playground design guidelines - boulder valley school district

PlaygroundDesign Guidelines

Boulder ValleySchool District

January, 2008JJanuDraft

BVSD Playground Design Guidelines

Prepared by

GPD Land Design, LLC41 covington courtenglewood, co 80113

ph. 303.788.9604gpdlanddesign.com

christopherhoydesigngroup1184 w. 111th pl.northglenn, co 80234tel: 303.451.7986fax: 303.451.7987www.chdg-inc.com

Boulder Valley School District2006 Bond Program

Its all about the kids!’

This Draft document was produced as part of the

Boulder Valley School District 2006 Bond Program.

T A B L E O F C O N T E N T S

iBVSD Playground Design Guidelines

1.0 Introduction ........................................................................................................................... 1-1Executive Summary ........................................................................................................... 1-1Background ........................................................................................................................ 1-1 Intent .................................................................................................................................. 1-1Application ......................................................................................................................... 1-2Coordination with Other Standards .................................................................................... 1-2

2.0 Design Advisory Team .......................................................................................................... 2-1Intent .................................................................................................................................. 2-1What’s a DAT? ................................................................................................................... 2-1DAT Responsibilities and Participation in a Project ........................................................... 2-1Project Design and Construction Phases .......................................................................... 2-2DAT Kick-off Meeting ......................................................................................................... 2-8

3.0 Bond Program ...................................................................................................................... 3-1Three Critical Project Constraints ...................................................................................... 3-1The PMT ............................................................................................................................ 3-1Design Parameters ............................................................................................................ 3-2Changes to Scope, Budget, or Schedule ........................................................................... 3-2Integrity of Projects ............................................................................................................ 3-2 Project Guidelines .............................................................................................................. 3-2

4.0 General Design Considerations ............................................................................................ 4-1Intent .................................................................................................................................. 4-1 School Curriculum .............................................................................................................. 4-1Playground Users and Schedules ...................................................................................... 4-1Physical Limits / Layout .................................................................................................... 4-3

5.0 Hardscape Surfaces ............................................................................................................. 5-1Intent .................................................................................................................................. 5-1Materials ............................................................................................................................ 5-1Physical Limits / Layout ..................................................................................................... 5-1Sustainable Design ........................................................................................................... 5-3Maintenance Considerations ............................................................................................. 5-3

6.0 Turf Areas ............................................................................................................................. 6-1Intent .................................................................................................................................. 6-1Materials ............................................................................................................................ 6-1Physical Limits / Layout ..................................................................................................... 6-1Sustainable Design ............................................................................................................6-1Maintenance Considerations ............................................................................................. 6-2

7.0 Play Pit Design ..................................................................................................................... 7-1Intent .................................................................................................................................. 7-1Materials ............................................................................................................................ 7-1Physical Limits / Layout ..................................................................................................... 7-2Sustainable Design ............................................................................................................7-3Maintenance Considerations ............................................................................................. 7-3

8.0 Eco Play ............................................................................................................................... 8-1Intent .................................................................................................................................. 8-1Materials ............................................................................................................................ 8-1Physical Limits / Layout ..................................................................................................... 8-2Sustainable Design ............................................................................................................8-2Maintenance Considerations ............................................................................................. 8-2

T A B L E O F C O N T E N T ST A B L E O F C O N T E N T ST A B L E O F C O N T E N T ST A B L E O F C O N T E N T S

ii BVSD Playground Design Guidelines

9.0 Gardens ................................................................................................................................ 9-1Intent .................................................................................................................................. 9-1Materials ............................................................................................................................ 9-1Physical Limits / Layout ..................................................................................................... 9-2Sustainable Design ............................................................................................................9-2Maintenance Considerations ............................................................................................. 9-2

10.0 Plantings ............................................................................................................................. 10-1Intent ................................................................................................................................ 10-1Materials .......................................................................................................................... 10-1Physical Limits / Layout ................................................................................................... 10-1Sustainable Design .......................................................................................................... 10-2Maintenance Considerations ........................................................................................... 10-2

11.0 Gateways and Shade Structures ........................................................................................ 11-1Intent ................................................................................................................................ 11-1Materials .......................................................................................................................... 11-1Physical Limits / Layout ................................................................................................... 11-1Sustainable Design .......................................................................................................... 11-2Maintenance Considerations ........................................................................................... 11-2

12.0 Play Equipment .................................................................................................................. 12-1Intent ................................................................................................................................ 12-1Materials .......................................................................................................................... 12-1Physical Limits / Layout ................................................................................................... 12-2Sustainable Design .......................................................................................................... 12-2Maintenance Considerations ........................................................................................... 12-2

13.0 Fencing ............................................................................................................................... 13-1Intent ................................................................................................................................ 13-1Materials .......................................................................................................................... 13-1Physical Limits / Layout ................................................................................................... 13-1Sustainable Design .......................................................................................................... 13-2Maintenance Considerations ........................................................................................... 13-2

14.0 Site Furnishings .................................................................................................................. 14-1Intent ................................................................................................................................ 14-1Materials .......................................................................................................................... 14-1Physical Limits / Layout ................................................................................................... 14-1Sustainable Design .......................................................................................................... 14-2Maintenance Considerations ........................................................................................... 14-2

15.0 Art ....................................................................................................................................... 15-1Intent ................................................................................................................................ 15-1Materials .......................................................................................................................... 15-1Physical Limits / Layout ................................................................................................... 15-1Sustainable Design .......................................................................................................... 15-1Maintenance Considerations ........................................................................................... 15-1

16.0 Irrigation .............................................................................................................................. 16-1Intent ................................................................................................................................ 16-1Materials .......................................................................................................................... 16-1Physical Limits / Layout ................................................................................................... 16-1Sustainable Design .......................................................................................................... 16-1Maintenance Considerations ........................................................................................... 16-1

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iiiBVSD Playground Design Guidelines

17.0 Signage .............................................................................................................................. 17-1Intent ................................................................................................................................ 17-1Materials .......................................................................................................................... 17-1Physical Limits / Layout ................................................................................................... 17-1Sustainable Design .......................................................................................................... 17-1

18.0 Lighting ............................................................................................................................... 18-1Intent ................................................................................................................................ 18-1Materials .......................................................................................................................... 18-1Physical Limits / Layout ................................................................................................... 18-1Sustainable Design .......................................................................................................... 18-1Maintenance Considerations ........................................................................................... 18-1

19.0 Volunteer Build Program ..................................................................................................... 19-1Intent ................................................................................................................................ 19-1Materials .......................................................................................................................... 19-1Sustainable Design .......................................................................................................... 19-3 Maintenance Considerations ........................................................................................... 19-3

AppendicesAppendix A GlossaryAppendix B ReferencesAppendix C Landscape Plants to Avoid on BVSD SitesAppendix D Asphalt Striping LayoutsAppendix E Intent to Improve a Playground FormAppendix F Public Gifts to Schools PolicyAppendix G Sample Letters - Donation Acceptance

1 . 0 I N T R O D U C T I O N

1-1BVSD Playground Design Guidelines

Executive SummaryThe Playground Design Guidelines were produced as part of the Boulder Valley School District 2006 Bond Program to provide a cohesive, district-wide approach to playground design. The consistent use of a quality palette of design processes and construction materials will improve, unify, and beautify the outdoor play areas the Boulder Valley School District (BVSD). BVSD has a vision that each school playground can be unique while also being part of a cohesive, safe, and equitable group of playgrounds across the district.

BackgroundIn September 2006, the Capital Improvement Planning Committee (CIPC) presented the Educational Facilities Master Plan (EFMP) to the Boulder Valley Board of Education (BOE). The purpose of the EFMP was to examine existing facilities in the district and determine their ability to serve present and future educational demands. The EFMP was developed over a two year period through the integrated efforts of people with a variety of skills – educators, community members, administrators, educational facility planners, board members, municipal planners, landscape architects and engineers – representing all geographical areas of the district.

This process identifi ed options to help the Board make decisions to accommodate anticipated enrollment growth at elementary and middle school levels. These options also aided decision-making regarding improvements needed at existing facilities, for both educational program and physical facility defi ciencies. Recommended projects district-wide totaled over $458 million with top priorities estimated at $72.6 million. In November 2006, Boulder Valley voters approved a $296.8 million general obligation bond issue to make their schools better places to learn.

During November and December 2006, the district’s Bond Management Team generated criteria and assumptions from which to develop a preliminary Phase 1 master program schedule. Scopes of work and budgets, as approved by the BOE, were reviewed for clarifi cation and accuracy. For each project, a budget was established, divided into construction and non-construction costs. Additionally, each project was scheduled within a preliminary Phase 1 schedule for the major design and construction activities. Detailed versions of the basic budget and schedule are posted in the Bond section of the district’s web site for use by the Design Advisory Team (DAT) and the landscape architect during programming and design.

IntentThese guidelines are a frame of reference to guide the playground design process. As many people from diverse disciplines and backgrounds come together to improve the playgrounds, the guidelines map the way both in terms of the design process and in terms of the individual elements to consider for each playground. The goals for the playgrounds development process are:

Promote safe, physical, un-programmed play• Create a district-wide playground improvement mechanism• Create a unique design for each school• Create equitable parity among all BVSD playgrounds• Create safe playgrounds throughout the school district• Beautify the school playgrounds• Create multiple, varied spaces for different age groups of children• Create park like green spaces for after hours community use• Promote the inclusion of community volunteers in playground improvement• Promote sustainable design and materials•

1 . 0 I N T R O D U C T I O N

1-2 BVSD Playground Design Guidelines

ApplicationThis document is to be used as the guideline for all playground improvements at BVSD school sites. This guideline applies to all playground improvement plans in which any feature is to be permanently attached to the school grounds. All playground renovations and all new construction will be required to comply with the approval process set forth in this document.

Coordination with Other StandardsReference materials are listed in Appendix B, References, to provide background on how these guidelines were developed as well as for additional technical guidance and specifi city regarding the fi nal development at each site.

All new development shall comply with all applicable regulations from city, county, state, and federal guidelines, codes, plans, and standards in addition to these Playground Design Guidelines. Where confl ict exists between these guidelines and any technical specifi cations, the technical specifi cations shall take precedence.

2 . 0 D E S I G N A D V I S O R Y T E A M


IntentThe purpose of this section is to provide members of the Design Advisory Teams (DAT) with an overview of the Design and Construction Process and the role and responsibilities of the DAT.

What is a DAT?The Design Advisory Team (DAT) is a group of representatives from the school community that will work with the Project Management Team (PMT) and the landscape architect to clarify and refi ne the specifi c scope of work based on the general scope outlined by the Educational Facilities Master Plan (EFMP). The DAT assists the landscape architect to meet the district’s educational goals and the community’s expectation for the facility. The DAT may also assist in selecting additional work items from a predetermined list to be completed with any remaining funds. After construction begins, it will be important for one representative of the DAT (e.g., the principal) to maintain contact with the BVSD project manager.

