spec
tion
of a
pla
nt e
ven
by e
xper
ienc
ed o
bser
vers
, and
it p
rovi
des
a m
eans
of
mak
ing
very
rou
gh c
ompa
riso
ns o
f on
e pl
ant w
ith a
noth
er.
Num
erou
s sc
ore
card
s fo
r ra
ting
scho
ol p
lant
s ha
ve b
een
publ
ishe
d to
aid
sur
vey
com
mitt
ees
in c
olle
ctin
g pe
rtin
ent
info
rmat
ion.
(Sam
ples
of
such
rat
ing
inst
rum
ents
may
be f
ound
in th
e ap
pend
ix.)
Ano
ther
type
of
eval
uatio
nin
stru
men
t dea
ls w
ith th
e pu
rpos
es to
be
serv
ed a
nd im
-pl
icat
ions
for
fac
ilitie
s ne
eded
.L
ande
s an
d Su
mpt
ion
7de
velo
ped
such
an
inst
rum
ent w
hich
can
be
used
by
lay
citiz
ens.
How
ever
, to
use
it ef
fect
ivel
y, th
e sc
orer
sho
uld
be r
easo
nabl
y fa
mili
ar w
ith th
e ed
ucat
iona
l pro
gram
.It
is b
ased
on
func
tiona
l cha
ract
eris
tics
of th
e sc
hool
pla
nt,
incl
udin
g ad
equa
cy, s
uita
bilit
y, s
afet
y, h
ealth
fuln
ess,
ac-
cess
ibili
ty, f
lexi
bilit
y, e
ffic
ienc
y, e
cono
my,
exp
ansa
bilit
y,an
d ap
pear
ance
.E
ach
of th
e te
n ite
ms
outli
ned
in th
isci
tizen
s' w
orkb
ook
open
s w
ith a
bre
akdo
wn
of d
esir
able
char
acte
rist
ics
of s
choo
l site
s to
be
cons
ider
ed in
eva
lu-
atin
g th
e to
tal p
lant
.R
efer
ence
s on
site
, suc
h as
siz
e, e
n-vi
ronm
ent,
soil,
loca
tion
with
res
pect
to r
esid
ence
s of
pupi
ls, a
vaila
bilit
y of
util
ities
, dev
elop
men
t of
the
vari
ous
wor
k, p
lay,
par
king
, and
land
scap
ed a
reas
, are
als
oin
clud
ed.
Peop
le w
ho u
se s
choo
l pla
nts
shou
ld a
ssis
t in
thei
r ev
alu-
Lan
des,
Jac
k L
., an
d Su
mpt
ion,
Mer
le R
.C
itize
ns' W
orkb
ook
for
Eva
luat
ing
Scho
ol B
uild
ings
. New
Yor
k, H
arpe
r &
Bro
s. 1
957.
92 p
.
atio
n.Fo
r ex
ampl
e, th
e cu
stod
ians
and
mat
rons
sho
uld
be c
onsu
lted
abou
t mai
nten
ance
pro
cedu
res.
In e
ffic
ienc
yof
cla
ssro
om p
rovi
sion
s, r
oom
teac
hers
may
wel
l con
-tr
ibut
e to
wor
thw
hile
pla
ns.
Sinc
e ev
alua
tion
of p
ropo
sed
scho
ol s
ites
ente
rs in
to lo
ng-t
erm
pla
nnin
g as
wel
l as
pres
-en
t fun
ctio
nal p
lann
ing,
a c
omm
ittee
sho
uld
antic
ipat
ech
ange
and
exp
ansi
on o
f th
e sc
hool
pro
gram
.W
ill th
esi
te a
dequ
atel
y pr
ovid
e fo
r ex
pans
ion
of s
cien
ce a
nd o
ut-
door
stu
dy, v
ocat
iona
l edu
catio
n, p
hysi
cal e
duca
tion,
intr
a-m
ural
and
inte
rsec
tiona
l spo
rts,
and
par
king
?Sp
ecia
l at-
tent
ion
shou
ld b
e gi
ven
to th
e co
nven
ienc
e an
d sa
fety
of
pupi
ls.
Tra
vel d
ista
nces
sho
uld
be r
easo
nabl
e an
d th
ero
utes
of
trav
el a
s fr
ee a
s po
ssib
le o
f ha
zard
s of
all
kind
s.A
ttent
ion
shou
ld a
lso
be g
iven
to th
e w
hole
som
enes
s an
dat
trac
tiven
ess
of th
e ne
ighb
orho
od.
The
task
of
appr
aisi
ng s
choo
l site
s sh
ould
be
plan
ned
inlig
ht o
f lo
cal c
omm
unity
nee
ds.
Car
eful
pla
nnin
g, w
hich
defi
nes
polic
ies
and
proc
edur
es, s
houl
d in
clud
e pr
elim
inar
yst
eps
and
crite
ria.
Aft
er th
ese
have
bee
n se
lect
ed, t
hene
xt lo
gica
l ste
p is
to d
eter
min
e w
ho w
ill m
ake
the
ap-
prai
sal.
The
n pr
epar
e a
clea
r st
atem
ent o
f w
hat i
s ex
-pe
cted
as
outc
omes
of
the
appr
aisa
l.M
any
com
mun
ities
use
lay
citiz
ens
as w
ell a
s bu
ildin
g ex
pert
s on
suc
h co
m-
mitt
ees.
Sele
ctin
g co
mm
ittee
s is
a ti
me-
cons
umin
g ta
sk,
but,
if w
ell d
one,
usu
ally
res
ults
in g
ood
plan
ning
.T
heco
mm
ittee
mem
bers
mus
t bec
ome
fam
iliar
with
the
plan
t,in
clud
ing
som
e im
port
ant d
etai
ls a
nd b
uild
ing
stan
dard
s.It
wou
ld b
e w
ell t
o su
pply
them
with
per
tinen
t lite
ratu
rein
the
fiel
d, s
ince
som
e w
ill b
e in
tere
sted
in d
oing
res
earc
h.T
hey
shou
ld a
lso
be g
iven
opp
ortu
nity
to d
iscu
ss p
ertin
ent
ques
tions
in g
roup
mee
tings
. A s
ampl
e sc
hool
pla
nt r
atin
gsc
ale
mig
ht b
e a
good
bas
is f
or th
e di
scus
sion
. A s
ite-
appr
aisi
ng c
omm
ittee
sho
uld
actu
ally
vis
it sc
hool
s an
dpr
ospe
ctiv
e si
tes,
so
that
they
can
act
ually
trav
erse
the
land
and
mak
e ob
serv
atio
ns f
or th
e fi
nal r
epor
t.T
o be
mos
tef
fect
ive,
fin
al r
ecom
men
datio
ns s
houl
d in
clud
e di
scus
sion
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
of m
ajor
item
s, s
uch
as a
rea,
pla
y an
d in
stru
ctio
nal l
ayou
ts,
land
scap
ing,
dra
inag
e, p
arki
ng f
acili
ties,
traf
fic
haza
rds,
and
envi
ronm
enta
l con
ditio
ns.
The
site
com
mitt
ee m
ust g
ive
cons
ider
atio
n to
the
mat
ter
of c
ost,
alth
ough
the
pric
e of
the
land
usu
ally
rep
rese
nts
asm
all f
ract
ion
of th
e to
tal c
ost o
f th
e pl
ant.
Stat
e D
epar
tmen
ts o
f E
duca
tion
Stat
e de
part
men
ts o
f ed
ucat
ion,
rea
lizin
g th
e ur
genc
yfo
r as
sist
ance
in p
lann
ing
and
cons
truc
ting
scho
ol p
lant
s,ar
e st
reng
then
ing
thei
rdi
visi
ons
of s
choo
l pla
nt s
ervi
ces.
Loc
al s
choo
l sys
tem
s in
man
y co
mm
uniti
es o
f al
l Sta
tes
take
adv
anta
ge o
f sc
hool
pla
nt s
ervi
ces
of th
e St
ate
depa
rt-
men
t of
educ
atio
n.T
here
is a
wid
e ra
nge
in s
cope
and
type
of
serv
ices
ren
dere
d or
con
trol
sex
erci
sed
by th
e va
ri-
ous
Stat
es.
The
tota
l ran
ge o
f se
rvic
es e
xten
ds f
rom
oc-
casi
onal
con
sulta
tive
to c
ompl
ete
serv
ices
cov
erin
g th
e to
tal
scho
ol p
lant
fro
m th
e fi
rst s
teps
thro
ugh
plan
ning
, con
-
9
stru
ctio
n, a
nd p
lant
man
agem
ent p
robl
ems.
How
ever
, no
one
Stat
e se
ems
to b
e ab
le to
pro
vide
all
such
ser
vice
s.So
me
Stat
es a
id lo
cal s
choo
l dis
tric
ts in
sur
veys
and
long
-ra
nge
plan
ning
.U
nder
this
pat
tern
loca
l sch
ool s
yste
ms
subm
it th
eir
long
-ran
ge p
rogr
ams
with
pro
pose
d bu
ildin
gco
nstr
uctio
n pr
iori
ties
for
Stat
e re
view
and
app
rova
l. T
his
give
s lo
cal s
choo
l sys
tem
s an
opp
ortu
nity
to c
oord
inat
eth
eir
plan
s w
ith o
vera
ll St
ate
prog
ram
s fo
r re
orga
niza
tion
of a
dmin
istr
ativ
e un
its.
With
out s
uch
wor
king
rel
atio
n-sh
ips
with
the
Stat
e an
d ad
join
ing
dist
rict
s, g
rave
and
ex-
pens
ive
mis
take
s m
ay b
e m
ade
in th
e lo
catio
n of
sch
ools
.In
a r
ecen
t stu
dy o
f St
ate
scho
ol p
lant
ser
vice
s, it
was
fou
ndth
at 3
4 St
ates
app
rove
d ne
w s
choo
l site
s fo
r ad
equa
cy. I
nm
isce
llane
ous
area
s of
sch
ool p
lant
ser
vice
s, 6
Sta
tes
assi
stin
dev
elop
ing
site
layo
ut m
aste
r pl
ans,
and
21
Stat
es a
ssis
toc
casi
onal
ly in
suc
h su
rvey
s up
on r
eque
st.8
Thu
s, m
ore
than
one
-hal
f of
the
Stat
es g
ive
som
e as
sist
ance
in a
ppra
is-
ing
and
sele
ctin
g sc
hool
site
s.
Vile
s, N
. E.,
and
Ham
on, R
ay L
.St
ate
Scho
ol P
lant
Ser
vice
s.W
ashi
ngto
n, U
. S. G
over
nmen
t Pri
ntin
g O
ffic
e.19
56.
(Off
ice
of E
duca
tion
Mis
c. N
o. 2
6), p
. 27-
28.
III.
TH
E S
CH
OO
L S
ITE
IN T
HE
PR
OG
RA
M
Ade
quat
e sc
hool
gro
unds
are
requ
ired
if s
choo
ls a
re to
mee
t the
cha
lleng
e of
soc
iety
to d
evel
op w
ell-
roun
ded
citi-
zens
.T
oday
's c
urri
culu
m in
clud
esm
any
activ
ities
out
-si
de th
e bu
ildin
gs, s
uch
as p
hysi
cal e
duca
tion,
out
door
stud
y of
nat
ure
and
cons
erva
tion;
and
out
door
asse
mbl
ies,
dem
onst
ratio
ns, a
nd e
xhib
ition
s in
mus
ic, d
ram
atic
s,an
dar
t.G
ood
scho
ol g
roun
ds, w
ell k
ept a
nd e
ffic
k.nt
lyut
i-liz
ed, a
re a
n ex
celle
ntm
eans
of
publ
ic r
elat
ions
.
Phys
ical
Edu
catio
n an
d R
ecre
atio
n
Plan
ners
of
scho
ol p
lant
s sh
ould
kee
p in
min
d th
e fu
nc-
tions
of
vari
ous
phas
es o
f th
e cu
rric
ulum
.In
phy
sica
led
ucat
ion
the
maj
or f
unct
ions
com
mon
ly a
ccep
ted
are
topr
omot
e th
e he
alth
and
phy
sica
l dev
elop
men
t of
pupi
ls,
tohe
lp e
ach
boy
and
girl
dev
elop
use
ful p
hysi
cal s
kills
and
soci
ally
use
ful p
ract
ices
, and
to e
njoy
who
leso
me
phys
ical
recr
eatio
n.T
o ca
rry
out s
uch
a pr
ogra
m, p
upils
mus
t par
-tic
ipat
e in
a g
reat
var
iety
of
phys
ical
act
iviti
es.
Wha
t are
som
e of
the
activ
ities
in p
hysi
cal e
duca
tion
whi
chm
ay b
eca
rrie
d on
on
the
scho
ol g
roun
ds?
In e
lem
enta
ry s
choo
ls, t
he p
hysi
cal g
row
th a
ndde
velo
p-m
ent o
f ch
ildre
n va
ry a
ccor
ding
to a
ge.
For
youn
g ch
il-dr
en a
ctiv
ities
tend
to b
e ca
rrie
don
as
indi
vidu
als,
but
as
10
child
ren
get o
lder
they
pla
ym
ore
as g
roup
s an
d te
ams.
Som
e ba
sic
activ
ities
, suc
has
wal
king
, run
ning
, jum
ping
,sk
ippi
ng, h
oppi
ng, c
limbi
ng, p
ullin
g, th
row
ing,
and
catc
h-in
g, a
re e
mph
asiz
ed in
the
phys
ical
edu
catio
n ac
tiviti
es o
fyo
unge
r ch
ildre
n.C
hang
es in
act
ivity
pat
tern
sar
e fr
e-qu
ent w
ith y
oung
chi
ldre
n be
caus
e of
the
shor
ter
inte
rest
span
and
lack
of
endu
ranc
e.T
he g
ames
of
olde
r ch
ildre
nin
clud
e an
d re
peat
the
sam
e ac
tiviti
es, b
ut e
mph
asiz
e th
ede
velo
pmen
t of
skill
s an
dar
e ca
rrie
d on
for
long
er p
erio
ds.
One
of
the
basi
c ne
eds
for
child
ren
is a
dequ
ate
play
spac
e.T
ypic
al a
ctiv
ities
, lis
ted
abov
e, im
ply
spac
e on
grou
nds
with
are
a, c
onto
ur, a
nd s
urfa
cing
sui
tabl
e fo
rvi
goro
us a
ctiv
ity f
or g
roup
s.E
lem
enta
ry s
choo
ls n
eed
som
e ha
rd-s
urfa
ced
area
s th
at c
an b
e us
ed d
urin
g th
e tim
eth
e gr
ound
s ar
e w
et o
r sn
ow-c
over
ed.
(Dis
cuss
ion
of s
ur-
faci
ng m
ay b
e fo
und
in s
ectio
n V
.)
Ele
men
tary
chi
ldre
n in
the
uppe
r gr
ades
nee
d ou
tdoo
rsp
ace
for
bask
etba
ll an
d vo
lleyb
all c
ourt
s, ju
mpi
ngro
pes,
soft
ball
and
touc
h fo
otba
ll fi
elds
, and
spac
e fo
r tr
ack
and
fiel
d ev
ents
.C
hild
ren
in th
e lo
wer
gra
des
also
nee
d ou
t-si
de s
pace
for
gam
es w
ith b
alls
, jum
ping
rope
s, a
nd r
elay
s.Pl
aygr
ound
app
arat
us s
houl
d be
var
ied
in k
ind
and
insu
ffic
ient
qua
ntity
to a
void
com
petit
ion
inus
e.It
sho
uld
be s
tron
g, d
urab
le, a
nd f
ree
of s
afet
y ha
zard
s, s
uch
asro
ugh
or s
plin
tere
d su
rfac
esor
nee
dles
s pr
ojec
tions
and
t
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
-UT
ILIZ
AT
ION
vi
-4-
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-,-,
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r -,
i143
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,'
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.e. .
f.' '
.*A
L.tt
.. '..
..' '
--,,.
t.'
Dod
ge-b
all o
n ad
equa
te p
lay
spac
e, w
ith th
e w
oods
as a
bac
kgro
und.
z
C.1
I
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
thin
edg
es.
App
arat
us s
houl
d be
anc
hore
d in
con
cret
ew
hich
is b
elow
the
grou
nd s
urfa
ce. B
righ
tly c
olor
ed p
aint
sus
ed o
n eq
uipm
ent a
dds
to it
s at
trac
tiven
ess,
stim
ulat
esus
e, a
nd h
elps
to p
reve
nt a
ccid
ents
The
pro
gram
in s
econ
dary
sch
ools
is b
road
and
var
ied.
Pupi
ls m
ay b
e in
stru
cted
in b
oth
larg
e an
d sm
all
grou
pte
am g
ames
, suc
h as
foo
tbal
l and
soc
cer,
spe
edba
ll, s
oftb
all,
volle
ybal
l, an
d ba
sket
ball;
indi
vidu
al-d
ual s
port
s, s
uch
asho
rses
hoes
, tab
le te
nnis
, arc
hery
, han
dbal
l, go
lf, t
enni
s,an
d bo
wlin
g; r
hyth
mic
act
iviti
es s
uch
as f
olk,
squ
are,
and
cont
empo
rary
dan
cing
; and
in w
ater
and
win
ter
spor
ts,
whe
re f
easi
ble.
Pupi
ls a
re a
lso
inst
ruct
ed in
stu
nts,
tum
-bl
ing,
and
gym
nast
ics;
in o
utin
g ac
tiviti
es s
uch
as c
amp-
ing,
fis
hing
, and
hun
ting;
and
in o
ther
inte
rest
ing
deve
lop-
men
tal a
ctiv
ities
.It
is im
port
ant t
hat e
very
boy
and
gir
lpa
rtic
ipat
e in
spo
rts
and
gam
es in
sch
ool w
hich
may
car
ryov
er to
life
.A
dapt
atio
ns s
houl
d be
mad
e fo
r ha
ndic
appe
dan
d ot
her
exce
ptio
nal c
hild
ren.
Intr
amur
als
incl
ude
part
icip
atio
n in
spo
rts
and
gam
esbe
twee
n un
its w
ithin
the
scho
ol.
The
se v
olun
tary
act
iv-
ities
are
car
ried
on
duri
ng a
nd a
fter
reg
ular
sch
ool h
ours
and
offe
r op
port
uniti
es to
use
the
skill
s, a
ttitu
des,
and
un-
ders
tand
ings
dev
elop
ed th
roug
h th
e in
stru
ctio
nal p
rogr
am.
Inte
rsch
olas
tic a
thle
tics
for
boys
fea
ture
com
petit
ive
gam
es, s
uch
as b
aske
tbal
l, fo
otba
ll, b
aseb
all,
and
soft
ball,
trac
k, a
nd f
ield
eve
nts.
Som
e sc
hool
s co
nfin
e gi
rls'
inte
r-sc
hool
ath
letic
act
iviti
es to
invi
tatio
nal e
vent
s, f
ield
or s
port
days
, and
the
like.
Oth
er s
choo
ls s
pons
or c
erta
in c
om-
petit
ive
girl
s' s
port
s, s
uch
as b
aske
tbal
l, vo
lleyb
all,
and
fiel
d ho
ckey
.
The
mod
ern
prog
ram
of
phys
ical
edu
catio
n in
sec
onda
rysc
hool
s ha
s a
grea
t var
iety
of
activ
ities
.It
is n
ot p
ropo
sed
here
that
all
scho
ols
will
atte
mpt
to p
rovi
de s
pace
and
faci
litie
s fo
r al
l the
act
iviti
es li
sted
abo
ve, b
ut s
uch
a lis
tm
ay b
e us
ed a
s a
basi
s fo
r se
lect
ing
faci
litie
s an
d sp
aces
LIN
CO
LN
- W
AY
_CO
MM
UN
ITY
HIG
H S
CH
OO
L, N
EW
LE
NO
X, I
LL
.
Arc
hery
for
hig
h sc
hool
gir
ls °
a 70
-acr
e si
te.
13
to f
it th
e lo
cal p
rogr
am.
Man
y ac
tiviti
es li
sted
in th
e se
c-on
dary
phy
sica
l edu
catio
n pr
ogra
m im
ply
need
for
larg
ear
eas
and
vari
ed f
acili
ties.
A r
athe
r co
mpl
ete
disc
ussi
onof
are
as a
nd f
acili
ties
requ
ired
for
cer
tain
com
mon
spo
rts
may
be
foun
d in
a r
ecen
t pub
licat
ion
by th
e A
thle
tic I
n-st
itute
,'su
ch a
sfi
eld-
gam
ear
eas,
cou
rt-g
ame
area
s,te
nnis
cour
ts,
arch
ery
faci
litie
s,ba
it-ca
stin
g,ho
rse-
shoe
cou
rts,
shu
ffle
boar
d co
urts
, law
n bo
wlin
g al
leys
,ha
ndba
ll co
urts
, ice
-ska
ting,
fac
ilitie
s fo
r sk
iing,
a go
lfco
urse
, and
sw
imm
ing
pool
s.(D
imen
sion
s fo
r su
char
eas
are
give
n in
tabu
lar
form
in s
ectio
n V
.)
Ath
letic
Ins
titut
e.Pl
anni
ng F
acili
ties
for
Hea
lth, P
hysi
cal E
duca
-tio
n, a
n R
ecre
atio
n.T
he I
nstit
ute,
209
Sou
th S
tate
St.,
Chi
-ca
go 4
, Ill.
1956
.15
4 p.
14
1Si
a-m
agi
WM
/T
IAL
III
SCH
OO
L S
ITE
S
ME
AD
OW
DR
IVE
EL
EM
EN
TA
RY
SC
HO
OL
, MIN
EO
LA
, N. Y
.
Play
are
a co
nven
ient
to b
uild
ing.
Plan
ning
for
pla
y an
d re
crea
tion
is e
qual
ly im
port
ant
for
rura
l sch
ools
, and
sho
uld
not b
e tr
eate
d lig
htly
with
the
idea
that
rur
al c
hild
ren
and
youn
g pe
ople
hav
e m
any
oppo
rtun
ities
for
out
door
pla
y.R
ural
chi
ldre
n us
ually
have
a li
mite
d am
ount
of
time
afte
r sc
hool
to p
lay;
and
be-
caus
e of
the
dist
ance
s be
twee
n ho
mes
and
the
scho
ol, t
hey
are
ofte
n de
nied
the
oppo
rtun
ity o
f pl
ayin
g w
ith o
ther
child
ren°
.Fo
r th
ese
reas
ons
it is
par
ticul
arly
impo
rtan
tth
at th
e sc
hool
's r
esou
rces
be
used
to th
e fu
llest
in th
e ph
y-si
cal a
nd s
ocia
l dev
elop
men
t of
the
child
.
Inte
rsch
ool a
thle
tics
have
, in
man
y in
stan
ces,
rec
eive
d a
prep
onde
ranc
e of
atte
ntio
nto
the
detr
imen
t of
a w
ell-
plan
ned
and
adm
inis
tere
d, p
hysi
cal e
duca
tion
prog
ram
.In
gen
eral
, ath
letic
s sh
ould
be
a pa
rt o
f th
e ph
ysic
al e
duca
-tio
n pr
ogra
ms.
How
ever
, the
ext
ent t
o w
hich
the
site
deve
lopm
ent p
lan
prov
ides
spe
cial
fac
ilitie
s fo
r in
ters
chol
-as
tic a
thle
tics
mus
t dep
end
upon
the
emph
asis
pla
ced
upon
the
prog
ram
in th
e lo
cal s
ituat
ion.
Inte
rsch
ool a
thle
tics
whe
re la
rge
crow
ds m
ust b
e ha
ndle
dcr
eate
pro
blem
s fo
rth
e sc
hool
boa
rd.
Ext
ra p
arki
ng s
pace
mus
t be
prov
ided
and
arra
ngem
ents
mad
e to
mov
e tr
affi
c ra
pidl
y w
ithou
tda
mag
e to
pla
y ar
eas.
Faci
litie
s ar
e re
quir
ed f
or s
ale
and
colle
ctio
n of
tick
ets
and
sal.°
of
refr
eshm
ents
, pub
licad
-dr
ess,
team
roo
ms,
toile
ts f
or p
upils
and
spec
tato
rs. T
hese
spec
ial f
acili
ties
may
be
ina
spec
ial s
tadi
um, f
ield
hous
e, o
rpa
rk o
n th
e gr
ound
s.C
omm
unity
lead
ers,
wor
king
toge
ther
inm
any
area
s,ar
e de
velo
ping
com
mun
ity r
ecre
atio
n pr
ogra
ms
for
both
child
ren
and
adul
ts.
The
y ar
e fi
ndin
g th
at s
choo
l fac
ilitie
spr
oper
ly p
lann
ed a
nd d
esig
ned
are
logi
cal c
ente
rs f
or s
uch
prog
ram
s w
ith e
lem
enta
ry s
choo
ls s
ervi
ng n
eigh
borh
oods
and
seco
ndar
y sc
hool
sa
larg
er g
eogr
aphi
cal a
rea.
Spa-
ciou
s, w
ell-
plan
ned
scho
ol g
roun
ds n
eed
not b
e id
le a
fter
scho
ol a
nd d
urin
g va
catio
n.C
hild
ren,
you
th, a
nd a
dults
can
utili
ze a
reas
and
fac
ilitie
s de
sign
ed f
or r
egul
ar s
choo
lus
e, th
us a
ssur
ing
the
taxp
ayer
bet
ter
retu
rns
on h
is ta
xdo
llar
inve
sted
in s
choo
l pla
nts.
Man
y pa
rent
s an
d ed
u-ca
tors
are
con
cern
ed a
bout
the
way
pup
ils s
pend
thei
r va
ca-
tions
.W
hy n
ot u
se th
e sc
hool
fac
ilitie
sm
ore
mon
ths
inth
e ye
ar?
Man
y be
lieve
the
scho
ol te
rm s
houl
d be
ex-
tend
ed in
a p
rogr
am r
ich
in r
ecre
atio
nal e
xper
ienc
es.
The
re a
re m
any
othe
rs w
ho b
elie
ve th
at o
ppor
tuni
ties
offe
red
duri
ng th
e re
gula
r sc
hool
year
mig
ht b
e ex
tend
edin
to v
acat
ion
peri
ods.
As
life
beco
mes
mor
e cr
owde
d an
d co
mpl
ex th
e si
mpl
eou
tdoo
r ac
tiviti
es th
at c
an b
e ca
rrie
d on
in n
atur
al s
ettin
gs
'"EaN
nirs
.r,
"610
W
er
.4-
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
15
EL
EM
EN
TA
RY
SC
HO
OL
, MIA
MI,
rut
.
Who
leso
me
recr
eatio
n.
r
-4
A4,
11n-
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
beco
me
incr
easi
ngly
wor
thw
hile
.H
ence
, par
ticip
atio
n in
cam
ping
and
out
ing
activ
ities
is g
row
ing.
Man
y sc
hool
sar
e te
achi
ng th
e sk
ills
of s
hoot
ing
and
hand
ling
fire
arm
s,ca
stin
g, h
ikin
g, c
ampi
ng, a
nd o
ther
out
door
spor
ts. S
uch
scho
ols
are
prov
idin
g fa
cilit
ies
on th
e re
gula
r sc
hool
site
for
inst
ruct
ion
in b
asic
ski
lls a
nd k
now
ledg
e of
out
door
activ
ities
.A
dditi
onal
exp
erie
nces
may
be
gain
ed b
yst
u-de
nts
at s
choo
l, or
gani
zatio
nal
or p
riva
te c
amps
, or
thro
ugh
fam
ily v
acat
ions
and
oth
er f
orm
s of
rec
reat
ion.
The
gro
win
g po
pula
tion
and
the
mob
ility
of
peop
le in
all
Stat
es a
re c
ausi
ng c
onge
stio
n in
mos
t sub
urba
n co
mm
uni-
ties.
Peop
le, b
oth
youn
g an
d ol
d,se
em to
hav
e m
ore
leis
ure
than
eve
r be
fore
. Wor
k ho
urs
per
wee
k ar
e be
-co
min
g sh
orte
r, d
ue to
aut
omat
ion
and
incr
ease
d nu
mbe
rof
wor
kers
.C
hild
ren
and
youn
g pe
ople
do
not h
ave
chor
es a
t hom
e to
occ
upy
a pa
rt o
f th
eir
leis
ure
as w
as tr
uea
gene
ratio
n or
two
ago.
How
to u
se th
is in
crea
sed
leis
ure
is a
ser
ious
pro
blem
in th
is c
ount
ry.
Man
y sc
hool
sys
tem
sar
e no
t onl
y pr
ovid
ing
who
leso
me
recr
eatio
nal o
ppor
tu-
nitie
s fo
r yo
ung
peop
le to
day
but p
repa
ring
them
for
leis
ure
in a
dulth
ood,
eve
n af
ter
retir
emen
t.T
he p
robl
em o
f ju
veni
le d
elin
quen
cy is
com
plex
. The
caus
es in
eac
h in
divi
dual
cas
e ar
e pr
obab
ly m
ultip
le.
Com
mun
ity-w
ide
effo
rt o
n th
e pa
rt o
fm
any
agen
cies
and
indi
vidu
al c
itize
ns is
req
uire
d to
min
imiz
e co
nditi
ons
con-
duci
ve to
del
inqu
ency
and
to s
tren
gthe
n pr
even
tive
mea
-su
res.
Scho
ol a
dmin
istr
ator
s an
d te
ache
rs h
ave
a co
n-si
dera
ble
role
in s
uch
com
mun
ity a
ctio
n.Sc
hool
per
son-
nel m
ay c
ontr
ibut
e to
the
redu
ctio
n of
del
inqu
ency
inse
vera
l way
s, in
clud
ing:
(1)
The
teac
hing
of
recr
eatio
nsk
ills;
(2)
the
enco
urag
emen
t of
inte
rest
s in
satis
fyin
g,cr
eativ
e, a
nd h
ealth
-giv
ing
activ
ities
; (3)
the
prov
isio
n of
recr
eatio
n le
ader
ship
; and
(4)
the
prom
otio
n of
max
imum
utili
zatio
n of
sch
ool f
acili
ties
for
scho
ol-c
omm
unity
recr
e-at
ion
purp
oses
.H
owev
er, t
hese
are
sig
nifi
cant
resp
on-
sibi
litie
s of
the
scho
ol f
or h
elpi
ng m
eet t
he r
ecre
atio
n ne
eds
17
of a
ll co
mm
unity
mem
bers
beca
use
recr
eatio
n is
a ba
sic
hum
an n
eed
and
a fu
ndam
enta
l com
mun
ity s
ervi
ce. T
hepo
ssib
ility
that
goo
d sc
hool
and
com
mun
ity r
ecre
atio
npr
o-gr
ams
may
ass
ist i
n so
lvin
g th
e de
linqu
ency
pro
blem
add
sto
thei
r va
lue.
Com
mis
sion
er A
. W. F
ord
of th
e A
rkan
-sa
s St
ate
Dep
artm
ent o
f E
duca
tion
said
in a
sta
ff m
eetin
gin
195
7 th
at "
avai
labi
lity
of s
choo
l fac
ilitie
sto
chi
ldre
nan
d yo
ung
peop
le a
fter
sch
ool h
ours
and
dur
ing
vaca
tions
mig
ht h
elp
solv
e th
e ju
veni
le d
elin
quen
cy p
robl
em in
som
eco
mm
uniti
es."
Man
y ne
w s
choo
l pla
nts
incl
ude
recr
eatio
nro
oms
and
outd
oor
area
s fo
r da
nces
and
oth
er s
ocia
l act
iviti
es.
Som
ebu
ildin
gs a
re s
o de
sign
ed th
at o
utsi
de d
oors
open
ont
oad
jace
nt c
ourt
s w
hich
may
be
light
ed a
nd u
sed
for
soci
alre
crea
tion
at n
ight
.
Com
mun
ity a
ctiv
ities
on
the
scho
ol g
roun
dsm
ay in
clud
esp
orts
and
gam
es f
or c
hild
ren,
you
ng p
eopl
e, a
nd a
dults
.Fa
cilit
ies
for
such
pro
gram
s ne
ed n
ot in
clud
e ex
tra
area
sbu
t may
be
the
sam
e la
yout
son
the
grou
nds
for
sim
ilar
regu
lar
scho
ol a
ctiv
ities
.Su
ch m
ultip
le-u
se o
f sp
ace
and
equi
pmen
t inc
reas
es th
e pe
rcen
tage
of
utili
zatio
n an
dap
-pe
als
to th
e av
erag
e ta
xpay
er a
nd p
atro
n.It
als
o en
cour
-ag
es p
artic
ipat
ion
on th
e pa
rt o
f m
any
peop
le w
ho te
nd to
be s
pect
ator
s an
d th
us f
ail t
o ge
t nee
ded
exer
cise
and
who
leso
me
enjo
ymen
t whi
ch c
omes
fro
m a
ctiv
een
gage
-m
ent i
n sp
orts
, soc
ial g
ames
, dan
ces,
and
oth
er r
ecre
atio
nal
activ
ities
.
A s
ite-s
urve
y co
mm
ittee
sho
uld
secu
re in
form
atio
n re
l-at
ive
to c
omm
unity
rec
reat
ion
prog
ram
s an
d pl
ans
for
futu
re p
rogr
ams
in o
rder
to d
eter
min
e si
te n
eeds
.It
shou
ld a
lso
secu
re d
ata
on f
acili
ties
avai
labl
e in
the
com
-m
unity
, inc
ludi
ng p
arks
, bal
l dia
mon
ds, g
ymna
sium
s,au
dito
rium
s, m
ultip
urpo
sero
oms,
and
libr
arie
s.Su
ch in
-fo
rmat
ion
may
ass
ist t
he s
choo
l boa
rd to
save
the
taxp
ayer
sad
ded
expe
nse.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
Out
door
Edu
catio
n
Edu
cato
rs h
ave
long
bel
ieve
d th
at th
e m
ore
dire
ct a
ndm
eani
ngfu
l the
exp
erie
nces
the
mor
e pr
obab
le it
is th
atle
arni
ng w
ill ta
ke p
lace
.R
ealiz
ing
that
all
know
ledg
e is
not g
aine
d w
ithin
the
four
wal
ls o
f th
e sc
hool
bui
ldin
g,m
uch
of to
day'
s sc
hool
pro
gram
in m
any
.are
as, w
hen
the
wea
ther
is s
uita
ble,
is c
arri
ed o
n ou
tsid
e th
e sc
hool
bui
ld-
ing.
Scho
ol g
roun
ds a
nd a
djac
ent a
reas
, the
refo
re, b
e-co
me
outd
oor
clas
sroo
ms
and
labo
rato
ries
for
lear
ning
expe
rien
ces
in s
cien
ce, c
onse
rvat
ion,
agr
icul
ture
and
gar
-de
ning
, and
in o
ther
sub
ject
mat
ter
fiel
ds.
SCIE
NC
E.I
n th
is s
cien
tific
age
, for
eff
ectiv
enes
s in
occu
patio
n an
d in
the
func
tions
of
citiz
ensh
ip, e
very
one
need
s ba
sic
scie
ntif
ic u
nder
stan
ding
, ski
lls, a
nd a
ttitu
des.
Not
onl
y is
inst
ruct
ion
in s
cien
ce d
esir
able
for
all
pupi
ls,
but t
he N
atio
n ha
s ur
gent
nee
d fo
r w
ell-
trai
ned
scie
ntis
ts,
engi
neer
s, a
nd te
chni
cian
s.
Man
y sc
ient
ific
act
iviti
es in
the
inst
ruct
iona
l pro
gram
may
be
carr
ied
on o
utsi
de th
e sc
hool
bui
ldin
g, s
uch
asca
ring
for
ani
mal
s an
d pl
ants
; col
lect
ing
and
prep
arin
gsp
ecim
ens;
exa
min
ing
spec
imen
s an
d ot
her
mat
eria
ls; i
m-
prov
isin
g ex
peri
men
ts, d
emon
stra
tions
, and
illu
stra
tions
;in
terv
iew
ing
citiz
ens
of th
e co
mm
unity
; obs
ervi
ng o
bjec
tsan
d ex
peri
men
ts; p
repa
ring
cla
ss a
nd c
omm
unity
exh
ibits
;re
port
ing
on e
xper
ienc
es a
nd p
lans
; tak
ing
fiel
d tr
ips
and
excu
rsio
ns; a
nd te
stin
g co
nsum
er p
rodu
cts.
2
Man
y sc
ienc
e te
ache
rs r
ecom
men
d th
at s
cien
ce r
oom
s be
plac
ed o
n th
e gr
ound
flo
or w
ith o
utsi
de d
oors
pro
vidi
ng
John
son,
Phi
llip
G. S
cien
ce F
acili
ties
for
Seco
ndar
y Sc
hool
s. U
. S.
Dep
artm
ent o
f H
ealth
, Edu
catio
n, a
nd W
elfa
re, O
ffic
e of
Edu
-ca
tion.
Was
hing
ton,
U. S
. Gov
ernm
ent P
rint
ing
Off
ice,
195
2.(M
isc,
No.
17.
)p.
2.
19
read
y ac
cess
to th
e gr
ound
s.Su
ch a
n ar
rang
emen
t, th
eysa
y, e
ncou
rage
s th
e us
e of
the
out-
of-d
oors
as
an e
xten
ded
labo
rato
ry.
The
sci
ence
teac
her
is p
ecul
iarl
y fo
rtun
ate
in b
eing
abl
e to
use
the
real
thin
gs o
f th
e en
viro
nmen
t in
his
wor
k, th
us r
emov
ing
lear
ning
fro
m th
e va
gue,
abs
trac
tle
vel o
f ve
rbal
izat
ion.
Out
side
the
build
ings
his
pup
ilsm
ay s
tudy
pla
nts,
ani
mal
s, r
ocks
, and
soi
l in
thei
r se
tting
.So
me
reso
urce
s ar
e br
ough
t int
o th
e sc
ienc
e la
bora
tory
for
exam
inat
ion,
exp
erim
enta
tion,
and
det
aile
d st
udy.
In th
e se
lect
ion
of a
sch
ool s
ite f
or a
new
bui
ldin
g, d
ueco
nsid
erat
ion
shou
ld b
e gi
ven
to th
e po
tent
ial c
ontr
ibut
ions
the
site
and
its
surr
ound
ings
can
mak
e to
the
teac
hing
of
scie
nce.
The
ava
ilabi
lity
of w
oode
d ar
eas,
str
eam
s, e
xper
i-m
enta
l far
ms
and
gard
ens,
nat
ural
for
mat
ions
, and
oth
ersi
mila
r re
sour
ces
shou
ld b
e in
vest
igat
ed a
nd c
onsi
dere
d in
the
fina
l dec
isio
n.Sc
ienc
e te
ache
rs s
houl
d po
int o
ut to
scho
ol o
ffic
ials
and
pla
nner
s th
eir
view
s co
ncer
ning
the
mer
its o
f on
e si
te in
com
pari
son
with
oth
ers.
CO
NSE
RV
AT
ION
.Ano
ther
type
of
outd
oor
stud
y w
hich
requ
ires
ade
quat
e sc
hool
site
is th
at o
f co
nser
vatio
n of
natu
ral r
esou
rces
, as
illus
trat
ed b
y th
e fo
llow
ing:
..
.In
som
e se
ctio
ns o
f th
e co
untr
y a
who
le g
ener
atio
n of
child
ren
are
bein
g ed
ucat
ed s
o th
at th
ey c
an m
ake
inte
llige
ntus
e of
our
nat
ural
res
ourc
es.
In s
ome
elem
enta
ry s
choo
ls,
cons
erva
tion
educ
atio
n is
a p
art o
f th
e ch
ildre
n's
lear
ning
ex-
peri
ence
s in
eve
ry g
rade
.In
oth
ers
the
emph
asis
is g
iven
in o
neor
mor
e gr
ades
. Dev
elop
men
t of
cons
erva
tion
conc
epts
is n
otco
nfin
ed to
a s
ingl
e un
it, g
rade
, or
leve
l of
educ
atio
n.Su
chco
ncep
ts o
ften
per
mea
te th
e en
tire
educ
atio
nal p
rogr
am.
In s
ome
elem
enta
ry s
choo
ls c
hild
ren
lear
n ab
out c
on-
serv
atio
n by
pla
ntin
g tr
ees,
see
ding
gra
ss, a
nd b
uild
ing
Bat
hurs
t, E
ffie
G.,
and
Hill
, Wilh
elm
ina.
Con
serv
atio
n E
xper
i-en
ces
for
Chi
ldre
n.W
ashi
ngto
n, U
. S. G
over
nmen
t Pri
ntin
gO
ffic
e, 1
957.
(Off
ice
of E
duca
tion,
Bul
letin
195
7, N
o. 1
6.)
p. 1
-2.
aw
1CI
EU..E
.4"...4 ".
0
0
1
010
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
21
natu
re tr
ails
.T
alki
ng a
bout
con
serv
atio
n an
d m
akin
gpo
ster
s ab
out i
t won
't do
muc
h go
od w
hile
the
grou
nds
are
was
hing
aw
ay. T
he b
est w
ay to
teac
h co
nser
vatio
n is
fro
mou
tdoo
r en
viro
nmen
t, st
udyi
ng s
oil b
y ex
peri
men
ting
with
vari
ous
type
s of
cro
ps, t
erra
cing
gro
und
to s
top
soil
ero-
sion
, and
fer
tiliz
ing
soil
with
leaf
mol
d. C
hild
ren
in s
ome
scho
ols
of c
erta
in W
este
rn S
tate
s pl
ant t
rees
for
she
lter
belts
to h
elp
chec
k w
ind
and
prev
ent s
oil e
rosi
on.
Fort
unat
e in
deed
are
chi
ldre
n w
ho h
ave
scho
ol g
roun
dsw
here
con
serv
atio
n ca
n be
pra
ctic
ed.
Man
y te
ache
rs w
ish
for
mor
e ac
reag
e w
here
chi
ldre
n m
ight
do
such
thin
gs a
sle
arn
to p
lant
tree
s fo
r be
auty
and
for
pro
fit.
AG
RIC
UL
TU
RE
. Man
y of
the
maj
or a
ctiv
ities
car
ried
on in
an
agri
cultu
ral p
rogr
am o
f a
scho
ol r
equi
re la
rge
scho
ol g
roun
ds. T
he f
ollo
win
g ar
e so
me
typi
cal a
ctiv
ities
requ
irin
g ou
tsid
e sp
ace:
Stu
dy, j
udgi
ng a
nd p
ract
icin
gm
etho
ds o
f ra
isin
g liv
esto
ck, f
ruits
, and
veg
etab
les;
pre
p-ar
atio
n of
mea
t, po
ultr
y, a
nd d
airy
pro
duct
s fo
r m
arke
tor
sto
rage
; sto
ring
, ser
vici
ng, a
nd r
econ
ditio
ning
far
mto
ols
and
mac
hine
ry; p
artic
ipat
ing
in lo
cal,
Stat
e, a
nd n
a-tio
nal a
gric
ultu
ral o
rgan
izat
ions
, suc
h as
Fut
ure
Farm
ers
of A
mer
ica
and
adul
t far
mer
gro
ups.
In o
ne s
choo
l the
FFA
cul
tivat
ed 4
0 ac
res
of th
e sc
hool
gro
unds
to g
row
crop
s fo
r th
e pu
rpos
e of
exp
erim
enta
tion
and
also
tora
ise
fund
s to
dev
elop
a 7
-acr
e w
oode
d ar
ea a
s a
recr
eatio
nar
ea.
Agr
icul
tura
l stu
dent
s m
ay te
st th
e so
il to
det
erm
ine
defi
cien
cies
and
add
the
nece
ssar
y ch
emic
als
to b
uild
it u
p.T
hey
also
stu
dy a
nd s
omet
imes
rem
edy
the
prob
lem
of
eros
ion
of th
e gr
ound
s.In
thes
e ac
tiviti
es th
ey a
rele
arni
ng a
bout
con
tour
plo
win
g an
d co
nser
vatio
n of
the
soil. Pu
pils
in s
ome
scho
ols
plan
t and
cul
tivat
e ve
geta
bles
,su
ch a
s ra
dish
es, t
urni
ps, l
ettu
ce, t
omat
oes,
pea
s, b
eans
,ca
bbag
e, c
arro
ts, a
nd c
orn.
The
se m
ay b
e us
ed in
the
scho
ol-l
unch
pro
gram
or
sold
to r
aise
fun
ds f
or f
inan
cing
impr
ovem
ent p
rogr
ams.
The
agr
icul
tura
l pro
gram
is u
sual
ly h
ouse
d in
a w
ing
of th
e m
ain
build
ing
or in
a s
epar
ate
build
ing.
Sin
ce th
epu
pils
will
be
stud
ying
and
rep
airi
ng f
arm
mac
hine
ry, t
heag
ricu
lture
fac
ilitie
s sh
ould
be
loca
ted
near
a s
ide
entr
ance
to th
e gr
ound
s. T
he s
hop
shou
ld h
ave
doub
le d
oors
, so
that
larg
e fa
rm m
achi
nery
can
ent
er f
rom
a s
ide
stre
etw
ithou
t cro
ssin
g pl
ay a
reas
.
OT
HE
R S
UB
JEC
T M
AT
TE
R F
IEL
DS.
In a
dditi
on to
outd
oor
stud
y in
volv
ing
the
natu
ral e
nvir
onm
ent a
nd r
e-so
urce
s, p
upils
som
etim
es m
ay g
o to
the
grou
nds
for
mea
suri
ng d
ista
nces
and
are
as to
illu
stra
te p
robl
ems
inm
athe
mat
ics.
Pupi
ls s
omet
imes
pla
n an
d la
y ou
t cou
rts
and
othe
r pl
aygr
ound
are
asas
an a
ssig
nmen
tin
mat
hem
atic
s.T
each
ers
in s
ectio
ns o
f th
e co
untr
y w
here
the
clim
ate
will
per
mit
may
take
pup
ils o
ut o
f do
ors
for
read
ing,
dra
mat
ics,
wri
ting,
or
free
hand
dra
win
g. T
hese
activ
ities
are
oft
en c
ondu
cted
in "
outd
oor
clas
sroo
ms,
"ju
st o
utsi
de th
e bu
ildin
g, o
r in
nea
rby
shad
y no
oks
suite
dfo
r st
udy
and
prac
tice.
Pupi
ls th
us le
arn
to e
njoy
bei
ngou
t of
door
s an
d to
use
it f
or s
tudy
, med
itatio
n, a
ndex
peri
men
tatio
n.
No
atte
mpt
has
bee
n m
ade
here
to e
num
erat
e al
l act
ivi-
ties
carr
ied
on in
out
door
stu
dy, b
ut m
erel
y sa
mpl
ings
are
men
tione
d in
cer
tain
impo
rtan
t fie
lds
to il
lust
rate
a p
ro-
cedu
re f
or s
tudy
ing
a lo
cal p
rogr
am a
nd im
plic
atio
ns a
ndcr
iteri
a fo
r si
te s
elec
tion
and
deve
lopm
ent.
Res
ourc
essu
ch a
s na
tive
tree
s an
d sh
rubs
, nat
ural
str
eam
s, la
kes,
pond
s; c
ultiv
ated
are
as, s
uch
as f
ield
s, g
arde
ns, a
nd o
r-ch
ards
; nat
ive
gras
s ar
eas,
qua
rrie
s, o
r ot
her
evid
ence
s of
unde
rlyi
ng s
oil f
eatu
res,
sho
uld
be c
onsi
dere
d in
site
sel
ec-
tion
and
whe
n pr
esen
t in
a si
te s
houl
d be
pre
serv
ed in
site
deve
lopm
ent.
y >*.t "
24SC
HO
OL
SIT
ES
Dri
ver
Edu
catio
n
Aga
inst
the
back
grou
nd o
f th
e ne
w h
ighw
ay e
xpan
sion
prog
ram
and
the
pers
iste
ntly
hig
h to
ll ta
ken
by tr
affi
c ac
-ci
dent
s, s
econ
dary
sch
ools
are
acc
eptin
g m
ore
and
mor
eth
e re
spon
sibi
lity
of in
stru
ctio
n in
dri
ver
educ
atio
n. M
ore
than
11,
000
high
sch
ools
now
giv
e th
is in
stru
ctio
n, a
nd14
Sta
tes
prov
ide
spec
ial f
inan
cial
sup
port
to h
igh
scho
ols
offe
ring
the
prog
ram
.M
any
scho
ols
are
deve
lopi
ng c
urri
culu
m m
ater
ials
indr
iver
edu
catio
n, p
rovi
ding
car
s fo
r st
udy
and
prac
tice,
and
recr
uitin
g te
ache
rs in
this
impo
rtan
t fie
ld.
You
ng p
eopl
ear
e ea
ger
to le
arn
abou
t tra
ffic
and
how
to d
rive
aut
omo-
bile
s. Dri
ver
educ
atio
n co
mpr
ises
bot
h cl
ass
and
prac
tice
driv
-in
g in
stru
ctio
n.T
he c
lass
room
pha
se s
tres
ses
good
atti
-tu
des
abou
t dri
ving
bas
ed o
n kn
owle
dge
and
unde
rsta
ndin
gof
traf
fic
law
s an
d re
gula
tions
, dri
ver
char
acte
rist
ics,
roa
dan
d w
eath
er f
acto
rs, a
utom
obile
mai
nten
ance
, and
the
skill
s of
dri
ving
.B
ut s
tude
nts
mus
t hav
e in
stru
ctio
n an
dgu
ided
pra
ctic
e in
ope
ratin
g an
aut
omob
ile to
lear
n to
be
safe
and
suc
cess
ful d
rive
rs.
Bef
ore
goin
g in
to b
usy
stre
ets,
how
ever
, tea
cher
s sh
ould
giv
e st
uden
ts c
erta
inba
sic
inst
ruct
ion
and
prac
tice
away
fro
m tr
ajfi
c.It
ishi
ghly
des
irab
le th
at th
e ea
rly
less
ons
be g
iven
on
scho
olgr
ound
s or
nea
rby
vaca
nt lo
ts a
vaila
ble
to th
e sc
hool
for
this
pur
pose
.A
fter
initi
al o
ff-s
tree
t pra
ctic
e un
der
skill
ed s
uper
-vi
sion
, beg
inne
rs a
re in
trod
uced
gra
dual
ly to
dri
ving
on
stre
ets
in tr
affi
c.A
s st
uden
ts g
ain
mor
e co
mpe
tenc
e, th
ela
ter
stag
es o
f in
stru
ctio
n an
d pr
actic
e sh
ould
pro
vide
as
man
y di
ffer
ent t
ypes
of
real
istic
dri
ving
situ
atio
ns a
ndtr
affi
c co
nditi
ons
as p
ossi
ble.
Man
y sc
hool
sys
tem
s ut
ilize
off
-st
reet
are
as f
or th
eea
rly
inst
ruct
ion
in p
ract
ice
driv
ing.
A f
ew s
choo
l sys
-
Prac
tice
Dri
vew
ays
N
Scal
e 1/
32 in
.
A -
Sto
p L
ight
B -
Sto
p -
Go
Lig
hts
C -
Slo
w -
Cau
tion
D -
6 F
oot F
ence
- 1
Foot
E -
F -
G -
20 F
oot G
ates
Gre
ase
Pit
to S
- T
raff
ic S
igns
LA
NE
TE
CH
NIC
AL
SC
HO
OL
DR
IVIN
G L
AB
OR
AT
OR
Y,C
hica
go, I
llino
is
Nam
eA
geD
ate
Peri
odin
Dri
ving
Cou
rse
Div
. Roo
mD
iv. T
each
erI
Hav
e D
rive
n C
ars
For
Yea
rs
tem
s, h
owev
er, h
ave
prov
ided
off
-str
eet f
acili
ties
on s
choo
lgr
ound
s es
peci
ally
des
igne
d fo
r ef
fici
ent t
each
ing
and
lear
ning
in th
e ea
rly
stag
es o
f pr
actic
e dr
ivin
g in
stru
ctio
n.E
xam
ples
of
the
latte
r in
clud
e C
hica
go's
Lan
e T
echn
ical
Hig
h Sc
hool
, the
N. R
. Cro
zier
Tec
hnic
al H
igh
Scho
ol in
Dal
las,
Tex
., an
d se
vera
l hig
h sc
hool
s in
Det
rGit,
Mic
h.
. g.,-4.*Ao,hp;,,,k:.:,:-"',4ut,9'' 14, :Z#0 ,
26SC
HO
OL
SIT
ES
The
pla
nned
off
-str
eet p
ract
ice
driv
ing
area
sho
uld
beap
prox
imat
ely
200
x 50
0 fe
et a
nd p
rovi
de a
str
eet l
ayou
tw
ith in
ters
ectio
ns, t
urns
, a s
light
hill
, sto
p si
gns
and
atr
affi
c si
gnal
, dia
gona
l and
par
alle
l par
king
spa
ces,
aba
ckin
g la
ne, a
nd s
pace
for
spe
cial
ste
erin
g ex
erci
ses.
Out
door
Mee
tings
Scho
ol g
roun
ds in
man
y co
mm
uniti
es a
re u
sed
not o
nly
for
phys
ical
edu
catio
n an
d re
crea
tion
and
outs
ide
stud
ybu
t als
o as
mee
ting
plac
es f
or o
utsi
de p
rogr
ams
for
both
the
scho
ol a
nd c
omm
unity
.W
here
ther
e ar
e su
ffic
ient
acre
age
and
appr
opri
ate
natu
ral f
eatu
res,
cer
tain
per
-fo
rman
ces
invo
lvin
g gr
oups
of
pupi
ls o
r ad
ults
may
be
exec
uted
mor
e ef
fici
ently
on
the
grou
nds
than
insi
deth
e bu
ildin
g.Su
ch a
ctiv
ities
may
be
in d
ram
atic
s fe
a-tu
ring
pag
eant
ry, m
usic
fes
tival
s an
d ba
nd c
once
rts,
and
grad
uatio
ns.
DR
AM
AT
ICS.
In e
lem
enta
ry s
choo
ls p
upils
oft
en d
ram
-at
ize
stor
ies.
Such
act
iviti
es m
ay b
e on
a s
tage
in th
eau
dito
rium
or
a lit
tle th
eate
r, b
ut w
hen
the
actio
n of
the
play
req
uire
s an
out
side
sce
ne, t
hey
use
scho
ol g
roun
dsw
here
fac
ilitie
s ar
e ad
equa
te.
Thi
s en
viro
nmen
t may
mak
e th
e ac
tion
muc
h m
ore
mea
ning
ful a
nd r
ealis
tic, s
oth
e te
ache
r an
d pu
pils
go
outs
ide
and
find
an
appr
opri
ate
spot
for
pra
ctic
e an
d fi
nal p
erfo
rman
ce. O
n so
me
occa
-si
ons
they
invi
te o
ther
gro
ups
to b
e an
aud
ienc
e fo
r th
efi
nal r
endi
tion.
A s
tage
may
be
impr
ovis
ed in
a na
tura
lse
tting
, pos
sibl
y ne
ar a
woo
ded
area
, and
cha
irs
arra
nged
for
the
audi
ence
.In
man
y sc
hool
s sp
ring
pag
eant
s, in
whi
ch th
ere
is
pom
p an
d di
spla
y w
ith p
upils
wea
ring
gay
cos
tum
es, b
e-co
me
elab
orat
e sp
ecta
cles
. The
se p
rogr
ams
may
req
uire
the
cons
truc
tion
of la
rge
plat
form
s w
ith im
prov
ised
scen
ery;
som
etim
es th
is m
ay b
e -t
he n
atur
al tr
ees,
shr
ubs,
flow
ers,
or
even
a la
keor
str
eam
, or
a hi
ll on
the
grou
nds.
Or
the
page
antr
ym
ay b
e a
May
pole
dri
ll w
hich
req
uire
sle
vel g
roun
d an
d se
ats
in th
e fo
rm o
f bl
each
ers
for
spec
-ta
tors
.Su
ch f
estiv
als
draw
larg
e cr
owds
of
pare
nts
and
othe
r pa
tron
s.
MU
SIC
.Man
y sc
hool
s, w
here
out
door
spac
e is
ade
quat
e,us
e sc
hool
gro
unds
in th
e m
usic
pro
gram
, esp
ecia
lly f
orla
rger
gro
ups,
suc
h as
gle
e cl
ubs
and
band
s. A
cul
mi-
natin
g ac
tivity
for
mus
ic c
lass
es in
bot
h el
emen
tary
and
seco
ndar
y sc
hool
s in
man
y co
mm
uniti
es is
a sp
ring
fes
-tiv
al o
n th
e sc
hool
gro
unds
.T
his
perf
orm
ance
may
invo
lve
larg
e gr
oups
of
sing
ers.
The
sem
ay b
e fr
om o
nesc
hool
or
from
sev
eral
sch
ools
.In
fac
t, m
usic
fes
tival
sha
ve b
ecom
e st
atew
ide
inso
me
part
s of
the
coun
try,
and
hund
reds
of
pupi
ls m
eet,
eith
er in
larg
e au
dito
rium
sor
inou
tdoo
r th
eate
rs, t
o si
ng to
geth
er.
Such
fes
tival
s, w
hen
give
n ou
t-of
-doo
rs, d
raw
larg
e au
dien
ces
from
all
part
sof
the
Stat
eB
ands
are
pop
ular
in b
oth
elem
enta
ry a
nd s
econ
dary
scho
ols.
Scho
ol g
roun
ds a
ll ov
er th
e co
untr
yar
e sc
enes
for
rehe
arsa
ls a
nd f
or b
and
conc
erts
. Man
y ba
nds
prac
-tic
e m
arch
ing
on s
choo
l gro
unds
in p
repa
ratio
n fo
rsp
e-ci
al e
vent
s, p
arad
es, a
nd f
ootb
all g
ames
. For
tuna
te is
the
band
teac
her
who
has
am
ple
grou
nds
for
rehe
arsa
ls.
Inm
any
com
mun
ities
whe
re g
roun
ds a
re in
adeq
uate
, the
band
dri
lls o
n ad
join
ing
stre
ets
or a
ny a
vaila
ble
vaca
ntlo
ts.
Such
arr
ange
men
ts a
re u
nsat
isfa
ctor
y an
dar
e do
le-
ful r
emin
ders
that
thos
e w
ho s
elec
ted
the
site
did
not l
ook
very
far
into
the
futu
re to
ant
icip
ate
expa
nsio
n of
sch
ool
activ
ities
.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
GR
AD
UA
TIO
N.I
nm
any
scho
ols
grad
uatio
n ex
erci
ses
are
cond
ucte
d on
sch
ool g
roun
ds. S
uch
occa
sion
sar
e im
-po
rtan
t eve
nts
in th
e lif
e of
a c
omm
unity
and
requ
ire
seat
ing
faci
litie
s fo
r la
rge
audi
ence
s of
pare
nts
and
othe
rpa
tron
s, a
s w
ell a
s st
uden
t bod
ies.
Plat
form
s ar
e of
ten
cons
truc
ted
on f
ootb
all f
ield
s fo
r th
eex
erci
ses.
Som
e-tim
es th
ey a
re b
uilt
on th
e m
ain
grou
nds,
thus
taki
ng a
d-va
ntag
e of
an
attr
activ
e ba
ckgr
ound
of
natu
ral
scen
ery,
such
as
tree
s an
d sh
rubs
.U
se o
f ou
tdoo
r sp
ace
for
thes
eev
ents
may
sav
e th
esc
hool
the
expe
nse
of c
onst
ruct
ing
larg
eau
dito
rium
s to
acco
mm
odat
e bi
g cr
owds
, sin
ce in
man
y co
mm
uniti
es th
etr
end
is to
bui
ld c
ompa
rativ
ely
smal
l aud
itori
ums
for
scho
ol p
urpo
ses.
Man
y- s
choo
ls a
nd c
olle
ges
prov
ide
an a
mph
ithea
ter
for
outd
oor
prog
ram
s.It
may
be
cons
truc
ted
ina
natu
ral
bow
l, or
nea
r a
hills
ide,
whe
repe
rman
ent s
eats
are
con
-st
ruct
ed o
n th
e si
de o
f -a
hill
,or
on
leve
l gro
und
whe
rebu
ilt-u
p bl
each
ers
may
ser
ve to
sup
plem
ent f
oldi
ng c
hair
spl
aced
in a
sem
icir
cle
in f
ront
of
a pl
atfo
rm f
or th
e au
-di
ence
.A
mph
ithea
ters
enc
oura
ge o
utdo
or m
eetin
gs f
orbo
th th
e sc
hool
and
com
mun
ity. W
here
suc
h fa
cilit
ies
27
are
adeq
uate
, sch
ools
may
use
them
for
out
side
prog
ram
ssu
ch a
s cl
ass
play
s, b
and
conc
erts
, and
com
mun
itysi
ngin
g.C
omm
unity
pub
lic s
peak
ing
even
tsar
e of
ten
prom
oted
inth
e sc
hool
's a
mph
ithea
ter.
Not
all
scho
ol g
roun
dssh
ould
have
an
amph
ithea
ter,
but
site
com
mitt
ees
wou
lddo
wel
lto
exa
min
e th
e ne
ed f
or s
uch
a fa
cilit
y in
the
scho
ol a
ndco
mm
unity
.
Opi
nion
s on
Site
Pur
pose
s
The
sch
ool s
ite, a
ccor
ding
to th
e op
inio
ns o
fa
repr
e-se
ntat
ive
grou
p of
sch
ool p
lant
spe
cial
ists
, sho
uld
prov
ide
spac
e an
d eq
uipm
ent f
or p
hysi
cal e
duca
tion,
ath
letic
s, o
ut-
door
stu
dy, p
lay
and
recr
eatio
n fo
r ch
ildre
n, o
utdo
oras
sem
blie
s, d
rive
r ed
ucat
ion,
cam
ping
inst
ruct
ion,
and
mee
ting
plac
es f
or b
oys'
and
gir
ls' c
lubs
; par
king
for
bot
hsc
hool
peo
ple
and
visi
tors
, fac
ilitie
s fo
rsu
mm
er r
ecre
a-tio
n fo
r ch
ildre
n an
d ad
ults
, app
roac
hes
to b
uild
ings
, and
area
s fo
r ex
hibi
ts, p
icni
cs, a
nd p
roje
cts
in a
gric
ultu
re a
ndga
rden
ing;
for
land
scap
ing
and
scho
ol a
nd c
omm
unity
beau
tific
atio
n.
IV. S
EL
EC
TIN
G A
ND
AC
QU
IRIN
GT
HE
SC
HO
OL
SIT
E
The
task
of
sele
ctin
g a
scho
ol s
ite is
so im
port
ant t
hat
an a
naly
sis
shou
ld b
e m
ade
not o
nly
of n
eeds
toda
y, b
utof
the
pioj
ecte
d pr
ogra
m o
f bo
th th
e sc
hool
and
com
mu-
nity
at l
east
a f
ew y
ears
into
the
futu
re. T
he b
oard
may
be s
elec
ting
a si
te w
hich
will
be
a sc
hool
cen
ter
for
man
yye
ars
to c
ome.
Wel
l-or
gani
zed
info
rmat
ion
shou
ld b
eav
aila
ble
in ta
bula
r fo
rm, d
iagr
ams
orm
aps,
and
str
aigh
t-fo
rwar
d w
ritte
n st
atem
ents
.Se
lect
ing
a sc
hool
site
invo
lves
fin
ance
, leg
al, p
erso
nal,
polit
ical
, pub
lic r
elat
ions
, and
com
mun
icat
ion
prob
lem
s.T
he k
ey f
igur
e in
evo
lvin
g th
ese
prob
lem
s is
usu
ally
the
scho
ol s
uper
inte
nden
t or
the
busi
ness
man
ager
.
Proc
edur
es
Aft
er n
eeds
hav
e be
en d
eter
min
ed, t
he d
istr
ict b
oard
,up
on r
ecom
men
datio
n of
the
supe
rint
ende
nt, s
houl
d ap
-po
int a
site
-stu
dy c
omm
ittee
with
bro
ad c
omm
unity
rep
-re
sent
atio
n. T
he p
erso
nnel
of
the
com
mitt
ee m
ight
wel
lin
clud
e fa
culty
rep
rese
ntat
iona
pri
ncip
al a
nd c
erta
inte
ache
rsw
ell i
nfor
med
lay
citiz
ens,
an
arch
itect
or a
nen
gine
er, a
rea
ltor,
and
oth
er c
omm
unity
pla
nner
s.B
efor
e ac
tual
ly e
xam
inin
g pr
ospe
ctiv
e sc
hool
site
s, th
eco
mm
ittee
sho
uld
cons
ider
car
eful
ly th
e si
ze o
f sc
hool
site
s28
need
ed f
or th
e m
oder
npr
ogra
m. I
t is
not a
lway
s po
ssib
leto
acq
uire
site
s th
at m
eet p
rese
nt-d
ay s
tand
ards
. Alth
ough
the
conv
enie
nt lo
catio
n of
a sc
hool
with
in it
s co
ntri
butin
gar
ea is
des
irab
le, i
t is
best
to s
acri
fice
cen
tral
ity in
fav
orof
oth
er q
ualit
ies,
par
ticul
arly
sup
erio
r si
ze a
nden
viro
n-m
ent.
Size
is g
iven
con
side
ratio
n be
fore
loca
tion.
Mod
-er
n m
eans
of
tran
spor
tatio
n ha
ve m
uch
to d
o w
ith th
is.
The
com
mitt
ee s
houl
d st
udy
care
fully
mod
erni
zatio
nan
dex
pans
ion
of th
e co
mm
unity
's r
oad
syst
ems.
It w
ill s
till b
eim
port
ant t
o se
lect
a s
ite a
s nea
r th
e ce
nter
of
the
scho
ol's
popu
latio
n as
is p
ract
icab
le.
Cer
tain
max
imum
wal
king
dist
ance
s, p
artic
ular
ly f
or e
lem
enta
ry s
choo
ls, s
houl
d be
cons
ider
ed in
the
sele
ctio
n of
site
s.H
owev
er, t
he s
patia
lre
quir
emen
ts f
or s
econ
dary
sch
ool s
ites
will
oft
enpr
e-el
ude
cent
rally
loca
ted
faci
litie
s.E
xplo
ring
the
poss
ibili
ties
of c
oope
ratio
n w
ith o
ther
com
mun
ity a
genc
ies
is im
port
ant.
At t
heve
ry le
ast,
in-
form
atio
n sh
ould
be
secu
red
rela
tive
to th
eir
plan
s an
dpr
ogra
ms.
Par
k bo
ards
and
rec
reat
iona
l com
mis
sion
s in
som
e co
mm
uniti
es c
oope
rate
with
sch
ools
in p
lann
ing
faci
litie
s fo
r jo
int u
sage
.So
met
imes
suc
h an
arr
ange
-m
ent o
ffer
s th
e on
ly s
olut
ion
to s
ecur
ing
a de
sira
ble
site
.C
hild
ren
who
atte
nd s
choo
ls lo
cate
dne
ar p
arks
may
hav
eac
cess
to u
nlim
ited
spac
e du
ring
the
day
and
yet n
ot h
i-
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T,
AN
D U
TIL
IZA
TIO
Nfr
inge
on
use
of th
e pa
rk b
y th
e ge
nera
l pub
lic, s
ince
com
-m
unity
use
is la
rgel
yco
nfin
ed to
aft
er-w
ork
hour
san
ddu
ring
sum
mer
vac
atio
ns, w
hen
scho
ols
are
not i
n se
ssio
n.T
he c
omm
ittee
sho
uld
exam
ine
care
fully
the
boar
d's
mas
-te
r pl
an f
or s
choo
l bui
ldin
gs.
Thi
s is
esp
ecia
llytr
ue w
ithre
fere
nce
to a
ttend
ance
area
s. E
ven
if th
ere
is n
o m
aste
rpl
an, t
here
are
zoni
ng o
rdin
ance
s w
hich
con
trol
the
natu
reof
con
stru
ctio
n an
dus
e of
bui
ldin
gs, w
hich
in tu
rn a
ffec
tth
e ch
ild p
opul
atio
n of
thei
r se
ctio
n of
the
com
mun
ity.
The
rel
atio
nshi
p be
twee
nan
y pr
opos
ed s
ite a
nd e
xist
ing
or p
ossi
ble
futu
re s
choo
l site
s is
of
prim
ary
impo
rtan
ce.
Ove
rlap
ping
of
atte
ndan
cear
eas
shou
ld b
e av
oide
d. A
firs
t ste
p in
pro
vidi
nga
solu
tion
to th
is p
robl
em is
the
esta
blis
hmen
t of
a de
fini
te e
duca
tiona
l pol
icy
for
the
com
-m
unity
.If
the
8-4
scho
ol o
rgan
izat
ion
plan
is to
be
used
,on
e pa
ttern
of
site
sel
ectio
n w
ill d
evel
op.
Shou
ld th
e6-
3-3
plan
or
any
othe
r co
mbi
natio
n of
gra
de g
roup
ings
be u
sed,
ano
ther
pol
icy
may
be
esta
blis
hed
in r
egar
dto
site
sel
ectio
n.B
asic
gui
ding
pol
icie
s de
velo
ped
by e
stab
-lis
hmen
t of
a gr
ade-
rang
eor
gani
zatio
n w
ill p
rovi
dea
soun
d ba
sis
for
furt
her
cons
ider
atio
ns o
f de
sira
ble
site
loca
tion.
It is
bec
omin
gm
ore
appa
rent
that
the
scho
ol w
hich
isto
fun
ctio
n ef
fect
ivel
y ne
eds
to b
e re
adily
acc
essi
ble
from
all p
arts
of
its s
ervi
cear
ea. T
he c
omm
ittee
sho
uld,
ther
e-fo
re, c
onsi
der
care
fully
the
type
and
num
ber
of a
ppro
ache
sto
a s
choo
l site
, as
wel
l as
cent
ralit
y.T
rave
l tim
ese
ems
to b
e ta
king
pre
cede
nce
over
wal
king
dis
tanc
e.B
efor
e se
tting
up
crite
ria
and
goin
g ou
t to
eval
uate
pro-
pose
d si
tes,
the
com
mitt
ee s
houl
dco
nsid
er a
dopt
ion
ofce
rtai
n ba
sic
plan
ning
gui
des,
incl
udin
gth
e fo
llow
ing:
Prom
otio
n an
d pr
otec
tion
of th
ehe
alth
and
saf
ety
ofpu
pils
are
obl
igat
ions
of
the
scho
ol b
oard
.
Env
iron
men
t inf
luen
ces
the
lives
of
child
ren
and
youn
gpe
ople
.
29
A s
choo
l pro
gram
cha
nges
with
its
soci
al o
rder
.
Coo
pera
ting
with
oth
erco
mm
unity
age
ncie
s is
fun
da-
men
tal.
Abi
ding
by
polic
ies
ofan
aut
hori
tativ
e bo
ard
is s
ound
proc
edur
e.
Scho
ol b
uild
ing
desi
gnis
an
impo
rtan
t fac
tor
in d
eter
-m
inin
g sc
hool
site
ade
quac
y.
Out
door
inst
ruct
iona
lsp
ace
is le
ss e
xpen
sive
than
indo
or.
Sele
ctin
g si
tes
in a
dvan
ce o
fne
eds,
whe
re f
easi
ble,
isso
und
long
-ran
ge p
lann
ing.
The
loca
tion
of s
choo
lpl
ants
infl
uenc
es th
eir
pote
n-tia
litie
s as
com
mun
ityce
nter
s.
Cri
teri
a
It is
not
pro
pose
d he
reto
off
er a
long
list
of
stan
dard
sw
hich
mus
t be
met
in a
llsi
tuat
ions
, but
rat
her
tosu
gges
tso
me
desi
rabl
e ch
arac
teri
stic
s of
a go
od s
choo
l site
. The
sear
e di
scus
sed
in th
e fo
llow
ing
five
cat
egor
ies:
(1)
Hea
lth-
ful a
nd s
afe,
(2)
fun
ctio
nal,
(3)
econ
omic
al, (
4) a
ttrac
-tiv
e, a
nd (
5) a
dequ
ate
for
the
prog
ram
.