The school principal will be responsible for selecting members to serve on the DAT. The membership should represent the interests of the school community and have enough members to present suffi cient viewpoints. Commitment to the process is paramount as voting may be necessary for some decisions. The principal may ask individuals to participate as voting or non-voting members. The DAT for a playground project should range between 5-10 members, although group size may vary with the project scope of work. Recommended DAT members include:

School Principal or designee to manage project• 1-2 Classroom Teacher(s) involved with grounds (Art, Physical Education)• School Special Education Coordinator (or ECE coordinator if preschool exists)• Zone Maintenance Supervisor or Head Custodian• 1-2 Parent(s) PTA/PTO Representatives• Community Members/Neighbors (may be included)• 1-2 Students (optional depending on age)•

The DAT will designate a person from the team to be responsible for budget management. When the master plan has been completed, this person will add a budget summary describing additional, and/or alternative funding sources, and how they will be administered.

DAT Responsibilities and Participation in a ProjectSolicit input from the school community through school staff meetings, written questionnaires, • suggestion boxes, and classroom projects to determine that the needs and desires of the larger school community are expressed. Represent the school community during meetings with the PMT.• DAT representatives will serve as informational liaisons with other stakeholders, soliciting • input on issues being considered, providing feedback on decisions that have been made, and communicating progress. Work with the project landscape architect to complete the programming and schematic design • phases on time.Provide critical input to the project landscape architect during the programming phase. • (Programming and schematic design phases are described in the next section.)Assist the project landscape architect to develop a schematic design which stays within the • established budget.Assure that fi nal construction documents fulfi ll the approved schematic design.• Individual DAT members will support decisions made by the DAT.•



The landscape architect will facilitate the DAT meetings, set the meeting agendas, and record and distribute the meeting minutes. The DAT meetings should be held to a maximum of 1 ½ to 2 hours and be held after normal school functions.

The DAT will communicate with other stakeholders, soliciting input and communicating decisions. All decisions will adhere to the district’s technical and educational specifi cations and will not waiver from the priorities listed in the Multi-Use Outdoor Facilities (MUOF) scope of work.

A fi nal presentation of all decisions will be made by the landscape architect to the DAT and all interested stakeholders prior to proceeding with preparation of bid documents. If all items identifi ed by the DAT are completed within the allotted budget, all remaining monies will be returned to the Bond Fund.

If an impasse is reached as to needs of the school, a written request will be made to the Director of Capital Planning, Engineering and Construction, who will submit the change to the Citizens’ Bond Oversight Committee.

Project Design and Construction PhasesThe playground design process begins with planned improvements from the 2006 Bond Program. The BVSD Department of Capital Planning, Engineering and Construction is critical to success in design and construction. As part of the PMT, engineering staff will review and approve plans and cost estimates throughout the process, including fi nal construction drawings. Engineering staff will route plans to all other BVSD groups for any reviews necessary. BVSD Engineering may be contacted at (303) 447-5062.

Improvements initiated and funded by the school community outside of the 2006 Bond Program may be proposed to BVSD Engineering using the “Intent to Improve a Playground” Form in Appendix E. The Engineering department will evaluate the proposed improvements in terms of scope, safety, and how they integrate with the long-term planning for playground development. The Engineering department will recommend the appropriate course of implementation to integrate with the 2006 Bond Program.

The DAT’s key purpose is to contribute to the programming and schematic design within the master planning phase of a project. In addition, once design development drawings are prepared, the DAT verifi es that the drawings refl ect the scope and budget determined during master planning. As each project (or package of projects) is initiated, it generally will progress through the typical sequence of design and construction activities shown on page 2-3.

Pre-Design Activities• The district selects a project landscape architect who meets with the project manager, principal, and district staff to review scope, schedule and budget for the assigned projects. BVSD Engineering insures that necessary technical information, including the site survey and geotechnical data, are procured. The district assembles the PMT; the principal assembles the DAT.

Master Planning• The project landscape architect works with the DAT to produce a master plan. The master planning phase includes both programming and schematic design.

Programming

As part of the master planning process, the project landscape architect works with the DAT to clarify the line items comprising the project as described in the Educational Facilities Master Plan. The DAT explains its expectations for the project within the defi ned scope, describing the function and uses of specifi c facilities to be added or remodeled,



DESIGN AND CONSTRUCTION PHASES OF A PROJECT



and the landscape architect identifi es the code requirements, district standards, existing conditions, and other factors important to an understanding of the design criteria and the development of a schematic design within the budget. The DAT also looks to the future of the entire playground, working with the landscape architect to create a comprehensive program.

Schematic Design

Once the program has been defi ned, the project landscape architect develops concepts and alternatives for the DAT’s consideration. Discussions with the DAT result in preliminary agreement as to basic design and essential elements of the work. The landscape architect prepares preliminary design drawings known as schematic design drawings (SD’s) which show the scale and relationship of the project’s components, and then serves as liaison to the PMT, obtaining concurrence with the proposed design and initial cost estimate at the district level.

DAT Objectives

The DAT will meet four to six times, working cooperatively to answer fi ve basic questions:

What do we have? 1. Determine the existing site conditions.

What’s the design concept?2. Establish a two-part schematic design concept to include: (1) The vision or ‘big idea’ concept for the playground; (2) The aesthetic ordering system.

What do we want?3. Establish 3-5 goals for the site and the program elements that support those goals.

Where should it go?4. Consider the site limitations on where program elements can be located.

What will it cost?5. Establish a construction cost estimate, phased to work with the existing BVSD budget.

Work Products

The landscape architect will prepare two master plan work products, at minimum. A draft version of each will be presented to the DAT committee for review, comment, and approval prior to the generation of the fi nal versions. Once the draft version of the master plan is presented to the DAT, the DAT will have a budget review meeting to prioritize and divide the project into logical phases.

At this stage of the Master Planning Process, the DAT will assess available district funds, and consider alternative funding sources such as grants, school fund-raising, in-kind donations, city collaboration, and a volunteer build program. The two required work products are:

Master Plan Document - A written account of current conditions and proposed playground/site improvements. At minimum, the document will consist of the Table of Contents shown on page 2-6.

Rendered Master Plan - A large, color rendered drawing that shows the fi nal master plan design of the playground/site in plan view. The fi nal product is dry mounted on a 24”x36” foam core board. An 11”x17” color reduction of the drawing is included in the master plan document as an appendix. An example is shown on page 2-5.



EXAMPLE RENDERED MASTER PLAN DRAWING



Master Plan Document - Table of Contents

1.0 IntroductionSchool Philosophy - Description of the school’s approach to learning and how that approach is implemented. Many schools have specialized curricula, for example the school may be an Odyssey school that uses hands on learning expeditions.

Project Description - Overview of the master planning process including committee members, dominant concepts or areas of concern determined by the committee, the intended scope of the playground project, and resources used by the committee.

Location and History - This section includes background on the physical school site, including interesting and relevant historical information. The student capacity of the school building is listed here.

School Demographic Data - Demographic data gives insight into the student community attending the school. Typical information includes ethnic composition, economic data, etc. for both the students and the surrounding neighborhood. Provide available data on student transportation to school and numbers of students using which modes.

School Community Input - Description of the processes and means used by the committee to gather opinions and ideas from the larger school community. Examples include surveys, workshops, and classroom projects that were conducted. Include summaries of the results, including representative student drawings, and survey data summaries.

2.0 Existing Site ConditionsSite Inventory and General Adequacy - Series of topics that summarize the existing playground elements, their current physical condition, basic dimensions, and their adequacy in fulfi lling their role on the playground. Examples include but are not limited to hardscape, play equipment, fencing, site furnishings, plant materials/inventory, and turf. An 8.5 x 11 rendered plan drawing is helpful here.

3.0 The VisionConceptual Plan - The ‘big idea’ expressing the overall design concept for the site as well as the aesthetic ordering system used to express, organize, and support the concept.Goals and Their Program Elements - Three to fi ve goals for the playground and the physical program elements that will support or manifest each one.

4.0 ImplementationPhasing and Budget - A summary of the project scope, separated into sound construction phases. Summarize the scope of each phase, the cost of each phase, and provide the total construction cost estimate. A line item estimate of playground improvement unit costs and quantities, matching the total phased budget, should be included as an appendix.

AppendicesMaster Plan Drawing (Color Rendered, 11”x17”)Play Capacity Worksheets (From BVSD Report of Findings)Site Safety & Quality Worksheets (From BVSD Report of Findings)Play Equipment Inspection Worksheets (From BVSD Report of Findings)Detailed Cost EstimateReferences



The completed master plan has several advantages:

It refl ects a considered and customized design process that makes each school’s 1. playground unique.

It creates a comprehensive vision and plan to guide long-term development of the 2. playground.

It enables improvements to be implemented in phases, both for current budgets and 3. future funds.

It helps with fund-raising by identifying a set of goals the school is working towards with 4. a vision of how the playground will look once the goals are met. Supporting verbiage from the written master plan can be used for grant applications.

Design Development• A professional design team is assembled by the landscape architect and the PMT to include all disciplines as appropriate for the proposed scope of work. A typical team includes the landscape architect, an irrigation designer, a civil engineer, structural engineer, and a play equipment representative who consult and contribute to drawings compiled by the landscape architect. The landscape architect prepares design development documents (DD’s) describing the size and character of the project with greater detail. These documents are submitted to the PMT and DAT for approval before the landscape architect begins fi nal construction documents.

Simultaneously, the landscape architect’s statement of probable construction cost is reviewed by the PMT and DAT to ensure that the project remains within budget.

Construction Documents• The landscape architect then prepares construction documents (CD’s), comprised of working drawings and written specifi cations. Periodic review of in-progress documents by the PMT assures that proposed details and probable costs conform to approved design and the budget. Finally, the project landscape architect submits completed documents with necessary bidding information for approval by the PMT and by the stormwater management agencies. Projects must have approval by these agencies to move forward to construction.

The project landscape architect’s detailed, pre-bid estimate of construction cost is reviewed by the PMT to ensure the project remains within budget before documents are issued for construction bids.

Board of Education Approval• BVSD Board of Education approval may be required for entering into contracts for services, such as landscape design or construction for contracts above $10,000 per Board Policy DJ, regarding purchasing and contracting. Board of Education approvals may also be required under Policy KH regarding public gifts to schools for donations valued over $10,000. Regulations for bidding and contracting are also described in Board Policy FEF. The Public Gifts to Schools Policy and Sample Donation Acceptance letters are attached in Appendices F and G, respectively.

Bid & Award• The district then will solicit bids, or proposals, for construction of the project. Contractors pre-qualifi ed by the district for the type of work involved will pick up bid documents, review them, and request any clarifi cations before preparing estimates and submitting bids (on several or all of the schools within a package.)



At the designated date and time, bids are opened and evaluated for contractor responsiveness to bid documents, seeking the lowest bid price acceptable to the district. Often, bids will identify “alternates” – optional features to be included if base bids are under the project budget.

After verifying that the proposal and any bonds, insurance certifi cates and other documents required of the contractor are correct, the district executes an agreement with the construction contractor and issues a “Notice to Proceed” to start the work.