HE
AL
TH
FUL
AN
D S
AFE
.Mor
eim
port
ant t
han
the
loca
tion
of s
choo
l fac
ilitie
sar
e th
e in
here
nt h
ealth
and
safe
ty f
acto
rs o
fan
y pi
ece
of la
nd to
be
cons
ider
ed. A
scho
ol s
houl
d be
loca
ted
ina
plea
sing
env
iron
men
t, in
ade
sira
ble
neig
hbor
hood
, fre
efr
om e
xces
sive
noi
se, s
mok
e,du
st, a
nd c
onge
sted
traf
fic.
Goo
d te
achi
ng s
ituat
ions
with
in th
e sc
hool
and
on th
e gr
ound
s ca
ll fo
r qu
iet s
ur-
roun
ding
s, c
lean
air
, and
abu
ndan
t sun
shin
e. T
here
fore
,
30SC
HO
OL
SIT
ES
area
s w
here
dus
t, no
ise,
odo
rs, s
mok
e, a
nd h
igh
build
ings
are
pres
ent s
houl
d be
avo
ided
if a
t all
poss
ible
.Su
ch a
rede
pres
sing
and
ann
oyin
g, a
nd th
ere
is li
ttle
or n
o ju
stif
ica-
tion
for
sele
ctin
g si
tes
that
sub
ject
per
sons
to ir
rita
tions
from
thes
e so
urce
s.T
o av
oid
such
hin
dran
ces
to th
esc
hool
pro
gram
, man
y co
mm
uniti
es a
re lo
catin
g sc
hool
son
the
frin
ge o
f to
wns
and
citi
es w
here
fea
sibl
e.A
n at
trac
tive
scho
ol s
ite, f
unct
iona
lly p
lann
ed f
or r
ec-
reat
ion
and
phys
ical
edu
catio
n, in
vite
spa
rtic
ipat
ion.
Phys
ical
edu
catio
n te
ache
rs p
refe
r ou
tdoo
r ar
eas
to in
door
whe
n th
e w
eath
er is
sui
tabl
e.In
fac
t, m
any
of th
e sp
orts
and
gam
es m
ost e
ntic
ing
to c
hild
ren
and
yout
h ca
nnot
be
effe
ctiv
ely
carr
ied
on in
side
the
build
ing.
Am
ple
scho
olgr
ound
s, th
eref
ore,
pro
mot
e go
od h
ealth
by
mak
ing
itpo
ssib
le f
or p
upils
to p
artic
ipat
e in
an
invi
gora
ting
phys
ical
edu
catio
n pr
ogra
m.
Con
gest
ed a
ctiv
ity a
reas
, par
ticul
arly
whe
n di
ffer
ent a
gegr
oups
are
on
the
grou
nds
at th
e sa
me
time,
con
trib
ute,
grea
tly to
the
num
ber
of s
tude
nt in
juri
es e
ach
year
in th
esc
hool
s of
the
coun
try.
Play
grou
nd a
reas
, the
refo
re,
shou
ld b
e la
rge
enou
gh to
acc
omm
odat
e se
vera
l act
iviti
esto
be
carr
ied
on a
t the
sam
e tim
e on
the
scho
ol g
roun
ds.
Play
grou
nds
shou
ld b
e lo
cate
d an
d or
ient
ed s
o th
at a
mpl
ero
om is
pro
vide
d fo
r a
vari
ety
of g
ame
activ
ities
.T
he a
ppro
ache
s to
the
scho
ol g
roun
ds w
hich
are
trav
eled
by p
upils
sho
uld
not b
e m
ain
traf
fic
arte
ries
, nor
sho
uld
the
appr
oach
es c
ross
mai
n tr
affi
c ar
teri
es, r
ailr
oad
righ
ts-
of-w
ay, o
r bu
sine
ss a
nd in
dust
rial
traf
fic.
If th
e si
te m
ust
bord
er a
hig
hway
, the
ent
ranc
e sh
ould
be
on a
sid
e st
reet
.W
here
sch
ool g
roun
ds d
rain
rea
dily
, sur
face
s te
nd to
dry
hurr
iedl
y, th
us p
erm
ittin
g ou
tsid
e ac
tiviti
es s
oon
afte
ra
rain
.It
is q
uite
gen
eral
ly a
ccep
ted
that
a s
ubso
il of
san
dor
gra
vel a
ids
mat
eria
lly in
dra
inag
e. S
ince
spa
ciou
s ar
eas
cove
red
with
gra
ss o
r ot
her
vege
tatio
n ar
e pa
rtic
ular
lyde
sira
ble,
the
tops
oil o
f th
e si
te s
houl
d be
sui
tabl
e fo
r
turf
.(P
layg
roun
d su
rfac
esar
e di
scus
sed
at le
ngth
inse
ctio
n V
.)T
he s
choo
l boa
rd s
houl
d gi
ve c
aref
ul c
onsi
dera
tion
toth
e he
alth
and
saf
ety
of c
hild
ren
and
yout
has
they
exa
min
epr
ospe
ctiv
e pi
eces
of
land
for
the
loca
tion
of s
choo
ls, b
e-ca
use
the
lives
and
wel
fare
of
youn
g A
mer
ican
s ar
e at
stak
e.
FUN
CT
ION
AL
.In
appr
aisi
ng p
lots
of
land
for
pro
pose
dsc
hool
site
s, th
e co
mm
ittee
sho
uld
be c
onsc
ious
of
the
fact
that
sch
ool s
ites,
in a
dditi
on to
the
func
tions
of
prov
idin
ga
foun
datio
n fo
r th
e bu
ildin
gs a
nd f
or la
ndsc
apin
g an
dbe
autif
icat
ion,
fur
nish
the
play
area
s an
d fa
cilit
ies
for
the
scho
ol's
rec
reat
ion
and
phys
ical
edu
catio
npr
ogra
m.
In th
e op
inio
ns o
f m
embe
rs o
f th
e N
atio
nal C
ounc
ilon
Scho
olho
use
Con
stru
ctio
n, th
e sc
hool
site
acc
omm
odat
esa
wid
e va
riet
y of
pur
pose
s in
toda
y's
prog
ram
s. T
he f
ol-
low
ing,
list
ed in
ord
er o
f fr
eque
ncy
repo
rted
,ar
e th
eir
reco
mm
enda
tions
: Phy
sica
l edu
catio
n, c
omm
unity
recr
ea-
tion,
par
king
spa
ce, o
utdo
or s
tudy
, com
mun
ity p
roje
cts,
incl
udin
g ag
ricu
lture
, gar
dens
, exh
ibits
, and
pic
nics
;co
m-
mun
ity a
ttrac
tiven
ess,
mee
ting
plac
es f
or b
oys'
and
gir
ls'
club
s, p
lay
area
s fo
r ch
ildre
n du
ring
vac
atio
n, a
thle
tics,
spac
es f
or lo
adin
g an
d un
load
ing
pupi
l bus
es, a
ppro
ache
sto
bui
ldin
gs; s
tude
nt a
ssem
blie
s, d
ram
atic
s, m
usic
, gra
dua-
tion,
dri
ver
trai
ning
, and
cam
ping
inst
ruct
ion.
Lan
d w
hich
is u
sabl
e w
ithou
t und
ue e
xpen
ditu
res
offi
lling
and
gra
ding
and
has
suf
fici
ent d
rain
age
can
bere
adily
con
vert
ed in
to f
unct
iona
l spa
ce.
In d
eter
min
ing
adeq
uate
are
as r
equi
red,
the
com
mitt
ee s
houl
d th
ink
ofla
nd w
hich
can
be
used
in th
e sc
hool
and
com
mun
itypr
o-gr
am.
Woo
ds, s
trea
ms,
and
hill
s ca
n co
ntri
bute
to g
ood
recr
eatio
n si
tuat
ions
and
be
used
to a
dvan
tage
in o
utdo
orin
stru
ctio
n.H
owev
er, b
allf
ield
s an
d co
urts
req
uire
com
-pa
rativ
ely
leve
l are
as.
32SC
HO
OL
SIT
ES
Scho
ol g
roun
ds h
emm
ed in
by
perm
anen
t str
uctu
res
cann
ot e
xpan
d no
r ca
n th
ey b
e co
nven
ient
ly r
earr
ange
dto
acc
omm
odat
e ne
w s
choo
l pro
gram
s an
d co
mm
unity
recr
eatio
n.
Func
tiona
l sch
ool g
roun
dsca
n be
arr
ange
d so
that
cer
-ta
in a
reas
are
mul
tipur
pose
.In
det
erm
inin
g sp
ace
re-
quir
emen
ts th
e bo
ard
shou
ld b
e as
sist
ed b
y ph
ysic
aled
ucat
ion
teac
hers
and
rec
reat
ion
dire
ctor
s, w
hoca
n,am
ong
othe
r co
ntri
butio
ns, d
esig
nate
cer
tain
pla
y ar
eas
whi
ch m
ay s
erve
dua
lor
trip
le p
urpo
ses.
No
scho
ol is
just
ifie
d in
spe
cify
ing
a la
rge
area
for
sch
ool g
roun
dsun
less
it c
an b
e us
ed to
adv
anta
ge in
the
prog
ram
, eith
erno
w o
r in
the
futu
re.
Com
mun
ity r
ecre
atio
nal p
rogr
ams
are
mak
ing
dem
ands
on s
choo
l gro
unds
, as
wel
l as
on p
arks
and
oth
er p
ublic
recr
eatio
nal a
reas
.In
add
ition
to th
e co
mm
unity
recr
ea-
tiona
l pro
gram
on
scho
ol g
roun
ds,
man
y sc
hool
s ca
rry
on a
n ex
tens
ive
athl
etic
pro
gram
, whi
ch n
ot o
nly
requ
ires
ball
fiel
ds, g
ridi
rons
, and
cou
rts,
but
par
king
spac
e fo
rsp
ecta
tors
of
thes
e sp
orts
.
Scho
ols
whi
ch p
rovi
de p
upil
tran
spor
tatio
n sh
ould
fur
-ni
sh a
dequ
ate
and
safe
load
ing
spac
e an
d un
load
ing
spac
efo
r pu
pil b
uses
on
the
scho
ol g
roun
ds.
Ent
ranc
es f
orsc
hool
bus
es to
the
build
ings
sho
uld
pref
erab
lyco
me
from
side
str
eets
, and
they
sho
uld
neve
r cr
oss
wal
ks a
nd p
aths
of p
upils
who
wal
k to
the
build
ing.
The
loca
tion
and
orie
ntat
ion
of th
e gr
ound
s he
lp d
eter
min
e th
e de
sign
s of
entr
ance
dri
ves
and
wal
ks.
Whe
re v
ocat
iona
l agr
icul
ture
is ta
ught
, the
sch
ool b
oard
shou
ld s
ecur
e in
form
atio
n fr
om v
ocat
iona
l tea
cher
s re
la-
tive
to s
choo
l site
req
uire
men
ts f
or e
xper
imen
tal p
roje
cts
on th
e ca
mpu
s.T
he a
gric
ultu
ral s
hop
will
nee
da
spec
ial
entr
ance
for
far
m m
achi
nery
. Hig
h sc
hool
s an
d el
emen
-ta
ry s
choo
ls in
man
y co
mm
uniti
es f
eatu
re s
choo
l gar
dens
as a
mea
ns o
f ou
tdoo
r in
stru
ctio
n an
d al
so f
or b
eaut
ific
a-
tion
of th
e sc
hool
gro
unds
and
the
com
mun
ity.
Such
proj
ects
impl
y th
e ne
ed f
or s
tudi
ous
cons
ider
atio
nof
the
loca
tion
of th
e sc
hool
site
and
for
ade
quat
ear
eas
for
the
prom
otio
n an
d de
velo
pmen
t.
EC
ON
OM
ICA
L.S
ince
the
prim
ary
purp
ose
of a
sch
ool
site
is to
fac
ilita
te th
e ed
ucat
iona
lpr
ogra
m, i
t is
good
econ
omy
to s
elec
t site
s w
hich
hav
e de
sira
ble
educ
atio
nal
char
acte
rist
ics.
It is
poo
r ec
onom
y to
bui
lda
scho
ol o
na
site
whi
ch is
inad
equa
te a
nd th
us h
andi
cap
the
educ
a-tio
nal p
rogr
am f
or 5
0ye
ars.
A s
choo
l site
sho
uld
be u
tiliz
edto
the
max
imum
inso
far
as p
ossi
ble.
It is
sou
nd a
nd e
cono
mic
al p
lann
ing
to s
elec
tan
d im
prov
e sc
hool
site
s w
hich
may
acc
omm
odat
e no
t onl
yth
e sc
hool
's o
utsi
de a
ctiv
ities
but
als
o co
mm
unity
activ
i-tie
s.In
man
y la
rge
citie
s,as
poi
nted
out
abo
ve, t
hesc
hool
boa
rd a
nd th
e pa
rk a
nd r
ecre
atio
nal c
omm
issi
ons
find
it e
cono
mic
al to
pla
n an
d de
sign
so th
at c
erta
in f
acili
-tie
s m
ay b
e us
ed jo
intly
.In
suc
h in
stan
ces
scho
ol b
uild
-in
gs a
re lo
cate
d ne
ar c
omm
unity
par
ks, a
nd s
omet
imes
inpa
rks,
so
that
par
k fa
cilit
ies
are
avai
labl
e fo
r ph
ysic
aled
ucat
ion
and
recr
eatio
n w
hen
scho
ols
are
in s
essi
on, a
ndfo
r co
mm
unity
rec
reat
ion
duri
ng w
eeke
nds
and
sum
mer
vaca
tions
.
Som
e sc
hool
sys
tem
s in
the
coun
try,
thro
ugh
a pl
an o
flo
ng-r
ange
stu
dy, a
re a
ble
to s
elec
t and
pur
chas
e la
nd f
orpr
opos
ed s
choo
l site
s fa
r in
adv
ance
of
thei
r ac
tual
nee
dfo
r bu
ildin
g si
tes.
By
so d
oing
the
scho
ols
not o
nly
can
sele
ct th
e de
sira
ble
piec
es o
f la
nd f
or s
ites
whi
ch w
ill f
a-ci
litat
e th
e sc
hool
and
com
mun
ity p
rogr
ams,
but
can
buy
at c
ompa
rativ
ely
low
pri
ces,
thus
sav
ing
the
scho
ol s
yste
ma
grea
t am
ount
of
mon
ey.
Thi
s pr
oced
ure,
how
ever
, is
not p
ossi
ble
in m
any
scho
ol d
istr
icts
, bec
ause
of
thei
r la
ckof
fun
ds to
pur
chas
e fu
ture
sch
ool s
ites.
It is
som
etim
esm
ore
urge
nt to
pro
vide
cla
ssro
oms
and
faci
litie
s fo
r a
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
cong
este
d en
rollm
ent t
han
to b
uy f
utur
e si
tes.
In s
uch
inst
ance
s it
mig
ht b
e po
ssib
leto
acq
uire
opt
ions
with
out
mak
ing
a la
rge
inve
stm
ent o
f ca
pita
l out
lay
fund
s.
It is
true
that
cen
tral
ity o
fa
scho
ol s
ite is
oft
en s
acri
fice
dfo
r a
desi
rabl
e pi
ece
of la
nd lo
cate
del
sew
here
, but
the
scho
ol b
oard
sho
uld
not l
ose
sigh
t of
the
fact
that
tran
s-po
rtat
ion
to a
nd f
rom
sch
ool
over
a lo
ng p
erio
d of
yea
rsis
an
impo
rtan
t ite
m o
fex
pens
e to
the
patr
ons
or to
the
scho
ol it
self
.L
ocat
ing
the
scho
ol o
n a
site
whi
ch r
equi
res
pupi
ls to
trav
el lo
ng d
ista
nces
ispo
or e
cono
my
and
shou
ldbe
avo
ided
whe
n po
ssib
le a
nd f
easi
ble.
A s
ite w
hich
may
seem
exc
essi
vely
hig
h fo
r th
e or
igin
alco
st m
ay p
rove
in th
e lo
ng r
un to
be
econ
omic
al w
hen
all
fact
ors
are
cons
ider
ed, s
ince
the
initi
al c
ost i
s on
lyon
e pa
rtof
the
ultim
ate
expe
nse.
Som
e la
nd w
hich
may
be
con-
veni
ently
loca
ted
and
seem
des
irab
le f
rom
that
sta
ndpo
int
may
pro
ve to
be
inad
equa
te b
ecau
se o
f ph
ysic
al d
efec
ts.
It is
eco
nom
ical
to s
elec
t lan
d w
hich
has
a sl
ight
ly c
onve
xsu
rfac
e an
d is
mod
erat
ely
elev
ated
abo
ve s
urro
undi
nggr
ound
.Su
ch c
hara
cter
istic
s w
ill in
sure
nat
ural
dra
inag
ean
d sa
ve th
e sc
hool
the
adde
dex
pens
e of
gra
ding
and
fill
-in
g.It
is a
dvis
able
for
the
com
mitt
ee to
det
erm
ine
the
wat
er ta
ble
of a
pie
ce o
f la
nd.
Man
y sc
hool
s ha
ve b
een
cons
truc
ted
on la
nd w
ith h
igh
wat
er ta
bles
, whi
chca
use
seep
age
unde
r fo
unda
tions
and
in b
asem
ents
.T
his
isof
ten
very
exp
ensi
ve, i
f no
t im
poss
ible
, to
rem
edy.
The
com
mitt
ee s
houl
d al
so m
ake
test
bor
ings
of a
pro
pose
d si
teto
det
erm
ine
its s
uita
bilit
y fo
r th
e fo
unda
tion
to s
uppo
rtth
e bu
ildin
gs.
Som
e gr
ound
, suc
has
pla
ces
whi
ch h
ave
been
fill
ed in
by
debr
is o
r fo
r ot
her
reas
ons
is u
nsta
ble,
may
req
uire
ver
y de
ep a
nd e
xpen
sive
foo
tings
to s
uppo
rtth
e bu
ildin
gs.
In m
any
inst
ance
s, e
spec
ially
in la
rge
citie
s, in
adeq
uate
sch
ool s
ites
mus
t bea
r m
uch
of th
e bl
ame
for
skyr
ocke
ting
scho
ol c
onst
ruct
ion
cost
s. M
oney
spen
tto
ove
rcom
e th
e ob
stac
les
of a
n un
wie
ldy
site
is a
dea
d lo
ss.
33
Man
y sc
hool
boa
rds
in th
eco
untr
y ha
ve b
een
frus
trat
edw
hen
enro
llmen
ts in
crea
se a
ndth
ey f
ind
the
site
is n
otla
rge
enou
gh to
per
mit
an a
dditi
on to
the
pres
ent s
truc
-tu
re.
Scho
ols
in m
any
com
mun
ities
are
not o
nly
expa
nd-
ing
by in
crea
sed
enro
llmen
ts b
utal
so g
row
ing
by a
nen
rich
men
t of
the
scho
olpr
ogra
m.
For
exam
ple,
the
incr
ease
d em
phas
ison
phy
sica
l fitn
ess
toda
y is
dem
andi
ngm
ore
land
for
ade
quat
e ou
tsid
e pl
ay a
reas
and
fac
ilitie
s.T
he s
choo
l boa
rd s
houl
d, th
eref
ore,
bea
rin
min
d th
at it
is e
cono
mic
al to
acq
uire
in th
e or
igin
alpu
rcha
se s
ome
extr
a ac
res
to p
rovi
de f
or e
xpan
sion
and
gro
wth
.
Lan
d sh
ould
be
sele
cted
for
a sc
hool
site
that
will
not r
equi
reex
pens
ive
land
scap
ing.
The
com
mitt
eem
ay b
e ab
le to
sele
cta
site
whi
ch h
as d
esir
able
tree
s, s
hrub
s, a
nd g
rass
.If
suc
h is
true
and
thes
ena
tura
l fea
ture
sca
n be
pre
serv
ed, a
larg
e am
ount
of th
e sc
hool
'sm
oney
will
be
save
d.It
see
ms
fool
ish
to b
ulld
oze
natu
rEl t
rees
and
shr
ubs
and
late
rre
-pl
ace
them
with
exp
ensi
venu
rser
y tr
ees
and
plan
ts. T
here
is a
mov
emen
t tod
ay in
site
dev
elop
men
t to
pres
erve
the
desi
rabl
e na
tura
l fea
ture
s of
a sc
hool
site
.T
he s
choo
l boa
rd s
houl
d in
vest
igat
e th
e po
ssib
ility
and
avai
labi
lity
of u
tility
ser
vice
s fo
ra
prop
osed
sch
ool s
ite.
The
loca
tion
of th
e si
te c
ould
mak
ea
big
diff
eren
ce in
the
cost
of
conn
ectio
ns w
ith u
tility
line
s an
d se
rvic
es, s
uch
asw
ater
, sew
er, g
as, a
nd e
lect
rici
ty. A
sch
ool,
for
exam
ple,
coul
d be
pla
ced
so th
at it
wou
ld n
ot b
e po
ssib
leto
con
nect
with
a c
ity s
ewag
e di
spos
al p
lant
, mak
ing
itne
cess
ary
topr
ovid
e a
sepa
rate
, exp
ensi
ve d
ispo
sal p
lant
.T
he S
tate
and
loca
l pla
ns f
or r
eorg
aniz
atio
n of
sch
ool
dist
rict
s sh
ould
be
inve
stig
ated
by
the
site
sel
ectin
gco
m-
mitt
ee.
It is
poo
r ec
onom
y to
sel
ect a
nd b
uild
on a
site
not i
n co
nfor
mity
with
a lo
ng-t
ime
plan
.Su
ch p
roce
dure
may
cau
se a
sch
ool t
o be
illo
gica
lly lo
cate
d be
caus
e of
over
lapp
ing
atte
ndan
cear
eas.
34SC
HO
OL
SIT
ES
The
fol
low
ing
crite
ria
on e
cono
my
in c
hoos
ing
a sc
hool
site
sum
mar
ize
som
e of
the
esse
ntia
l poi
nts
to r
emem
ber
in e
valu
atin
g a
prop
osed
site
:1
The
site
sho
uld
be la
rge
enou
gh n
ot o
nly
to a
ccom
mo-
date
ade
quat
ely
the
nece
ssar
y bu
ildin
g or
bui
ldin
gs b
utal
so to
pro
vide
am
ple
spac
e fo
r ou
tdoo
r in
stru
ctio
n an
dre
crea
tion,
for
par
king
, and
for
fut
ure
expa
nsio
n of
build
ings
and
pla
y ar
ea.
The
site
sho
uld
be r
eadi
ly a
cces
sibl
e no
t onl
y to
the
child
ren
who
will
atte
nd th
e sc
hool
but
als
o to
the
gene
ral p
ublic
for
com
mun
ity u
se e
duca
tiona
lly o
rre
crea
tiona
lly.
The
site
sho
uld
be s
o lo
cate
d th
at w
ater
, sew
ers,
ele
c-tr
icity
, and
oth
er u
tiliti
es c
an b
e pr
ovid
ed a
t rea
son-
able
cos
t.
The
site
sho
uld
have
an
elev
atio
n an
d co
ntou
r w
hich
will
insu
re g
ood
drai
nage
and
a ty
pe o
f su
bsoi
l whi
chpr
ovid
es a
goo
d ba
se f
or b
uild
ing
foot
ings
and
fou
n-da
tion.
The
site
sho
uld
be s
elec
ted
with
due
reg
ard
to it
s pr
ox-
imity
to p
ublic
rec
reat
iona
l, ed
ucat
iona
l, an
d cu
ltura
lfa
cilit
ies
such
as
park
s, li
brar
ies,
and
mus
eum
s.
The
site
sho
uld
be o
ne w
hich
lend
s its
elf
read
ily to
land
-sc
apin
g an
d pr
ovid
es a
ple
asin
g an
d be
autif
ul n
atur
alen
viro
nmen
t.
1 Fl
eshe
r, W
. R.,
and
othe
rs.
13 P
rinc
iple
s of
Eco
nom
y in
Sch
ool
Plan
t Pla
nnin
g an
d C
onst
ruct
ion.
Nat
iona
l Cou
ncil
on S
choo
l-ho
use
Con
stru
ctio
n, W
. D. M
cClu
rkin
, Pea
body
Col
lege
for
Tea
cher
s, N
ashv
ille
4, T
enn.
1954
.p.
6.
The
site
sho
uld
be p
urch
ased
bef
ore
the
need
bec
omes
criti
cal.
AT
TR
AC
TIV
E.T
he in
flue
nce
of e
nvir
onm
ent i
n th
e lif
eof
a c
hild
is a
ppro
pria
tely
exp
ress
ed in
the
follo
win
g lin
es :
The
re w
as a
chi
ld w
ent f
orth
eve
ry d
ayA
nd th
e fi
rst o
bjec
t he
look
'd u
pon,
that
obj
ect h
ebe
cam
e,A
nd th
at o
bjec
t bec
ame
part
of
him
for
the
day
Or
a ce
rtai
n pa
rt o
f th
e da
y,O
r fo
r m
any
year
s or
str
etch
ing
cycl
es o
f ye
ars.
2
Sinc
e sc
hool
pla
nts
are
part
of
the
daily
sce
nes
of s
choo
lch
ildre
n an
d yo
ung
peop
le, t
hey
shou
ld b
e lo
cate
d in
an
envi
ronm
ent t
hat s
timul
ates
love
and
app
reci
atio
n of
the
beau
tiful
in li
fe.
Bea
utif
ul f
unct
iona
l bui
ldin
gs p
lace
don
ade
quat
e gr
ound
s in
an
attr
activ
een
viro
nmen
t hel
p to
crea
te in
chi
ldre
n an
app
reci
atio
n fo
r sc
hool
san
d in
adul
ts a
n ad
ded
civi
c in
tere
st a
nd r
espe
ct f
or th
e di
gnity
of e
duca
tion.
Asi
de f
rom
pur
ely
phys
ical
con
side
ratio
ns, i
t is
unqu
es-
tiona
bly
true
that
the
who
leso
me
chee
rful
ness
and
bea
uty
of th
e sc
hool
site
will
per
vade
the
entir
e sc
hool
and
be
refl
ecte
d in
cou
ntle
ss w
ays
in th
e at
titud
e an
d w
ork
of th
epu
pils
.In
the
sam
e m
anne
r th
e ef
fect
s of
a c
ram
ped
and
chee
rles
s si
te w
ill b
e fa
r re
achi
ng.
Sinc
e du
st, n
oise
, and
phys
ical
haz
ard
are
attr
ibut
es g
ener
ally
ass
ocia
ted
with
cong
este
d ar
eas,
cro
wde
d ne
ighb
orho
ods
as lo
catio
ns f
orsc
hool
s sh
ould
be
reje
cted
in f
avor
of
rura
l or
open
res
i-de
ntia
l sur
roun
ding
s, w
here
pos
sibl
e an
d fe
asib
le.
It is
impo
rtan
t tha
t the
sch
ool b
e su
rrou
nded
by s
tree
tsan
d re
side
nces
that
are
attr
activ
ely
desi
gned
and
land
-sc
aped
, but
the
scho
ol g
roun
ds s
houl
d be
equ
ally
attr
ac-
tive,
thus
con
trib
utin
g to
com
mun
ity p
ride
and
deve
lop-
2 W
hitm
an, W
alt.
Lea
ves
of G
rass
.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
4
SOU
TH
JU
NIO
R H
IGH
SC
HO
OL
, PIT
TSF
IEL
D, M
ASS
.
A s
choo
l site
in a
n at
trac
tive
envi
ronm
ent.
men
t.T
here
sho
uld
be a
ttrac
tive
view
s, if
pos
sibl
e, f
rom
all a
ngle
s of
the
plan
t.So
me
scho
ols
are
fort
unat
ely
lo-
cate
d so
that
they
hav
e no
t onl
y at
trac
tive
neig
hbor
hood
surr
ound
ings
but
bea
utif
ul f
ores
ts, l
akes
, str
eam
s, h
ills,
or m
ount
ains
in th
e ba
ckgr
ound
. Of
cour
se, t
his
is n
otpo
ssib
le in
man
y co
mm
uniti
es, b
ut it
illus
trat
es th
eim
port
ance
of
beau
tiful
vie
ws.
35
A s
choo
l site
, to
be a
ttrac
tive,
sho
uld
be la
rge
enou
ghto
acc
omm
odat
e fu
nctio
nal b
uild
ings
des
igne
d to
fit
the
scho
ol g
roun
ds a
nd in
kee
ping
with
goo
d ar
chite
ctur
e in
surr
ound
ing
stru
ctur
es. A
con
gest
ed s
ite d
oes
not p
erm
itpu
pils
, tea
cher
s, a
nd th
e pu
blic
to e
njoy
attr
activ
e su
r-ro
undi
ngs
in th
e im
med
iate
nei
ghbo
rhoo
d or
in th
eba
ckgr
ound
.
36SC
HO
OL
SIT
ES
Whe
re th
e ar
chite
ct f
or a
sch
ool b
uild
ing
proj
ect h
asbe
en s
elec
ted,
it w
ould
be
wel
l for
him
to a
dvis
e w
ith th
esc
hool
aut
hori
ties
rela
tive
to p
ropo
sed
site
s.H
e w
illkn
ow b
ette
r th
an a
nyon
e el
se th
e po
ssib
ilitie
s of
a s
ite f
rom
an a
rchi
tect
ural
sta
ndpo
int.
For
exam
ple,
if th
e sc
hool
peop
le a
nd th
e bo
ard
desi
re a
fun
ctio
nal o
ne-s
tory
, spr
ead-
out t
ype
of b
uild
ing,
the
arch
itect
wou
ld b
e ab
le to
adv
ise
on th
e ch
arac
teri
stic
s de
sire
d in
a s
ite f
or s
uch
a st
ruct
ure.
He
can
be o
f gr
eat a
ssis
tanc
e by
indi
catin
g in
pre
limin
ary
sket
ches
how
bui
ldin
gs w
ould
be
loca
ted
on th
e pr
opos
edsh
e in
a m
aste
r de
velo
pmen
t pla
n, th
us e
nabl
ing
scho
olan
d la
y ci
tizen
s to
see
fav
orab
le o
r un
favo
rabl
e fe
atur
esw
hich
they
mig
ht n
ot d
isco
ver
with
out h
is h
elp.
It is
not
alw
ays
poss
ible
to s
elec
t a s
ite w
ith a
des
irab
lere
ctan
gula
r sh
ape,
hav
ing
a ra
tio o
f th
e w
idth
to th
e le
ngth
of a
bout
2 :
3 or
3 :
5, b
ut if
the
site
has
suf
fici
ent f
ront
age,
it is
alw
ays
poss
ible
for
a g
ood
arch
itect
to d
esig
n at
trac
tive
build
ings
to f
it th
e pr
oper
ty a
nd it
s su
rrou
ndin
gs.
It is
impo
rtan
t tha
t a s
tudy
be
mad
e of
the
futu
re c
om-
mun
ity d
evel
opm
ent p
rogr
am w
here
a p
ropo
sed
site
islo
cate
d be
fore
mak
ing
a re
com
men
datio
n fo
r pu
rcha
se o
fa
site
.T
here
may
be
poss
ibili
ties
for
futu
re d
evel
opm
ent
and
cons
truc
tion
of u
nsig
htly
fac
tori
es, c
onge
sted
bus
ines
sce
nter
s, u
ndes
irab
le ta
vern
s, r
ailr
oads
, and
noi
sy a
ndha
zard
ous
park
way
s w
hich
wou
ld d
etra
ct f
rom
its
pote
n-tia
litie
s as
a s
choo
l site
.Su
ch u
nfor
esee
n de
velo
pmen
tsar
e so
me
of th
e re
ason
sfo
r lo
catin
g sc
hool
s in
des
irab
lere
side
ntia
l are
as w
here
zon
ing
ordi
nanc
es w
ould
pro
hibi
tth
e ex
tens
ion
of c
omm
erci
al a
nd in
dust
rial
con
stru
ctio
npr
ojec
ts.
Coo
pera
tive
plan
ning
, inv
estig
atio
n of
zon
ing
ordi
nanc
es, s
tudy
of
pres
ent a
nd f
utur
e po
pula
tion
tren
ds,
and
tren
ds o
f co
mm
erci
al a
nd in
dust
rial
dev
elop
men
t are
soun
d pr
oced
ures
whi
ch a
re u
sed
by f
arsi
ghte
d sc
hool
boar
ds a
nd a
dmin
istr
ator
s in
the
sele
ctio
n of
sch
ool s
ites.
A w
ell-
sele
cted
site
with
the
char
acte
rist
ics
desc
ribe
d in
this
sec
tion
does
not
insu
re b
eaut
iful
gro
unds
.It
mus
t be
deve
lope
d in
acc
orda
nce
with
a m
aste
r pl
an.
Thi
s is
dis
-cu
ssed
at l
engt
h in
sec
tion
V, w
here
sug
gest
ions
are
mad
eon
fun
ctio
nal l
ayou
ts, s
urfa
cing
, pla
ntin
g, a
nd m
ain-
tena
nce.
AD
EQ
UA
TE
.In
dete
rmin
ing
the
adeq
uacy
of
a pr
opos
edsi
te th
e sc
hool
boa
rd m
ust d
ecid
e w
heth
er th
ere
is r
oom
or a
rea
suff
icie
nt f
or th
e pr
ogra
m a
nd th
ebu
ildin
gs, i
n-cl
udin
g fu
ture
exp
ansi
on.
Aft
er in
terv
iew
ing
the
prin
ci-
pal a
nd te
ache
rs, o
ther
sch
ool e
mpl
oyee
s, a
nd r
ecre
atio
nal
dire
ctor
, a li
st s
houl
d be
mad
e of
nee
ds f
or s
pace
in o
per-
atin
g th
e sc
hool
and
com
mun
ity p
rogr
am, s
uch
as s
ug-
gest
ed b
y m
embe
rs o
f th
e N
atio
nal C
ounc
il on
Sch
oolh
ouse
Con
stru
ctio
n, o
n pa
ge 4
0. A
met
hod
used
suc
cess
fully
by
man
y sc
hool
s in
det
erm
inin
g sp
ace
need
s is
to m
ake
tria
lla
yout
s of
eac
h pr
opos
ed s
ite.
Thi
s is
don
e by
cut
ting
tem
plat
es to
sca
le to
rep
rese
nt th
e bu
ildin
gs a
nd th
e va
ri-
ous
outd
oor
area
s an
d fa
cilit
ies.
By
such
pro
cedu
re it
isno
t too
dif
ficu
lt to
det
erm
ine
the
adeq
uacy
of
a pi
ece
ofla
nd f
or a
sch
ool s
ite.
The
ser
vice
s of
a g
ood
draf
tsm
anca
n be
ver
y he
lpfu
l at t
his
poin
t.T
o m
ake
such
a s
tudy
, the
com
mitt
ee w
ill n
eed
addi
tiona
lin
form
atio
n on
the
educ
atio
nal p
olic
ies,
the
type
of
scho
olto
be
hous
ed, p
lann
ed o
r an
ticip
ated
com
mun
ity u
se o
f th
esi
te, a
nd u
ltim
ate
enro
llmen
t of
the
scho
ol.
Info
rmat
ion
in ta
ble
3 co
ncer
ning
Sta
te m
inim
ums
and
form
ulas
for
m*
Cre
asin
g si
te a
crea
ge r
equi
rem
ents
as
en-
rollm
ents
incr
ease
was
obt
aine
d fr
om S
tate
gui
des
onsc
hool
pla
nt s
ervi
ces
and
by q
uest
ionn
aire
s fr
om S
tate
scho
ol p
lant
sup
ervi
sors
.St
ate
scho
ol p
lant
sup
ervi
sors
from
the
resp
ectiv
e St
ates
rev
iew
ed in
form
atio
n in
the
tabl
e fo
r ac
cura
cy.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
37
Tab
le 3
. Rec
omm
ende
d M
inim
um S
ize
of S
choo
l Site
s an
dFo
rmul
a fo
r A
dditi
onal
Acr
es b
y St
ates
and
Typ
eof
Sch
ool
Stat
e.
Ele
men
tary
sch
ools
Seco
ndar
y sc
hool
s
Min
i-m
um(a
cres
)Fo
rmul
a or
com
men
t for
add
ition
al a
crea
geM
ini-
mum
(acr
es)
Form
ula
or c
omm
ent f
or a
dditi
onal
acr
eage
(1)
(2)
(3)
(4)
(5)
Ala
bam
a5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.A
rizo
na5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.A
rkan
sas*
10Fo
r 36
0 pu
pils
; 1 e
xtra
for
eac
h ad
ditio
nal 1
00pu
pils
.25
For
500;
hig
her
enro
llmen
ts, 4
0 ac
res.
Cal
ifor
nia*
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
30Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Col
orad
o*5
Plus
1 a
cre
for
each
100
pup
ils m
axim
um e
nrol
l-m
ent.
15Pl
us 1
acr
e fo
r ea
ch 1
00 m
axim
um e
nrol
lmen
t.
Con
nect
icut
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10T
oo lo
w; m
ight
wel
l be
20 a
cres
.D
elaw
are*
2Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Dis
tric
t of
Col
umbi
a5
7Fo
r ju
nior
hig
h; 1
0-15
for
sen
ior
high
.Fl
orid
a*2
Plus
an
addi
tiona
l acr
e fo
r ea
ch 5
0 pu
pils
.2
Plus
an
addi
tiona
l acr
e fo
r ea
ch 5
0 pu
pils
.G
eorg
ia5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.Id
aho*
5Pl
us 1
usa
ble
acre
for
eac
h ad
ditio
nal 1
00 p
upils
.10
Plus
1 u
sabl
e ac
re f
or e
ach
100
addi
tiona
l pup
ils.
Illin
ois*
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Indi
ana
7U
p to
200
pup
ils; p
lus
1 fo
r ea
ch 1
00 p
upils
.12
Up
to 3
00 p
upils
, plu
s 1
acre
for
eac
h 10
0 pu
pils
.Io
wa.
4A
vera
ge-4
-5 a
cres
; rec
omm
end
5 ac
res
up.
20R
ecom
men
d 30
-40
acre
s ac
cord
ing
to e
nrol
l-m
ent.
Kan
sas
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Ken
tuck
y5
For
smal
l, 10
for
larg
e, p
lus
1 fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.L
ouis
iana
.5
Plus
1 a
cre
for
each
100
pup
ils; 7
for
eac
h 20
0pu
pils
.10
Plus
1 a
cre
for
each
100
pup
ils; 1
5 fo
r ea
ch 5
00pu
pils
.M
aine
5Pl
us 1
acr
e fo
r ea
ch 1
00 p
upils
; 7 f
or e
ach
200
pupi
ls.
10Pl
us 1
acr
e fo
r ea
ch 1
00 p
upils
; 15
for
each
500
pupi
ls.
-
Mar
ylan
d8
Loc
al b
oard
dec
isio
n.10
acr
es s
ugge
sted
.20
For
juni
or h
igh;
30
for
seni
or h
igh.
*Inf
orm
atio
n ob
tain
ed f
rom
Sta
te s
choo
l bui
ldin
g ha
ndbo
oks,
exc
ept i
n St
ates
fol
low
ed b
yan
ast
eris
k (*
) w
hich
indi
cate
s th
at in
form
a-tio
n w
as o
btai
ned
from
res
pons
es to
que
stio
nnai
res.
38SC
HO
OL
SIT
ES
Tab
le 3
.Rec
omm
ende
d M
inim
um S
ize
of S
choo
l Site
s an
d Fo
rmul
a fo
r A
dditi
onal
Acr
es b
y St
ates
and
Typ
eof
Sch
oolC
ontin
ued
Stat
e
Ele
men
tary
sch
ools
Seco
ndar
y sc
hool
s
Min
i-m
um(a
cres
)Fo
rmul
a or
com
men
t for
add
ition
al a
crea
geM
ini-
mum
(acr
es)
Form
ula
or c
omm
ent f
or a
dditi
onal
acr
eage
(1)
(2)
(3)
(4)
(5)
Mas
sach
uset
tsM
ichi
gan
.5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.N
o ru
le-o
f-th
umb
form
ula.
Gui
de to
app
roxi
-m
ate
spac
e ne
eds
is p
rovi
ded
by S
tate
dep
art-
men
t.L
arge
r ar
eas
requ
ired
whe
re c
om-
mun
ity c
olle
ges
are
incl
uded
in p
rogr
ams.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Min
neso
ta8-
10Fo
r K
-6; 1
0-12
acr
es f
or K
-12.
20-2
5Fo
r ju
nior
hig
h; 3
0-40
for
sen
ior
high
or
com
bi-
natio
n.M
issi
ssip
pi5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.15
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.M
isso
uri
5Sh
ould
ran
ge f
rom
5-1
0 or
mor
e ac
res.
10Sh
ould
ran
ge f
rom
10-
30 o
r m
ore
acre
s.M
onta
na*
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Neb
rask
a*10
-15
Proc
ure
new
site
s fo
r ov
er 3
00 p
upils
or
two
K-6
units
.30
-40
New
site
s fo
r ju
nior
-sen
ior,
or
for
eith
er o
ver
700
pupi
ls.
Nev
ada*
5U
sabl
e ac
res
plus
1 f
or e
ach
100
pupi
ls.
20U
sabl
e ac
res
for
juni
or h
igh,
30
for
seni
or h
igh;
plus
1 a
cre
for
each
100
pup
ils.
New
Ham
pshi
re5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.N
ew J
erse
y5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.20
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.N
ew M
exic
o15
No
form
ula
esta
blis
hed.
30N
o fo
rmul
a es
tabl
ishe
d.N
ew Y
ork
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10Pl
us 2
acr
es f
or e
ach
100
pupi
ls u
p to
500
; plu
s 1
acre
for
eac
h 10
0 pu
pils
ove
r 50
0.N
orth
Car
olin
a10
For
200-
400;
12
for
500-
600
;15
acre
s fo
r 80
0.12
For
299-
400
pupi
ls; 1
4 fo
r 50
0; 1
6 fo
r 60
6; 2
0 fo
r80
0; 2
4 fo
r 1,
000;
26
acre
s fo
r 1,
200.
Nor
th D
akot
a5
For
200
pupi
ls, 7
acr
es; 8
for
300
; 9 f
or 4
00; 1
5fo
r 1,
000
pupi
ls.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Ohi
o5
Plus
1 a
cre
for
each
100
ulti
mat
e en
rollm
ent.
10Pl
us 1
acr
e fo
r ea
ch 1
00 u
ltim
ate
enro
llmen
t.O
klah
oma*
5Pl
us 1
acr
e fo
r ea
ch 1
00 p
upils
ulti
mat
e en
roll-
men
t.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.
Ore
gon
5Pl
us 1
acr
e fo
r ea
ch 1
00 p
upils
(6
acre
s fo
r 10
0).
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
39
Tab
le 3
.Rec
omm
ende
d M
inim
um S
ize
of S
choo
l Site
s an
d Fo
rmul
a fo
r A
dditi
onal
Acr
esby
Sta
tes
and
Typ
eof
Sch
oolC
ontin
ued
Stat
e
Ele
men
tary
sch
ools
Seco
ndar
y sc
hool
s
Min
i-m
um(a
cres
)Fo
rmul
a or
com
men
t for
add
ition
alac
reag
eM
ini-
mum
(acr
es)
Form
ula
or c
omm
ent f
or a
dditi
onal
acre
age
(1)
(2)
(3)
(4)
(5)
Penn
sylv
ania
8-12
Urb
an; r
ural
, 10-
14; s
ubur
ban,
18-
20.
20-2
5Ju
nior
hig
h ur
ban;
rur
al, 2
0; s
ubur
ban
25-3
0.35
-40
Seni
or h
igh
urba
n; s
ubur
ban
and
rura
l, 40
-45.
Rho
de I
slan
d*5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 7
5 pu
pils
.25
Plus
an
addi
tiona
l acr
e fo
r ea
ch 7
5 pu
pils
.So
uth
Car
olin
a*10
For
500
pupi
ls m
axim
um, p
lus
1 ac
re f
or e
ach
10Pl
us a
n ac
re f
or e
ach
100
pupi
ls.
100.
Sout
h D
akot
a*5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.T
enne
ssee
4Fo
r gr
ades
1-8
, plu
s 1
acre
for
eac
h 10
0 pu
pils
.8
For
grad
es 7
-12
or 1
2 gr
ades
, plu
san
add
ition
alac
re f
or e
ach
100
pupi
ls.
Tex
as5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.15
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.U
tah*
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
10Pl
us a
n ad
ditio
nal a
cre
for
each
100
pup
ils.
Ver
mon
t5
For
100
pupi
ls; 7
% f
or 2
00; 1
0 fo
r 30
0; 1
1 fo
r 50
0;10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.12
-13
for
700;
17
for
1,20
0.V
irgi
nia
3Fo
r gr
ades
1-3
; gra
des
1-7,
4; p
lus
1 fo
r ea
ch 1
00pu
pils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.
Was
hing
ton*
5Pl
us a
n ad
ditio
nal a
cre
for
each
100
max
imum
enro
llmen
t.10
I Pl
us 1
acr
e fo
r ea
ch 1
00 m
axim
um e
nrol
lmen
t
Wes
t Vir
gini
a5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.10
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.W
isco
nsin
*5
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.15
Plus
an
addi
tiona
l acr
e fo
r ea
ch 1
00 p
upils
.W
yom
ing*
.N
o m
inim
ums
esta
blis
hed.
No
min
imum
s es
tabl
ishe
d.A
lask
a*5
Rec
omm
end
an a
dditi
onal
acre
for
eac
h 10
0pu
pils
ove
r or
igin
al c
apac
ity.
101
Rec
omm
end
an a
dditi
onal
acre
for
eac
h 10
0pu
pils
ove
r or
igin
al c
apac
ity.
Puer
to R
ico*
1M--
2Fo
r 8-
24 c
lass
room
bui
ldin
gs.
4%--
5Fo
r 8-
24 c
lass
room
bui
ldin
gs.
40SC
IIO
OL
SIT
ES
Dat
a in
tabl
e 3
show
34
Stat
es w
ithm
inim
um s
ite r
ec-
omm
enda
tions
for
ele
men
tary
sch
ools
of
5ac
res,
6 S
tate
sw
ith m
inim
ums
less
than
5ac
res,
9 m
ore
than
5, a
nd 1
no m
inim
ums,
with
all
Stat
es e
xcep
t 3 u
sing
the
form
ulaf
orin
crea
sing
acr
eage
by
addi
ngan
acr
e fo
r ea
ch 1
00 p
upils
.O
ne o
f th
ese
exce
ptio
ns a
dds
an a
cre
for
each
75
pupi
ls,
anot
her
an a
cre
for
each
50
pupi
ls,
and
the
thir
d us
es a
spec
ial f
orm
ula
of 5
acre
s fo
r 10
0 pu
pils
; 71/
2 ac
res
for
200;
10
acre
s fo
r 30
0; 1
1ac
res
for
500;
12
acre
s fo
r 70
0;17
acr
es f
or 1
,200
enr
ollm
ent.
In s
econ
dary
sch
ools
27
Stat
esre
port
min
imum
site
s of
10 a
cres
; 17
Stat
es, m
ore
than
10-
acre
min
imum
s, 5
Sta
tes
with
min
imum
s le
ss th
an 1
0, a
nd 1
Sta
te w
ithno
min
imum
s.A
s in
ele
men
tary
sch
ools
,m
ost S
tate
s re
com
men
d ad
ding
an a
cre
to th
e m
inim
um f
or e
ach
100
pupi
ls.
Som
e in
tere
stin
g ex
cept
ions
to th
e co
mm
only
use
d fo
r-m
ula
are:
Ark
ansa
s' r
ecom
men
datio
n of
25
acre
s fo
r 50
0pu
pils
and
40/
acre
s fo
r hi
gher
enr
ollm
ents
; Ind
iana
's 1
2ac
res
up to
304
plu
s an
acr
e fo
r ea
ch 1
00 p
upils
; Ken
-tu
cky'
s 10
-15
acre
s fo
r ju
nior
hig
h an
d 25
-30
acre
s fo
rse
nior
hig
h sc
hool
; Neb
rask
a's
min
k:um
of
30-4
0ac
res
and
sugg
estio
n fo
r ne
w s
ite w
hen
juni
or-s
enio
r hi
gh e
x-ce
eds
600
enro
llmen
t and
whe
na
juni
or o
r a
seni
or h
igh
exce
eds
600-
700;
Nev
ada'
s 20
usa
ble
acre
s fo
r ju
nior
high
and
30
usab
leac
res
for
seni
or h
igh
plus
an
acre
for
each
100
pup
ils; a
nd N
orth
Car
olin
a's
12ac
res
for
200-
400
enro
llmen
t, 14
acre
s fo
r 50
0, 1
6 ac
res
for
600,
20 a
cres
for
800
, 24
acre
s fo
r 1,
000,
and
26
acre
s fo
r1,
200.
The
Nat
iona
l Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion,
ina
revi
sed
1958
edi
tion
of th
e G
uide
for
Pla
nnin
g Sc
hool
Plan
ts, s
ugge
sts
the
follo
win
g m
inim
ums
by ty
pe o
f sc
hool
:Sc
hool
Acr
esE
lem
enta
ry5
Juni
or h
igh
20Se
nior
hig
h30
The
for
mul
a fo
r in
crea
sing
the
size
of
site
sas
enr
ollm
ents
incr
ease
plus
an a
dditi
onal
acr
e fo
r ea
ch 1
00 p
upils
of
pred
icte
d ul
timat
e en
rollm
enta
pplie
sin
eac
h of
thre
ety
pes
of s
choo
ls. A
ccor
ding
to th
ese
prop
osed
sta
ndar
ds,
an e
lem
enta
ry s
choo
l of
500
pupi
ls w
ould
requ
ire
a m
ini-
mum
of
10 a
cres
; a ju
nior
hig
h w
ith 5
00 p
upils
, 25
acre
s;an
d a
seni
or h
igh
with
1,0
00pu
pils
, 40
acre
s:B
ecau
se th
e si
te s
ize
prob
lem
vari
es in
acc
orda
nce
with
the
need
s of
the
type
of
scho
olor
gani
zatio
n an
d in
term
sof
the
age
and
deve
lopm
ent
stat
us o
f th
e co
mm
unity
orsc
hool
dis
tric
t, th
e fo
rego
ing
sugg
estio
ns m
ust b
e ta
ken
asm
inim
ums
for
whi
ch a
ll sh
ould
stri
ve a
nd w
hich
mos
tsh
ould
exc
eed.
It s
houl
d be
rec
ogni
zed,
how
ever
,th
atea
ch ty
pe o
f si
tuat
ion
has
itsow
n sp
ecif
ic v
aria
tions
whi
chm
ust b
e st
udie
d be
fore
site
sar
e ch
osen
.T
he C
ounc
il's
reco
mm
ende
dm
inim
um s
izes
for
juni
oran
d se
nior
hig
h sc
hool
site
sar
e su
bsta
ntia
lly in
crea
sed
over
the
seco
ndar
y sc
hool
site
min
imum
s re
com
men
ded
inth
e 19
53 G
uide
. A m
inor
ityre
port
of
the
Cou
ncil'
s sc
hool
site
com
mitt
ee, h
owev
er, a
lso
favo
red
incr
easi
ng th
e ba
seac
reag
e fo
r el
emen
tary
sch
ool s
ites
from
5to
10
acre
s.T
he n
eces
sity
for
larg
er s
ites,
acco
rdin
g to
the
new
Gui
de,
is d
ue to
a n
umbe
r of
tren
ds, s
uch
as (
1) s
pace
for
out
-do
or te
achi
ng a
reas
; (2)
sin
gle-
stor
yst
ruct
ures
; (3)
sin
-gl
e-lo
aded
cor
rido
rs; (
4)ca
mpu
s an
d cl
uste
r ty
pe la
yout
s;(5
) th
e lit
tle-s
choo
lor
the
scho
ol-w
ithin
-a-s
choo
l con
cept
of s
choo
l org
aniz
atio
n; (
6)co
nsol
idat
ion
of a
ttend
ance
area
s, r
esul
ting
in la
rger
sch
ools
, mor
e bu
ses,
and
regu
la-
tions
and
pra
ctic
es r
equi
ring
on-
site
bus
load
ing
and
un-
load
ing;
and
(7)
par
king
spac
e fo
r th
e ev
er-i
ncre
asin
gnu
mbe
r of
teac
hers
' and
pup
ils' c
ars.
Nat
iona
l Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion.
Gui
de f
or P
lann
ing
Scho
ol P
lant
s.T
he C
ounc
il, G
eorg
e Pe
abod
yC
olle
ge f
orT
each
ers,
Nas
hvill
e, T
enn.
1958
.p.
23.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
In c
ities
whe
re h
igh
prop
erty
val
ues
mak
e th
e pr
oble
mof
pur
chas
ing
an a
dequ
ate
site
impo
ssib
le, i
t will
be
nec-
essa
ry to
pla
n so
as
to s
ecur
e m
axim
um u
tiliz
atio
n of
the
scho
ol p
lant
with
the
leas
t sac
rifi
ce.
The
fol
low
ing
sug-
gest
ions
are
off
ered
by
the
Cou
ncil
for
stud
y to
alle
viat
e,in
sofa
r as
pos
sibl
e, th
e lim
itatio
ns o
f in
adeq
uate
site
s in
cong
este
d ur
ban
area
s: E
leva
ting
the
stru
ctur
e so
that
pla
yar
ea is
ava
ilabl
e be
neat
h it,
incl
udin
g el
evat
ors
in a
mul
ti-st
ory
build
ing,
loca
ting
play
are
as o
n th
e ro
of, a
nd b
uild
-in
g pa
rkin
g an
d st
orag
e ar
eas
unde
rgro
und.
Sug
gest
ions
with
res
pect
to p
layf
ield
s in
clud
e th
e fo
llow
ing:
Pla
n fo
rm
ultip
le u
se o
f th
e sa
me
area
at d
iffe
rent
tim
es o
f th
e da
yor
dur
ing
diff
eren
t sea
sons
; sta
gger
recr
eatio
nal p
erio
ds s
oth
at o
nly
a po
rtio
n of
the
stud
ent b
ody
wou
ld b
e on
pla
y-fi
elds
at t
he s
ame
time;
bui
ld th
e sc
hool
adj
acen
t to
a pu
blic
park
or
play
grou
nd w
hich
cou
ld b
e us
ed f
or s
choo
l pur
-po
ses,
and
pro
vide
fie
lds
for
athl
etic
pra
ctic
ean
d ga
mes
inan
out
lyin
g ar
ea w
here
land
is le
ss e
xpen
sive
.
Rec
ent r
epor
ts f
rom
the
Stat
es o
f W
isco
nsin
and
Con
-ne
ctic
ut o
n si
zes
of s
choo
l site
s of
sec
onda
ry s
choo
l pla
nts,
as s
how
n in
tabl
es 4
and
5, a
nd f
rom
rep
orts
from
mem
-be
rs o
f th
e N
atio
nal C
ounc
il on
Sch
oolh
ouse
Con
stru
ctio
n,in
dica
te a
def
inite
tren
d to
incr
ease
sch
ool a
crea
ge s
ites.
The
ave
rage
siz
e of
site
s in
sec
onda
ry s
choo
ls f
or n
ew s
ec-
onda
ry s
choo
ls is
abo
ut 3
0 ac
res.
The
ran
ge in
one
Sta
tew
as 5
to 1
20, a
nd in
the
othe
r 17
to52
. Out
of
52 p
ostw
arhi
gh s
choo
ls in
Wis
cons
in o
nly
8 re
port
site
s of
less
than
8 ac
res,
and
all
of th
ese
have
sm
all e
nrol
lmen
ts e
xcep
t one
city
sch
ool o
f 1,
500
pupi
ls.
The
acr
eage
req
uire
d fo
r a
part
icul
ar s
choo
l will
dep
end
upon
the
ultim
ate
size
and
type
of s
choo
l cen
ter
to b
ese
rved
, oth
er c
omm
unity
fac
ilitie
s av
aila
ble,
clim
ate,
soi
l,an
d ot
her
natu
ral f
eatu
res.
41
Che
cklis
tT
he f
ollo
win
g cr
iteri
a as
sug
gest
ed b
y m
embe
rs o
f th
eN
atio
nal C
ounc
il, o
n Sc
hool
hous
e C
onst
ruct
ion
may
ser
veas
a v
alua
ble
chec
klis
t:
Size
and
sha
pe a
dequ
ate
for
pres
ent a
nd f
utur
een
rollm
ent.
As
near
as
poss
ible
to c
ente
r of
pup
il po
pula
tion,
avoi
ding
long
trav
el d
ista
nces
.L
ocat
ion
to a
void
traf
fic
haza
rds,
dis
turb
ing
nois
es,
smok
e, d
ust,
and
odor
s.A
cces
sibi
lity.
Ava
ilabi
lity
of u
tility
ser
vice
s.Su
itabi
lity
of s
oil f
or b
uild
ing
foun
datio
n an
d fo
rve
geta
tion.
Cos
t is
reas
onab
lela
nd o
ptio
ned
wel
l in
adva
nce,
if p
ossi
ble.
Con
tour
fai
rly
leve
l, sl
opin
g aw
ay f
rom
bui
ldin
gs to
assu
re g
ood
drai
nage
.C
onsi
dera
tion
of p
rese
nt a
nd f
utur
e sc
hool
and
com
-m
unity
pro
gram
s.E
nvir
onm
ent.
Top
ogra
phy.
Est
hetic
app
eal.
Zon
i-ng
and
city
pla
nnin
g re
gula
tions
.Pr
eser
vatio
n of
veg
etat
ion,
incl
udin
g tr
ees.
Prox
imity
to o
ther
edu
catio
nal a
nd r
ecre
atio
nal
inst
itutio
ns.
Prox
imity
to s
afet
y fa
cilit
ies.
Suita
ble
for
cons
truc
tion.
Am
ple
spac
e on
site
for
par
king
and
off
-str
eet l
oadi
ngan
d un
load
ing
of p
upil
buse
s.A
vaila
bilit
y fo
r us
e in
the
educ
atio
nal p
rogr
am.
Indu
stri
al a
nd c
omm
erci
al e
xpan
sion
.O
rien
tatio
n in
rel
atio
n to
clim
ate.
42SC
HO
OL
SIT
ES
Tab
le 4
.Siz
e of
Site
s of
New
Pos
twar
Hig
h Sc
hool
s in
the
Stat
e of
Wis
cons
in
Nam
e of
Sch
ool
Gra
des.
Com
mun
ityT
each
erSt
a-tio
n 2
Enr
ollm
ent
Acr
esin site
12
34
46
Alm
a9-
12R
ural
and
vill
age
717
535
Bar
ron
9-12
-V
illag
ez,
2050
020
Bea
ver
Dam
10-1
2C
ity32
800
35B
eloi
t10
-12
City
601,
500
7B
rook
fiel
d9-
12C
ity30
750
25C
edar
burg
9-12
City
3280
035
Clin
tonv
ille
10-1
2C
ity25
625
22C
olby
9-12
Rur
al a
nd v
illag
e18
450
100
Del
avan
-Dar
ien
9-12
Rur
al a
nd c
ity.
2870
050
Eau
Cla
ire
10-1
2C
ity66
1,65
020
Ele
va-S
trum
9-12
Rur
al a
nd v
illag
e10
250
40Fe
nnim
ore
9-12
Rur
al a
nd v
illag
e14
350
35Fi
sh C
reek
9-12
Rur
al a
nd v
illag
e10
250
10Fo
x L
ake
1-12
Rur
al a
nd v
illag
e14
350
5G
ales
ville
-Et t
rick
9-12
Rur
al a
nd v
illag
e15
375
40G
erm
anto
wn
9-12
Rur
al a
nd v
illag
e20
500
35G
ranv
ille
(Milw
auke
e C
ount
y)9-
12C
ity32
800
80G
ratio
t9-
12R
ural
and
vill
age
1025
05
Gre
en B
ay W
est J
unio
r H
igh
7-9
City
521,
200
15G
reen
Lak
e9-
12R
ural
and
vill
age
920
05
Har
tland
9-12
Rur
al a
nd v
illag
e20
500
30H
olla
ndal
e9-
12R
ural
and
vill
age
1025
020
Hor
tonv
ille
9-12
Rur
al a
nd v
illag
e15
375
10Ja
nesv
ille
10-1
2C
ity60
1,50
012
0K
enos
ha C
entr
al9-
12R
ural
1537
540
Kew
asku
m9-
12R
ural
and
vill
age
2050
025
Men
omon
ee F
alls
Jun
ior-
Seni
or7-
12C
ity a
nd r
ural
1230
0ii
Milw
auke
e N
orth
-Wes
t (C
uste
r)10
-12
City
601,
500
15M
inoc
qua-
Woo
druf
f9-
12V
illag
e an
d ru
ral
2050
040
Mon
ona
Gro
ve (
Dan
e C
ount
y)9-
12V
illag
e an
d ru
ral
2050
020
Mus
kego
9-12
Vill
age
and
rura
l32
800
50
1St
ate
Dep
artm
ent o
f Pu
blic
Ins
truc
tion,
Mad
ison
, Wis
., 19
57.
Any
pla
ce in
a s
choo
l pla
nt o
rigi
nally
des
igne
dor
ada
pted
to a
ccom
mod
ate
som
e fo
im o
fgr
oup
inst
ruct
ion
on a
day
-by-
day
basi
s an
dw
hich
is a
vaila
ble
and
used
for
suc
hpu
rpos
es.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T,
AN
D -
UT
ILIZ
AT
ION
Tab
le 4
.Siz
e of
Site
sof
New
Pos
twar
Hig
hSc
hool
s in
the
Stat
e of
Wis
cons
inC
ontin
ued
43
Nam
e of
Sch
ool
Gra
des
Com
mun
ityT
each
erSt
a-L
ion
Enr
ol li
nen
Acr
esin site
Nei
llsvi
lle9-
12V
illag
e an
d ru
ral
1640
040
New
Gla
rus
10-1
2V
illag
e an
d ru
ral
1025
010
New
Hol
stei
n9-
12V
illag
e an
d ru
ral
1640
025
Nic
olle
t (M
ilwau
kee
Cou
nty)
9-12
City
601,
500
40N
orth
wes
t-M
aple
(D
ougl
as C
ount
y)9-
12R
ural
.14
350
40O
shko
sh J
unio
r H
igh
7-9
City
2050
05
Pard
eevi
lle9-
12V
illag
e an
d ru
ral
1230
05
Preb
le9-
12V
illag
e an
d ru
ral
2050
025
Ree
dsbu
rg9-
12C
ity a
nd r
ural
2460
020
Rhi
nela
nder
9-12
City
and
rur
al32
800
40R
ice
Lak
e9-
12C
ity a
nd r
ural
3075
035
Ros
holt
9-12
Vill
age
and
rura
l8
200
8R
oths
child
-Sch
ofie
ld9-
12V
illag
e an
d ru
ral
2562
530
Seym
our
9-12
Vill
age
and
rura
l24
600
33Sh
awan
o9-
12C
ity a
nd r
ural
2562
510
Wat
erlo
o9-
12V
illag
e an
d ru
ral
1640
035
Wau
kesh
a11
-12
City
and
rur
al45
1,00
025
Wau
wat
osa
Lon
gfel
low
Jun
ior
Hig
h7-
9C
ity50
1,25
010
Wes
ton
(Lim
e R
idge
and
Caz
enov
ia)
9-12
Vill
age
and
rura
l10
250
89W
inne
conn
eK
-12
Vill
age
3280
015
Wis
cons
in D
ells
9-12
City
and
rur
al20
500
25
44SC
HO
OL
SIT
ES
Tab
le S
.Siz
e of
Sec
onda
ry S
choo
l Site
s in
the
Stat
e of
Con
nect
icut
Tow
n or
dis
tric
tSc
hool
Cap
acity
Are
a(A
cres
)
23
4
Ber
lin.
Ber
lin H
igh
Scho
ol72
517
Che
shir
eC
hesh
ire
Hig
h Sc
hool
642
50C
linto
nC
linto
n H
igh
Scho
ol37
023
Eas
t Har
tfor
dE
ast H
artf
ord
Hig
h Sc
hool
1,45
926
Gla
ston
bury
Gla
ston
bury
Hig
h Sc
hool
.93
335
Gro
ton
Gro
ton
Seni
or H
igh
Scho
ol.
650
65N
ewto
wn
New
tow
n H
igh
Scho
ol52
835
New
Milf
ord
Pick
ett S
choo
l Dis
tric
t 261
117
Nor
th H
aven
Nor
th H
aven
Hig
h Sc
hool
1,26
752
Nor
wal
kN
atha
n H
ale
Juni
or H
igh
Scho
ol55
017
Plym
outh
Ter
ryvi
lle H
igh
Scho
ol46
115
Put-
nam
Putn
am H
igh
Scho
ol45
550
Reg
iona
l Dis
tric
t No.
4H
igh
Scho
ol71
549
Reg
iona
l Dis
tric
t No.
5H
igh
Scho
ol97
554
Reg
iona
l Dis
tric
t No.
6H
igh
Scho
ol43
533
Roc
ky H
illR
ocky
Hill
Jun
ior
Hig
h Sc
hool
534
23Sh
elto
nSh
elto
n H
igh
Scho
ol61
826
Sout
hing
ton
Sout
hing
ton
Hig
h Sc
hool
550
16St
ratf
ord
Dav
id W
oost
er J
unio
r H
igh
Scho
ol1,
050
23St
ratf
ord
John
son
Juni
or H
igh
Scho
ol57
514
Wat
erto
wn
Gor
don
C. S
wif
t Jun
ior
Hig
h Sc
hool
550
17W
estp
ort
Lon
g L
ots
Juni
or H
igh
Scho
ol35
018
Wes
t Har
tfor
dK
ing
Phili
p Sc
hool
21,
500
44W
ethe
rsfi
eld
Seni
or H
igh
Scho
ol87
925
Win
dsor
Win
dsor
Hig
h Sc
hool
1,32
530
Stat
e D
epar
tmen
t of
Edu
catio
n, B
urea
u of
Fie
ld S
ervi
ces,
Sch
ool B
uild
ing
Serv
ices
, Har
tfor
d, C
onn.
1954
.C
ombi
natio
n el
emen
tary
-- ju
nior
hig
h sc
hool
s.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
Acq
uisi
tion
Follo
win
g th
e se
lect
ion
of a
sch
ool s
ite, t
he s
choo
l boa
rdha
s th
e pr
oble
m o
f ac
tual
ly a
cqui
ring
the
prop
erty
. Thr
eele
gal m
etho
ds a
re u
sual
ly u
sed
in a
cqui
ring
land
for
sch
ool
site
s: P
urch
asin
g fr
om th
eow
ner,
acc
eptin
g as
a g
ift f
rom
a lo
cal c
itize
n or
fir
m, a
nd ta
king
pri
vate
pro
pert
y by
emin
ent d
omai
n.O
utri
ght p
urch
ase
by n
egot
iatin
g w
ith th
eow
ner
isus
ually
the
mos
t sat
isfa
ctor
y m
etho
d.In
mos
t Sta
tes
scho
ol b
oard
s ha
ve a
utho
rity
to b
uy la
nd f
or s
choo
l site
s.In
oth
er S
tate
s a
scho
ol s
ite p
urch
ase
mus
t be
appr
oved
by
the
elec
tora
te. W
here
dif
fere
nt r
equi
rem
ents
are
set f
orth
in S
tate
law
s it
is u
sual
ly th
e la
rger
citi
esor
mor
e po
pulo
usdi
stri
cts
in w
hich
the
boar
d ha
s au
thor
ity a
ndpo
wer
tope
rfor
m th
is f
unct
ion.
4A
ppro
val o
f si
te p
urch
ase
byso
me
Stat
e ag
ency
is r
equi
red
in a
bout
one
-fou
rth
of th
eSt
ates
.A
noth
er m
etho
d of
sec
urin
g pr
oper
ty f
or s
choo
l site
s is
by d
onat
ion.
The
re a
re c
erta
in p
reca
utio
ns w
hich
sho
uld
be u
sed
in c
onsi
deri
ng g
ift s
ites.
A f
ree
site
may
not
be
suita
ble,
or
it m
ight
req
uire
und
ueex
pens
e to
dev
elop
for
func
tiona
l use
.H
owev
er, f
ree
site
pro
posa
ls c
erta
inly
shou
ld b
e co
nsid
ered
.In
som
e in
stan
ces
dono
rs o
f la
ndfo
r sc
hool
sae
s ar
e si
ncer
e in
wan
ting
to h
elp
the
scho
ols,
and
inci
dent
ally
they
may
hav
e pr
oper
ty w
hich
mee
ts a
llth
e re
quir
emen
ts.
But
sch
ool b
oard
s sh
ould
not
acc
ept
gift
site
s w
ith r
ever
sion
cla
uses
, and
sho
uld
not b
uild
on
asi
te w
ithou
t a c
lear
unc
ondi
tiona
l titl
e.
' Hay
es, D
ale
K.
Leg
al R
equi
rem
ents
Est
ablis
hed
by S
tate
s C
on-
cern
ing
the
Publ
ic. S
choo
l_ S
ites.
A d
octo
ral d
isse
rtat
ion.
Tea
cher
s C
olle
ge, C
olum
bia
Uni
vers
ity, N
ew Y
ork.
.19
55.
45
The
thir
d m
etho
d fo
r ac
quir
ing
land
for
sch
ool s
ites
isri
ght o
f em
inen
t dom
ain,
whi
ch is
com
mon
in a
ll St
ates
with
var
ying
con
ditio
ns. T
his
met
hod
give
s pu
blic
sch
ools
the
righ
t to
acqu
ire
land
for
sch
ool s
ites
by c
onde
mna
tion
thro
ugh
the
cour
ts w
here
ow
ners
ref
use
to s
ell o
r th
e pr
ice
cann
ot b
e ag
reed
upo
n.Su
ch a
pro
cedu
re is
nece
ssar
y in
som
e in
stan
ces,
thou
gh m
any
scho
ol b
oard
s he
sita
te to
use
it.B
ut s
ince
so
larg
e a
segm
ent o
f pe
ople
of
the
com
-m
unity
are
infl
uenc
ed b
y th
e lo
catio
n of
a sc
hool
, and
sinc
e th
e sc
hool
may
be
ona
part
icul
ar s
ite f
or m
ore
than
a ge
nera
tion,
sch
ool b
oard
s ar
e ju
stif
ied
in c
onde
mna
tion
proc
eedi
ngs
if n
eces
sary
in a
cqui
ring
an a
dequ
ate
scho
olsi
te.
Scho
ol a
dmin
istr
ator
s an
d bo
ards
sho
uld,
of c
ours
e,us
e ev
ery
reas
onab
le e
ffor
t to
acqu
ire
such
pro
pert
y w
ith-
out c
ourt
pro
ceed
ings
.L
and
obta
ined
by
this
met
hod
isap
prai
sed,
and
the
owne
r is
pai
d at
fai
r va
lue
pric
es.
Get
ting
info
rmat
ion
abou
t ow
ners
, titl
e, ta
x re
cord
s, a
ndpl
ot lo
catio
ns is
usu
ally
the
resp
onsi
bilit
y of
the
supe
rin-
tend
ent o
r bu
sine
ssm
anag
er o
f th
e sc
hool
boa
rd. T
here
are
seve
ral i
mpo
rtan
t det
ails
to f
ollo
w in
acq
uiri
ng la
nd f
orsc
hool
site
s di
ctue
d to
som
e ex
tent
by
Stat
e la
ws
othe
r th
antit
le, s
uch
as s
ecur
ing
prop
osal
s fo
r sa
le, s
ecur
ing
ap-
prai
sals
, cou
nter
off
ers,
and
opt
ions
.T
here
is r
elat
ivel
y lit
tle S
tate
con
trol
over
the
disp
osal
of s
choo
l site
s.In
Sta
tes
whe
re f
unds
are
pro
vide
d by
the
Stat
e fo
r th
e pr
ovis
ion
of s
choo
l fac
ilitie
s th
ere
is u
sual
lyso
me
limita
tion
plac
ed u
pon
the
dist
rict
's a
utho
rity
to d
is-
pose
of
site
s. S
ome
Stat
es h
ave
reve
rsio
nary
cla
uses
whi
chpr
ovid
e th
at la
nd to
be
disp
osed
of
be r
etur
ned
to th
e or
ig-
inal
ow
ner,
or
his
assi
gns.