Construction • The contractor furnishes all labor, equipment, and materials necessary to perform the specifi ed work within the prescribed time for the amount stated in the bid. Prior to construction, the landscape architect and the PMT review the contractor’s detailed work schedule to confi rm its completeness and “constructability” and to assure compliance with district requirements for coordinating work with the building staff and the academic calendar.

Occupancy• The landscape architect and project manager monitor progress to ensure that the contractor completes the work and fi nal clean-up as scheduled so that the playground is ready for use.

Close-Out• Close-out is the fi nal phase; the contractor has completed the scope of work and corrected any defi ciencies identifi ed; the project landscape architect certifi es that the work has been completed satisfactorily; the PMT verifi es that all contract requirements and fi nal documents are complete; and the district makes fi nal payment to the contractor and closes all accounts associated with the project.

DAT Kick-Off MeetingThe purpose of the kickoff meeting is to formally begin the Design Advisory Team and to formalize for members the design input process for construction projects. At this meeting, members learn what the purpose of the DAT will be, what their roles in the process are, what the role of the landscape architect and consultants will be, and how they will participate in setting up the norms and goals under which the DAT operates. The proposed initial and follow-up agenda are shown on pages 2-9 and 2-10.



Kick-Off Meeting AgendaTime LimitSet a time limit of 1-1½ hours for the fi rst meeting to promote concise and effi cient meetings.

IntroductionsThe landscape architect, who leads all DAT meetings and acts as the facilitator, introduces him- or herself and gives a short summary of his/her role in the process, and addresses the following:

How the landscape architect and DAT work together.• How the landscape architect will keep the project on target.• How the landscape architect’s team is structured, and who the members are.• Asks each DAT member to introduce him- or herself and give their relationship to the school.•

HandoutsHandout project related materials.

Playground Design Guidelines• Report of Findings• Educational Facilities Master Plan School Data Detail • Copies of the Educational Specifi cations for the school type• Site survey, if available from BVSD Planning, Engineering and Construction• Technical Specifi cations: Table of Contents/Relevant Sections•

Discuss each handout. Use the Educational Facilities Master Plan and detailed project descriptions to discuss the project budget for the scope of work line items. Discuss the difference between the total project budget and the construction budget.

Review Scope for PlaygroundEFMP MUOF and (if scheduling is in sync) FCA Irrigation Scope (Both Bond Funded)• ECE Playground Development (Funded by Special Education/CPKP) •

Outline of Future Meetings and AssignmentsThe landscape architect will lead and facilitate all DAT meetings. The landscape architect explains future meetings:

Discuss how future meetings will be conducted.• Ask the landscape architect to give a fi ve minute presentation on the process he or she will use • to take the team through the project.Ask members to think about the present school layout and design, functional relationships • between school departments, and the school image in the community.What physical and functional shortcomings exist with the present layout and design?•

Closing:The Design Advisory Team is a serious time commitment requiring hard work and dedication to the process However the commitment of Planning, Engineering and Construction is also to make the process both fun and challenging and hopefully, personally rewarding for each individual.



Second Meeting Agenda

Setting Team ExpectationsCreate a goal statement with the Design Advisory Team members.

What does the group hope to accomplish?• What outcome is anticipated?• What are the unique qualities of the school?•

Defi ne DAT Practices/ProceduresAsk the team to set regular meeting times and dates.• Discuss cooperative decision making, especially with regard to respect for each team member’s • ideas and for listening quietly when ideas are presented. Voting Members - Set expectations for regular attendance of team members to keep all members • up to speed with progress and decisions. Ask members to agree to be voting members.Discuss the importance of having historical knowledge of how decisions were made on design • issues.Ask the team to formalize the process for disseminating information from DAT meetings.•

Discuss decision making parameters:Review the district prescribed process for scope, budget or schedule changes.

3 . 0 B O N D P R O G R A M G U I D E L I N E S


Three Critical Project ConstraintsThe success of a project will be measured by how well it meets or exceeds it “customers” expectations for quality within three critical constraints: the budget, the scope of work, and the schedule.

Budget• Total budget includes non-construction and construction costs. Non-construction budget includes: landscape architect’s fees; engineer’s fees; permits; furniture, and equipment; surveys, soils studies, and materials testing; and allowance for infl ation or contingency. Construction budget is the estimated cost to do the actual construction identifi ed in the scope of work. It is crucial that each school stay within its budget to avoid compromising funding resources for the overall program. The PMT and Director of Capital Planning, Engineering and Construction are responsible for keeping the bond program on schedule and within budget; however, all DATs and their landscape architects must work together to keep their respective projects on track.

Scope of Work• The scope of work is a description of the construction to be performed at a school for a specifi c project or package. The CIPC and district staff worked with the principals to assess each facility’s needs and identify the priority projects, which constitute the basic scope of work to be accomplished. A more detailed scope will be developed by the DAT at each site, working with the landscape architect and other project-specifi c design professionals.

Schedule• The schedule is the established sequence and duration of design and construction activities for a project. Each project will have a specifi c position within the master program schedule. Therefore, it is essential that design and construction for the project be completed on time, not only for the earliest possible use of new facilities by students but also to ensure the overall success of the program. When several schools are grouped within a single design package, it is critical that every school remain on schedule throughout the design phases; otherwise, a delay at one school can delay the start of construction for all schools in the package. The schedule included in this handbook for each building will be developed and adjusted within established time-lines by the landscape architect and Bond Program project managers as programming and design proceed, with coordination by the PMT for all the projects.

The PMTFor each school playground, a Project Management Team (PMT) will work with the DAT to clarify and refi ne the specifi c scope of work based on the general scope outlined by the Educational Facilities Master Plan. The PMT usually consists of:

BVSD project manager• Maintenance zone foreman• Consultant landscape architect• Professional Design Team•



Design ParametersDetermining the scope, creating designs that address district-wide policy, and fi nishing on time are critical to project success.

The scope of work outlined in the Educational Facilities Master Plan will be accomplished to • the greatest extent possible within the budget identifi ed in the Educational Facilities Master Plan (EFMP). Any project funds remaining after the project is complete will be returned to the program reserve balance.

MUOF Scope Items Goals (Bond Funded)

FCA Irrigation Goals, if phasing of schedules is in sync (Bond Funded)

District design standards/guidelines such as Educational Specifi cations and BVSD Technical • Specifi cations will be adhered to. Individual preferences and interests that are in confl ict with these standards and guidelines will not be considered. The work will be accomplished according to the schedule provided by the BVSD project • manager.

Changes to Scope, Budget, or ScheduleIn the event that situations arise which strongly suggest that the scope, budget or schedule is not valid, the following process is provided for changes to be considered:

The DAT/design team outlines the recommended change with rationale to support the change.• The BVSD project manager submits in writing the recommended change to the Director of Capital • Planning, Engineering and Construction.

The Director of Capital Planning, Engineering and Construction submits the change to the Citizens’ Bond Oversight Committee for review. The committee will recommend approval, delay or reject for further information. For major changes or modifi cation the committee will recommend the Board of Education makes any fi nal decision.

Integrity of ProjectsThe line items of work scheduled for each building have been researched with on-site staff, evaluated and prioritized by the PMT and district staff, revised and approved by the BOE, and endorsed as a total program by the voters of the school district. The PMT subsequently organized these line items into discrete packages within individual schools or district-wide and assigned a project manager and a landscape architect or other professional consultant to have primary responsibility for completion of each package, consulting with the DATs as appropriate during critical phases of the work.

Project GuidelinesTo assure that all line items are accomplished consistent with the intent of scope descriptions and resources provided under the approved bond program, certain guidelines have been established for all DAT’s, landscape architects, engineers, project managers, and the Citizens Bond Oversight Committee (CBOC) to follow:

Provides critical input to the project landscape architect during the Programming phase. 1. (Programming and Schematic Design phases are described in the next section).

No project item listed in the Educational Facilities Master Plan will be added or deleted without 2. prior recommendation for approval by the CBOC to the Superintendent and the Board of Education.



Scope of work for any project in the Educational Facilities Master Plan will not be signifi cantly 3. reduced or expanded without prior written justifi cation from the DAT and received for a recommendation for approval by the CBOC to the Superintendent and Board of Education.

Line item projects for a given building may be shifted from one design package to another, as 4. the PMT determines will best expedite the work or improve cost effectiveness.

Line item budget substitutions within a package at an individual school – e.g., from “Non-5. Construction Contingency” to “Furnishing & Equipment” – must be requested from and authorized by the PMT.

Costs to abate hazardous material in the path of new construction or remodeling must be 6. accommodated within the overall construction budget for a given package at a building, except where such materials have not been previously identifi ed in the district’s abatement plans.

Projected cost variances for individual line items will be managed within a specifi c package, 7. balancing overruns and underruns in the construction budget at each building, up to the time bids are received.

Bid overruns will be the responsibility of the project landscape architect, who shall work with the 8. DAT and the PMT to reconcile bids with budget allowances by one (or more) of the following means:

Identifying unnecessarily costly requirements in the bid documents, and negotiating price

reductions with the apparent low-bidder;Undertaking redesign of the work as necessary, without additional design fees and without

serious reductions in the original scope of work; and/orSubmitting to the CBOC a written request for supplemental funding (from within available

bond program resources) to cover remaining overruns, where such overruns are the result of clearly inadequate budgeting or other unforeseeable factors (e.g. previously-undetected asbestos.) The CBOC will make a recommendation to the Superintendent and Board of Education.

Initial construction contract commitments will preserve a minimum ten percent (10%) 9. contingency within the total budget to cover confl icts, changed conditions and design revisions during construction.

Uncommitted funds will be retained for each building until work under a given package is 10. substantially complete and fi nal costs are identifi ed, at which time any savings will revert to the bond program reserve.

Pooled funds, whether accumulated through project savings or increased bond interest 11. earnings, will fi rst be allocated by the CBOC as necessary to complete authorized bond projects. Alternatively, with BOE approval, such pooled funds may be allocated to additional facility improvement from the priority lists recommended by the EFMP and district staff or to meet other identifi ed facility needs.

4 . 0 G E N E R A L D E S I G N C O N S I D E R A T I O N S


Intent General design considerations are the design elements that touch on the larger, overall conceptual framework for playground design. They are concepts that will likely vary with the uniqueness of each site, while remaining applicable to every site.

School CurriculumThe school curriculum is an excellent source for playground design inspiration and the playground design can readily reinforce those concepts. For some school programs, such as the Montessori or International Baccalaureate Program, the model is particularly defi nitive. Individual schools also have unique guiding principals or defi ning elements such as their mascot, core values, and mission statement from which to draw design inspiration. At the large scale of design, these elements can inform the playground design concept and ordering system, providing richness and depth. At the smaller design scale, the educational concepts can enhance the design details.

School curricula are dynamic. No single set of learning objectives can act as a fi xed point of reference for design; therefore, the DAT and the professional design team must elicit specifi cs from the school. In general, the school subjects are:

Language Arts• Mathematics• Science• Art/Music• Foreign Language• Physical Education•

Playground Users and SchedulesThe playground design team must consider the user groups and their distinct needs. The number of users comprising each group is unique to each school.

Student Population• Two student population numbers exist: the current school enrollment and the program capacity of the school. The school program capacity is to be used to determine spatial allocations, unless determined otherwise by special design or project considerations via the BVSD project manager. Additionally, the age range of the school population impacts the playground program elements.

Early Childhood Education (ECE)• An ECE playground area, designed to accommodate 32 children, will be required for every elementary and K-8 school site. For schools with an existing ECE program enrollment exceeding 32 students, the design team will work with the school to determine the ECE playground capacity needed. For schools without an existing ECE program, an area will be planned for a future 32 student program, to be constructed when the ECE program is introduced at the school. Spatial and equipment requirements are found in the “Physical Limits/Layout” portion of this section.



Physical Education• Each playground should be designed to have the fi eld sizes described in the “Physical Limits/ Layout” section below. Additionally, the “Hardscape Surfaces” section of this document specifi es quantities of basketball, tetherball, bucket toss, and asphalt striped games.

Irrigated multi-purpose fi elds with softball backstops are required at each playground. Requirements vary for elementary schools and K-8 schools. In addition, the DAT and BVSD project manager must determine whether the school site will be used for recreational fi eld rentals and adjust the program elements accordingly. Field dimensions and backstops are addressed in the “Turf” and “Fencing” sections of this document, respectively.

Special Education• In addition to the accessibility requirements for the playground site and for the play equipment and play elements, successful playground design should include elements specifi cally for special needs students. The DAT and the professional design team, working with the school staff, should consider including elements such as:

Sensory gardens that emphasize sight, sound, smell, texture

Wheelchair safe hardscape “waves”

Seat height art

Texture

Braille inserts

Community Users• The BVSD encourages after hours usage of the playground by community members; community use is a key consideration for playground design. A successful playground design should include the following community use elements:

Picnic seating

Seating

Shade

Parental supervision

spacesSoccer fi elds

Softball fi elds

Basketball courts

Trash receptacles

Lighting

Signage

The PMT and the DAT determine whether the playground site is to be used for formal fi eld rentals. If so, fi eld elements and dimensions should be adjusted accordingly at the direction of the BVSD project manager. Otherwise, retain the informal, turf ball fi elds and dimensions specifi ed in this document.

Playground Community Use Diagram.

SHADED SUPERVISION OF ECE

TRASH BINS SITE-WIDE

PICNIC AREA

TRACK

TURF W/ BACKSTOP

CENTRALIZED SHADE STRUCTURE

SHADED SEATING

BASKETBALL NEAR SITE EDGE

SHADED SUPERVISION OF ECE



Physical Limits / LayoutWhen laying out the playground, the play elements and their relationships to each other are fundamental to overall design success. Consider the following areas:

Playground Zones• The playground is divided into zones for different activities. Each BVSD school playground should include the following activity zones:

Play pit(s) for swings and playground equipment

ECE playground

Irrigated turf fi eld with backstop

Hardscape area for games

Walking track

The sizes of the activity zones depend upon the total playground size, the square footages required by the activities, and school program capacity. In the BVSD, the average school playground is 4 acres (174,240 square feet) and the average program capacity is 378 students. These averages were used to generate guidelines for dividing the playground into zones of the following sizes:

The equipment pit areas, the hardscape area, and the ECE playground area are determined on a per student basis using the school program capacity. (The ECE area is always calculated for a 32 student capacity.) The dimensions of the fi eld and the track are static and not dependent on school program capacity. The “Design Team Discretion” zone represents fl exible space that can be allocated at the discretion of the DAT and the professional design team.

The percentages shown in the far right column are based upon a 4 acre playground site. Proportions are shown graphically in the image at right.

Zone Area Requirement Square Feet Percentage

Pit Area: Equipment 20 SF per student 7,560 4.3%Pit Area: Swings 1 Swing/40 students, 250 SF/swing 2,500 1.4%BVSD ECE Playground 32 Student Capacity 4,800 2.8%Turf Field 1 Soccer Field: 165'x300' w/10' buffer 59,200 34.0%Hardscape 65 SF per student 24,570 14.1%Walking Track 8' Width around field 8,336 4.8%Design Team Discretion N/A 67,274 38.6%Total Playground Area 106,966 61.4%

Sizes for Activity Zones: 4 Acre BVSD Playground

Playground Space Percentages



Clearly, not all BVSD playgrounds are 4 acres. Some sites are too small to contain the areas shown above. In these cases, the school’s DAT and professional design team must determine how space is to be allocated. One option is to start with the percentages shown in the table and evaluate whether resultant zones are functionally sized. Alternatively, the DAT may determine program priorities and allocate space accordingly. For example, the school may wish to include a full size fi eld even though it ultimately uses more than 59% of the available space. The fi eld would be a program priority and the other zones would need to shift accordingly.

For larger sites, the areas above remain an accurate guideline because playgrounds in excess of 4 acres become expensive, diffi cult to maintain, and diffi cult to supervise. Nevertheless, the DAT and the school’s program for the playground must be the deciding factors in how space is allocated at these sites as well. The areas and percentages indicated above remain a guideline.

In all cases, the DAT and professional design team should attempt to include the ECE playground area, the numbers and kinds of hardscape games outlined in the “Hardscape Surfaces” portion of this document, the fi elds outlined in the “Turf” portion of this document, and enough play equipment space to accomodate the school program capacity.

ECE Size and Program Elements• The ECE playground must be separate in all cases to fulfi ll state licensing requirements, listed in Appendix B, References. The ECE playground should include the following program elements:

A fenced perimeter,

ideally with direct access from the ECE classroomsPlay pit(s) for swings

and play equipmentTwo types of surfacing,

minimumShaded area(s)

Tricycle track

The ECE licensing minimums and the BVSD standards are as follows:

Total Area Minimum Student Counts Full Use* Sufacing Types ShadeColorado Licensing StandardsStudents Enrolled 75 SF/student or 1500 SF; Minimum 2 types, 150 SF minimum

whichever is greater each at 10% (applies to 1/3 of enrollment) of site area

BVSD Standards32 Students 4800 SF Minimum 2 types, 150 SF minimum

each at 480 SF

ECE Spatial Requirements - Colorado & BVSD

ECE Program Elements

FENCED PERIMETER

PLAYGROUND SHADE

SHADED SEATING

VARIETY OF SURFACING

TRICYCLE TRACK

ACCESS FROM ECE CLASSROOMS



The guidelines for ECE are fl exible, especially for smaller playgrounds where 4800 square feet cannot be accommodated. In this case, the ECE playground may be compressed and/or tricycle track omitted, provided that the remaining design program elements are included as necessary to meet state licensing minimums.

Play Pits: Equipment Quantities and Space Calculations• Play pits should be constructed to provide separate play areas for various age groups. The ECE playground must be separate in all cases to fulfi ll licensing requirements. Grades K-2 and 3-5 should have separate play equipment pits as well. However, when site constraints preclude separate play pits for K-5 students, the shared pit should be large enough to accommodate two separate play equipment areas.

Part of the design process includes determining how much equipment capacity to plan for and how much space that equipment will require. Equipment capacity is calculated on a per student basis which comes from the program capacity. The ECE areas will always be based on a 32 student capacity. The average BVSD school enrollment is 378 students; therefore this example is shown in the table below. The K-5 equipment and space should generally be divided equally with half allocated to grades K-2 and half to grades 3-5.

The DAT must consider the school program capacity, the budget, the playground program priorities, and the spatial limitations of their playground site and allocate spaces accordingly.

The square footages required for swings and play equipment areas vary between the two groups because the equipment sizes vary. For example, a single bay swing requires more square feet per swing than does a 10 bay swing. Numbers are from play equipment measurements.

Swings Swings - 1 per 40 students 32 / 40 = 0.8 Swings*Swings' Area - 400 SF per swing 400 x 2 = 800 SFPlay Equipment Play Equipment - 1/2 program capacity 32 x 1/2 = 16 Student CapacityPlay Equipment Area - 25 SF per student 32 x 25 = 800 SF*Swings in pairs; therefore, 2 swings.

ECE Equipment & Space Requirements

Swings - 1 per 40 students 378 / 40 = 9.45 Swings*Swings' Area - 250 SF per swing 10 x 250 = 2,500 SF

Play Equipment - 1/2 program capacity 378 / 2 = 189 Student CapacityPlay Equipment Area - 20 SF per student 378 x 20 = 7,560*Swings in pairs; therefore, 10 swings.

Swings

Play Equipment

K-5 Equipment & Space Requirements



Playground Orientation • The preferred location of the playground is on the south side of the building to maximize snow melt and to provide protection from prevailing winter winds. For warmer months, the playground should include multiple shade trees to shade both the playground and the building. For the hardscape areas, deciduous trees are preferable to facilitate snow melt in the winter.

Scale• Playgrounds are designed for children, who average 50-85% of adult size. The playground, designed for these physically smaller users, should be rather compact and closely spaced. The compact nature of smaller sites, 2-4 acres, is inherent. For 5 acre plus sites, the professional design team should establish informal boundaries that limit the effective size of the playground while meeting the needs of the school capacity.

Circulation• Separation of vehicular and pedestrian circulation is the primary concern. Truck delivery, trash dumpsters, and parking should ideally have no confl ict with pick-up/drop-off and pedestrian access to the site. Where confl ict cannot be avoided, the design team must create protected pedestrian corridors and maintain lines of sight.

Playground improvements must not impede fi re egress from the building. Consult the fi re egress plan at each school. The design team must work with the school either to maintain use of the current egress plan or to ensure that the school can readily update the plan to work with the new playground layout. For the construction phase of the project, the school, landscape architect, and contractor must compile a temporary egress plan for use during construction. All plans, temporary or permanent, must be approved by the BVSD Department of Capital Planning, Engineering and Construction.

PLAYGROUND ORIENTATION SOUTH SIDE OF BUILDING

SHADE ON PLAYGROUND

BUILDING SHADE

Orientation Diagram

SEPARATE VEHICULAR AND PEDESTRIAN ENTRY

VEHICLE ACCESS POINTS

PERIMETER DEFINED BY TRACK AND FENCING

PEDESTRIAN GATEWAY

SWINGS FENCED ON TWO SIDES

Circulation Diagram



Types of Spaces• The goal is to create a large number and wide range of spaces that vary in size, elevation, and activity level. Create spaces for casual gathering, organized gathering, active large group games, and active small group games. Some areas should provide protection from winter and summer weather conditions. Areas should be provided for quiet activity near to, but separate from, higher activity areas.

Supervision• The playground design should consider ease of supervision. Ideally, all activity areas of the playground would be visible from a single location. In many cases, the building location or the site layout precludes this option. For these sites, select and defi ne two or three locations that together allow for overall site supervision. To locate the shade structure, select a centralized location that promotes the mutable use of the shade structure and that provides a good view for supervision. In all cases, the playground should have supervision points that provide seating, shade protection in summer, and wind protection in winter.

Climbability• Playground elements, especially non-traditional elements like art and gateways, must be designed to discourage climbing. Considerations include hand-holds, footholds, and points that can be accessed with “boosting.” In addition, design to avoid sharp features and head-entrapments.