Thi
s cl
ause
usu
ally
ref
ers
topr
oper
ty ta
ken
by c
onde
mna
tion
proc
eedi
ngs
or to
land
acqu
ired
by
bequ
est.
V. P
LA
NN
ING
AN
D D
EV
EL
OPI
NG
TH
E S
CH
OO
L S
ITE
Site
impr
ovem
ent a
nd d
evel
opm
ent s
houl
d be
pla
nned
syst
emat
ical
ly b
y th
ose
who
will
use
the
grou
nds
and
faci
li-tie
s.T
each
ers,
rec
reat
ion
dire
ctor
s, y
oung
peo
ple,
and
olde
r ci
tizen
s sh
ould
be
incl
uded
on
the
plan
ning
com
-m
ittee
. A c
omm
unity
-wid
e si
te c
omm
ittee
sho
uld
be a
s-si
sted
by
a sc
hool
-pla
nnin
g sp
ecia
list o
r a
land
scap
e ga
r-de
ner.
Such
ass
ista
nce
isav
aila
ble
from
the
Stat
eed
ucat
ion
agen
cies
of
mos
t Sta
tes.
In p
lann
ing
a sc
hool
site
, the
re s
houl
d be
agr
eem
ent o
na
mas
ter-
plan
layo
ut to
guid
e th
e de
velo
pmen
t thr
ough
out
the
prog
ram
.So
me
of th
e m
ajor
con
side
ratio
ns in
site
deve
lopm
ent a
re tr
affi
c, s
urfa
cing
, loc
atio
n of
bui
ldin
gs,
activ
ity a
reas
, and
bea
utif
icat
ion.
Tra
ffic
Arc
hite
cts
shou
ld c
orre
late
pla
nnin
g of
the
site
to th
ebu
ildin
g la
yout
.C
aref
ul p
lann
ing
and
desi
gnin
g to
avo
idha
zard
s w
ill r
emov
e m
any
cond
ition
s co
ntri
buto
ry to
ac-
cide
nts.
For
exam
ple,
sin
ce b
icyc
le r
idin
g to
sch
ool i
sra
pidl
y in
crea
sing
, it i
s im
port
ant t
hat t
he s
ite c
omm
ittee
and
arch
itect
giv
e ca
refu
l tho
ught
and
con
side
ratio
n to
the
loca
tion
of b
icyc
le r
acks
on
the
grou
nds.
In
som
e sc
hool
sbi
cycl
e ra
cks
are
not l
ocat
ed a
djac
ent t
o pa
rkin
g lo
tsfo
r
46
auto
mob
iles,
but
in a
n ar
ea c
onve
nien
t to
the
build
ings
,aw
ay f
rom
car
traf
fic.
Bic
ycle
s sh
ould
nev
er b
e pa
rked
on p
lay
area
s.W
hen
haza
rds
are
due
to b
ad s
ite d
evel
opm
ent,
som
eone
has
negl
ecte
d an
impo
rtan
t dut
y.Se
rvic
e an
d ot
her
driv
esal
l too
oft
en b
isec
t sch
ool p
rope
rty,
sep
arat
ing
the
scho
olbu
ildin
g fr
om p
layg
roun
ds.
Dri
ves
shou
ld c
onne
ct a
llne
cess
ary
poin
ts in
the
sim
ples
t and
dir
ect m
anne
r co
n-si
sten
t with
goo
d al
ignm
ent,
grad
es, a
nd h
arm
onio
us r
ela-
tions
hip.
A s
ingl
e-en
tran
ce, t
wo
-lan
e dr
ive
with
fac
ilitie
sfo
r tu
rnin
g ve
hicl
es a
roun
d at
the
poin
t of
pass
enge
r di
s-ch
arge
and
con
nect
ing
with
or
endi
ng in
a p
arki
ng a
rea
isus
ually
the
best
sol
utio
n.T
he U
-sha
ped
driv
e to
the
fron
tof
the
build
ing
shou
ld b
e av
oide
d.Su
ch d
rive
s ar
e tr
affi
cha
zard
s, a
nd o
ther
wis
e de
trac
t fro
m th
e at
trac
tiven
ess
ofth
e pl
ant.
Wal
k la
yout
s sh
ould
fol
low
the
lines
of
leas
t res
ista
nce.
The
y sh
ould
be
far
enou
gh f
rom
the
build
ing
to a
llow
user
s to
obt
ain
a pr
oper
vie
w o
f th
ebu
ildin
g an
d al
low
ampl
e sp
ace
for
foun
datio
n pl
antin
g w
ithou
t cro
wdi
ng.
At a
ll ch
ange
s in
dir
ectio
n, th
e an
gles
sho
uld
be s
uffi
-ci
ently
fill
ed o
ut to
pre
vent
cut
ting
or s
tepp
ing
on th
egr
ass.
Wal
ks c
onne
ctin
g bu
ildin
gs s
houl
d be
sho
rt a
ndas
dir
ect a
s po
ssib
le.
Wal
ks s
houl
d be
wid
e en
ough
to
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
mee
t the
nee
ds o
f th
e pe
dest
rian
s us
ing
them
.Pe
ople
do
not r
eadi
ly s
ingl
e-fi
le, b
ut w
alk
in p
airs
or
grou
ps.
Inm
ost s
choo
ls th
e m
inim
um w
idth
of
wal
ks is
fiv
eor
six
feet
. Play
are
as in
12-
grad
e sc
hool
s us
ing
a co
mbi
ned
plan
tsh
ould
be
plan
ned
tose
para
te g
roup
s of
chi
ldre
n in
topr
obab
ly f
our
units
: Kin
derg
arte
n-pr
imar
y,up
pere
lem
en-
tary
gra
des,
juni
or h
igh,
and
sen
ior
high
pup
ils.
In la
rge
scho
ols,
are
as w
here
sep
arat
e in
stru
ctor
s of
the
give
n ar
eaar
e pr
ovid
ed f
or e
ach
sex,
som
e of
thes
e ar
eas
shou
ld b
efu
rthe
r di
vide
d.Sc
reen
ing,
suc
h as
nat
ural
bar
rier
s or
plan
ting,
is d
esir
able
to s
epar
ate
them
. Whe
re p
layg
roun
dsbo
rder
str
eets
, ade
quat
e pr
otec
tion
from
traf
fic
and
nois
em
ay r
equi
re f
ence
s as
wel
l as
plan
ting.
Site
s of
ade
quat
e ar
ea w
ill a
lway
spr
ove
safe
r th
an o
ver-
crow
ded
and
cong
este
d pl
aygr
ound
s.T
he p
lann
ing
ofsi
tes
aid
build
ings
sho
uld
mak
eea
sy s
uper
visi
on o
f pl
ayar
eas,
and
pro
vide
con
veni
ent a
cces
s fo
r bo
th p
upils
and
inst
ruct
ors.
Surf
acin
g
Ove
r th
eye
ars
ther
e ha
ve b
een
sign
ific
ant d
evel
op-
men
ts in
pla
ygro
und
surf
acin
g.So
me
valu
able
info
rma-
tion
is a
vaila
ble,
but
mor
e re
sear
ch is
nee
ded,
esp
ecia
llyon
mat
eria
ls u
sed
in h
ards
urfa
cing
cer
tain
are
as.
Tab
le 6
,w
hich
list
s co
mm
on v
arie
ties
of s
urfa
cing
mat
eria
ls a
ndth
eir
desi
rabl
e qu
aliti
es, w
ill a
ssis
t pla
nner
s at
the
loca
lle
vel t
o de
term
ine
surf
aces
bes
t sui
ted
for
thei
rpu
rpos
es.
The
re h
as b
een
a gr
odua
l cha
nge
from
ear
th, s
and,
and
turf
on
the
smal
ler
play
-cou
rt a
reas
of
scho
ol g
roun
ds to
hard
-sur
faci
ng, s
uch
as b
lack
top,
whi
ch is
bei
ng u
sed
thro
ugho
ut th
e co
untr
y in
an
ever
-inc
reas
ing
yard
age.
Such
sur
faci
ng h
as m
ade
grea
t gai
ns b
ecau
se it
per
mits
grea
ter
flex
ibili
ty a
nd c
ontin
uity
of
educ
atio
nal a
nd
47
recr
eatio
nal
prog
ram
san
dal
low
s m
ore
perm
anen
tim
prov
emen
ts.
Tab
le 6
.An
Ana
lysi
s of
Pla
ygro
und
Surf
acin
g
QU
AL
ITIE
S
SUR
FAC
ES
lo"Z
:: c ,
m -
a, : s';
C'
G i.
.c 0 lo ci c
;A
l ; r?
52 . °11
lot
ow
0 ce = 2
4,
I' 1 E G
,A
n.1:
1 G
2 g`
..e.
12
34
56
78
910
11
Ear
thT
urf
Agg
rega
teB
itum
enC
oncr
ete
Mas
onry
Mis
cella
neou
s1
x
x x x
....
x x
x x
x xx
xx x
x xx ....
1T
anba
rk, s
awdu
st, c
otto
nmea
l, ru
bber
, pla
stic
s an
d vi
nyls
, asb
es-'
tos,
cem
ent,
boar
ds, w
ood.
A r
ecen
t stu
dy b
y th
e Sc
hool
Hou
sing
Sec
tion
of th
eO
ffic
e of
Edu
catio
n of
54
scho
ol s
yste
ms
in 4
3 St
ates
, the
Dis
tric
t of
Col
umbi
a, a
nd A
lask
a pr
ovid
ed th
e pe
rtin
ent
info
rmat
ion
on p
layg
roun
d su
rfac
ing
in ta
ble
7.T
hest
udy
was
mad
e w
ith th
e id
ea o
f co
mpa
ring
mat
eria
ls u
sed
in d
iffe
rent
are
as w
ith v
aryi
ng w
eath
er c
ondi
tions
.H
ow-
ever
, it d
oes
not r
evea
l sig
nifi
cant
dif
fere
nces
, exc
ept i
ntw
o C
alif
orni
a ci
ties
whe
re h
ard-
surf
acin
g is
not
use
d un
der
appa
ratu
sone
usi
ng a
san
d co
mpo
sitio
n an
d th
e ot
her
tanb
ark.
48SC
HO
OL
SIT
ES
Tab
le 7
.Sur
faci
ng P
layg
roun
d A
reas
'
Stat
e an
d C
ityA
reas
hard
-su
rfac
edM
ater
ials
Use
d
On
cour
tsO
n ba
ll fi
elds
Und
er a
ppar
atus
For
stab
ilizi
ng s
oil
12
34
56
AL
AB
AM
A: B
irm
ingh
amC
ourt
s.C
oncr
ete.
Che
rt m
ixed
with
No.
28
slag
.D
irt a
nd s
awdu
st.
Soil
mix
ed w
ithsm
all s
lag.
AR
IZO
NA
: Pho
enix
Cou
rts
and
park
-in
g.C
oncr
ete,
bla
ck-
top.
Gra
ss.
Bla
ckto
p, if
any
-th
ing.
Asp
halt.
AR
KA
NSA
S: H
ot S
prin
gsC
ourt
s.A
spha
lt.G
rass
.R
ubbe
rize
d as
-ph
alt.
CA
LIF
OR
NIA
:L
os A
ngel
esC
ourt
s, p
arki
ng,
som
e pl
ay a
reas
.B
lack
top.
Tur
f.Sa
nd-c
ompo
sitio
n.A
spha
ltic
seal
eran
d sa
nd.
San
Fran
cisc
oC
ourt
s.Sh
eet a
spha
lt.T
urf.
Tan
bark
.G
roun
d co
verw
ildry
e, iv
y.C
OL
OR
AD
O: C
olor
ado
Spri
ngs
Nea
r bu
ildin
g.A
spha
lt.Sa
nd, s
cree
ned
grav
el.
Scre
ened
gra
vel.
Loa
m m
ixed
with
sand
.C
ON
NE
CT
ICU
T:
Bri
dgep
ort
Play
grou
ndm
ax-
imum
pos
sibl
e.A
spha
ltic
conc
rete
.G
rass
, cla
y.Sa
nd o
r di
rt.
Cla
y.
Har
tfor
dPh
ysic
al e
duca
-tio
n, p
lay
and
park
ing.
Bitu
min
ous
con-
cret
e.T
urf.
No
appa
ratu
s.
DE
LA
WA
RE
: Wilm
ingt
onPa
rkin
g an
d po
r-tio
n of
pla
yar
eas.
Lay
cold
; am
iesi
teag
greg
ate.
Gra
ss, e
arth
.E
arth
.
DIS
TR
ICT
OF
CO
LU
MB
IAC
ourt
and
sm
all
play
are
as.
Asp
halt
conc
rete
.T
urf.
Asp
halt
conc
rete
.T
urf.
FLO
RID
A:
Mia
mi
Play
cour
t and
park
ing.
Asp
halt.
Gra
ss.
Tum
blin
gm
ats.
1" h
ot a
spha
lt, c
on-
cret
e.T
ampa
Bas
ketb
all
cour
tan
d pa
rkin
g.C
oncr
ete
and
as-
phal
t.C
lay.
Cla
y.C
lay.
GE
OR
GIA
: Atla
nta
Park
ing
and
ap-
proa
ch.
Con
cret
e,bl
ack-
top,
cla
y.C
lay.
1 In
form
atio
n in
this
tabl
e w
as o
btai
ned
from
city
sch
ool s
yste
ms.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
Tab
le 7
.Sur
faci
ng P
layg
roun
d A
reas
Con
tinue
d
49
Stat
e an
d C
ityA
reas
hard
-su
rfac
ed
Mat
eria
ls U
sed
On
cour
tsO
n ba
ll fi
elds
Und
er a
ppar
atus
For
stab
ilizi
ng s
oil
23
45
6
IDA
HO
: Ida
ho F
alls
Bic
ycle
par
king
,se
rvic
e en
tran
ce.
Asp
halt
blac
ktop
.T
urf.
Asp
halt.
Asp
halt.
ILL
INO
IS: C
hica
goO
utdo
or g
ym, v
ol-
ley
and
bask
et-
ball.
Bitu
min
ous.
Stab
ilize
d so
il.T
anba
rk a
ndsa
nd, 5
:2.
Asp
halt
emul
sion
.
IND
IAN
A:
Indi
anap
olis
Out
door
gym
wsi
um.
Hot
asp
halti
cco
ncre
te.
Sod.
No
appa
ratu
s.
Ter
re H
aute
Phys
ical
edu
catio
n,w
et-w
eath
erar
ea.
Asp
halt
or c
on-
cret
e.So
il an
d so
d.A
spha
lt an
d sa
nd.
IOW
A:
Des
Moi
nes
Lim
itedc
lose
tobu
ildin
gs.
Asp
halt.
Gra
ss.
Asp
halt.
Pea
grav
el.
Siou
x C
ityPa
rt o
f ge
nera
lpl
ay a
rea.
Bla
ckto
p.N
othi
ng s
peci
al.
Dir
t.G
rave
l.
KA
NSA
S: W
ichi
taT
enni
s co
urts
.C
oncr
ete.
Soil
or s
od.
Soil.
KE
NT
UC
KY
: Lou
isvi
lleT
otal
sm
all s
ites
50%
sta
ndar
dsi
ze.
Asp
halt
with
seal
er.
Gra
ss.
Asp
halt
with
seal
er.
LO
UIS
IAN
A: N
ew O
rlea
nsO
utdo
or g
yms.
Asp
halt.
Gra
ss.
Gra
ss, s
oil,
saw
-du
st.
Oys
ter
or c
lam
shel
ls.
MA
INE
: Ban
gor
Col
dpat
ch o
rro
lled
hot t
op.
Col
dpat
ch, r
olle
dho
t top
.G
rass
.
MA
RY
LA
ND
: Bal
timor
eSm
all a
reas
for
bad-
wea
ther
play
.
Asp
halt.
Tur
f.
MA
SSA
CH
USE
TT
S: B
osto
nPl
ay.
Ric
e-m
ix a
spha
lt.G
rass
.R
ice-
mix
asp
halt.
Asp
halt.
MIC
HIG
AN
:D
etro
itT
enni
s co
urts
.C
oncr
ete,
tenn
is.
Gra
ss.
Sand
.C
alci
um c
hlor
ide.
Lan
sing
Bas
ketb
all a
rea.
Bla
ckto
p.
50SC
HO
OL
SIT
ES
Tab
le 7
.Sur
faci
ng P
layg
roun
d A
reas
Con
tinue
d
Stat
e an
d C
ityA
reas
hard
-su
rfac
ed
Mat
eria
ls U
sed
On
cour
tsO
n ba
ll fi
elds
IUnd
er a
ppar
atus
For
stab
ilizi
ng s
oil
34
5
MIN
NE
SOT
A: M
inne
apol
isE
lem
enta
ryal
lB
itum
inou
sSt
abili
zed
eart
h.B
itum
inou
sM
ixtu
re o
f va
riou
sex
cept
bal
l;se
cond
ary
park
ing.
pavi
ng.
pavi
ng.
eart
hs.
MIS
SISS
IPPI
: Jac
kson
Pave
d co
urts
.B
itum
inou
s as
-ph
alt.
Gra
ss.
Dir
t.
MIS
SOU
RI:
Kan
sas
City
Ele
men
tary
mos
tpl
ay; s
econ
d-ar
ycou
rts.
Asp
halt
conc
rete
.A
spha
lt.B
lack
top
(asp
halt)
.A
spha
lt.
St. L
ouis
Ele
men
tary
all
but b
aseb
all.
Asp
halt.
Riv
er g
rave
l, pl
ain
dirt
.A
spha
lt.Fl
y as
h an
d lim
e.
MO
NT
AN
A: B
utte
Cou
rts
and
near
build
ing.
Bla
ckto
p-as
phal
t.Sa
wdu
st-g
rave
lm
ixtu
re; t
urf.
Bla
ckto
p.A
spha
lt.
NE
BR
ASK
A: L
inco
lnC
ourt
s.H
igh
scho
ols
cem
ent.
Gra
ss a
nd s
and.
Sand
.
NE
W M
EX
ICO
: Alb
uque
rque
Cou
rts.
Asp
halt.
Ado
be-s
and
mix
ture
.Sm
all g
rave
l, sa
ndan
d ad
obe.
NE
W Y
OR
K:
Alb
any
Cou
rts.
Ston
e, a
spha
ltan
d se
aler
.G
rass
and
turf
.G
rass
and
loam
.
Roc
hest
erT
urf.
Sod
or ta
nbar
k.R
unni
ng tr
acks
cind
ers
and
loam
.N
OR
TH
DA
KO
TA
: Far
goC
ourt
s; u
nder
play
app
arat
us.
Bla
ckto
p.So
il or
sod
.B
lack
top.
Asp
halt.
OH
IO: C
olum
bus
Cou
rts.
Bla
ckto
p an
das
phal
t.So
il.N
othi
ng s
peci
al.
No
defi
nite
pro
-gr
am.
OK
LA
HO
MA
: Okl
ahom
a C
ityC
ourt
s.A
spha
ltic
conc
rete
.G
rass
.E
arth
.A
spha
lt.
OR
EG
ON
: Por
tland
. Near
bui
ldin
g;un
der
appa
ratu
s.
Bla
ckto
p-as
phal
t.T
urf.
Bla
ckto
p.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
Tab
le 7
.Sur
faci
ng P
layg
roun
d A
reas
Con
tinue
d51
Stat
e an
d C
ityA
reas
hard
-su
rfac
ed
Mat
eria
ls U
sed
On
cour
tsO
n ba
ll fi
elds
Und
er a
ppar
atus
For
stab
ilizi
ng s
oil
12
34
56
PEN
NSY
LV
AN
IA:
Alle
ntow
n
Phila
delp
hia
RH
OD
E I
SLA
ND
: Pro
vide
nce
SOU
TII
CA
RO
LIN
A: C
olum
bia
TE
NN
ESS
EE
: Mem
phis
TE
XA
S:A
mar
illo
Hou
ston
UT
AH
: Sal
t Lak
e C
ity
VE
RM
ON
T: B
urlin
gton
VIR
GIN
IA: R
ichm
ond
WA
SHIN
GT
ON
: Sea
ttle
WE
ST V
IRG
INIA
: Hun
tingt
on
WIS
CO
NSI
N: M
ilwau
kee
WY
OM
ING
: Che
yenn
e
iLA
SKA
: Anc
hora
ge
Phys
ical
edu
ca-
tion
and
play
-gr
ound
.Pa
rt o
f pl
ay.
Mill
ing
and
gam
es.
Bas
ket-
and
volle
y-ba
llco
urts
.Pl
ay a
nd p
arki
ng.
Cou
rts.
Play
and
cou
rts.
Hal
f to
tal p
lay
area
.Pa
rkin
g.D
rive
s, c
ourt
s,pa
rkin
g.A
ll-w
eath
er p
lay
area
s.
Aro
und
build
ing.
All
exce
pt f
ewgr
ass
diam
onds
.C
ourt
s.
Tra
ffic
are
as, n
ear
build
ing.
Asp
halt.
Bitu
min
ous
conc
rete
.R
esili
ent b
itu-
min
ous
asph
alt.
Col
pron
ia.
Asp
halt.
Bla
ckto
p or
asph
alt.
Bla
ckto
p st
abi-
lized
.A
spha
lt.
Asp
halt.
Sand
-asp
halt.
Bla
ckto
pcon
-cr
ete.
Rub
ber,
asp
halt
or s
lag.
Asp
halt.
Bla
ckto
p.
Bla
ckto
p.
Tur
f, c
lay;
san
din
fiel
ds.
Gra
ss.
Tur
f.
Ber
mud
a gr
ass.
Dir
t.
Gra
ss.
Sodd
ed s
andy
loam
.T
urf.
Sod.
Gra
ss s
od.
Sand
-cla
y-sa
w-
dust
mix
ture
.G
rass
.
Mos
tasp
halt,
rest
gras
s.
Gra
vel.
Asp
halt.
Bitu
min
ous
conc
rete
.Sa
nd.
Sand
-cla
y.
Dir
t.
Ear
th.
No
appa
ratu
s.
Sand
and
asph
alt.
Cal
cium
chl
orid
e.Sa
nd-a
spha
lt.
Non
e.
Rub
ber,
asp
halt,
or s
lag.
Asp
halt.
Pea
grav
el o
rco
ncre
te.
Fine
gra
vel b
lack
-to
p.
Asp
halt
topp
ing
1D-2
.
Cla
y.
Asp
halt.
Cem
ent o
r re
sin.
Lig
ht s
tabi
lized
shel
l.A
spha
lt-ce
men
t.
Cal
cium
chl
orid
e.A
spha
lt bi
nder
and
grav
el.
Gra
vel w
ith li
me-
ston
e.N
ot u
sed.
52SC
HO
OL
SIT
ES
The
par
ts o
f pl
aygr
ound
s ha
rd-s
urfa
ced,
inor
der
freq
uenc
y, a
re:
of
Out
door
cou
rts
..
..
26Pa
rt o
f ge
nera
l pla
yar
ea.
..
..
17Pa
rkin
g sp
ace
..
..
..
10A
reas
nea
r bu
ildin
g.
..
7O
utdo
or g
yms
..
..
..
3Se
rvic
e dr
ives
..
..
.3
Und
er a
ppar
atus
..
..
2B
icyc
le p
arki
ng a
reas
..
.1
Mat
eria
ls u
sed
for
hard
-sur
faci
ng th
ose
area
s in
clud
eas
phal
t, so
met
imes
cal
led
blac
ktop
, and
var
ious
mix
ture
ssu
ch a
s as
phal
tic c
oncr
ete,
bitu
min
ous
conc
rete
, rol
led
hot-
top,
san
d as
phal
t, co
ldpa
tch,
and
ric
e-m
ixed
asp
halt;
conc
rete
agg
rega
te, c
rush
ed s
tone
, rub
ber,
and
sla
g.A
spha
lt, o
r bl
ackt
op, i
s m
entio
ned
mor
e of
ten
than
any
othe
r su
rfac
e.Su
rfac
es m
entio
ned
mos
t fre
quen
tly f
or b
all f
ield
sar
egr
ass,
turf
, and
sod
.O
ther
s w
ere
com
bina
tions
of
eart
han
d gr
ass,
che
rt a
nd s
lag,
san
d, g
rave
l, cl
ay, s
tabi
lizin
g so
il,as
phal
t, sa
wdu
st, a
dobe
, and
loam
.T
he f
ollo
win
g m
ater
ials
, lis
ted
in o
rder
of
freq
uenc
ere
port
ed, a
re u
sed
for
stab
ilizi
ng th
e so
ilon
pla
ygro
unds
:A
spha
lt, g
rave
l, cl
ay, c
oncr
ete,
cal
cium
chl
orid
e, li
me,
grou
nd c
over
, loa
m, s
lag,
san
d, f
ly a
sh, c
inde
rs, a
nd r
esin
.Su
rfac
es u
nder
app
arat
us s
eem
to b
e m
ore
cont
rove
rsia
lth
an o
ther
are
as b
ecau
se o
f ac
cide
nt h
azar
ds d
ue to
fre
-qu
ent f
alls
by
child
ren
who
use
suc
h eq
uipm
ent.
Som
esc
hool
s w
ill n
ot u
se a
ny h
ard-
surf
aced
are
as u
nder
appa
ra-
tus;
oth
ers
pref
er it
, cla
imin
g th
ey h
ave
few
er a
ccid
ents
whe
n a
resi
lient
, har
d su
rfac
e is
use
d th
an w
itha
mor
efl
uid
mat
eria
l.R
epor
ts in
dica
te th
e fo
llow
ing
vari
ety
inor
der
of f
requ
ency
list
ed: D
irt,
sand
, asp
halt,
bla
ckto
p,sc
reen
ed g
rave
l, cl
ay, s
awdu
st, t
anba
rk, g
rass
, sla
g, r
ubbe
r,
calc
ium
chl
orid
e, a
dobe
, and
loam
.Fo
ur s
choo
l sys
tem
sre
port
ing
do n
ot u
se f
ixed
pla
ygro
und
appa
ratu
s.T
urf
is th
e m
ost d
esir
able
sur
face
on p
layg
roun
ds, b
utco
nsta
nt u
se m
akes
it d
iffi
cult
to m
aint
ain.
Play
grou
ndtr
affi
c ha
s in
crea
sed
trem
endo
usly
so th
at tu
rf o
n m
any
grou
nds
soon
bec
omes
voi
d of
gras
s, a
nd in
a s
hort
tim
em
ay r
esul
t in
dust
, or
mud
hole
s ca
usin
g un
even
sur
face
s,w
hich
are
acc
iden
t and
hea
lth h
azar
ds.
Mos
t sch
ools
try
to b
uild
turf
for
bal
l dia
mon
ds, f
ootb
all f
ield
s, a
nd o
ther
larg
e su
rfac
e ar
eas,
bec
ause
it is
the
best
sur
face
for
that
type
of
gam
es.
Ear
th o
r di
rt c
an u
sual
ly b
e us
ed f
or c
erta
in f
ield
act
iv-
ities
whe
re tu
rf c
anno
t be
grow
n.T
he e
xist
ing
soil
may
need
to b
e tr
eate
d or
sta
biliz
ed w
ith s
ome
form
of a
bin
der
to m
ake
a fi
rm s
urfa
ce w
hich
pre
vent
s m
ud a
nd d
ust.
It is
a pr
oces
s hi
ghly
rec
omm
ende
d, s
ince
it w
ill h
elp
to r
emov
eac
cide
nt a
nd h
ealth
haz
ards
in m
any
loca
l situ
atio
ns. M
ost
scho
ols
will
nee
d te
chni
cal a
dvic
e on
this
pro
blem
.
Loc
utio
n of
Bui
ldin
gs
The
bui
ldin
gs s
houl
d be
pla
ced
on th
e gr
ound
s so
that
they
are
suf
fici
ently
rem
oved
fro
m r
oads
and
str
eets
tom
inim
ize
traf
fic
nois
e'_,
and
haz
ards
.In
ord
er to
ass
ure
high
fun
ctio
nal v
alue
for
gro
unds
for
pla
y an
d ot
her
out-
side
act
iviti
es, i
t is
nece
ssar
y to
loca
te b
uild
ings
so
as to
perm
it th
e m
axim
um u
tiliz
atio
n of
the
entir
e ar
ea a
nd n
otin
terf
ere
with
act
iviti
es.
For
exam
ple,
pla
cem
ent o
f a
build
ing
in th
e ce
nter
of
a si
te m
ight
inte
rfer
e w
ith a
de-
quat
e la
yout
s fo
r ba
llfie
lds
and
othe
r re
crea
tiona
l are
as.
The
des
igne
r sh
ould
mas
terp
lan
the
scho
ol p
lant
so
that
outd
oor
area
s ca
n be
trea
ted
to p
rodu
ce d
esir
able
inte
rior
envi
ronm
ent.
The
pos
ition
of
the
build
ing
on th
e gr
ound
s,or
ient
atio
n, tr
ees
and
shru
bs a
ll m
ay in
flue
nce
visu
al,
4
v,t4r7g-wok.,,,
°OF,
tu
F10
tf:
=
alr
rti
le
I
c-N
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
ther
mal
, and
aud
itory
con
ditio
nsin
the
build
ing.
If th
ebe
st r
esul
ts a
re o
btai
ned,
the
site
dev
elop
men
t pla
nnin
gca
nnot
be
put o
ff u
ntil
the
build
ing
plan
ning
isco
mpl
eted
or
the
build
ing
erec
ted.
Plan
ning
a s
choo
l pla
ntca
nnot
be
frag
men
ted
and
at th
esa
me
time
have
the
full
adva
ntag
e of
spat
ial a
ppro
ach
to p
lann
ing.
In m
any
scho
ol s
yste
ms
toda
y sc
hool
boar
ds h
ave
a de
fi-
nite
pol
icy
on th
e ul
timat
e ca
paci
tyof
new
pla
nts.
Whe
resu
ch a
pol
icy
is in
eff
ect,
the
desi
gner
can
prod
uce
a pl
anw
hich
indi
cate
s to
tal f
acili
ties
requ
ired
whe
n en
rollm
ent
reac
hes
its m
axim
um. W
here
suc
hfu
nctio
nal p
lann
ing
isdo
ne, t
here
sho
uld
beno
pro
blem
in e
xpan
ding
fac
ilitie
sof
the
plan
t.
It is
qui
te d
esir
able
that
the
scho
olsi
te h
ave
an e
leva
-tio
n so
mew
hat h
ighe
r th
an s
urro
undi
ngla
nd.
Such
land
give
s a
leng
th o
f vi
ew r
estf
ulto
the
eyes
of
pupi
ls, d
iver
tsfa
lling
wat
er o
n su
rrou
ndin
g gr
ound
fro
mov
erfl
owin
g th
egr
ound
s, a
nd s
impl
ifie
s th
e dr
aina
ge p
robl
em.
The
bui
ld-
ings
sho
uld,
if p
ossi
ble,
be
loca
ted
on a
slig
ht r
ise,
so
that
the
grou
nd w
ill s
lope
away
fro
m th
e bu
ildin
g.Su
ch a
natu
ral e
leva
tion
mig
htsa
ve th
e sc
hool
ext
ra e
xpen
se f
orfo
otin
gs a
nd s
peci
al d
rain
age
and
elim
inat
eth
e te
mpt
a-tio
n to
rai
se th
e fi
rst f
loor
abo
ve th
e gr
ound
leve
l, w
hich
may
cre
ate
prob
lem
s sh
ould
it b
e ne
cess
ary
to e
xpan
d th
ebu
ildin
g.A
goo
d pl
an o
n si
te d
evel
opm
ent
can
save
sch
ool c
on-
stru
ctio
n fu
nds
with
out i
mpa
irin
g th
e us
eful
ness
,sa
fety
,or
attr
activ
enes
s of
the
fini
shed
pro
duct
.Fo
r ex
ampl
e,a
logi
cal p
lace
men
t of
build
ings
on
the
grou
nds
may
sav
ea
larg
e am
ount
of
mon
ey f
or u
nnec
essa
ry e
xcav
atio
ns a
ndfo
unda
tion
wal
ls.
The
arc
hite
ct s
houl
d ad
vise
with
the
scho
ol b
oard
on
how
to f
it th
e bu
ildin
gsto
the
cont
our
ofth
e la
nd.
Con
stru
ctio
n fu
nds
may
be
save
d by
taki
ng a
d-va
ntag
e of
the
prox
imity
of
utili
ty a
nd d
rain
age
lines
and
by p
laci
ng th
e bu
ildin
gon
the
grou
nds
so th
at lo
ng a
nd
57
expe
nsiv
e w
alks
and
dri
ves
will
not b
e ne
cess
ary.
Log
ical
plac
emen
t of
build
ings
may
als
o sa
ve o
n m
aint
enan
ce a
ndop
erat
ion
expe
nse.
For
exam
ple,
ste
ep h
anks
sho
uld
beav
oide
d be
caus
e th
eym
ay c
ause
ero
sion
, div
ert s
urfa
cew
ater
to th
e fo
unda
tion
of th
e bu
ildin
g,or
cau
se d
amag
eto
dri
ves
and
park
ing
lots
.R
epai
ring
suc
h da
mag
es c
ould
be v
ery
expe
nsiv
e.Fa
cilit
ies
shou
ld b
eso
arr
ange
d th
at th
ey w
ill b
e fu
nc-
tiona
l and
con
veni
ent f
or p
upils
, tea
cher
s, a
nd th
e pu
blic
.Se
rvic
e- d
rive
s sh
ould
be
shor
t, if
poss
ible
, and
con
veni
ent
to s
tora
ge r
oom
s, s
hops
, sta
ge, a
nd o
ther
pla
ces
to w
hich
deliv
erie
s m
ust b
e m
ade.
Play
grou
nds
shou
ld n
ot b
e to
one
ar b
uild
ings
but
with
in r
easo
nabl
e di
stan
ces
of th
eex
itsof
the
build
ing.
Publ
ic u
se o
f th
e in
door
fac
ilitie
s w
illaf
fect
the
over
all s
ite p
lan,
and
thus
the
loca
tion
of th
ebu
ildin
gs.
Lan
dsca
ping
Scho
ol g
roun
ds e
spec
ially
aff
ect t
hepu
blic
's a
ttitu
deto
war
ds s
choo
ls,
sinc
epr
actic
ally
eve
ryon
ese
es th
egr
ound
s, th
ough
man
ym
ay n
ot h
ave
occa
sion
to e
nter
the
scho
ol b
uild
ings
.B
eaut
iful
, wel
l-ke
pt g
roun
ds h
elp
to b
ring
the
scho
ols
clos
er to
the
com
mun
ity, b
utun
-at
trac
tive,
ill-
kept
gro
unds
tend
to c
reat
e a
gap
betw
een
them
.If
inad
equa
te, i
ll-ke
pt g
roun
dsre
pres
ent t
he k
ind
of p
rogr
am c
arri
edon
in th
e sc
hool
s, th
e pu
blic
may
con
-cl
ude
it is
not
get
ting
muc
h fo
r its
sch
ool f
unds
, and
cer
-ta
inly
the
child
ren
are
bein
g ch
eate
d.Sc
hool
-gro
und
beau
tific
atio
npr
ogra
ms
may
wel
l be
apa
ttern
for
com
mun
ity im
prov
emen
t mov
emen
ts.
Oth
erin
stitu
tions
, inc
ludi
ng h
omes
, may
sec
ure
idea
s an
d in
spir
a-tio
n fo
r im
prov
emen
t of
law
ns a
nd g
roun
ds.