Vertical elements, especially trees, must be at least 10 feet from the building to preclude their utilization for roof access. In addition, all trees in the playground should be limbed up to prevent students from climbing or hanging on them.

Accessibility• The playground design must provide accessibility to the play equipment play pits and to all playground features such as ball fi elds and drinking fountains. The circulation from building exits to these features must be in compliance with the Americans with Disabilities Act Accessibility Guidelines (ADAAG) for Buildings and Facilities. Note that requirements for renovations differ from those for new construction.

The play equipment itself must be compliant with the US Architectural and Transportation Barriers Compliance Board, Guide to ADA Accessibility Guidelines for Play Areas, May 2001. The guideline addresses evaluation of play equipment; likewise, the BVSD approved play equipment vendors will provide only equipment that meets the guideline criteria.

All playground construction drawings created by the professional design team will be reviewed for satisfactory accessibility by the BVSD Special Education department.

CENTRALIZED PLAY FOR SEPARATE AGE GROUPS

SHADED SEATING

RAISED GARDEN BED

SEPARATE ECE

SHADED SUPERVISION

PICNIC AREA

OPEN TURF

ASPHALT PLAY

Types of Spaces



Sound Control• Design considerations include passing traffi c noise experienced by the playground user and playground noise experienced by the building user. To minimize traffi c noise, locate frequently used, high activity playground areas away from the street. Walls, berms, and plantings can also be used between the street and the playground to buffer the traffi c noise.

While it is desirable to locate play equipment near the building, it can be too close. When possible, locating the equipment 30 feet or more from the building helps reduce noise for the classrooms.

Because hardscape paving is immediately adjacent to the building, it is best to locate the quieter hardscape activities like seating areas or hopscotch nearer to the building. Ball games like four square and basketball are better placed in paved areas away from the building. To minimize noise in the classrooms, include vertical planters, trees, and softscape areas between playground activities and building windows, especially where corners and walls reverberate playground noise.

Outdoor classroom or gathering spaces should be located to minimize confl ict with the school classrooms. The outdoor classroom should be oriented to minimize speaker and audience voices carrying into the school building. Orientation should also consider location of the sun during possible instruction hours in order to reduce direct sunlight in the faces of the users. Street noise that might disturb the outdoor classroom must also be considered.

Geotechnical Report• All BVSD school construction projects require soils testing to generate the geotechnical report that facilitates proper engineering design. The BVSD project manager, in conjunction with professional design team, determines the testing parameters and sampling locations.

Drainage• Although civil engineering is required for the fi nal site grading and drainage, the design team should consider the following:

Play pits are often set fl ush within the surrounding grade. Avoid surface drainage into

these pits by locating them at high points of the site. Avoid locating them at low points, particularly below large areas of hardscape that can potentially surface drain direcly into them. Acceptable drainage systems include sub grade pipes connected to the storm sewer

system. Alternatively, constructed dry wells may be used where soil percolation rates are adequate based upon the geotechnical data and approval by the BVSD Department of Capital Planning, Engineering and Construction.

Storage Buildings• Storage buildings are a necessary part of playground design. Each DAT should determine the appropriate number and capacity of storage buildings for its site. Consider storage of ECE equipment, physical education equipment, and maintenance equipment. All storage buildings must be constructed of durable materials, be properly engineered, and comply with the BVSD Technical Specifi cations.

5 . 0 H A R D S C A P E S U R F A C E S


IntentAs the primary element for pedestrian and vehicular circulation, the appropriate use of hardscape materials is integral to successful design. Hardscape surfaces throughout the campus shall be designed to provide adequate space for circulation and play and to meet all current ADA codes for accessibility.

The principle goal is to provide connectivity among buildings, playgrounds, parking and service areas. In addition, specifi c hardscape areas will be programmed for playground activities, while maintaining an accessible and safe environment suitable for school activities.

MaterialsThe intended use and any special requirements shall be considered when determining appropriate materials for hardscape surfaces. The use of a common palette of paving materials and hardscape elements to unify character throughout the campus is recommended; however, the use of unique material color, texture, contrast, and scoring are encouraged to create visual interest in special, key areas.

When considering appropriate surface materials for a desired space, fi rst defi ne the intended use of the space. Select materials based on longevity, durability and maintenance considerations. All hardscape materials shall meet the requirements outlined in the BVSD Technical Specifi cations. Hardscape and paving elements that are approved for use by BVSD include, but are not limited to the following:

Vehicular Circulation & Parking• Concrete

Asphalt

Pedestrian Spaces & Circulation Corridors• Concrete

Asphalt

Stone

Brick

Concrete Pavers

Playground Activity Areas & Courts• Concrete

Asphalt

Special Uses• Stabilized Crusher Fines

Sand

Poured Rubber

Physical Limits / LayoutWhen considering hardscape surface layout, analyze the space for its intended use, scale, and potential maintenance operations. Hardscape drainage is critical not only to the building foundation and the hardscape itself but also to its use as a play surface following inclement weather. Although determined by civil engineering in coordination with the geotechnical data, the landscape architect and the DAT should consider basic drainage principles in all design phases.



Vehicular Areas- Parking lots and drives shall be designed and sized using all current local codes and specifi cations. When campus-wide site planning is required, consider the following design principles:

Provide an adequate number of parking spaces.• Provide protected pedestrian corridors.• Provide visible drop-off zones adjacent to pedestrian access.• Promote public safety with the design of drives that ensure adequate vehicular ingress and • egress off public roads and throughout the campus.Provide short walking distances between cars and building entrances.• Reduce visual impact by providing screening of parking and drives to streets and neighboring • properties.

Pedestrian Routes- Pedestrian circulation throughout the site shall be carefully studied to ensure public safety, ADA compliance, service access, and general maintenance operations. It is a priority to have a connection between all buildings, playgrounds, parking areas, service areas, and public sidewalks through the use of clearly defi ned walkways. The following are the minimum required widths for walkways within the campus core:

A minimum of 5 foot-wide for pedestrian only walkways.• When pedestrian and service operations overlap, an 8-10 foot wide walk is recommended. • Some sites may require sidewalks within the playground that accommodate tricycles and other • rolling play equipment. Walkway minimum width may vary according to their intended use and shall be designed with adequate space to ensure safety.

Hardscape surfaces within the playground shall be designed to provide adequate level spaces for hard surface games such as basketball, tetherball, and foursquare. The area of the playground dedicated to hardscape surfacing is dependent upon the entire square footage available, the school capacity, and the site limitations. The basic formula to calculate the square footage of playground hardscape is found in the “General Design Considerations” section of this document. In addition, hardscape materials shall be used to provide an accessible route to all amenities within the playground.

When determining the location and orientation of hard surface games, consider the use of balls and other auxiliary components that may interfere with other playground activities. Hardscape games are designed for different ages; locate and distribute the hardscape games adjacent to the play pits of the appropriate user age group. Basic layouts for several elements are provided in Appendix D, Asphalt Striping Layouts. All activities require a minimum 5 foot buffer zone, free from encumbrances, on all sides. The buffer zones for games may overlap (i.e., retain 5’ clear between striping). When site limitations do not interfere, the following are the minimum size and quantity requirements for each activity:

One (1) Full Basketball Court 80’ X 50’ with 5 foot buffer zone • (4,000 SF + buffer SF)

Five (5) Tetherball 9 foot radius with 5 foot buffer zone• (255 SF + buffer SF)

Four (4) Foursquare 12’ X 12’ with 5 foot buffer zone• (144 SF + buffer SF)

Three (3) Twosquare 12’ X 6’ with 5 foot buffer zone• (72 SF + buffer SF)

One (1) Bucket Toss 12 foot radius with 5 foot buffer zone• (452 SF + buffer SF)

Four (4) Hopscotch 10’-6” x 1’-6” with 5 foot buffer zone• (452 SF + buffer SF)



Playground game striping should be consistent with standard game regulations; however, enhancement to these layouts using varying widths, colors, and textures is encouraged. In addition, the BVSD encourages designers to develop original outdoor activities in conjunction with the DAT. Other activities that may be striped on the hardscape surfaces include, but are not limited to the following:

Maps• Color Wheels• Art• Animals• Oversize Checkers/Chess• Compass Rose • Words/Letters/Alphabet• Periodic Table• Math Equations•

Sustainable DesignWhile critical for the day-to-day operations of a school campus, it is the goal of BVSD to minimize impervious surfaces whenever possible, while fulfi lling the programmatic goals. Additionally, pervious concrete is available and should be considered for parking areas and drives. Due to the large aggregate size and large voids, this material is less suited to pedestrian areas. In addition, signifi cant technical consultation is necessary to properly prepare sub grade and drain these materials. When appropriate, it is strongly encouraged to use recycled materials in hardscape design and to reuse existing resources that may be available on site. Similarly, demolished materials should be routed into a responsible, local recycling stream when possible.

Maintenance ConsiderationsHardscape surfaces provide campus-wide access for the routine maintenance operations critical to the safety and operation of a school campus. Due to the variety of school locations and severe climate conditions within the district, it is extremely important to understand the needs and limitations of each individual site when it comes to maintenance. An open, vehicular swath approximately 20-25 feet in width is required for maintenance, including plowing. Consider where plows can logically stockpile snow so that it melts to a pervious area and so that it does not drain across pedestrian corridors.

Vehicular access to and within the hardscape areas is also required for emergencies. Fire access is typically wider and requires calculations based upon nearest hydrant, hose lengths, and water pressure. Fire access must be designed to meet all applicable state and local codes.

Typical maintenance and emergency access is required for:

Snow Removal• Play Pit Safety Surfacing Replacement/Amendment• Landscape Maintenance• Building Maintenance• Trash Removal• Re-striping of Asphalt• Emergency Vehicles•

6 . 0 T U R F A R E A S


IntentAll BVSD playgrounds shall include maintained multiple use turf areas. Turf areas shall be designed to incorporate high activity areas for non-programmed recess play and for school physical education classes. Some playgrounds may also incorporate fi elds for outside rental during after school hours. Smaller turf “islands” of low activity quiet areas may also be included in the design, but should be minimized in order to reduce long-term maintenance and water costs.

MaterialsMultiple use turf areas may consist of irrigated turf grass, synthetic turf, or a combination of the two. The use and limits of synthetic turf must be reviewed and approved by the BVSD Department of Capital Planning, Engineering and Construction. Refer to the BVSD Technical Specifi cations for acceptable turf grass blends and approved synthetic turf manufacturers and installation information.

Physical Limits / LayoutThere are three major factors to consider when designing turf areas:

Spatial Requirements• It is important that the turf areas be large enough to accommodate both structured and non-structured play simultaneously. Where feasible, turf area dimensions should be large enough to accommodate a junior high size soccer fi eld (use area 165’ x 300’, plus a 10’ perimeter buffer on all sides). For K-8 playgrounds, the fi elds must also provide spaces for a football fi eld (use area 172’x372’) which may overlap the space allocated for soccer, provided that football goals are accommodated without compromising soccer usage. The basic formula to calculate the square footage of turf fi elds is found in the “General Design Considerations” section of this document.

Where school playgrounds cannot accommodate these minimums, a best effort should be made to include as large an area as possible while still meeting other design guidelines. Consider that undersized fi elds cannot sustain the high foot traffi c volume of an elementary school playground.