In a
sm
all
12-g
rade
sch
ool o
f a
cent
ral S
tate
,a
soci
al s
tudi
es c
lass
beca
me
inte
rest
ed in
bea
utif
icat
ion
of th
eir
scho
olgr
ound
s.
58SC
HO
OL
SIT
ES
1S
OM
ALI
DIA
MO
ND
BA
SK
ET
BA
LL A
ND
VO
LLE
Y B
ALL
CO
UR
T
1.
2_ 3. 4. 5. 7. S. 9. 10.
11.
12..
PLA
NT
ING
LIS
TG
LOS
SY
AB
ELI
AB
AR
BE
RR
YF
OR
SY
TH
IAS
PIR
AE
A V
AN
HO
uTT
Ei
WE
IGE
LAP
HIL
AD
ELP
HU
SA
LTH
EA
(A
LL C
OLO
RS
)E
NG
LIS
H.0
GLi
Svv
H
JAS
MIN
EA
N/J
R. P
RIV
ET
SM
ALL
FLO
WE
RIN
G T
RE
ES
NA
TIV
E T
RE
ES
NO
TE
- S
HR
UB
S A
RE
GR
OU
PE
D A
SIN
DIC
AT
ED
BY
IRR
EG
ULA
R B
ED
S.
NU
MB
ER
S R
EF
ER
TO
NA
ME
S O
PP
LAN
TS
US
ED
IN E
AC
H G
RO
UP
. DO
TS
IN S
HR
UB
BE
DS
IND
ICA
TE
LO
CA
TIO
NO
F E
AC
H P
LAN
T.
JUN
GLE
GY
M
SW
iNG
S
SW
ING
S HI
SLI
DE
TE
ET
ER
S
BIC
YC
LER
AC
KS
:... P
LAY
AR
EA
FO
R:-
:ELE
ME
NT
AR
Y G
RA
PE
S:.
PA
R_K
i NG
-14.
72, I
12
04N
Y 4
0
0 F
LAG
poLE
J.
..
H1G
H W
A V
Sugg
este
d la
ndsc
ape
layo
ut f
or a
sm
all s
choo
l, ill
ustr
atin
gfu
nctio
nal p
lann
ing
for
beau
tific
atio
n an
dut
iliza
tion.
0 0
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
59
The
y w
ere
part
icul
arly
inte
rest
ed in
fou
ndat
ion
plan
tings
arou
nd th
e m
ain
build
ing
and
othe
rwis
e pl
acem
ent o
fap
-pr
opri
ate
tree
s an
d sh
rubs
on th
e gr
ound
s.T
he in
stru
c-to
r, r
ealiz
ing
this
to b
e an
impo
rtan
t lea
rnin
g si
tuat
ion,
asw
ell a
s an
opp
ortu
nity
to m
ake
the
grou
nds
mor
e at
trac
-tiv
e, e
ncou
rage
d th
e pu
pils
to in
vite
the
Stat
e sc
hool
bui
ld-
ing
supe
rvis
or, t
he c
ount
y ho
me
dem
onst
ratio
n ag
ent,
and
othe
r co
mm
unity
rep
rese
ntat
ives
to a
ssis
t the
cla
ss in
suc
ha
proj
ect.
Stat
e, c
ount
y, a
nd c
omm
unity
rep
rese
ntat
ives
met
in th
e sc
hool
bui
ldin
g w
ith th
e so
cial
stu
dies
cla
ss f
ora
leng
thy
disc
ussi
on o
f th
e pr
ojec
t.T
he o
utco
me
of th
em
eetin
g w
as a
com
plet
e di
agra
m o
f an
impr
ovem
ent p
roj-
ect s
how
ing
exac
t loc
atio
n of
var
ious
type
s of
pla
nts
and
tree
s ar
ound
the
build
ings
and
on
the
grou
nds.
In a
culm
inat
ing
activ
ity o
f th
e pr
ojec
t the
sch
ool a
nd th
eco
m-
mun
ity e
ngag
ed in
a P
lant
ing
Day
, und
er th
e di
rect
ion
ofa
land
scap
e sp
ecia
list.
Man
y of
the
plan
ts s
elec
ted
wer
ew
ild, n
ativ
e pl
ants
, oth
ers
wer
e do
nate
d fr
om th
e gr
ound
sof
hom
es in
the
com
mun
ity, a
nda
few
wer
e nu
rser
y pl
ants
.T
he p
eopl
e of
the
com
mun
ity p
roud
ly w
atch
ed th
etr
ees,
shru
bs, a
nd f
low
ers
on th
ese
scho
ol g
roun
dsgr
ow.
The
pupi
ls g
aine
d va
luab
le e
xper
ienc
e in
coo
pera
tive
effo
rt,
and
know
ledg
e of
land
scap
ing
and
of v
ario
usty
pes
ofpl
ants
.Su
ch e
xper
ienc
es a
nd k
now
ledg
e,no
dou
bt, t
rans
-fe
r to
fut
ure
hom
e an
d co
mm
unity
pla
nner
s an
d bu
ilder
s.A
sch
ool g
roun
d pl
antin
g sc
hem
e sh
ould
gen
eral
lyco
n-si
st o
f :
(1)
Lim
ited
cons
erva
tive
foun
datio
n pl
antin
gto
tie th
e bu
ildin
g to
the
grou
nd; (
2) in
ters
ectio
n pl
antin
g of
hard
y sh
rubs
at a
ngle
s an
d cu
rves
of
driv
es a
nd w
alks
; (3)
tall
tree
s to
fra
me
the
build
ing;
(4)
tree
s pl
ante
d in
grov
esfo
r sh
ade,
woo
dlan
d ar
eas,
and
spe
cial
eff
ects
.M
any
scho
ols
use
a gr
eat v
arie
ty o
f fl
ower
ing
plan
ts a
nd s
hrub
sw
hich
are
bea
utif
ul d
urin
g th
e gr
owin
gse
ason
.E
ach
plan
t sho
uld
be u
sed
for
a sp
ecif
icpu
rpos
e an
d sh
ould
be
grou
ped
or a
ssoc
iate
d ac
cord
ing
to c
ompa
rabl
e he
ight
s,
colo
r, te
xtur
al v
alue
s, a
nd p
lant
cul
ture
requ
irem
ents
.In
rura
l sch
ools
, pla
nts
from
nea
rby
woo
ds m
ay b
e do
nate
d.C
ity s
choo
lsm
ay h
ave
mor
e fo
rmal
pla
ntin
g, m
ade
up o
fbr
oade
r as
sort
men
ts o
f ho
rtic
ultu
ral
vari
etie
s.D
estr
uc-
tion
of la
rge
shad
e tr
ees
and
othe
rna
tura
l pla
nts
shou
ldbe
avo
ided
unl
ess
they
obs
truc
t the
skyl
ight
fro
m c
lass
-ro
om w
indo
ws,
inte
rfer
e w
ith p
lay
spac
e in
pla
ygro
unds
,or
sha
de g
arde
ns o
r ag
ricu
ltura
l plo
ts.
To
save
des
irab
letr
ees,
wal
ks a
nd d
rive
s m
ayev
en b
e cu
rved
aro
und
them
.L
ong
row
s of
nat
ive
tree
s al
ong
the
bord
er o
f gr
ound
s ab
out
40 f
eet a
part
,or
nea
rer
toge
ther
for
sha
de,
are
ofte
nde
sira
ble.
Gra
ding
is u
sual
ly te
arin
gup
and
res
hapi
ng th
e si
te to
a se
ries
of
hori
zont
al p
lane
s an
d th
us p
repa
ring
the
base
for
surf
ace
impr
ovem
ents
.T
his
faci
litat
es d
rain
age,
pro-
vide
s ap
prop
riat
e ba
ses
and
surr
ound
ings
for
build
ings
,co
rrec
ts c
ondi
tions
for
spe
cial
usag
e to
whi
ch th
e gr
aded
area
s ar
e to
be
devo
ted,
and
impr
oves
appe
aran
ce.
Bef
ore
grad
ing
oper
atio
nsst
art,
the
scho
ol c
an s
ave
mon
ey a
nd la
bor
by s
trip
ping
off
tops
oil (
even
soi
l und
erth
e bu
ildin
g ar
ea)
and
stoc
kpili
ngit
for
late
r re
-use
onla
wn,
pla
yfie
ld, a
nd p
lant
ing
area
s.T
his
proc
edur
e, o
ften
over
look
ed in
the
build
ing
proc
ess,
is o
ne o
f th
e la
rges
t"m
oney
save
rs."
The
kin
d of
tops
oil h
as b
een
men
tione
das
an
impo
rtan
tcr
iteri
on in
site
sel
ectio
n.W
here
the
soil
is f
ertil
e an
dco
nduc
ive
to th
e pr
oduc
tion
ofgr
ass
and
plan
ts, s
ite s
ur-
faci
ng in
the
site
impr
ovem
ent p
rogr
am f
or b
all f
ield
s an
dot
her
gras
s-co
vere
dar
eas
is m
uch
mor
e si
mpl
e th
an w
here
the
soil
mus
t be
fert
ilize
d.W
here
dra
inag
e is
poor
, cin
-de
rs o
r til
e un
der
the
tops
oil w
ill h
elp.
A w
ater
spr
inkl
ersy
stem
and
a g
ood
fert
iliza
tion
prog
ram
for
gra
ss g
reat
lyin
crea
ses
its a
bilit
y to
with
stan
d pl
aygr
ound
wea
r an
d te
ar.
Sele
ctio
n of
a s
trai
n of
gras
s sh
ould
be
dete
rmin
ed b
y th
ew
eath
er, t
he lo
calit
y, a
nd th
eus
e to
be
mad
e of
the
grou
nd.
60SC
HO
OL
SIT
ES
r-r
3+1
CH
ER
RY
PA
RK
GR
AD
E S
CH
OO
L, R
USS
EL
VIL
LE
SCH
OO
L D
IST
RIC
T, N
EA
R P
OR
TL
AN
D, O
RE
G.
Site
gra
ding
land
slo
pes
away
fro
m b
uild
ing.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
61
ILLT
utit
tt
5(A
Lt
HE
ML
OC
K A
VE
NU
E E
LE
ME
NT
AR
Y S
CH
OO
L, G
AR
Y, I
ND
.
Thi
s la
yout
illu
stra
tes
a pl
an w
hich
sav
es e
xist
ing
tree
s.
62SC
HO
OL
SIT
ES
The
U. S
. Dep
artm
ent o
f A
gric
ultu
re is
a so
urce
for
re-
liabl
e in
form
atio
n on
gras
ses
and
thei
r (l
uiik
ure.
Pere
nnia
l vin
es th
at w
ill e
ndur
em
any
year
s sh
ould
be
plan
ted
whe
re th
eir
grow
th w
ill a
dd to
the
beau
ty o
f th
egr
ound
s.Q
uick
eff
ects
are
sec
ured
by
plan
ting
annu
alvi
nes
for
a si
ngle
sea
son,
but
eve
ntua
lly p
eren
nial
s sh
ould
be u
sed.
The
fol
low
ing
is a
par
tial l
ist o
f vi
nes
suita
ble
for
scho
ol g
roun
ds: H
oney
suck
le, E
nglis
h an
dcr
eepe
r iv
y,ja
smin
e, m
orni
ng-g
lory
, vir
gins
-bow
er, a
nd w
iste
ria.
Scho
ols
antic
ipat
ing
grou
nd b
eaut
ific
atio
n an
d no
t abl
eto
ava
il th
emse
lves
of
a la
ndsc
ape
arch
itect
sho
uld
get i
nto
uch
with
loca
l bot
anis
ts, S
tate
age
nts
in p
lant
indu
stry
,co
unty
agr
icul
tura
l and
hom
e de
mon
stra
tion
agen
ts, S
tate
colle
ges
and
univ
ersi
ties,
hig
hway
eng
inee
rs, a
ndnu
rser
y-m
en.
Follo
win
g is
a p
artia
l lis
t of
shru
bs s
uita
ble
for
scho
ol g
roun
ds: A
belia
, alth
ea, b
oxw
ood,
but
terf
ly b
ush,
crap
e m
yrtle
, deu
tzia
, for
syth
ia, J
apan
ese
barb
erry
, jas
-m
ine,
lila
c, n
andi
na, p
hila
delp
hus,
pom
egra
nate
, pri
vet,
quin
ce, s
pire
a, w
itch
haze
l, an
d w
igel
ia.
Man
y sc
hool
s ha
ve p
lant
ed s
hrub
s, tr
ees,
and
law
nson
fron
t are
as, b
ut h
ave
negl
ecte
d th
e ba
ckar
ea a
nd th
e sp
aces
betw
een
clas
sroo
ms
and
play
fiel
ds.
Eve
n a
smal
l law
nar
ea w
ith a
few
tree
s he
lps
to b
reak
up
wha
t is
ofte
n an
un-
sigh
tly a
nd u
nattr
activ
e po
rtio
n of
the
scho
ol g
roun
ds.
Tim
e an
d en
ergy
sho
uld
not b
e de
vote
d ex
clus
ivel
yto
the
fron
t sch
ool a
reas
.
Act
ivity
Are
as
Bas
ic a
ctiv
ities
in p
hysi
cal e
duca
tion,
ath
letic
s, o
utdo
orst
udy,
and
mee
tings
with
thei
r im
plic
atio
ns f
orsp
ace
and
faci
litie
s ar
e de
scri
bed
in s
ectio
n II
I.W
ith a
ll th
e ou
t-si
de a
ctiv
ity in
toda
y's
prog
ram
and
tom
orro
w's
ant
icip
ated
chan
ging
pro
gram
, sch
ool s
ites
obvi
ousl
y m
ust b
e la
rger
than
thos
e se
lect
ed f
or s
choo
ls a
gen
erat
ion
or tw
o ag
o.
At t
he r
isk
of s
ettin
g st
anda
rds,
spe
cial
ists
in h
ealth
,ph
ysic
al e
duca
tion,
and
rec
reat
ion
have
sugg
este
d di
men
-si
ons
for
area
s fo
r sp
orts
and
gam
es c
omm
only
use
d in
scho
ols
and
com
mun
ity r
ecre
atio
nal
prog
ram
s.T
he s
pe-
cial
ists
, rea
lizin
g th
at th
e si
ze o
far
eas
vari
es w
ith a
ge o
fpu
pils
, sug
gest
dif
fere
nt d
imen
sion
s fo
rth
e el
emen
tary
,up
per
grad
es, a
nd h
igh-
sch
ool l
evel
s.Su
ch d
imen
sion
s of
area
s fo
r tw
o di
ffer
ent g
ames
are
hel
pful
for
pla
nner
sat
the
loca
l lev
el, n
ot o
nly
in s
ite s
elec
tions
but a
lso
in th
ede
velo
pmen
t of
func
tiona
l sch
ool g
roun
ds.
In th
is d
is-
cuss
ion
of a
ctiv
ity a
reas
no a
ttem
pt is
mad
e to
pre
scri
be th
ecu
rric
ulum
in o
utdo
or s
choo
l act
iviti
es.
Loc
al in
tere
sts
and
diff
eren
t age
leve
ls w
ill d
eter
min
e w
hat i
s ne
eded
. In
mos
t sch
ools
a w
ide
vari
ety
of o
utdo
or a
ctiv
ities
will
req
uire
spac
e fo
r m
any
of th
e ga
mes
list
ed in
tabl
e 8.
Som
e ac
tiv-
ity a
reas
on
scho
ol g
roun
dsm
ay a
ccom
mod
ate
two
orm
ore
seas
onal
spo
rts.
Are
as f
or p
layg
roun
d ap
para
tus
and
equi
pmen
tsh
ould
be s
epar
ated
acc
ordi
ng to
age
grou
ps a
nd th
e ty
pe o
f ac
tiv-
ities
to b
e ca
rrie
d on
.E
quip
men
t suc
h as
slid
es, s
win
gs,
and
clim
bing
scu
lptu
red
stru
ctur
esm
ay b
e cl
uste
red
for
one
age
grou
p; c
limbi
ng a
nd tu
rnin
g ba
rs a
t ano
ther
loca
-tio
n fo
r a
slig
htly
old
ergr
oup;
and
vol
ley
and
bask
etba
llco
urts
on
a m
ultip
le-u
se a
rea.
Oth
er e
quip
men
t req
uire
dfo
r pr
imar
y ch
ildre
n ne
edin
gsp
ace
incl
ude
benc
hes,
hor
i-zo
ntal
ladd
ers,
see
saw
s, s
tand
ard
play
grou
nd s
lides
, sw
ings
with
saf
ety
seat
s, a
nd ta
bles
and
sea
ts.
For
uppe
r gr
ades
ther
e w
ill b
esp
ace
requ
irem
ents
for
equi
pmen
t suc
h as
bal
ance
bea
ms,
clim
bing
stru
ctur
es,
hori
zont
al la
dder
, hor
izon
tal b
ars,
sees
aws,
slid
es, s
win
gs,
trav
elin
g ri
ngs,
clim
bing
rope
s, m
erry
-go-
roun
d, p
aral
lel
bars
, and
gia
nt s
trid
e.A
mul
tipur
pose
are
a m
ay b
e co
mbi
ned
with
fie
ld-g
ame
area
s.It
sho
uld
be lo
cate
d aw
ay f
rom
hig
h ac
tivity
and
nois
e.It
may
incl
ude
open
turf
, ben
ches
, and
tabl
es.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
63
PLA
YST
AL
L
;sun
s ru
vcou
rr.
.- L
OM
E, I
LIV
ESU
LT
/MA
WS
PLA
YA
U&
tO
tA
IL'7
11/M
ram
..-10
.m
ows
UM
W/N
M m
owA
m=
mow
=N
M IM
M =
NM
MIN
MI.1
1=IIM
Ir !l
am=
NI
MIN
IIM
WIM
rMM
,11
r man
mol
am
.IN
F11
.IV
lir11
/4A
lir_-
lelta
t6 4
1311
1111
.011
16
71LE
2 scan
ER
OO
KD
AL
E E
LE
ME
NT
AR
Y S
CH
OO
L, T
AC
OM
A, W
ASH
.
Log
ical
arr
ange
men
t of
play
are
as a
nd p
lant
s in
open
cou
rts.
Not
e co
vere
d pl
ay c
ourt
s fo
r us
e in
incl
emen
t wea
ther
.
64SC
HO
OL
SIT
ES
oTei
erot
o:o
iI
LIM
uul
TIM
M
1111
SIrr
e41.
1.SI
:16U
L
RA
MC
rO
OT
D/L
L
r..*
*1-=
--
OL
YM
PIC
JU
NIO
R H
IGH
SC
HO
OL
, SE
AT
TL
E, W
ASH
.
Thi
s ill
ustr
ates
land
scap
ing
for
beau
tific
atio
n w
ithou
t int
erfe
ring
with
pla
yar
eas.
Foot
ball
fiel
d is
also
use
d fo
r so
ftba
ll.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
65
LA
KE
WO
OD
JU
NIO
R A
ND
EV
ER
GR
EE
N S
EN
IOR
HIG
H S
CH
OO
L,
SEA
TT
LE
, WA
SH.
Thi
s si
te la
yout
acc
omm
odat
es tw
o sc
hool
s w
ithso
me
area
s us
ed jo
intly
.
66SC
HO
OL
SIT
ES
Thi
s ar
ea m
ay b
e us
ed f
orga
mes
of
low
org
aniz
atio
n, c
lass
-w
ork,
and
cre
ativ
e pl
ay.
Cou
rts
used
for
gam
es s
uch
asba
sket
ball,
vol
leyb
all,
badm
into
n,te
nnis
, and
shu
ffle
boar
dsh
ould
hav
e re
mov
able
net p
osts
so
that
one
are
a m
ay b
eus
ed f
or tw
oor
mor
e ga
mes
.C
ourt
s ar
e us
ually
ori
ente
din
a n
orth
-sou
th d
irec
tion.
Hor
sesh
oe c
ourt
son
sch
ool g
roun
ds s
houl
d be
pro
tect
edby
a f
ence
or a
low
pip
elin
e.Pi
tchi
ng s
tatio
ns s
houl
d be
cons
truc
ted
10 f
eet a
part
and
the
targ
ets
orie
nted
in a
nort
h-so
uth
dire
ctio
n.Sh
uffl
eboa
rd is
pla
yed
on le
vel,
hard
-sur
face
dar
eas.
The
re m
ay b
e a
batte
ry o
f co
urts
with
a tr
ough
bet
wee
n th
em.
Arc
hery
fac
ilitie
son
sch
ool g
roun
ds s
houl
d be
loca
ted
so th
at s
tray
arr
ows
do n
ot p
rove
haz
ardo
us.
Tar
gets
insu
ch a
reas
may
be
built
-up
emba
nkm
ents
, or
loca
ted
on th
esi
de o
f a
hill
with
30-
to 4
0-ya
rd c
lear
ance
aro
und
them
.A
site
for
an a
rche
ry f
ield
sim
ulat
ing
actu
al h
untin
g co
ndi-
tions
dur
ing
and
follo
win
g sc
hool
year
s sh
ould
be
loca
ted
ina
woo
ded
area
and
hav
e ro
lling
terr
ain
fair
ly w
ell i
sola
ted.
Som
e sc
hool
s in
clud
e ha
ndba
ll in
recr
eatio
n an
d ph
ysic
aled
ucat
ion
prog
ram
s.C
ourt
s m
ade
of r
einf
orce
dco
ncre
te,
desi
gned
so
as to
be
play
able
fro
m e
ither
side
, hav
e al
mos
ten
tirel
y re
plac
ed th
e ea
rly
woo
den
cour
ts.
The
fro
nt w
all
of h
andb
all c
ourt
s is
rei
nfor
ced
conc
rete
, 16
feet
hig
h an
d8
inch
es th
ick.
Oth
er d
imen
sion
s of
suc
h co
urts
may
be
foun
d in
tabl
e 8.
Skiin
g is
bec
on \j
ugm
ore
popu
lar.
Man
y sc
hool
s ar
egi
ving
bas
ic in
stru
cCon
in s
kiin
g be
caus
e it
isa
spor
t pup
ilsca
n en
joy
as a
leis
ure-
time
activ
ity in
res
ort
area
s af
ter
grad
uatio
n.C
lass
es o
f 25
to 3
0 fo
r be
ginn
ers
may
be
taug
ht o
n a
cour
se m
ade
on a
gen
tle, s
hort
slo
pe w
ith a
rela
tivel
y la
rge,
fla
t run
-out
area
.Fo
r ad
vanc
ed p
upils
,cl
asse
s ar
e m
uch
smal
ler
and
they
nee
dst
eepe
r, lo
nger
hills
.Fl
at-t
op a
reas
sho
uld
beas
muc
h as
50
squa
re f
eet
per
skie
r.T
he d
rop
in g
rade
sho
uld
be a
bout
4:1
, and
the
star
ting
line
abou
t 100
fee
t wid
e.T
he s
lope
sho
uld
face
east
or
nort
heas
t.T
he a
reas
sho
uld
be f
ree
ofst
ones
and
shou
ld h
ave
prot
ectio
n, s
uch
as tr
ees
and
brus
h.Fo
r ad
-va
nced
cla
sses
, the
slo
pe s
houl
d be
abo
ut3:
1, 1
00 to
150
feet
long
, and
150
fee
t wid
e.Fa
cilit
ies
for
inst
ruct
ion
in g
olf,
a sp
ort w
hich
car
ries
over
to a
dulth
ood,
sho
uld
be c
onsi
dere
d in
sch
ool s
ite d
e-ve
lopm
ent.
Man
y sc
hool
s us
ea
com
mun
ity g
olf
cour
se.
Min
imum
fac
ilitie
s fo
r go
lf in
stru
ctio
nw
ould
be
spac
efo
r pr
actic
ing
appr
oach
sho
ts, a
dri
ving
cag
e, a
nd a
put
ting
gree
n.If
a d
rivi
ng r
ange
is n
eede
d, it
can
be a
rran
ged
ona
foot
ball
fiel
d.
Man
y sc
hool
gro
unds
, and
esp
ecia
llyth
ose
conn
ecte
dw
ith c
omm
unity
par
ks, p
rovi
de p
icni
car
eas
to a
ccom
mo-
date
a s
ingl
e fa
mily
or la
rge
grou
ps.
Acc
omm
odat
ions
insu
ch a
reas
sho
uld
be d
eter
min
edby
the
num
ber
of p
eopl
ew
ho m
ay w
ish
tous
e th
em a
t any
giv
en ti
me
and
the
type
of a
ctiv
ity to
be
carr
ied
on.
The
des
ign
of s
uch
an a
rea
shou
ld b
e gi
ven
care
ful s
tudy
inre
latio
n to
its
pote
ntia
lus
e fo
r va
riou
s ac
tiviti
es.
In s
ome
park
-sch
ool s
ituat
ions
an a
rea
can
be s
et a
side
whe
re o
lder
adu
ltsm
ay c
ongr
egat
e fo
r co
nver
satio
n, lo
ung-
ing,
qui
et g
ames
, and
gen
eral
soc
iabi
lity.
A s
hade
d ar
eais
des
irab
le; o
ther
wis
e,so
me
form
of
shel
ter
shou
ld b
epr
ovid
ed.
Ben
ches
and
tabl
esar
e ne
cess
ary
equi
pmen
tfo
r th
is a
rea.
Gar
dens
on
scho
ol g
roun
ds s
houl
d be
deve
lope
d no
t onl
yto
pro
vide
enj
oym
ent i
n sc
hool
gro
und
beau
tific
atio
n bu
tto
hav
e a
cultu
ral a
nd e
duca
tiona
l val
ue. T
here
are
usua
llyth
ree
type
s of
gar
dens
: The
dem
onst
ratio
n ga
rden
, gro
up-
prod
uctio
n ga
rden
, and
the
indi
vidu
al-p
lot g
arde
n.T
hede
mon
stra
tion
gard
en is
a sm
all a
rea
cond
ucte
d by
the
teac
her
and
clas
s gr
oups
on th
e sa
me
basi
s as
a la
bora
tory
.T
he g
roup
pro
duct
ion
gard
en, o
ften
cond
ucte
d as
aco
-op
erat
ive
proj
ect t
o pr
oduc
ecr
ops,
may
be
larg
e or
sm
all.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
The
indi
vidu
al-p
lot g
arde
n,a
siza
ble
area
of
land
, is
divi
ded
into
sm
all p
lots
and
ass
igne
dto
indi
vidu
al p
upils
.A
reas
for
sch
ool g
arde
ns s
houl
d ha
ve d
rain
age
and
faci
litie
s
67
for
irri
gatio
n, if
nee
ded,
sho
uld
be f
ence
d, a
nd b
e pr
ovid
edw
ith a
dequ
ate
stor
age
faci
litie
s fo
r to
ols
and
mat
eria
ls u
sed
in th
e pr
ojec
t.
Tab
le 8
.Dim
ensi
ons
for
Gam
e A
reas
Typ
e of
gam
eE
lem
enta
ryU
pper
gra
des
Hig
h sc
hool
Are
a si
ze(s
quar
e fe
et)
12
34
5
Bas
ketb
all
401
x 60
142
1 x
741
501
x 84
15,
000
Vol
leyb
all
251
x 50
125
1 x
501
301
x 60
12,
800
Bad
min
ton
201
x 44
11,
800
Padd
le te
nnis
201
x 44
11,
800
Dec
k te
nnis
181
x 40
11,
800
Ten
nis
361
x 78
136
1 x
781
7, 2
00Ic
e ho
ckey
851
x 20
0117
, 000
Fiel
d ho
ckey
1801
x 3
001
54, 0
00H
orse
shoe
s.
101
x 40
110
1 x
501
1, 0
00Sh
uffl
eboa
rd61
x 5
2164
8L
awn
bow
ling
141
x 11
017,
800
Tet
herb
all
101
circ
le12
1 ci
rcle
121
circ
leC
roqu
et.
381
x 60
138
1 x
601
381
x 60
12,
275
Han
dbal
l18
1 x
261
181
x 26
/20
1 x
3V1,
280
Bas
ebal
l35
01 x
350
112
2, 5
00A
rche
ry50
1 x
1501
501
x 30
0120
, 000
Soft
ball
(12"
bal
l) 2
1501
x 1
501
2001
x 2
001
2501
x 2
501
62, 5
00Fo
otba
llwith
440
-yar
d tr
ack-
220-
yard
str
aigh
taw
ay30
01 x
600
118
0, 0
00T
ouch
foo
tbal
l12
01 x
300
116
01 x
360
168
, 400
6-M
an f
ootb
all
1201
x 3
001
49, 0
00So
ccer
1651
x 3
001
57, 6
00
1 A
thle
tic I
nstit
ute,
Inc
. Pla
nnin
g Fa
cilit
ies
for
Hea
lth, P
hysi
cal E
duca
tion,
and
Rec
reat
ion.
The
Ins
titut
e, 2
09 S
outh
Sta
te S
t., C
hica
go 4
, Ill.
1956
. p. 2
6.2
Dim
ensi
ons
vary
with
siz
e of
bal
l use
d.
68 Stad
ium
SCH
OO
L S
ITE
S
Som
e se
cond
ary
scho
ols
cons
truc
t sta
dium
s w
hich
pro
-vi
de n
ot o
nly
a pl
ayin
g fi
eld
for
foot
ball
gam
es a
nd tr
ack
even
ts, b
ut s
eatin
g ca
paci
ty f
or c
row
ds o
f sp
ecta
tors
som
e-tim
es u
p to
10,
000
capa
city
.Se
atin
g ca
paci
ty f
or s
uch
stru
ctur
es c
an b
e ju
stif
ied
mor
e re
adily
if th
ey h
ave
mul
-tip
le u
se.
In a
dditi
on to
ser
ving
ath
letic
con
test
s, th
ese
faci
litie
s ar
e us
ed f
or p
atri
otic
obs
erva
nces
, pla
ys a
ndpa
gean
ts, E
aste
r su
nris
e se
rvic
es, c
onve
ntio
ns, c
omm
ence
-m
ent e
xerc
ises
, dem
onst
ratio
ns, e
xhib
its, p
arad
es, d
rills
,an
d ba
nd c
once
rts.
The
spa
ce u
nder
neat
h th
e st
adiu
m m
ay p
rovi
de p
hysi
cal
educ
atio
n se
rvic
e an
d ac
tivity
are
as, s
uch
as d
ress
ing
units
,cl
assr
oom
s, r
ifle
ran
ges,
and
bus
sto
rage
.Su
ch f
acili
ties
shou
ld s
uppl
emen
t rat
her
than
dup
licat
e ex
istin
g un
its.
Lar
ge s
choo
l sys
tem
s w
ith s
ever
al h
igh
scho
ols
do n
ot a
t-te
mpt
to p
rovi
de a
sep
arat
e st
adiu
m f
or e
ach
scho
ol b
utco
nstr
uct o
ne s
tadi
um f
or u
se o
f tw
o or
mor
e sc
hool
s fo
rat
hlet
ic a
nd o
ther
spe
ctac
ular
con
test
s.T
hose
res
pons
ible
for
plan
ning
sta
dium
s sh
ould
kee
p in
min
d th
at th
eir
cre-
atio
n is
an
inte
gral
par
t of
the
phys
ical
edu
catio
n, h
ealth
,re
crea
tion,
and
ath
letic
pro
gram
s, a
nd n
ot d
ivor
ced
from
them
.
Swim
min
g Po
ol
Swim
min
g is
one
of
the
mos
t val
uabl
e ac
tiviti
es in
phy
s-ic
al e
duca
tion
and
recr
eatio
n pr
ogra
ms.
Sinc
e it
hold
ssu
ch a
hig
h pl
ace
in p
hysi
cal e
duca
tion,
pla
ns f
or m
any
new
sch
ools
incl
ude
swim
min
g fa
cilit
ies
for
inst
ruct
ion
and
recr
eatio
n.In
two
sepa
rate
stu
dies
con
duct
ed 2
0 ye
ars
apar
t by
Will
iam
Ral
ph L
a Po
rte,
of
the
Col
lege
Phy
si-
cal E
duca
tion
Ass
ocia
tion,
the
follo
win
g co
nclu
sion
was
reac
hed
: "O
f al
l the
act
iviti
es in
the
phys
ical
edu
catio
n
curr
icul
um, s
wim
min
g is
for
emos
t in
bene
fits
for
the
indi
-vi
dual
and
gro
up."
1A
ctiv
ities
com
mon
ly c
arri
ed o
n in
asc
hool
or
a sc
hool
-com
mun
ity p
ool i
nclu
de g
ener
al r
ecre
-at
iona
l sw
imm
ing,
sw
imm
ing
inst
ruct
ion,
life
savi
ng in
-st
ruct
ion,
div
ing,
wat
er g
ames
, and
sch
ool p
hysi
cal e
duca
-tio
n cl
asse
s.B
efor
e de
term
inin
g to
bui
ld a
n ou
tdoo
r po
ol, t
he s
choo
lsh
ould
stu
dy s
uch
fact
ors
as w
eath
er c
ondi
tions
, env
iron
-m
ent,
exis
ting
swim
min
g fa
cilit
ies
in th
e ar
ea, t
ypes
of
activ
ities
whi
ch th
e po
ol s
houl
d pr
ovid
e, a
ge, s
ize,
and
num
ber
of in
divi
dual
s to
be
acco
mm
odat
ed, e
stim
ated
po-
tent
ial u
se o
f th
e po
ol, i
ts o
ptim
um s
ize
to m
eet p
rogr
amne
eds,
ava
ilabi
lity
of a
sui
tabl
e si
te, e
stim
ated
con
stru
ctio
nco
st, e
stim
ated
ope
ratin
g co
st a
nd p
roba
ble
inco
me,
and
life
expe
ctan
cy o
f th
e po
ol.
The
siz
e of
the
site
sel
ecte
d fo
r th
e ou
tdoo
r po
ol w
illde
pend
on
the
type
and
enr
ollm
ent o
f th
e sc
hool
and
whe
ther
or
not i
t is
a jo
int c
omm
unity
-sch
ool f
acili
ty.
InA
ustin
, Tex
., th
e sc
hool
boa
rd a
nd th
e m
unic
ipal
rec
reat
ion
boar
d bu
y si
tes
for
a pa
rk-s
choo
l pro
ject
join
tly, e
spe-
cial
ly f
or e
lem
enta
ry s
choo
ls.
The
sw
imm
ing
pool
islo
cate
d so
that
it is
con
veni
ent f
or s
choo
l use
as
wel
l as
com
-m
unity
use
dur
ing
the
sum
mer
mon
ths.
Bef
ore
loca
ting
the
pool
, a s
tudy
sho
uld
be m
ade
ofpr
evai
ling
win
ds a
nd a
irbo
rne
cont
amin
ants
. Win
ds m
aybe
con
trol
led
by s
cree
ning
with
pro
perl
y pl
aced
tree
s,bu
ildin
gs, c
anva
s, o
r ot
her
sim
ilar
devi
ces.
One
or
mor
ew
alls
of
the
gym
nasi
um m
ay s
erve
as
win
dbre
aks.
Thu
sth
e ex
act l
ocat
ion
of a
n ou
tdoo
r sw
imm
ing
pool
on
the
scho
ol g
roun
d si
te m
ust n
ot o
nly
inte
grat
e w
ith th
e sc
hool
itsel
f bu
t als
o w
ith th
e en
viro
nmen
t of
the
scho
ol.
Car
esh
ould
be
take
n to
loca
te th
e po
ol s
o as
to a
void
wat
erse
epag
e.
1 N
eils
on, D
onal
d W
., an
d N
ixon
, Joh
n E
.Sw
imm
ing
Pool
s fo
rSc
hool
s. S
tanf
ord
Uni
vers
ity P
ress
, Sta
nfor
d, C
alif
. 195
6. p
. 2.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T,
AN
D U
TIL
IZA
TIO
NT
he o
utdo
or p
ool
may
be
an in
depe
nden
t str
uctu
reor
may
be
rela
ted
to e
xist
ing
or p
lann
ed s
choo
l bui
ldin
gs.
Fenc
es a
roun
d th
e po
olsh
ould
be
8 fe
et h
igh
for
a si
ngle
type
and
6 f
eet h
igh
for
the
doub
lety
pe w
ith p
lant
ing
inbe
twee
n.