In addition to multiple use fi elds, smaller areas of turf that can be used as quiet activity areas may also be included in the playground design.

Proximity to The School Building• Multiple use fi elds shall be located in reasonable proximity to the school building. If possible, direct access from the gymnasium is ideal. Irrigated turf shall not be located directly adjacent to the building foundation. A buffer between instructional classrooms and high activity turf areas should be included in order to reduce distractions during class time.

Edges• Field edges that abut vertical elements require hand trimming. Minimize the hand trimming by:

Providing fl ush concrete mow strips beneath fencing and backstops.

Avoid directly abutting vertical elements like steps and walls.

Sustainable DesignFor proper maintenance, irrigated turf requires of water, fertilization, aeration, and mowing. Therefore, designs should always consider ways to reduce turf areas, to eliminate portions of turf that are diffi cult to irrigate or mow, and where appropriate, to use synthetic turf as an alternative.

6 . 0 T U R F A R E A S


Maintenance ConsiderationsWhen designing turf areas, maintenance operations must be considered. Allow for large maintenance machines to access the turf. Minimize areas that require hand mowing or narrow mower access only. Minimize areas requiring hand trimming as described above. Turf health promoted by conscientious design including overall size, solar aspect, drainage, soil preparation, and turf selection will require less overall maintenance. Additional information is provided in the BVSD Technical Specifi cations.

7 . 0 P L A Y P I T D E S I G N


IntentIt is the vision of the BVSD to develop well-organized playgrounds that are safe, accessible, durable, and maintainable. Each playground will incorporate the use of play pits to help organize play equipment by user age groups to make the site safer and more manageable. Play pits establish well-defi ned areas that meet the spatial requirements for the play equipment that they contain. Play pit design is based on the type of safety surfacing used in the pit. Each play pit must include accessible safety surface material and an accessible entrance/exit point.

MaterialsAll play pits will be constructed using a perimeter concrete curb wall, accessible ramp, drainage system, and safety surface material. The individual elements of each component are described below.

Pit Curb Walls• Typical play pit walls shall be constructed of minimum 9” thick concrete. Alternative materials may be used with approval from the BVSD Department of Capital Planning, Engineering and Construction.

Play pit walls should be designed to contain safety surface materials, preventing migration

of safety materials outside of the pit. Play pits must be designed to accommodate a level interior safety surface; playground

equipment requires a level surface.When possible, the top of wall elevation should vary around the pit to be fl ush with

surrounding grade, minimizing trip hazards. (Condition One below.)When necessary, the top of wall elevation remains level. This condition is used where

drainage must be diverted or sloping pit wall elevations are not functional for grading purposes. (Condition Two below.)Minimize drop-offs stepping into or exiting play pits. (Conditions One and Two below.)

Pit walls must be designed to a depth that allows for the drainage system and full depth

safety surface material requirements.Walls must be engineered to ensure their structural integrity.

All concrete must comply with BVSD Technical Specifi cations.

Temporary type materials are not acceptable for construction of play pit walls: examples

include plastic timbers and wood timbers.

Condition One - Top of Wall Elevation Varies to Match GradeFLUSH WITH GRADE

LEVEL SURFACEMINIMIZE DROP-OFF

Condition Two - Top of Wall Elevation Remains Level

TOP OF WALL ELEVATION LEVEL

LEVEL SURFACE

MINIMIZE DROP-OFF



Accessible Ramps• Each play pit must be accessible via a concrete ramp.

Ramps must comply with the current ADA codes for accessibility.

Access ramps are best located at the low corner elevation to minimize the horizontal run

required of the ramp.Ramps cannot be in the play equipment safety zone.

In the case that a poured-in-place rubber surface is used for safety surfacing, it may not

be necessary to provide an access ramp.

Drainage Systems• Regardless of the safety surface that is specifi ed, all play pits will require a subsurface

drainage system. Drainage aggregate should be included in all systems unless specifi cally omitted by the

drainage system engineer.Proper drainage may be obtained through the use of dry wells or through proper connection

to the storm water system. Any connection to the storm water system requires engineering and must comply with all local and state codes. Dry wells may be used as an alternative if approved by the BVSD Department of Capital Planning, Engineering and Construction and supported by the geotechnical soils data.

Safety Surface Material• Engineered Wood Fiber (EWF) Refer to the current regulations for acceptable depths for installation. All materials and installation must conform to the current ADA, CPSC, and ASTM requirements for playgrounds.Poured in Place Rubber

Refer to the current regulations for acceptable depths for installation. All materials and installation must conform to the current ADA, CPSC, and ASTM requirements for playgrounds.

Physical Limits / LayoutThe basic formula to calculate the square footage of play pits is found in the “General Design Considerations” section of this document.

Play pits shall be designed to ensure that adequate space is provided for specifi c equipment requirements. Each play pit shall be designed to ensure that all safety zone requirements set forth by the equipment manufacturer are met or exceeded. The play pit designer must ensure that all play pit walls and ramps do NOT interfere with the manufacturers specifi ed safety zones.

All surrounding surfaces shall be graded to eliminate surface drainage from entering the pits. Play pits shall be designed to minimize drop-offs into the play pit and in accordance with local, state, and national building codes.

Play pit confi guration shall minimize small areas that are not capable of supporting any play equipment.

The play pits shall be oriented to allow for supervision of all pits from one location. If this is not obtainable, the designer shall make every effort to locate the play pits to minimize the number of staff required to safely monitor the play areas.

The DAT and the professional design team are encouraged to employ multiple safety surfaces on a site



and within each play pit. Multiple surfacing within the same play pit provides improved and alternative accessibility and creates visual interest.

Sustainable DesignIt is always in the designer’s best interest to attempt to reuse or recycle material whenever deemed appropriate. On playground renovations, there are opportunities to reuse existing materials such as pea gravel in the design and construction of the drainage systems. Every effort should be made to use engineered wood fi ber, rubber, and concrete manufactured from recycled materials. Materials obtained from nearby sources are also preferred.

Maintenance ConsiderationsWhen determining which safety surfacing is appropriate for play pit applications, some maintenance considerations should be taken into account.

EWF material must be monitored on a regular basis to ensure that it is maintained at the proper • depth. It must be raked level on a regular basis to maintain its design and accessible integrity.Due to wind, decomposition, and subsidence, EWF material tends to migrate out of the play pits • leaving the desired level below the designed standard. EWF material is typically replaced or topped off on an annual basis to maintain its desired depth.Poured in place rubber surfacing may show wear spots in high traffi c areas or may bubble. It • may be necessary to patch or replace these areas to maintain the integrity of the material. Edges are particularly vulnerable.

8 . 0 E C O - P L A Y


IntentThe inclusion of natural areas within or adjacent to playgrounds provides students the opportunity to connect with the natural environment. Eco-play is a term coined to describe the portion of the playground environment at BVSD that incorporates elements of nature as part of everyday play.

Well-designed natural areas are aesthetically interesting places that recount the “wilder” natural environment absent from most children’s daily lives. These areas require fewer resources to construct and to maintain, with less long-term impact on the environment. Perhaps most benefi cial of all, natural areas provide children with additional types of creative, unprogrammed play; provide teachers with a unique teaching tool; and provide the school neighborhood with a natural but supervisable playground space.

MaterialsEco-play areas contain many of the same elements found on a typical playground like seating, paths, and boulders; however, in Eco-play areas the elements are designed and built in an informal manner. In general, the activities, elements, and plant materials of an Eco-play area are designed to mimic the native landscape. Sites where these elements naturally “blend” with the similar areas on adjacent property or on the school property would be the best candidates for Eco-play areas. Likewise, a stream bed or water source would not be “designed into” a space; rather, the presence of a existing stream or water source would be enhanced with the addition of the Eco-play area.

The following is a list of activity areas and elements that might be found in an Eco-play area:Shaped earth• Native vegetation• Natural/textured pathways• Wooded areas• Plants that attract specifi c insects or birds• Nesting boxes• Pathways• Logs• Boulders• Grasslands• Dry Streambeds•

8 . 0 E C O - P L A Y


Plant material should be selected to provide clear visibility, especially directly adjacent to playground boundaries. Ground plane materials are typically dryland grasses at approximately knee height. Small trees and large shrubs that are selectively thinned rather than sheared, can be used to create low canopies while allowing for visibility through the trunks of the trees.

Unless existing grasslands are in place, Eco-play areas require irrigation for establishment. The BVSD project manager may provide variance from the irrigation requirement on a case-by-case basis.

Physical Limits / LayoutEco-play areas are generally located toward the perimeter of the playground. Adjacent properties must be considered when determining whether or not a playground is suited to the placement of an Eco-play area. Design considerations include:

Visibility into the area• Site size• Maintenance level of adjacent properties• Presence of existing natural areas/elements•

Sustainable DesignOnce established, Eco-play areas are by defi nition conservation areas. Eco-play sites:

Minimize irrigation• Minimize ground disturbance• Minimize quantity of water run-off• Minimize erosion• Minimize fertilization• Minimize motorized maintenance activities• Maximize habitat corridors• Maximize quality of water run-off• Maximize air quality/oxygen production•

Maintenance ConsiderationsA fundamental tenet of an Eco-play area is its dearth of maintenance requirements. Generally, the areas will be grasslands that could be mowed annually, but that do not require mowing. Pathways in the area may require periodic mowing, edging, or resurfacing so that the pathways remain defi ned and easily passable. Shrubs and trees will require thinning to maintain visibility and simply as part of site-wide routine maintenance. Biological detritus may merit occasional clean-up days to remove dead branches, seeds, and leaves.

“As children’s connection to nature diminishes and the implications become apparent, new research shows that nature can be powerful therapy for such maladies as depression, obesity and attention defi cit disorder.”

“Last Child in the Woods: Saving Our Children from Nature-Defi cit Disorder” by Richard Louv

9 . 0 G A R D E N S


IntentSpecialty gardens in the playground provide “learning through doing” opportunities for students, teachers, and the surrounding community.

Gardens can have many forms and functions, including xeriscape demonstration gardens, sensory gardens, memorial gardens, bird and butterfl y gardens, and vegetable gardens. Nutrition study through gardening is particularly compelling in contemporary education trends. Gardens are places uniquely suited for students to observe nature, sit quietly and read a book, nurture a plant, discover an interesting insect, or memorialize a loved one.

Distinct from other site plantings, gardens will be incorporated BVSD playgrounds only when deemed appropriate by the school’s DAT. The DAT must ascertain that long-term interest in the gardens does exist and that the school is willing to set aside a portion of the construction budget for garden funding. Funding includes garden construction as well as setting aside funds for future garden retrofi tting, if necessary. Retrofi tting is further discussed in the “Maintenance” portion of this section. All specialty gardens will require approval of the BVSD Department of Construction, Planning and Engineering

MaterialsGardens should incorporate interesting and creative uses of materials, including those used for hardscape surfaces, walkways, paths, and retaining walls. All gardens must be constructed of high quality, durable materials. All gardens should be installed with a 4” minimum depth of bark mulch, even if the plant materials are to be installed by the school community rather than by the landscape contractor.