Indo
or-o
utdo
or p
ools
hav
ebe
en b
uilt
in s
ever
al c
ities
.Su
ch f
lexi
ble
faci
litie
spo
sses
s th
e ad
vant
age
deri
ved
from
outd
oor
sun-
bath
ing
and
indo
or p
rote
ctio
n fr
om w
eath
erel
emen
ts.
Atte
ndan
ce a
t suc
h po
ols
show
s an
incr
ease
over
that
for
indo
or o
r ou
tdoo
r po
ols
ofco
mpa
rabl
e si
ze.
A n
ovel
pla
n fo
ran
indo
or-o
utdo
or p
ool i
s th
e C
alif
orni
aal
l-w
eath
er ty
pe, w
hich
has
a m
ovab
le r
oof
that
per
mits
open
ing
or c
losi
ngas
cha
ngin
g w
eath
er c
ondi
tions
dic
tate
.A
noth
er p
lan
is to
cons
truc
t the
wal
ls o
f th
e en
clos
ure
ofa
pool
so
that
they
are
mov
able
, thu
s m
akin
git
poss
ible
to o
pen
them
in w
arm
wea
ther
onto
a la
rge
deck
, to
get
outs
ide
effe
cts.
The
rec
tang
ular
poo
l is
less
exp
ensi
ve a
nd s
impl
ifie
ssu
perv
isio
n, b
ut it
res
tric
ts c
ompe
titiv
eac
tivity
and
lim
itsin
stru
ctio
nal s
tatio
ns.
L-
and
T-s
hape
d po
ols
redu
ceda
n-ge
r, e
spec
ially
in d
ivin
g, p
rovi
dem
ore
inst
ruct
iona
l are
as,
mor
e de
ck s
pace
, and
a g
reat
er v
alue
in s
wim
min
gar
eafo
r ex
pend
iture
s.B
ut th
ey r
equi
rem
ore
spac
e, m
ore
supe
rvis
ion,
and
com
petit
ive
swim
mer
s co
mpl
ain
that
wav
e ac
tion
crea
tes
a ha
ndic
ap.
Dim
ensi
ons
of s
wim
min
g po
ols
vary
with
type
of
scho
ol,
enro
llmen
t, an
dpr
ogra
m to
be
carr
ied
on. T
he F
lori
daSt
ate
Dep
artm
ent o
f E
duca
tion
pres
crib
ed th
e fo
llow
ing
dim
ensi
ons
for
T-
or L
-sha
ped
pool
s : O
ne a
xis
shou
ld b
e75
' x 4
2' w
itha
min
imum
dep
th o
f 3
feet
at t
he s
hallo
wen
d an
d 10
fee
t at t
he d
eep
end
unde
r th
e di
ving
boa
rds.
A w
idth
of
42 f
eet p
rovi
des
six
7-fo
ot la
nes
for
com
peti-
tive
swim
min
g.2
Faci
litie
s fo
r Ph
ysic
al E
duca
tion.
Stat
e D
epar
tmen
t of
Edu
catio
n,T
alla
hass
ee, F
la.
1954
.(B
ulle
tin 1
3A.)
p. 4
3.
69
In s
ome
scho
ols
the
max
imum
dep
th o
f po
ols
for
pri-
mar
y ch
ildre
n is
3 f
eet w
itha
min
imum
of
2 fe
et f
orsa
fety
.Sw
imm
ing
teac
hers
expr
ess
the
desi
re to
hav
e80
per
cent
of
the
pool
area
less
than
5 f
eet d
eep.
Thi
spr
ovid
es g
reat
er in
stru
ctio
nar
ea a
s w
ell a
s sa
fety
for
begi
nner
s.E
xper
ienc
e ha
s sh
own
that
wid
e de
cks
cont
ribu
teto
the
safe
ty, c
omfo
rt, a
nden
joym
ent o
f ba
ther
s.U
nles
s th
esu
rrou
ndin
gar
ea s
lope
s aw
ay f
rom
the
deck
,a
curb
shou
ld b
e in
stal
led
to p
reve
nt s
urfa
ce w
ater
and
dir
t fro
mbe
ing
was
hed
into
the
pool
.E
very
poo
l sho
uld
have
a w
orkr
oom
, pre
fera
bly
rais
edab
ove
the
pool
dec
k le
vel.
It s
houl
d in
clud
ea
firs
t-ai
dst
atio
n, d
esk,
she
lves
, tel
epho
ne,
publ
ic a
ddre
ss o
utle
t,an
d ad
ditio
nal s
tora
ge s
pace
.Sc
hool
s in
som
e se
ctio
ns o
f th
e co
untr
y he
at th
ew
ater
for
outd
oor
pool
s in
ord
erto
ext
end
the
seas
on f
or s
wim
-m
ing.
Oth
er im
port
ant i
tem
sw
hich
will
nee
d co
nsid
era-
tion
in p
lann
ing
and
oper
atin
ga
pool
are
: Dre
ssin
g ro
oms
and
show
ers,
con
stru
ctio
nm
ater
ials
, ove
rflo
wgu
tters
,co
ping
, wat
er c
ircu
latio
n, f
iltra
tion
and
disi
nfec
tion,
and
gene
ral a
dmin
istr
ativ
e co
ntro
l.3
Lay
outs
Lay
outs
use
d in
the
follo
win
gpa
ges
are
not p
ropo
sed
as s
tand
ards
to b
e co
pied
for
use
by
a lo
cal s
choo
l. T
hey
shou
ld b
e he
lpfu
l, ho
wev
er, t
o pl
anne
rs a
s th
ey d
eter
min
eho
w to
pla
n th
eir
own
so th
at th
ey m
ay b
e us
ed e
ffic
ient
ly.
The
des
ign
of o
utdo
or p
hysi
cal e
duca
tion
and
recr
eatio
nar
eas
for
com
mun
ity-p
ark
scho
ols
on p
age
70 w
as p
re-
pare
d by
the
New
Yor
k St
ate
Dep
artm
ent o
f E
duca
tion.
The
Ath
letic
Ins
titut
e, I
nc. P
lann
ing
Faci
litie
s fo
r H
ealth
, Phy
sica
lE
duca
tion,
and
Rec
reat
ion.
The
Ins
titut
e,20
9 So
uth
Stat
e St
.,C
hica
go, I
ll.19
56.
70SC
HO
OL
SIT
ES
TR
..E
.T
CLI
NI
CR
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OT
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LL P
RA
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ICE
PE
CIA
Lpow,
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EA
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i.0
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' ,
Des
ign
of o
utdo
or p
hysi
cal e
duca
tion
and
recr
eatio
n ar
eas
for
com
mun
ity-p
ark
(sen
ior
high
) sc
hool
.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T,
AN
D U
TIL
IZA
TIO
N71
It il
lust
rate
s ho
w la
rge
city
scho
ols,
whe
re la
nd is
dif
ficu
ltto
acq
uire
, are
coo
pera
ting
with
recr
eatio
n co
mm
issi
ons.
The
impa
ct o
f le
isur
e is
so g
reat
toda
y in
som
e co
mm
u-ni
ties
that
suc
h jo
int p
lann
ing
is r
equi
red
for
full
use
ofsc
hool
and
com
mun
ity f
acili
ties.
Thi
s pl
an m
ay e
xten
dth
e sc
ope
of th
epr
ogra
m w
hich
per
mits
alm
ost u
nlim
ited
poss
ibili
ties
for
indi
vidu
al a
ndgr
oup
part
icip
atio
n in
de-
sira
ble
activ
ities
in th
eou
t-of
-doo
rs f
or a
ll m
embe
rs o
fth
e co
mm
un'it
y.T
hus
the
scho
ol a
ndco
mm
unity
sup
-pl
emer
it ea
ch o
ther
for
the
enri
chm
ent o
f bo
th.
The
illu
stra
tion
on p
age
73 s
how
s ho
w p
lann
ers
at th
elo
cal -
leve
l may
des
ign
a ju
nior
hig
h sc
hool
site
for
phy
si-
cal e
duca
tion
and
recr
eatio
n.Se
vera
l fea
ture
s in
the
layo
ut in
dica
te f
unct
iona
lpl
anni
ng, s
uch
as (
1) P
rovi
d-in
g fo
r a
vari
ety
ofsp
orts
and
gam
es, i
nclu
ding
pic
nick
ing
and
golf
inst
ruct
ion;
(2)
arra
ngem
ent o
f m
ultip
urpo
sear
eas
for
seas
onal
spo
rts;
(3)
logi
cal l
ocat
ions
to a
void
haza
rds;
(4)
pla
nnin
gar
eas
for
girl
s as
wel
l as
boys
;(5
) al
l-w
eath
erar
eas;
(6)
loca
tion
of th
e bu
ildin
gto
pre
-se
rve
play
are
a; (
7) p
rovi
sion
for
fut
ure
expa
nsio
n; a
nd(8
) la
ndsc
apin
g.In
Jun
e 19
52,
a fa
st-g
row
ing
subu
rban
com
mun
ityso
uthw
est o
f C
hica
go, c
ompr
isin
gN
ew L
enox
, Mok
ena,
Man
hatta
n, a
nd F
rank
fort
, dec
ided
to p
lan
and
cons
truc
ta
new
sec
onda
ry s
choo
l, kn
own
as L
inco
ln-W
ay C
omm
u-ni
ty H
igh
Scho
ol.
Sinc
e th
e co
mm
unity
was
inte
rest
ed in
a pr
ogra
m o
f ou
tdoo
r ac
tiviti
es s
uch
as a
thle
tics,
phy
sica
led
ucat
ion
and
recr
eatio
n fe
atur
ing
intr
amur
al s
port
s,vo
ca-
tiona
l agr
icul
ture
, nat
ural
sci
ence
stud
y, g
arde
ning
, lan
d-sc
apin
g, c
omm
unity
pic
nick
ing,
and
cam
ping
, it b
ough
ta
70-a
cre
scho
ol s
ite c
entr
ally
loca
ted,
on U
. S. r
oute
30.
Aft
er th
e la
rge
site
was
acq
uire
d, th
e pl
anni
ng c
omm
ittee
was
fac
ed w
ith th
e pr
oble
m o
f pu
tting
it to
wor
k.T
he
prog
ram
of
activ
ities
out
lined
abo
ve to
be
cond
ucte
don
the
scho
ol g
roun
ds im
plie
da
need
for
the
follo
win
g ac
tivity
area
s an
d fa
cilit
ies
:4 A
sta
dium
enc
losi
ngar
eas
for
foot
-ba
ll, b
aseb
all,
and
trac
k; o
utdo
or b
aske
tbal
l cou
rts,
tenn
isco
urts
, sof
tbal
l dia
mon
ds, a
clo
ck g
olf
cour
se, w
alle
dha
ndba
ll co
urts
, vol
leyb
all
cour
ts, r
olle
rska
ting
cour
ts,
hors
esho
e co
urts
, cro
quet
cour
ts, p
icni
ckin
g gr
ound
s,s-
jlaoo
l gar
dens
and
orc
hard
s, e
xper
imen
tal p
lant
ing
area
s,gr
ove
of tr
ees
for
biol
ogic
al s
tudy
,a
shel
ter
hous
e, p
ark-
ing
area
s, la
wns
, shr
ubbe
ry, a
nda
flag
staf
f an
d ba
se.5
A r
epor
t fro
m th
e sc
hool
in O
ctob
er 1
957
indi
cate
s th
atth
e si
te is
eff
icie
ntly
util
ized
by
the
scho
olan
d co
mm
unity
.T
he f
ollo
win
g ou
tsid
e ac
tiviti
esw
ere
typi
cal:
The
FFA
shel
led
and
stor
ed 3
00 b
ushe
ls o
fco
rn r
aise
d on
the
grou
nds;
two
grou
ps e
ngag
ed in
a pi
cnic
and
wie
ner
roas
tin
a f
ine
grov
e of
tree
s; m
embe
rs o
f th
egi
rls'
ath
letic
ass
o-ci
atio
n ca
mpe
d ov
erni
ght
on th
e gr
ound
s; f
ootb
all a
ndtr
ack
mee
ts a
re h
eld
on th
e at
hlet
ic f
ield
s; th
e gi
rls'
atI
letic
asso
ciat
ion
ente
rtai
ned
neig
hbor
ing
scho
ols
in a
n in
vita
-tio
n m
eet i
n so
ccer
, arc
hery
, and
fie
ld h
ocke
y.A
ll th
ese
gam
es w
ere
play
ed a
t the
sam
e tim
e. A
dam
has
sin
cebe
en c
onst
ruct
ed a
bout
200
yar
ds n
orth
of
the
scho
ol to
impo
und
wat
er f
ora
lake
abo
ut a
n ac
re in
siz
e.T
his
lake
will
be
used
for
boa
ting,
fis
hing
, and
biol
ogic
al s
tudi
es.
It w
ill a
lso
add
to th
e pi
cnic
fac
ilitie
sfo
r th
e sc
hool
and
com
mun
ity.
The
dev
elop
men
t pla
n is
sho
wn
on p
age
74.
The
layo
uton
pag
e 72
of
the
Fort
Lew
is; W
ash.
, Ele
-m
enta
ry S
choo
l sho
ws
an in
tere
stin
g si
te w
hich
pro
vide
s(1
) fo
r fu
ture
add
ition
sto
the
stru
ctur
es a
s w
ell a
s si
tede
velo
pmen
t, (2
) pr
imar
y pl
ayar
ea s
epar
ated
fro
m o
ther
Som
e of
thes
e ar
eas
may
be
com
bine
d w
ithot
hers
.M
ultip
le u
ti-liz
atio
n of
har
d-su
rfac
edar
eas
is q
uite
fea
sibl
e.C
hapm
an, A
. Hun
ter.
The
New
Hig
h Sc
hool
Put
sIt
s 70
-Acr
e Si
teto
Wor
k. T
he S
choo
l Exe
cutiv
e, 7
5:68
-72,
Sep
t. 19
55.
72SC
HO
OL
SIT
ES
FU
TU
RE
PA
RK
ING
ST
RE
ET
FOR
T L
EW
IS E
LE
ME
NT
AR
Y S
CH
OO
L, W
ASH
.
Site
impr
ovem
ent s
houl
d fo
llow
a c
ompl
ete
plan
whi
ch p
rovi
des
for
futu
re p
layg
roun
d an
d bu
ildin
g ex
pans
ions
.
Ii d
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
73
'JO
et
O Sn
O 00L
Ki
X G
-111
,11!
AIN
ik 2
'2 0
Y A
a. c
sD
A S
K
G I
H. 1
- 5
1 oi
l*L
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u a.
t.0
83 a
lrix
TO
UC
HF
OO
TB
ALL
Soc
cE.2
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EE
DB
ALL
PIT
CH
-PU
TT
GH
S-S
H
G1
L ,"
50C
CE
R.
E.E
.DIS
A I.
L.
I /I I
Y1f
03L4
I it T
RU
CT
let
TR
AC
T I
CS
.E
ft
IN D
IG A
T 1
11 F
Iam
s.a
cir.
Des
ign
of o
utdo
or p
hysi
cal e
duca
tion
and
recr
eatio
n ar
eas
for
com
mun
ity-p
ark
(jun
ior
high
choo
ll sh
owin
g ar
eas
for
a gr
eat v
arie
tyof
act
iviti
es.
74SC
HO
OL
SIT
ES
6161
41=
nte
allt*
=af
t*
ww
w..6
16.
61.6
046.
66.1
6.66
1, 1
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6116
6 64
6.2
6 W
ig,*
Was
.a.
71-
.77
1 7;
7'
LIN
CO
LN
-WA
Y C
OM
MU
NIT
Y H
IGH
SC
HO
OL
, NE
W L
EN
OX
, IL
L.
Thi
s si
te d
evel
opm
ent p
lan
illus
trat
esa
com
plet
e pl
an w
hich
wou
ld u
tiliz
e al
l the
are
a of
a la
rge
site
.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
area
s, (
3) p
lay
equi
pmen
t nea
r bu
ildin
gs, (
4) b
all f
ield
slo
cate
d aw
ay f
rom
bui
ldin
gs,
and
(5)
for
wal
ks in
the
woo
ds a
nd s
tory
telli
ng.
Fact
ors
To
Con
side
rT
he f
ollo
win
g fa
ctor
s sh
ould
be
cons
ider
ed in
sch
ool
site
dev
elop
men
t: Pr
esen
t and
futu
re e
duca
tiona
lpr
o-gr
am, a
mas
ter
plan
bef
ore
cons
truc
tion
begi
ns, p
lann
edar
eas
for
phys
ical
edu
catio
n an
d re
crea
tion,
loca
tion
and
75
orie
ntat
ion
of th
e bu
ildin
g an
dpe
rman
ent e
quip
men
t,sc
hool
-com
mun
ity u
se, p
rese
rvat
ion
ofna
tura
l res
ourc
esas
tree
s, s
trea
ms,
lake
s; p
rovi
sion
for
dri
vew
ays,
wal
ks,
and
park
ing
for
cars
and
bic
ycle
s; s
urfa
cing
suc
h as
sod
-di
ng a
nd h
ardt
oppi
ng, g
radi
ng a
nddr
aina
ge, l
ands
capi
ngto
con
form
to a
rchi
tect
ure
and
envi
ronm
ent,
area
s on
the
site
for
bus
load
ing
and
unlo
adin
g,pr
otec
tion
agai
nst w
ind
and
othe
r in
clem
ent w
eath
er c
ondi
tions
and
agai
nst d
is-
turb
ing
nois
e.
VI.
SU
MM
AR
Y A
ND
IMPL
ICA
TIO
NS
Site
sel
ectio
n an
d de
velo
pmen
t is
mor
e co
mpl
ex to
day
than
in th
e ea
rly
hist
ory
of th
isco
untr
y.T
he s
choo
lgr
ound
s ha
ve n
ot a
lway
s be
en c
onsi
dere
d ed
ucat
iona
l too
ls.
The
y w
ere
to p
rovi
dea
foun
datio
n si
te f
or th
e st
ruct
ures
and
had
very
littl
e if
any
conn
ectio
n w
ith th
e sc
hool
curr
icul
um.
A s
mal
l pie
ce o
f la
ndas
sm
all a
s a
city
blo
ck w
as c
on-
side
red
ampl
e ar
ea f
or a
n el
emen
tary
sch
ool s
ite 5
0ye
ars
ago.
One
-roo
m r
ural
sch
ools
wer
e lo
cate
d on
site
s of
1ac
reor
less
. Sec
onda
ry s
choo
ls s
omet
imes
acq
uire
d as
muc
has
5 ac
res
but s
eldo
m 1
0.M
any
scho
ol b
oard
s in
all
Stat
esar
e co
urag
eous
ly f
ac-
ing
the
scho
ol s
ite p
robl
em.
Rep
orts
fro
m 3
4 St
ates
,19
58, i
ndic
ate
that
man
y sc
hool
sys
tem
s ar
e ex
ceed
ing
Stat
e m
inim
ums.
The
min
imum
siz
es in
acre
s ha
ve b
een
rais
ed in
a r
evis
ed 1
958
editi
on o
f th
e G
uide
for
Pla
nnin
gSc
hool
Pla
nts
by th
e N
atio
nal C
ounc
ilon
Sch
oolh
ouse
Con
stru
ctio
n.Se
lect
ors
and
plan
ners
of
scho
ol s
ites
mus
t kno
w th
epr
ogra
m o
f ou
tsid
e ac
tiviti
es to
pro
vide
sch
ool g
roun
dsto
fit
the
prog
ram
.B
ut th
ere
are
man
y fa
ctor
s ot
her
than
the
scho
ol a
ctiv
ities
whi
ch in
flue
nce
scho
ol s
itese
lect
ions
, suc
h as
com
mun
ity c
hara
cter
istic
s, p
opul
atio
ntr
ends
, sch
ool b
oard
pol
icie
s, e
duca
tiona
l phi
loso
phy,
76
com
mun
ity u
se, e
valu
atio
n of
pre
sent
pla
nts,
fut
ure
high
-w
ays
and
stre
ets,
and
Sta
te d
epar
tmen
t of
educ
atio
npr
o-gr
ams
of r
eorg
aniz
atio
n of
loca
l sch
ool d
istr
icts
.T
o se
lect
the
site
s fo
rne
w s
choo
ls, t
he s
choo
l boa
rdsh
ould
be
arm
ed w
ith o
rgan
ized
dat
a th
atca
n he
rea
dily
unde
rsto
od. C
erta
in b
asic
pri
ncip
les
or g
uide
s sh
ould
he
adop
ted
and
used
in s
elec
ting
crite
ria
for
site
sel
ectio
nan
d de
velo
pmen
t. It
wou
ld b
e im
prac
ticab
leto
set
up
stri
ctst
anda
rds
for
scho
ol s
ites
for
all s
choo
ls,
even
thou
gh th
ety
pe a
nd p
rese
nt a
nd u
ltim
ate
enro
llmen
tsw
ere
know
n.B
ut th
e fo
llow
ing
gene
ral c
hara
cter
istic
s, w
hich
appl
y to
all s
choo
l site
s,ar
e he
lpfu
l: (1
) H
ealth
ful a
nd s
afe,
(2)
func
tiona
l,(3
)ec
onom
ical
,(4
)at
trac
tive,
and
(5)
adeq
uate
.T
he s
choo
l site
has
a s
igni
fica
nt in
flue
nce
on th
e sc
hool
curr
icul
um, c
omm
unity
pla
nnin
g, a
nd th
eat
titud
e of
pupi
ls a
nd p
atro
ns to
war
d ed
ucat
ion.
Tod
ay's
sch
ool p
rogr
am in
clud
esm
any
activ
ities
whi
char
e ca
rrie
d on
out
side
the
build
ing,
suc
h as
phy
sica
l edu
-ca
tion,
ath
letic
s, o
utdo
or s
tudy
of
natu
re a
nd c
onse
rvat
ion,
outd
oor
asse
mbl
ies,
dem
onst
ratio
ns, e
xhib
ition
s in
mus
ic,
art,
scie
nce,
hom
emak
ing,
and
agr
icul
ture
.T
hose
who
sel
ect a
nd d
evel
op th
e sc
hool
site
sho
uld
stud
y pl
aygr
ound
act
iviti
es o
f va
riou
sgr
oups
to d
eter
min
e
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T,
AN
D U
TIL
IZA
TIO
Nth
eir
requ
irem
ents
for
spac
e an
d fa
cilit
ies.
Bas
ic a
ctiv
i-tie
s in
low
er e
lem
enta
ry g
rade
sin
phy
sica
l edu
catio
nar
em
ainl
y a
play
prog
ram
, usi
ng p
layg
roun
d ba
lls, s
oftb
alls
,ba
ts, a
nd p
layg
roun
dap
para
tus.
Such
act
iviti
esar
e re
-pe
ated
in th
eup
per
grad
es w
ith e
mph
asis
on s
kills
inba
sket
ball,
vol
leyb
all,
base
ball,
soft
ball,
foo
tbal
l, an
dtr
ack
and
fiel
d ev
ents
.In
sec
onda
ry s
choo
ls, p
upils
are
inst
ruct
ed in
bot
h la
rge-
and
sm
all-
grou
pga
mes
req
uiri
ngfi
elds
, dia
mon
ds, a
nd e
quip
men
t for
foo
tbal
l,so
ccer
, sof
t-ba
ll, v
olle
ybal
l, ba
sket
ball,
hors
esho
es, t
able
tenn
is, a
rch-
ery,
han
dbal
l, go
lf, t
enni
s, b
owlin
g; r
hyth
mic
activ
ities
,w
ater
and
win
ter
spor
ts, s
tunt
s, g
ymna
stic
s,sw
imm
ing,
and
cam
ping
.
Tea
cher
s an
d pu
pils
inna
ture
stu
dy a
nd c
onse
rvat
ion
utili
ze r
esou
rces
, suc
has
soi
l, w
ater
, roc
ks, t
rees
, shr
ubs,
flow
ers,
and
bir
ds.
The
se f
acili
tate
out
door
stu
dy w
hen
they
are
rea
dily
ava
ilabl
eon
the
scho
ol g
roun
ds. T
hete
nden
cy to
day
is to
sel
ect s
ites
havi
nggo
od n
atur
al r
e-so
urce
s an
d to
con
serv
e th
em in
site
dev
elop
men
t.H
igh
scho
ols
offe
ring
voc
atio
nal
agri
cultu
re r
equi
reou
tsid
e sp
ace
for
expe
rim
enta
lcr
ops,
judg
ing
lives
tock
,pr
epar
atio
n of
mea
t, po
ultr
y, a
nd d
airy
pro
duct
sfo
r m
ar-
ket o
r st
orag
e, r
econ
ditio
ning
far
m to
ols
and
mac
hine
ry;
and
part
icip
atin
g in
nat
iona
l agr
icul
tura
lor
gani
zatio
ns,
such
as
Futu
re F
arm
ers
of A
mer
ica.
Dri
ver
educ
atio
n,w
hich
is in
crea
sing
in s
econ
dary
sch
ools
,re
quir
es b
oth
insi
de a
nd o
utdo
or a
ctiv
ities
. Man
y hi
ghsc
hool
s ar
e pr
o-vi
ding
are
as o
n sc
hool
gro
unds
for
prac
tice
whe
re p
upils
actu
ally
ope
rate
cars
bef
ore
driv
ing
on s
tree
ts in
traf
fic.
Scho
ol g
roun
ds m
ay b
e th
esc
enes
for
out
door
mee
tings
of th
e sc
hool
, and
als
o fo
r la
rge
com
mun
ity m
eetin
gs.
Such
mee
tings
may
be
held
in a
woo
ded
area
, an
amph
i-th
eate
r, o
r in
a s
tadi
um.
The
se m
eetin
gs o
ften
attr
act
crow
ds o
f pe
ople
, req
uiri
ng la
rge
area
s fo
r se
atin
g.O
utdo
or s
wim
min
g po
ols,
fun
ctio
nally
pla
nned
and
77
loca
ted
on s
choo
l gro
unds
or in
nea
rby
park
s, a
re in
val-
uabl
e as
sets
to th
epr
ogra
ms
of p
hysi
cal e
duca
tion
and
recr
eatio
n.T
he_
se a
re b
ecom
ing
mor
e nu
mer
ous
with
new
met
hods
of
war
min
g th
e w
ater
and
dec
ksan
d pr
otec
-tio
n fr
om w
ind
to p
rolo
ngth
e se
ason
.T
he p
ark-
scho
ol id
ea is
used
in m
any
citie
s an
dm
etro
-po
litan
cou
nty
scho
olsy
stem
s.W
here
land
is d
iffi
cult
toac
quir
e, s
uch
com
bina
tions
not o
nly
save
the
taxp
ayer
sm
oney
but
pro
vide
bet
ter
reso
urce
s fo
r th
esc
hool
and
com
mun
ity p
rogr
ams.
Inte
rsch
ool a
thle
tics
requ
ire
adeq
uate
fie
lds,
equ
ipm
ent,
and
faci
litie
s fo
r th
e pa
rtic
ipan
ts.
Sinc
e at
hlet
ic c
onte
sts
attr
act l
arge
cro
wds
of
spec
tato
rs, p
rovi
sion
mus
t be
mad
efo
r se
atin
g th
e vi
sito
rs a
nd a
lso
for
park
ing
thei
rca
rs.
Tho
se w
ho s
elec
t sch
ool
site
s sh
ould
kee
p in
min
d:(1
) A
dequ
acy
for
the
build
ings
and
spac
e fo
r ou
tdoo
rin
stru
ctio
n, r
ecre
atio
n, p
arki
ng, a
ndfu
ture
exp
ansi
on;
(2)
acce
ssib
ility
to p
upils
and
publ
ic; (
3) a
vaila
bilit
yof
util
ity li
nes;
(4)
goo
d dr
aina
gean
d so
il; a
nd (
5)na
t-ur
al r
esou
rces
for
inst
ruct
ion
and
land
scap
ing.
Lon
g-ra
nge
stud
y an
d pu
rcha
se o
f si
tes
far
in a
dvan
ce o
fne
edis
bot
h ec
onom
ical
and
edu
catio
nally
soun
d.It
may
be
econ
omic
al a
lso
to a
cqui
reso
me
extr
a ac
res
in th
e or
igin
alpu
rcha
se.
Scho
ol b
oard
s .s
houl
d av
oid
the
use
of s
ugge
sted
mill
i-m
um s
ite s
izes
as
max
imum
s in
sel
ectin
g sc
hool
site
s.T
his
may
res
ult i
n pu
rcha
sing
site
s to
o sm
all f
oran
expa
nded
pro
gram
.T
he s
choo
l boa
rd h
as c
ompl
eted
impo
rtan
t tas
ks w
hen
it an
alyz
es th
epr
ogra
m a
nd s
elec
ts th
e pi
ece
of la
nd f
orth
e sc
hool
gro
unds
. But
at th
is s
tage
of
plan
ning
ther
e is
still
the
all-
impo
rtan
t tas
k of
site
deve
lopm
ent.
It is
fun
-da
men
tal t
hat s
ite d
evel
opm
ent p
lann
ing
be a
coo
pera
tive
effo
rt a
nd th
at th
e pl
anne
rs b
e gu
ided
by a
sch
ool p
lant
spec
ialis
t or
a la
ndsc
ape
gard
ener
.T
he p
eopl
e w
hous
e
78SC
HO
OL
SIT
ES
the
scho
ol g
roun
ds d
ecid
e w
hat i
s ne
eded
and
the
spec
ialis
tde
sign
s th
e m
aste
r-pl
an la
yout
, whi
chsh
ould
em
phas
ize
safe
ty, l
ogic
al a
rran
gem
ent a
nd lo
catio
nof
bui
ldin
gs, a
c-tiv
ity a
reas
, and
land
scap
ing
or b
eaut
ific
atio
n.M
aste
r-pl
an la
yout
s w
illva
ry d
epen
ding
upo
n th
e sc
hool
and
com
mun
itypr
ogra
ms,
and
the
char
acte
rist
ics
of th
epi
ece
of la
nd a
cqui
red.
Sam
ple
layo
uts
are
help
ful
topl
anni
ng c
omm
ittee
s in
dev
elop
ing
thei
row
n si
te im
prov
e-m
ent s
peci
fica
tions
.C
ompl
ete
layo
uts,
sho
win
g ho
w a
llth
e la
nd w
ill b
e us
ed,
are
also
con
vinc
ing
evid
ence
tosc
hool
boa
rds
and
othe
r pa
tron
s fo
r ad
equa
tesi
tes.
The
site
-dev
elop
men
tpr
ogra
m s
houl
d st
rive
for
a la
y-ou
t tha
t enc
oura
ges
effi
cien
t util
izat
ion.
Func
tiona
l pla
n-ni
ng in
pla
ygro
und
layo
uts,
for
exa
mpl
e,m
ay p
rovi
de f
orm
ultip
le u
se o
f ce
rtai
nar
eas
that
can
be
used
for
dif
fere
ntse
ason
al s
port
s as
wel
las
for
mor
e th
an o
ne s
port
in a
seas
on.
Som
e C
omm
only
Acc
epte
d C
rite
ria
of a
Goo
d Sc
hool
Site
A.
Prom
otes
hea
lth a
nd s
afet
y:
1. P
leas
ing
envi
ronm
ent,
ina
desi
rabl
e ne
ighb
or-
hood
, fre
e fr
om e
xces
sive
noi
se, s
mok
e, d
ust,
and
cong
este
d tr
affi
c.2.
Sui
tabl
e te
rrai
n fo
r pl
ayar
eas;
con
tour
insu
ring
drai
nage
but
suf
fici
ently
leve
l for
grou
p ga
mes
.3.
Ade
quat
e si
ze a
nd s
hape
for
pla
yar
eas,
enc
oura
g-in
g ou
tdoo
r ac
tivity
, avo
idin
g ov
erla
ppin
g of
area
sw
hich
mig
ht c
ause
acc
iden
ts.
4. D
rive
s an
d w
alks
pla
nned
toen
cour
age
safe
traf
fic
habi
ts.
5. A
ppar
atus
are
as s
urfa
ced
with
app
ropr
iate
mat
e-ri
al a
nd la
ndin
g pi
ts w
ith s
oft,
resi
lient
mat
eria
l.
6. F
ixed
pla
ygro
und
equi
pmen
t fir
mly
set a
nd s
ys-
tem
atic
ally
insp
ecte
d.7.
Air
and
ligh
t fre
e fr
om o
bstr
uctio
n.8.
Ade
quat
e su
pply
of
wat
er f
or d
rink
ing,
ser
vice
s,an
d fi
re p
reve
ntio
n.9.
Can
be
reac
hed
by p
upils
with
out
haza
rd.
B. I
s fu
nctio
nal a
nd a
dapt
able
:1.
Acc
omm
odat
esa
wid
e va
riet
y of
act
iviti
es.
2. P
lann
ed to
fit
both
the
regu
lar
scho
olan
d th
eco
mm
unity
pro
gram
s.3.
Max
imum
use
of
spac
e in
the
prog
ram
.4.
Len
ds it
self
toa
chan
ging
edu
catio
nal p
rogr
am.
5. R
eady
acc
essi
bilit
y of
fac
ilitie
s us
edby
com
mu-
nity
gro
ups,
incl
udin
gac
cess
to to
ilets
fro
mou
tsid
e.
C. I
s ec
onom
ical
:1.
Cos
t con
side
ratio
n (e
ven
for
dona
ted
land
) sh
ould
incl
ude
nece
ssar
y ex
pend
iture
s fo
r in
suri
nga
com
plet
ely
adeq
uate
site
, with
pro
visi
on f
orpo
s-si
ble
futu
re e
xpan
sion
.2.
Ear
ly p
urch
ase
or o
ptio
n.3.
Nea
r po
pula
tion
cent
er.
4. L
arge
per
cent
age
of s
ite u
sabl
e.5.
With
bot
h to
psoi
l and
sub
soil
suita
ble
for
foun
da-
tions
, veg
etat
ion,
and
pla
yar
eas.
6. B
uild
ing
desi
gn s
uita
ble
for
site
, ins
urin
gec
o-no
mic
mai
nten
ance
and
ope
ratio
n.7.
Bui
ldin
g an
d si
te p
lann
edas
inte
grat
ed u
nit;
for
exam
ple,
with
ser
vice
dri
ves
near
sto
rage
,ki
tche
ns, s
hops
, and
sta
ges.
8. L
ands
capi
ng, s
oddi
ng, a
nd d
rain
age
cove
red
inpr
elim
inar
y an
d fi
nal p
lans
.
SEL
EC
TIO
N,
DE
VE
LO
PME
NT
, AN
DU
TIL
IZA
TIO
N79
9. M
ultip
leut
iliza
tion
of c
erta
inar
eas
by b
oth
scho
olan
d co
mm
unity
.10
. Car
eful
layo
utof
wal
ks a
nd d
rive
sto
obv
iate
in-
ters
ectio
n of
pla
yar
eas
or tr
affi
c la
nes.
D. I
s at
trac
tive:
1. C
ompr
ehen
sive
lypl
anne
d an
d de
velo
ped
prog
res-
sive
ly to
com
plet
ion
of o
rigi
nal p
lan.
2. S
uita
ble
size
and
shap
e fo
rse
tting
of
build
ings
,w
ith a
dequ
ate
area
s fo
r pl
ay, a
thle
tics,
wal
ks a
nddr
ives
, par
king
, and
serv
ices
.3.
Slig
htly
rol
ling
cont
our,
app
ropr
iate
lygr
aded
or
terr
aced
, sod
ded,
and
land
scap
ed.
4. W
ell m
aint
aine
d,en
cour
agin
g sc
hool
-com
mun
ityco
oper
atio
n in
care
and
upk
eep.
BIB
LIO
GR
APH
Y
Alte
nber
g, W
. J. A
. A S
tudy
of
Play
Fac
ilitie
s of
71
Ele
men
tary
Scho
ols
in 7
1 C
ities
of
Ove
r 20
,000
Pop
ulat
ion.
Res
earc
hQ
uart
erly
, 2:6
1-66
. May
193
1.
Am
eric
an A
ssoc
iatio
n of
Sch
ool A
dmin
istr
ator
s.A
mer
ican
Sch
ool
Bui
ldin
gs.
Tw
enty
-sev
enth
Yea
rboo
k. T
he A
ssoc
iatio
n, 1
201
16th
St.
NW
., W
ashi
ngto
n 6,
D. C
.19
49.
525
p.
Am
eric
an S
ocie
ty o
f L
ands
cape
Arc
hite
cts.
Scho
ol P
lant
Stu
dies
-L
ands
capi
ng th
e Sc
hool
Site
.A
mer
ican
Ins
titut
e of
Arc
hite
cts,
115
Eas
t 40t
h St
., N
ew Y
ork,
N. Y
.19
55.
(BT
1-2
2.)
Ath
letic
Ins
titut
e, I
nc.
Plan
ning
Fac
ilitie
s fo
r H
ealth
, Phy
sica
lE
duca
tion
and
Rec
reat
ion.
209
Sout
h St
ate
St.,
Chi
cago
4, I
ll.19
56.
154
p.
Bar
kdol
l, 0.
R.
Surf
acin
g th
e O
pen-
Air
Gym
nasi
um.
Am
eric
anSc
hool
and
Uni
vers
ity, 1
951-
52. A
mer
ican
Sch
ool P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
355
-58.
Boo
kwal
ter,
C. W
., an
d B
ookw
alte
r, K
. W. S
ugge
stio
ns f
or M
oder
nSc
hool
Hea
lth, P
hysi
cal E
duca
tion,
and
Rec
reat
ion
Faci
litie
s,A
mer
ican
Sch
ool a
nd U
nive
rsity
, 194
9-50
.A
mer
ican
Sch
ool
Publ
ishi
ng C
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y.
p. 2
35-4
4.
Bos
ton,
The
odor
e W
. A R
ural
Com
mun
ity-I
ts S
choo
l Site
s.T
heA
mer
ican
Sch
ool a
nd U
nive
rsity
, 194
7-48
.A
mer
ican
Sch
ool
Publ
ishi
ng C
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y.
p. 2
77-8
0.
Bro
ome,
E. W
.C
hara
cter
istic
s of
a G
ood
Site
.T
he A
mer
ican
Scho
ol a
nd U
nive
rsity
, 194
7-48
. Am
eric
an S
choo
l Pub
lishi
ngC
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y.
p. 7
2-75
.B
row
n, S
tanl
ey. A
n E
lem
enta
ry S
choo
l for
a S
mal
l Site
.A
mer
ican
Scho
ol a
nd U
nive
rsity
, 195
6-57
. Am
eric
an S
choo
l Pub
lishi
ngC
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y. V
ol. 1
, p. 2
27-3
2.B
urns
, Aro
l.It
Pay
s T
o N
egot
iate
for
Sch
ool S
ites.
The
Nat
ion'
sSc
hool
s, 5
5:86
-89.
Mar
ch 1
955.
Whe
re S
hall
We
Bui
ld?
The
Nat
ion'
s Sc
hool
s, 5
5:53
-55.
Apr
il 19
55.
Bur
sch,
Cha
rles
W.,
and
Rei
d, J
ohn
L.
You
Wan
t To
Bui
ld a
Scho
ol?
Rei
nhol
d Pu
blis
hing
Co.
, 430
Par
k A
ve.,
New
Yor
k22
, N. Y
.19
47.
128
p.
Bus
h, C
. D.
Ade
quat
e Sc
hool
Gro
unds
.A
mer
ican
Sch
ool B
oard
Jour
nal,
116:
64.
Febr
uary
194
8.
But
ler,
Geo
rge
D.
Intr
oduc
tion
to C
omm
unity
Rec
reat
ion.
New
Yor
k, M
cGra
w-H
ill.
1949
.56
8 p.
Play
grou
nds,
The
ir O
rgan
izat
ion
and
Adm
inis
trat
ion.
A. S
.B
arne
s an
d C
o., 2
32 M
adis
on A
-ie.
, New
Yor
k 16
, N. Y
.19
50.
459
p. Rec
reat
ion
Are
as, T
heir
Des
ign
and
Equ
ipm
ent.
The
Na-
tiona
l Rec
reat
ion
Ass
ocia
tion.
A. S
. Bar
nes
and
Co.
, 232
Mad
ison
Ave
., N
ew Y
ork
16, N
. Y.
1947
.17
4 p.
Scho
ol-C
ity C
oope
ratio
n in
Pla
nnin
g of
Rec
reat
ion
Are
asan
d Fa
cilit
ies.
Rec
reat
ion,
46-
A:3
4-37
, 98-
102,
167
-170
.A
pril-
June
195
3.an
d E
llwoo
d, A
llen
F.T
he P
lann
ing
of S
choo
l Gro
unds
for
Com
mun
ity U
se.
Am
eric
an S
choo
l and
Uni
vers
ity, 1
942,
Vol
.14
.A
mer
ican
Sch
ool P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
212
-17.
Cam
eron
, Joh
n L
.Sh
rubb
ery
for
Scho
ol S
ites.
Am
eric
an S
choo
lan
d U
nive
rsity
, 195
3-54
. Am
eric
an S
choo
l Pub
lishi
ng C
orp.
,47
0 Fo
urth
Ave
., N
ew Y
ork
16, N
. Y.
p. 3
13-1
8.C
arro
ll, M
. M.
Plan
ning
a T
enne
ssee
Rur
al S
choo
l.T
he H
igh
Scho
ol J
ourn
al, 3
2:86
-89.
Mar
ch 1
949.
Cas
wel
l, H
ollis
L.
Prog
ram
Mak
ing
in S
mal
l Ele
men
tary
Sch
ools
.G
eorg
e Pe
abod
y C
olle
ge, N
ashv
ille,
Ten
n.19
30.
77 p
.C
audi
ll, W
illia
m W
. Tow
ard
Bet
ter
Scho
ol D
esig
n.A
rchi
tect
ural
Rec
ord
Boo
k.F.
W. D
odge
Cor
p., N
ew Y
ork.
261
p.
81
82SC
HO
OL
Cha
pman
, A. H
. New
Hig
h Sc
hool
Put
s It
s 70
-Acr
e Si
teto
Wor
k.T
he S
choo
l Exe
cutiv
e, 7
5:68
-72.
Sep
tem
ber
1955
.
Coc
king
, Wal
ter
D.,
and
Perk
ins,
Law
renc
e B
.Sc
hool
s.N
ew Y
ork,
Rei
nhol
d Pu
blis
hing
Co.
1949
.C
h. 1
, p. 1
9-36
.
Col
bert
, Cha
rles
. New
Orl
eans
Pla
n fo
ra
"Vill
age"
Sch
ool.
Arc
hi-
tect
ural
For
um, 9
8:12
9-35
.A
pril
1953
.C
olbe
rt, C
. R.,
and
Spra
y, N
.Sc
hool
Vill
ages
; Pos
sibl
e So
lutio
n to
a N
atio
nal P
robl
em.
The
Am
eric
an S
choo
l Boa
rd J
ourn
al,
126:
33-3
6.Ja
nuar
y 19
53.
Con
nect
icut
Sta
te D
ept.
of E
duca
tion,
Bur
eau
of S
choo
l and
Com
-m
unity
Ser
vice
s.Pu
blic
Sch
ool B
uild
ing
Gui
de I
nclu
ding
Stan
dard
s fo
r A
ppro
val.
Stat
e D
ept.
of E
duca
tion,
Har
tfor
d,C
onn.
1950
.17
4 p.
Cun
dall,
K. N
.Pl
aygr
ound
Saf
ety
Beg
ins
With
the
Surf
ace.
The
Scho
ol E
xecu
tive,
72:
92-9
3.M
arch
195
3.Sa
fe S
urfa
cing
of
Play
grou
nds.
The
Am
eric
an S
choo
lB
oard
Jou
rnal
, 125
:47-
48. J
uly
1952
.C
urri
er, C
harl
es A
.T
he P
lann
ing
Req
uire
men
ts o
f L
arge
r Sc
hool
Site
s.A
mer
ican
Sch
ool a
nd U
nive
rsity
, 195
5-56
. Am
eric
anSc
hool
Pub
lishi
ng C
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y.
p. 3
15-1
8.D
anfo
rd, H
owar
d G
.R
ecre
atio
n in
the
Am
eric
an C
omm
unity
. New
Yor
k, H
arpe
r &
Bro
s.19
53.
464
p.D
anie
l, Ph
illip
J.
Out
door
Spa
ce P
lann
ing.
The
Nat
ion'
s Sc
hool
s,48
:41-
44.
Aug
ust 1
951.
de S
haw
, Elto
n R
.G
roun
ds.
The
Sch
ool E
xecu
tive,
68:
84-8
7.Ja
nuar
y 19
49.
Plan
ning
the
Scho
ol G
roun
ds.
Am
eric
an S
choo
l and
Uni
-ve
rsity
, 195
1-52
.A
mer
ican
Sch
ool P
ublis
hing
Cor
p., 4
70Fo
urth
Ave
., N
ew Y
ork
16, N
. Y.
p. 2
17-2
0.D
udle
y, L
. L.
The
Loc
atio
n of
City
Sch
ool P
lant
s.H
arva
rd B
ulle
-tin
s in
Edu
catio
n, N
o. 1
4,19
29.
130
p.
Duf
f, W
. P.,
Jr.
Che
cklis
t of
Item
s in
Sch
ool S
ite P
lann
ing.
Hig
hSc
hool
Jou
rnal
, 40:
66-7
0.N
ovem
ber
1956
.E
ngel
hard
t, N
. L.
Ant
icip
atin
g Sc
hool
Site
Sel
ectio
n an
d Pu
rcha
se.
Am
eric
an S
choo
l Boa
rd J
ourn
al, 1
16:3
3-34
, 73-
75.
Janu
ary
1948
.
Wha
t Siz
e Sc
hool
Site
s?A
mer
ican
Sch
ool a
nd U
nive
rsity
,19
56-1
957,
Vol
. I, p
. 65-
70.
Eng
elha
rdt,
N. L
., Jr
., an
d L
egge
tt, S
tant
on.
Scho
ol P
lan-
ning
and
Bui
ldin
g H
andb
ook.
F. W
. Dod
ge C
orp.
, 119
W. 4
0th
St.,
New
Yor
k 18
, N. Y
.19
56.
626
p.
SIT
ES
Ess
ex, D
on L
., an
d M
iles,
Cas
wel
l M.
Faci
litie
s fo
r A
ll Y
ear
Rec
rea-
tiona
l Pro
gram
s.T
he S
choo
l Exe
cutiv
e, 6
6:4.
Dec
embe
r19
46.
Eve
rly,
Rob
ert E
. Car
e an
d Im
prov
emen
t Pro
gram
for
Out
door
Prop
ertie
s. T
he N
atio
n's
Scho
ols,
48:
76 -
78. J
uly
1951
.Fl
eagl
e, E
dwar
d.T
he G
ood
Side
of
a "B
ad"
Site
.T
he S
choo
lE
xecu
tive,
72:
79-8
1.Se
ptem
ber
1952
.Fl
ynn,
R. A
.D
ayto
n C
aref
ully
Stu
dies
Site
s fo
r N
ew V
ocat
iona
lH
igh
Scho
ol. A
mer
ican
City
, 65:
109-
10.
Oct
ober
195
0.Fr
ench
, Pre
ntis
s.L
ands
cape
Arc
hite
ctur
e fo
r Sc
hool
s.A
mer
ican
Scho
ol a
nd U
nive
rsity
, 194
8-49
.A
mer
ican
Sch
ool P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
113
-17.
Gar
inge
r, E
lmer
H.,
and
Sten
hous
e, J
. A.
Use
-Pla
n of
a L
arge
Site
for
a S
econ
dary
Sch
ool.
Am
eric
an S
choo
l and
Uni
vers
ity,
1949
-50.
p. 2
55-6
0.G
eorg
ia D
epar
tmen
t of
Edu
catio
n.G
uide
to S
choo
l Site
Sel
ectio
n.R
ev. E
d. 1
955.
Stat
e D
ept.
of E
duca
tion,
Atla
nta,
Ga.
Got
t, Fr
anci
s H
. Pla
nnin
g an
d Pl
antin
g Sc
hool
Gro
und
of M
oder
ate
Size
. Am
eric
an S
choo
l and
Uni
vers
ity, 1
942.
Am
eric
an S
choo
lPu
blis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
185
-92.
Gra
ff, O
rin
B. P
lann
ing
Scho
ol G
roun
ds T
o Se
rve
the
Ent
ire
Com
-m
unity
.A
mer
ican
Sch
ool a
nd U
nive
rsity
, 194
5.A
mer
ican
Scho
ol P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
58-
61.
Gre
gg, R
. T.,
and
Fles
her,
W. R
.G
uide
to S
ite S
elec
tion
and
Dev
el-
opm
ent.
The
Sch
ool E
xecu
tive,
76:
77-8
0.Se
ptem
ber
1956
.H
are,
S. H
erbe
rt, a
nd B
ush,
Don
ald
W. T
he L
ands
cape
Arc
hite
ct's
Part
in th
e D
evel
opm
ent o
f an
Ade
quat
e Sc
hool
Gro
und
Pro-
gram
.A
mer
ican
Sch
ool a
nd U
nive
rsity
, 194
1.A
mer
ican
Scho
ol P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
, N. Y
.p.
217
-21.
Har
t, F.
W.
Eco
nom
y an
d E
ffic
ienc
y in
Sel
ectio
n an
d Pu
rcha
se o
fSc
hool
Site
s.33
d Y
earb
ook,
Nat
iona
l Soc
iety
for
Sec
onda
ryE
duca
tion,
par
t 1.
1934
.
Har
tley,
Hen
ry H
.T
he N
yssa
Ath
letic
Fie
ld.
Am
eric
an S
choo
lB
oard
Jou
rnal
, 127
:32-
33.
Dec
embe
r 19
53.
Her
rick
, Joh
n H
.C
inci
nnat
i's P
rogr
am f
or A
cqui
ring
Sch
ool S
ites.
Am
eric
an S
choo
l ant
i Uni
vers
ity, 1
947-
48.
p. 7
6-79
.T
rend
s in
Sch
ool B
uild
ing:
The
Site
.T
he S
choo
l Exe
cu-
tive,
75:
72-7
4.A
ugi-
.-_-
A 1
956.
et a
l.Fr
om S
choo
l Pro
gram
to S
choo
l Pla
nt. N
ew Y
ork,
Hen
ry H
olt &
Co.
1956
.C
hs. 4
,12.
482
p.
SEL
EC
TIO
N, D
EV
EL
OPM
EN
T, A
ND
UT
ILIZ
AT
ION
83
Hol
y, R
. A.
City
and
Sch
ool P
lant
Pla
nnin
g G
o H
and
in H
and.
The
Sch
ool E
xecu
tive,
71:
74-7
5.Ju
ly 1
952.
Hou
ston
, Law
renc
e E
.T
o M
ake
Play
grou
nds
Safe
r.T
he N
atio
n's
Scho
ols,
57:
108-
14. M
ay 1
956.
Jenn
e, E
ldon
I.
Stan
dard
s an
d Sp
ecif
icat
ions
for
Tur
fing
Ath
letic
Fiel
ds.
Am
eric
an S
choo
l Boa
rd J
ourn
al, 1
25:3
0, 6
0.A
ugus
t19
52.
Lan
des,
Jac
k L
., an
d Su
mpt
ion,
Mer
le R
.C
itize
ns' W
orkb
ook
for
Eva
luat
ing
Scho
ol B
uild
ings
.N
ew Y
ork,
Har
per
& B
ros.
1957
.92
p.
Lat
tin, J
ohn,
and
Gre
ene,
Les
lie F
.Im
port
ance
of
Site
Sel
ectio
n in
Com
stoc
k, M
ich.
Am
eric
an S
choo
l and
Uni
vers
ity, 1
950-
51.
p. 2
71-7
6.L
eevy
, J. R
oy.
Lan
dsca
ping
the
Scho
ol. S
ite.
Am
eric
an S
choo
lB
oard
Jou
rnal
, 130
:55,
98.
Apr
il 19
55.
Leu
, Don
ald
J.Se
lect
ing
the
Scho
ol S
ite.
Am
eric
an S
choo
l Boa
rdJo
urna
l, 12
8:54
.Ja
nuar
y 19
54.
Mac
Con
nell,
Jam
es D
. Pla
nnin
g fo
r Sc
hool
Bui
ldin
gs. N
ew Y
ork,
Pren
tice
Hal
l, In
c.19
57.
Ch.
4.
Mas
on, V
. C.
Rec
reat
ion
at L
aure
l Hill
.A
mer
ican
Sch
ool B
oard
Jour
nal,
114:
40.
Mar
ch 1
947.
Mat
tison
, C. W
.N
atur
al E
nvir
onm
ent f
or B
alan
ced
Liv
ing.
Edu
-ca
tiona
l Lea
ders
hip,
4:1
86-8
7.D
ecem
ber
1946
.M
cCle
ary,
Ral
ph D
.H
ow T
o C
hoos
e a
Scho
ol S
ite.
New
Eng
land
Scho
ol D
evel
opm
ent C
ounc
il, C
ambr
idge
, Mas
s.19
47, r
evis
ed19
57.
McF
adze
an, J
ohn.
Exa
mpl
es o
f Si
te P
lann
ing
With
Em
phas
ison
the
Fift
y-A
cre
Com
mun
ity-H
igh
Scho
ol R
ecre
atio
n A
rea
inR
eno.
The
Nat
ion'
s Sc
hool
s, 4
4:34
-39.
July
194
9.L
and
Use
and
Site
Dev
elop
men
t.T
he N
atio
n's
Scho
ols,
54:6
2-67
.D
ecem
ber
1954
.
Lan
dsca
pe a
nd P
layg
roun
d D
evel
opm
ent o
f Sc
hool
Site
s.Pr
ocee
ding
s, C
onfe
renc
e fo
r A
dmin
istr
ativ
e O
ffic
ers
of P
ublic
and
Priv
ate
Scho
ols,
194
7.p.
88-
92.
Site
Pla
nnin
g: R
eno
Hig
h Sc
hool
.T
he A
thle
tic J
ourn
al,
30:2
6.Ju
ne 1
950.
Tod
ay's
Sch
ool P
lann
ing
Em
phas
izes
Lan
d U
se a
nd S
iteD
evel
opm
ent.
The
Nat
ion'
s Sc
hool
s, 5
4:62
-67.
Dec
embe
r19
54.
Mic
higa
n D
epar
tmen
t of
Publ
ic I
nstr
uctio
n.Pl
anni
ng T
oget
her
for
Bet
ter
Scho
ol B
uild
ings
.T
he D
epar
tmen
t, L
ansi
ng, M
ich.
1956
(re
v.).
Ch.
4.
Mitc
hell,
Om
ar C
.L
ands
capi
ng W
ith a
Flo
uris
h.T
he S
choo
lE
xecu
tive,
75:
56-5
9.A
ugus
t 195
6.
Nat
iona
l Cou
ncil
on S
choo
lhou
se C
onst
ruct
ion.
Gui
de f
or P
lann
ing
Scho
ol P
lant
s.Pe
abod
y C
olle
ge, N
ashv
ille,
Ten
n. I
n pr
epar
a-tio
n, 1
958.
Nat
iona
l Fac
ilitie
s C
onfe
renc
e.A
Gui
de f
or P
lann
ing-
Fac
ilitie
s fo
rA
thle
tics,
Rec
reat
ion,
Phy
sica
l, an
d H
ealth
Edu
catio
n.T
heA
thle
tic I
nstit
ute,
Chi
cago
, Ill.
1947
.
Nat
iona
l Rec
reat
ion
Ass
ocia
tion.
Play
grou
nd L
ayou
t and
Equ
ip-
men
t.T
he A
ssoc
iatio
n, 8
Wes
t Eig
hth
St.,
New
Yor
k 11
, N. Y
.19
53.
Nat
ure
of th
e Si
te a
nd N
atur
e of
the
Scho
ol.
Arc
hite
ctur
al R
ecor
d,12
0:20
5-10
.Se
ptem
ber
1956
.
Nei
lson
, Don
ald
W.,
and
Nix
on, J
ohn
E.
Swim
min
g Po
ols
for
Scho
ols.
Stan
ford
Uni
vers
ity P
ress
, Sta
nfor
d, C
alif
.19
56.
43 p
.
Nic
hols
, Joh
n E
., et
al.
Site
s, B
uild
ings
, and
Equ
ipm
ent.
Nat
iona
lSo
ciet
y fo
r th
e St
udy
of E
duca
tion,
583
5 K
imba
rk A
ve.,
Chi
-ca
go 3
7, I
ll.46
th Y
earb
ook.
Part
II.
1947
.p.
248
-78.
Nor
drum
, Gar
fiel
d B
.Se
lect
ion
and
Dev
elop
men
t of
the
Scho
ol S
ite.
Am
eric
an S
choo
l Boa
rd J
ourn
al, 1
34:2
7-28
.Ja
nuar
y 19
57.
Park
er, H
arry
, and
Mac
Gui
re, J
ohn
W.
Sim
plif
ied
Site
Eng
inee
r-in
g fo
r A
rchi
tect
s an
d B
uild
ers.
John
Wile
y an
d So
ns, I
nc.,
440
Four
th A
ve.,
New
Yor
k 16
, N. Y
.19
54.
Payn
e, C
arl.
Plan
ning
the
Out
door
Phy
sica
l Edu
catio
n Fa
cilit
ies
for
Cen
tral
Sch
ools
.N
ew Y
ork
Stat
e D
epar
tmen
t of
Edu
catio
n.19
47.
29 p
.
Plan
ning
for
Rec
reat
ion
Are
as a
nd F
acili
ties
in S
mal
l Tow
ns a
ndC
ities
.W
ashi
ngto
n, U
. S. G
over
nmen
t Pri
ntin
g O
ffic
e.19
46.
51 p
.(F
eder
al S
ecur
ity A
genc
y, ;l
ow U
. S. D
epar
tmen
t of
Hea
lth, E
duca
tion,
and
Wel
fare
.)Pl
anni
ng S
ectio
n.T
he U
se o
f Sc
hool
Gro
unds
. The
Sch
ool E
xecu
-tiv
e, 6
7:35
-50.
Aug
ust 1
948.
Roy
ston
, Rob
ert.
Lan
dsca
ping
the
Scho
ol S
ite.
Am
eric
an S
choo
lan
d U
nive
rsity
, 195
2-53
. Am
eric
an S
choo
l Pub
lishi
ng C
orp.
,47
0 Fo
urth
Ave
., N
ew Y
ork
16, N
. Y.
p. 2
59-6
2.Sc
hool
er, V
irgi
l E.
Stan
dard
s fo
r Fa
cilit
ies
for
Ath
letic
s, H
ealth
,Ph
ysic
al E
duca
tion,
and
Rec
reat
ion
for
Seco
ndar
y Sc
hool
Boy
s.D
octo
r's th
esis
, Ind
iana
Uni
vers
ity, B
loom
ingt
on, I
nd. (
type
d).
1950
.28
1 p.
Sette
r, D
. P.
Scho
ol a
nd P
ark
Plan
ned
by C
omm
unity
.T
he N
a-tio
n's
Scho
ols,
50:
73-7
5.O
ctob
er 1
952.
1
84SC
HO
OL
SIT
ES
Shav
er, S
tanl
ey B
.Se
mic
ircu
lar
Cam
pus
Plan
Off
ers
Seve
ral A
d-va
ntag
es. T
he N
atio
n's
Scho
ols,
58:
64-6
8.D
ecem
ber
1956
.
Smith
, E. M
.Pl
ot P
lan.
The
Sch
ool E
xecu
tive,
67:
36-3
7. A
ugus
t19
48.
Smith
, H. L
. Why
We
Nee
d L
arge
Site
s.E
duca
tion
Dig
est,
20:
20-2
2.Ja
nuar
y 19
55.
Spen
ner,
Geo
rge
W. G
uym
on H
igh
Scho
ol-S
olut
ion
to a
Sm
all
Site
. Am
eric
an S
choo
l and
Uni
vers
ity, 1
956-
57, V
ol. 1
. Am
eri-
can.
Sch
ool P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
,N
. Y.
p. 2
81-8
6.St
ellin
g, A
. C.
Plan
ning
the
Scho
ol S
ite.
Indi
ana
Uni
vers
ity E
du-
catio
n B
ulle
tin 2
9, N
ovem
ber
1953
.p.
21-
29.
Stof
fer,
Rob
ert J
.E
ngin
eeri
ng S
urve
ys f
or S
choo
l Site
s.A
mer
ican
Scho
ol a
nd U
nive
rsity
, 195
0-51
. Am
eric
an S
choo
l Pub
lishi
ngC
orp.
, 470
Fou
rth.
Ave
., N
ew Y
ork
16, N
. Y.
p. 9
7-10
2.St
oner
, Geo
rge
H.
New
Con
cept
s in
Pla
nnin
g th
e Sc
hool
Site
.A
mer
ican
Sch
ool a
nd U
nive
rsity
, 195
3-54
.A
mer
ican
Sch
ool
Publ
ishi
ng C
orp.
, 470
Fou
rth
Ave
., N
ew Y
ork
16, N
. Y.
p. 1
53-5
6.St
raus
s, R
odne
y S.
Is O
ur P
rese
nt M
etho
d of
Wat
erin
g T
urf
Was
tefu
l? A
mer
ican
Sch
ool B
oard
Jou
rnal
, 124
:41-
42. M
arch
1952
.
Sugg
estio
ns f
or L
ands
capi
ng C
omm
unity
Sch
ools
.In
ters
tate
Sch
ool
Bui
ldin
g Se
rvic
e, G
eorg
e Pe
abod
y C
olle
ge, N
ashv
ille,
Ten
n.19
41.
Sum
ptio
n, M
erle
R.,
and
Lan
des,
Jac
k L
.Pl
anni
ng F
unct
iona
lSc
hool
Bui
ldin
gs.
New
Yor
k, H
arpe
r &
Bro
s.19
57.
Ch.
11.
Syke
s, E
arl F
.Pl
anni
ng a
nd L
ands
capi
ng S
choo
l Gro
unds
. Am
eri-
can
Scho
ol B
oard
Jou
rnal
, 112
:45-
48.
June
194
6.
Tri
tenb
ach,
Pau
l.Si
te P
lot P
lann
ing
Is N
ot a
"Fr
ill."
The
Sch
ool
Exe
cutiv
e, 7
2:49
-51.
July
195
3.
Vin
al, W
illia
m G
. Lea
ve R
oom
for
Nat
ure.
The
Sch
ool E
xecu
tive,
72:6
4-65
.A
ugus
t 195
3.
Vou
rnas
, P. P
.G
eogr
aphe
r's R
ole
in E
duca
tiona
l Lan
d U
se.
Jour
-na
l of
Geo
grap
hy, 5
0:28
4-88
.O
ctob
er 1
951.
Loc
atio
n of
Sch
ools
: A P
robl
em in
Edu
catio
nal G
eogr
aphy
.Jo
urna
l of
Geo
grap
hy, 5
1:12
1-25
.M
arch
195
2.
Wam
pler
, W. N
orm
an.
Bel
lflo
wer
Sch
ool L
ands
capi
ng B
ecom
esC
omm
unity
Pro
ject
.A
mer
ican
Sch
ool B
oard
Jou
rnal
, 122
:27
-30.
June
195
1.
Whi
ttem
ore,
H. 0
.Pl
anni
ng S
choo
l Gro
unds
-The
Util
itari
an a
ndth
e E
sthe
tic.
Am
eric
an S
choo
l and
Uni
vers
ity, 1
944.
Am
eri-
can
Scho
ol P
ublis
hing
Cor
p., 4
70 F
ourt
h A
ve.,
New
Yor
k 16
,N
. Y.
p. 2
20-2
4.
Wyn
koop
, Fra
nk. S
pace
She
lter
for
Scho
ol C
ampu
s. T
he N
atio
n's
Scho
ols,
59:
66-6
7.A
pril
1957
.
APPENDIXSample Questionnaire
DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE
OFFICE OF EDUCATIONWASHINGTON 25, D. C.
SURFACING PLAYGROUND AREAS
Please answer the following questions for your school system and return in the enclosedenvelope.
I. Is it your board's policy to hard.surface a portion of the school grounds? Yes .... No
2. If the answer is yes, what areas?
3. What materials are used on courts?
4. What materials are used under playground apparatus?
5. In your opinion, what are the most desirable methods for surfacing:
(a) Courts?
(b) Areas under playground apparatus?
(c) General school ground areas, such as ball diamonds and fields?
(d) For stabilizing?*
Reported by(Title)
Address(City) (State)
School system
Date*As you know, various materials, such as asphalt, cement, resin, and rock salt, are used for binders.
U. S. GOVERNMENT PRINTING OFFICE
RATING FORMcoCr\
for
TIIE SELECTION OF SCHOOL SITESH. H. LINN, F. J. McCORMICK, D. J. LEU
LOCATION OF SITE
SITE SIZE sores
ASSESSED VALUE $
APPRAISED VALUE $
PRESENT OWNER
OWNER'S ADDRESS
AVAILABILITY
(Insert photo of site)
RATING OF SITE
BASICCONSIDERATIONS
IDEALSCORE
ACTUAL
SCORE 0
PERCENTAGE RATING
10 20 30 40 50 60 70 80 90
MMEMMUMMMOMIMMOMMOMMOMMINIMOMMMOMM
1. SIZE 400
2. TOPOGRAPHY 250
3. LOCATION 200
L.........11...-1.--.±.--1.........L..1.
4. COST 150
I
TOTAL 1000i i I t r 1 I ' I I
GENERAL RATING OF SITE
INSTITUTE OF FIELD STUDIES . . . TEACHERS COLLEGE COLUMBIA UNIVERSITY
SCHOOL SITE RATING FORM
......---,.......... -...INSTRUCTIONS: Score items as follows: 5 * Very Superior, 4 Superior
3 Average, 2 * Below Average, 1 * Poor, 0 xi Very Poor.Multiply score times weight and enter result in "total" column.
BASIC CONSIDERATIONS SCORE TOTALGRANDTOTAL NOTES
I. SIZE11111111 MI
MEIIIIIIIIIIII
Mill111111
11111
Illat
1 Size 11111 60
2. Expansibility IIIIII 20
.....41 1111111.1111111.IIIIIIIIIIIIIIIIIIIIIIII
MI I 10
II. TOPOGRAPHY
1. Elevation
2. Drain :e IIIIIIMtII.MOM=11111110111111111
111111101111111MIIIIIIMMIIM
10
10
10
3. Soil
4. Contour
6. Natural Features
7. Attractiveness
III. LOCATION 11111111111111111111111111=11111111111=1111111111M1111.1MUM1111111M1MIMI1111111111111111
IIIIII 1 InMill
1. Central Location
2. T1. of Nei hborhood
3. Zonin
4. Accessibilit
5. Traffic Arteries
6. Water Lines
7. Sewers
8. Electricit
9. Gas Lines
10. Fire Protection M. 2
11. Public Uans ortation Fac. 011111111.11111112. Parks and Pia : ounds
13. Natural Hazards
14. Noise 11111E.15. Odors and Dust WIFE
IV. COST III1. First Cost 10 IIIIII
2. Site Develo nt
=5
3. Buildin Removal 111111111111111111...m.=NM5 INN
4. Installation of Utilities
5. Street Develo. ent
111111111111111111111111
GRAND TOTAL
0t"
aoa
0
rr
0rt
0
VP:
1_1.
11 I c°
1701
egte
eD00
,FD
rail 0 6 70
e 0 9
611
ft)
tig,
ffp el
e0
s tiO t.7,4
.44
7
$ $
Cl)
tort
,tD
(/)
CPI
0
WE
IGH
TIN
GS
Acc
essi
bilit
y
Acq
uisi
tion
4-4
Com
mun
ity
Use
Dra
inag
e
Env
iron
men
t
Exp
ansi
on
-4
Popu
latio
n
00
Prep
arat
ion
Top
ogra
phy
Tra
ffic
M
Util
ities
Zon
ing
Acr
eage
n-1
tsi r
Opt
ion
No. 1
Opt
ion
No. 2
TO
TA
LSC
OR
E
1111
100
z-H
z(I
)m
m
Commonwealth of PennsylvaniaDEPARTMENT OF PUBLIC INSTRUCTION
Bureau of School Buildings
SCHOOL SITE INSPECTIONWork Sheet
I. Location: County District
1. Name and general location of site
Administrative Unit No.
.....111,....11111,2. Site
a. Is near school population center Yes No 1.0.=b. Is within walking distance of what per cent of pupils
to be served. Per cent
c. Is within the following distance in miles from mostdistant pupils (Circle)2 - 4 - 6 - 8 - 10 - 12
d. Is easily accessible from improved highway
e. Has safe means of ingress and egress
f. Is safe distance from:
railroads Yes No Heavy trafficairports Yes No hazardous industrialairways Yes No plants
unslightly or non-fireproof structures
g. Is well removed from objectionable noises, odors andother nuisances
h. Is readily accessible to:
electricity Yes NoO.MIVON.water Yes No
sewers Yes NomOmmi
General rating as to location:
fire protectiontelephone
Yes No
Yes No 1.Yes No 11m../.
Yes No
Yes No
Ye S0.11.1110.110.
No
Yes No
al=1110.11..1.1110.
MIMMOMMOME. 110.11.7ismOlim.Yes No
Excellent Good Fair Poor
II. Physical Characteristics:
a. Site is on high ground in relation to surroundingterrain
b. Site is:
Yes No
fairly level Yes No gentle slope Yes No--- --- . __---slightly convex Yes No steep slope Yes No--- ---slightly concave Yes No abrupt slope Yes No oo..
------.
c. Site has sufficient elevation to:
avoid floodingfrom streams Yes No
Permit good nat-ural drainage Yes No
d. Check basic soil
LoamSandyShale
composition
e. Check the term which best
Farm under cultivationAbandoned farmTimberlandGrassland
- 2 -
010.1.1
GravelClayRock
avoid flooding fromsurface water
describes the site
f. The site will require clearance
TreesBrushRubbish
g. Site shows evidence
soil erosionswampy or wetareas
recent fillabandoned wells,cisterns or cess-
poolsabandoned mines
or quarries
Existing building siteOld industrial siteCity or borough lotReclaimed land
of (Check)
111
of:
Yes NoAVOI/MM.
Yes NoYes No
h. General Shape
rectangular (Ratiowidth to length notmore than 3.5)
irregular
Yes No
Yes No
Yes Noyes No
i. Site can be developed without:
a-largeamountof fill Yes No l
retaining walls YesIMEN.
NoOr
j. Road systems on siteof economy
11110.
Stone fencesOld buildings
Yes No0.7P1011.1.0.1.0. 111....wwwWww.
LimestoneFarmland
1.1.
110.010
IMO
toxic gases, smoke orobnoxious odors Yes
active mine, gas well,oil well Yes
inactive mine, gas well,oil well Yes
High Pressure gas or oillines Yes
High tension power lineYes
Approximately square Yes
long axis parallel toaccess street or high-
way Yes
extensive cut, orregrading Yes
culverts or bridges Yesextensive grouting and
shoring Yes
can be kept within reasonable limits
mo.111.o.i..
011111111111.
/11.1111110111111011
No
No
No
No
No411....101.
No
No
NoNo
No
Yes No
11101..IIIpeo
00
0
P
N.s0rnN0
OI
NOI
V010
k. Estimated cost of site:
acquisition
development
III. Adequacy:
a. Total acreage in site
b. Total usable acreage
c. Will site provide adequate space for:
41.1.0,11.1.10110111/1110.1111.11~11111114.1.1
building andapproaches
Secondary play areas:track, footballand baseball
Boys' play areaGirls' play area
Yes No
Yes No1..Miwor
Yes No
11.4111111.
411.II
Yes NoIN Mama. 0.111111110
preparation toreceive thebuilding
acres
acres
elementary play areas(3 areas)
parkinggardens, landscaped
area, etc.probable additions
Yes
Yes
YesYes
Nosaa.....swessw
No
NoNo
PS-49--58