9 . 0 G A R D E N S


Physical Limits / LayoutGarden spaces will be required to meet the same design requirements as the rest of the playground. In addition, playground gardens must meet the following requirements:

Maximum Garden Size• Playground gardens shall not exceed 800 square feet. When selecting sizes consider that the Garden Retrofi t Funds paid to the district are based upon square footages. See “Maintenance” below.

Raised Planting Beds• All gardens shall be contained within raised planters. Consider ADA accessibility guidelines for reach and height requirements for planters. Where raised planters are not appropriate, approval from BVSD Department of Construction, Planning and Engineering will be required for alternative designs. In all cases, a clearly-defi ned and contained edge treatment is required.

Irrigation• All plant material shall be irrigated with an automatic irrigation system. In addition, a hose bib or bibs must be placed at intervals so that all gardens can be watered using a 50’ hose. All irrigation must follow the BVSD Technical Specifi cations.

Aisles/Pathways• Gardens should include aisles/pathways at intervals to ensure that gardeners can readily reach the center of each garden bed. Pathways should provide accessible routes to and among garden planters and features.

Sustainable DesignWater conservation shall always be a consideration of the specialty garden design. In order to maintain a high quality landscape with low water and maintenance requirements, all plants must be selected to meet the requirements of Appendix C, Landscape Plants to Avoid on BVSD Sites. While plant selection is a major factor in keeping water consumption as low as possible, it is not the only factor. Proper plant location and zoning, adequate soil amendment, proper mulching and effi cient irrigation are all factors that need to be included in the design and installation of the garden. All landscape plantings shall conform to the BVSD Technical Specifi cations.

Maintenance ConsiderationsRoutine maintenance is crucial to the success of specialty playground gardens. The maintenance of specialty gardens is the responsibility of the school community. Prior to including a specialty garden within the program, the DAT must weigh the long-term maintenance responsibilities against the considerable benefi ts of school gardening. The DAT should consider the number of potential gardeners, their long-term interest level, and the typical tasks:

TasksWeeding• Watering• Planting• Harvesting• Spring clean-up• Winterization•

9 . 0 G A R D E N S


GardenersTeachers/students• Parent groups• Clubs (e.g., Boy Scouts, Girl Scouts)• Garden groups (e.g., Slow Foods)•

When gardens fail, it is due to lack of support and maintenance. BVSD maintenance will recommend that gardens un-maintained for four successive years be retrofi tted to low-maintenance shrub beds or hardscape. To fund the retrofi tting, the BVSD will administer Garden Retrofi t Funds on a per school basis. These funds are paid by the school to the district and remain in escrow. In the event that gardens require retrofi tting, these funds are accessed.

Maintenance kits are to be included in the construction documents and provided to each school at which specialty gardens are installed. The items and quantities are:

Hand shovels (20)• Shovels, child-sized (20)• Rakes, child-sized (20)• Hoes, child-sized (15)• Buckets, 1-gallon with handle (10)• Hose, heavy duty, 50’ length (4)• Hose nozzle, heavy duty, adjustable (10)• Trash bins, 20 gallon rolling with lid (2)•

1 0 . 0 P L A N T I N G S


IntentPlants and planting beds should be located throughout the playground to help create a softer, more interesting play area and to create a more pervious surface. Trees and shrubs can be used in conjunction with the hardscape materials to guide circulation and create separation between play areas. In addition, trees should be located to provide natural shade and block unwanted views into or out of the playground. Careful consideration must be made when planting on the playground in order to sustain the health of the plants, to minimize maintenance, and to avoid creating unsafe areas by obstructing views or creating hiding places. Plants on the playground will be exposed to higher than normal levels of foot traffi c; therefore, plant selection and location must be considered carefully.

MaterialsPlant selections will be limited to plants not found list in Appendix C, Landscape Plants to Avoid on BVSD Sites. Only trees and shrubs will be allowed outside designated garden areas (refer to the “Gardens” section). Annuals and perennials will only be allowed in designated gardens with the approval of the BVSD project manager. When selecting plant material, the following must be considered:

Durability• Water use • Mature size• Maintenance requirements• Safety• Habitat requirements• Avoidance of monoculture•

Physical Limits / LayoutPlayground design requires consideration of special factors. The following items should always be addressed when choosing plant material and locations for plants on BVSD playgrounds:

Safety• Visibility/Mature Size

Maintain a clear sight line to all areas of the playground to allow for adequate supervision of the students. Plant layout should be such that it avoids creating spaces that can be used for hiding, especially adjacent to neighboring properties.

Dangerous Plants

Plants that have thorns, rigid pointed leaves, sword-like stalks, or that produce poisonous leaves, berries, or fl owers are not acceptable. Plants that produce fruit are not acceptable.

Insects

Plants that are highly attractive to insects, especially bees, need to be located away from major walks, doorways, gates, and high use play areas.

Durability• The designer must consider the high volume of foot traffi c when selecting and locating plant material within the playground. Raised planting beds are encouraged to allow for the inclusion of plants on the playground while also increasing the chances of the plant’s survival.

1 0 . 0 P L A N T I N G S


Grouping• Group plants with like water demands to allow irrigation zoning to be like-wise grouped.

Year-Round Interest• Plant palette selections should include year round interest.

Trees in Sod• Trees in sod conserve irrigation costs as they can be irrigated using the sod system.

Tree Spacing• Trees should be spaced no closer than the canopy diameter attained at 85% of maturity. Trees should be located 10’ minimum away from buildings to avoid utilization as roof access.

Density• Shrubs and garden plants should be installed at moderate to high density to provide reasonable coverage.

Sustainable DesignWater conservation shall always be a consideration of the playground landscape design. In order to maintain a high quality landscape with low water and maintenance requirements, the BVSD prefers the selection of xeric, low-water use plant materials. While plant selection plays a major factor in keeping water consumption as low as possible, it is not the only factor that needs to be considered. Proper plant location and zoning, adequate soil amendment, proper mulching, and effi cient irrigation all infl uence plant success. All landscape plantings shall conform to the BVSD Technical Specifi cations.

Every effort should be made for the playground design to retain existing plant materials of value. In particular, mature trees of good health should be kept when possible. Likewise, existing naturalized or habitat type areas should remain undisturbed barring extraordinary circumstances.

Hardscape areas should be shaded with trees, ideally at 50% when possible. Consider planting trees within the hardscape areas, preferably in groups. Individual trees within tree grates are also acceptable. Locate trees in hardscape carefully to avoid confl icts with adjacent activities and circulation routes that might result in tree damage.

Maintenance ConsiderationsPlant selections should be made such that additional regular maintenance will be kept at a minimum. Use of trees that require infrequent pruning is encouraged. Plant detritus, like seeds and leaf drop should be carefully considered. Plants with signifi cant detritus must be placed in naturalized or Eco-play areas. In addition, the BVSD project manager must concur with their inclusion on the site.

1 1 . 0 G A T E W A Y S A N D S H A D E S T R U C T U R E S


IntentGateways and shade structures provide a wonderful opportunity to create bold statements in the landscape. These elements introduce the character of the school through the use of unique materials and creative forms. Gateways draw and welcome students, faculty, and visitors into the school playground. Shade structures offer students a place to gather, to relax and be social, and to perform. Although shade structures can be prefabricated, custom designed gateways and shade structures are preferred for their ability to communicate a strong sense of place at each school.

MaterialsGateways and shade structures must be constructed from durable materials suitable for outdoors with strong ultraviolet light intensity and harsh weather. Finishes should be durable to resist vandalism and provide for easy grafi tti removal. All gateway and shade structure materials and fi nishes shall meet the requirements outlined in the BVSD Technical Specifi cations.

Physical Limits / LayoutGateways and shade structures located within the playground should be of a human scale and also appropriate in relationship to the surrounding spaces and adjacent structures or buildings. Designs shall consider the building architecture including historic designations.

All gateways and shade structures shall be engineered to meet the requirements for the specifi c location and soil type.

Property Boundary• All gateways must be sited within the property boundary of the site unless unusual site boundaries exist. Locating gateways outside the property boundary should be the exception and requires written permission from the BVSD project manager.

Location• Gateway

The gateway location is selected based upon high community visibility and on most-used pedestrian entry. Gateways designed and sited for strictly pedestrian traffi c are preferred. At times, a site may require that the gateway allow for both pedestrian and vehicular access. If so, the appropriate clearances should be designed for vehicles. In addition the gateway may require gates due to the larger opening. Gates may also be necessary if the gateway is located near a play area where balls are frequently used.

Shade Structure

The shade structure provides space for gathering, eating, and for performances. Design considerations for locating the structure include sight lines to and from the structure, proximity to open areas for spectator seating, overall site drainage, and program elements within the structure’s shaded area. Elevating the structure by 1-2 steps can support its use and its visual presence.

Design Considerations• Color selection is at the discretion of the landscape architect with input from the DAT and/or professional design team.

1 1 . 0 G A T E W A Y S A N D S H A D E S T R U C T U R E S


Gateway

Provide a minimum of one pedestrian gateway onto the school site. Pedestrian gateways should be minimum 8’ wide with 9’ clearance. In most cases, the school name should be included on the gateway to promote recognition by the community.

Shade Structure

The structure should be sized to provide a signifi cant shaded area for the school community as well as any after hours planned uses. Consider the massing and materiality of the structure to reference and coordinate with surrounding site features and overall design concept. The shadow pattern of the shade structure can also be used to reinforce the larger design concepts.

Locating permanent site furniture beneath structures allows for gathering and picnicking but limits performance space. Consider movable site furnishing for this application.

Sustainable DesignWhere feasible, recycled materials should be used for the construction of gateways and shade structures. Local materials are preferred to those shipped from long distances.

Maintenance ConsiderationsAll gateways and shade structures shall be located to allow for vehicular access for site maintenance.. Shade structures not elevated by steps must allow for vehicular clearance or be designed to prevent vehicular access.

1 2 . 0 P L A Y G R O U N D E Q U I P M E N T


IntentThe purpose of play equipment is to promote physical activity and to provide activities for creative play. For the purpose of these design guidelines, play equipment refers to any structure or piece of equipment that is installed in the playground with the intended purpose of active play. Play equipment includes equipment that is installed within a play pit, on a hard surface, or on a turf fi eld. A combination of play equipment that incorporates a wide variety of activities is desired. The designer should work closely with the play equipment vendor in order to achieve a play area that meets the needs of the school and its students.

MaterialsThe following is a list of typical play equipment to be included in the design of a BVSD playground and its location within the playground:

Play Pit EquipmentManufactured composite and independent play structures• Swings• Sand/Water Table•

Hard Surface EquipmentBasketball Standards• Tetherball Poles• Bucket Toss Standards•

Multiple Use Turf EquipmentSoccer goals•

The traditional play equipment to be included in the play pits should be determined by the landscape architect in conjunction with the DAT and/or professional design team. The basic formula to calculate the necessary capacity of the play equipment is found in the “General Design Considerations” section of this document. This formula represents a minimum; additional equipment is optional. The equipment itself shall be selected from the BVSD Technical Specifi cations, which include customized composite equipment, independent structures, swings, and sand/water tables pre-selected by the BVSD. These customized structures are pre-designed to meet the accessibility requirements for the play equipment.

The quantities of hard surface equipment to be provided at all sites are described in the “Hardscape” and “General Design Considerations” section of this document. Some playgrounds may not have adequate space for the numbers described in these sections. If so, the landscape architect and DAT must prioritize the composition of the playground, using the percentages in the “General Design Considerations” portion of this document as guidance.

Color selection of all equipment is at the discretion of the landscape architect with input from the DAT and/or professional design team. Colors of stand-alone elements mounted on poles should be chosen to stand out against the background to increase visibility.

In addition to the play equipment listed above, natural play elements such as boulders may also be included in the playground design. For additional information regarding natural play, refer to the ‘Eco-Play’ section of these guidelines.

1 2 . 0 P L A Y G R O U N D E Q U I P M E N T


Physical Limits / LayoutThe design of the playground shall include play pits that accommodate play equipment, separating the following age levels into separate play equipment “zones”:

Pre-kindergarten (ECE)• Kindergarten through second grade• Third grade through fi fth grade•

Refer to the “General Design Considerations” section of this document for a basic formula to calculate approximate square footage of each play pit zone and for guidance regarding spatial and physical requirements for ECE areas.

During the master planning phase of playground design, the landscape architect and DAT should analyze each play equipment zone to consider:

Square footages needed to accommodate equipment• Visibility across the zone(s)• Circulation around the equipment zone• Circulation within the equipment zone• Shapes and number of activities• Proximity of equipment zones to each other• Proximity of ball courts to equipment zones• Proximity to other activities suitable for the zone’s age level• Swings and circulation (back to fence when possible)• Variety of activities• Drainage into pits (to be avoided)•

The landscape architect and DAT should work closely with the approved vendor in order to achieve a play area that incorporates a wide variety of play equipment, including composite structures, independent structures, as well as natural play amenities such as boulders.

Sustainable DesignIn order to reduce the resource impact of the playground, the use of play equipment that incorporates recycled materials is encouraged.

Maintenance ConsiderationsMaintenance considerations should be taken into account when determining the types and locations of specifi c play equipment structures. It is important to design play pits and locate play equipment to reduce or eliminate the movement of the engineered wood fi ber safety surface material, sand, and water onto the hardscape pedestrian areas. All play equipment shall be located to allow for access and feasibility of site maintenance.

1 3 . 0 F E N C I N G


IntentFencing located on BVSD playgrounds performs two main functions. The primary function is to create a safety barrier between the playground and adjacent roadways and properties. In many instances, playgrounds are adjacent to streets, parking lots, private residences and businesses. Student safety is paramount and creating a barrier to the playground reduces the safety risk posed by environments beyond the control of the school and school district. The second function is to separate and delineate various use areas within the playground itself. The size and style of the fencing depends upon its function and location.

MaterialsFencing materials shall meet the requirements outlined in the BVSD Technical Specifi cations. Options for fencing include chain link and decorative metal fencing. Material selection for fencing depends upon several factors, including but not limited to:

New Construction vs. Renovation• New Construction – All fencing located at new BVSD schools will be constructed of chain

link fencing as required by the BVSD Technical Specifi cations. Decorative metal fencing is also an option, particularly at gateways and entries.Renovation – Selection of fencing materials for renovation of existing school playgrounds

will be dependent upon location and function of the fence. If connecting to an existing fence it is preferable to install like materials for consistency. Decorative metal fencing is also an option, particularly at gateways and entries.

Historical signifi cance• Primary function of the fence• Budget•

Physical Limits / LayoutOverall, fencing should be the least possible amount necessary to meet the objectives outlined in the Intent section above. Fencing should be located within or on the school property boundary. All fencing and backstops should include a fl ush concrete mow strip. The following are the minimum required fencing locations and heights; fl exibility for increasing heights exists where deemed appropriate:

Adjacent to roadway or parking lot• Height – 6 feet

Adjacent to private residence/residential complex• Height – 4 feet

Adjacent to business (excluding parking lots)• Height – 4 feet

Adjacent to park/open space• No fence required

Adjacent to public trail• No fence required

Backstop fencing shall be located at each softball diamond. Dimensions are provided in the • BVSD Technical Specifi cations.

1 3 . 0 F E N C I N G


Sustainable DesignUse products from recycled materials when feasible. Select products manufactured at locations as close to the site as feasible. Minimize use of fencing products altogether as feasible.

Maintenance ConsiderationsAll fencing locations and styles shall consider the access and feasibility of maintenance. All areas enclosed by fencing shall be accessible by both a pedestrian gate as well as a vehicle gate. Typical vehicles requiring access include but may not be limited to snow plows, pick-up trucks, delivery trucks, fi re trucks, and mowers.

1 4 . 0 S I T E F U R N I S H I N G S


IntentSite furnishings are intended to improve the playground experience of all users and to create a cohesive aesthetic appeal across the entire school campus. The selection of site furnishings should refl ect the character of the school and should be repeated throughout the site.

MaterialsSite furnishings should be high quality commercial outdoor furnishings constructed of heavy-duty materials with durable fi nishes. Refer to BVSD Technical Specifi cations for options.

Physical Limits / LayoutThe quantity and location of site furnishings varies with the student capacity of the school, the layout of the playground, the size of play areas, and the relationship of play areas to one another. All play areas should have easy access to benches, picnic tables, trash receptacles, and drinking fountains.

Color selection is at the discretion of the landscape architect with input from the DAT and/or professional design team. Design considerations and minimum quantities are as follows:

Benches• Benches should be located to allow adult supervisors to oversee the play area while seated if possible. Likewise, benches should provide seating for community users to supervise their children. Benches can also be used to create low activity, quiet areas adjacent to higher activity play areas. Consider exposure when locating benches on the playground. Benches should be located so that users’ feet are on hardscape areas when possible.

Benches should be permanently mounted in accordance with the BVSD Technical Specifi cations. Beneath shade structures, however, movable benches are permissible. The DAT may determine the appropriateness of movable benches for their school site.

Minimum Quantity: Two benches per 60 students enrolled at full school capacity or;

Two benches per grade level play area, whichever is larger.

Picnic Tables• Picnic tables should be located on or adjacent to play areas. Picnic tables allow students to congregate, play games, rest and relax during recess. Picnic tables should be organized to allow for larger groups of students or classes to gather and sit together.

Picnic tables should be permanently mounted in accordance with the BVSD Technical Specifi cations. Movable picnic tables are permissible beneath shade structures.

Minimum Quantity: One picnic table per 60 students enrolled at full school capacity;

Minimum 25% of picnic tables to be accessible.

Trash Receptacles• Trash receptacles should be located for easy access that promotes use. Trash receptacles should be permanently mounted in accordance with the BVSD Technical Specifi cations.

Minimum Quantity: Minimum three per playground.

1 4 . 0 S I T E F U R N I S H I N G S


Bicycle Racks• Bicycle parking needs to be visible, accessible, and easy-to-use. Bicycle parking should generally be provided within 50 feet of the main building entrance. Parking reserved for visitors and staff may be placed in a different spot than student parking. A covered area is desirable, as it is to place bike racks in view from windows within the building. The area should be well lit at night. A paved surface is also preferred.

The bicycle parking area should be separated from automobile parking and delivery lanes to prevent interference with vehicles and pedestrians. Including access ramps and signage from the street and parking lot increases ease of movement. It is preferred that bicycle racks not be located directly in the playground play areas. Pathways leading to bicycle parking areas should offer practical access to bike racks, even at a greater distance, to prevent the need to cross playground areas and playing fi elds.

Minimum Quantity: One bicycle space for 7% of building users (students, visitors, staff).

Drinking Fountains• Drinking fountains should be easily accessible from each play area. Where possible, play areas should share drinking fountains in order to reduce the number of fountains required. All drinking fountains must be accessible.

Minimum Quantity:One per playground or;

One per play area.

Tree Grates• Where trees are located within the hardscape, tree grates shall be incorporated in order to improve safety, protect the tree, and reduce maintenance.

Sustainable DesignUse products from recycled materials when feasible. Select products manufactured at locations as close to the site as feasible. Minimize use of products altogether as feasible. Consult with the DAT and with relevant conservation program documents.

Maintenance ConsiderationsAll site furnishings shall be located to allow for access and feasibility of site maintenance.

1 5 . 0 A R T


IntentThe inclusion of art within the playground is intended to foster and support the creativity and expression of BVSD students. Art in the playground may consist of student created projects or professional, commissioned art. Art projects will need to be classifi ed as either temporary or permanent. Careful consideration should be taken when locating and securing permanent art pieces. All permanent art shall meet the requirements of BVSD Technical Specifi cations.

MaterialsAll permanent art pieces and their anchoring systems shall be constructed of high quality, durable materials suitable for outdoor display. Where temporary art installations require permanent fi xtures for display purposes, the permanent fi xtures shall meet the requirements outlined in the BVSD Technical Specifi cations.

Physical Limits / LayoutArt pieces should incorporate aspects of the BVSD Art Curriculum. The BVSD Department of Construction, Planning and Engineering shall approve locations of all permanent art installations.

Professional structural engineering shall be required for structural portions of art elements, including but not limited to foundations, footers, welds, anchors, wind and snow load calculations. Overhead elements must provide clearance for pedestrians in all cases and vehicles when necessary.

Sustainable DesignUse recycled materials when feasible. Select materials from locations as close to the site as feasible.

Maintenance ConsiderationsAll permanent art and art fi xtures shall be located to allow for vehicular access and site maintenance.

1 6 . 0 I R R I G A T I O N


IntentIt is intended that all plant material located within BVSD playgrounds be irrigated in accordance with current BVSD Technical Specifi cations for irrigation. Automatic irrigation systems are required at all school sites, including playgrounds, in order to provide and control the effi cient application of water to the landscape.

The BVSD is committed to implementing water conservation and industry best management practices in efforts to reduce water consumption in the landscape. A qualifi ed irrigation designer should be responsible for the design of the irrigation system to ensure a high quality, effi cient system.

MaterialsThe implementation of irrigation equipment that increases uniform water distribution and decreases water consumption is required. Refer to the current BVSD Technical Specifi cation for all irrigation equipment requirements. When selecting irrigation equipment, consider the following design principles:

Select heads and nozzles that provide matched precipitation rates.• Select drip irrigation for all planting beds and gardens.• Specify metering devices that measure the total landscape water use separate from other use • for all projects where practical and economically feasible.Specify pressure regulation whenever necessary to ensure that all irrigation devices operate • within the manufacturer’s recommended pressure range.Specify fl ow measuring devices where practical and economically feasible.• Specify main and lateral pipes sizes that will result in a water velocity of less than fi ve (5) feet • per second.

Physical Limits / LayoutIrrigation systems should be designed to irrigate the intended area in the most effi cient and uniform manner. When confi guring the irrigation system, consider the following design principles:

Design the layout of heads and other emission equipment to prevent runoff or overspray onto • impervious hardscape surfaces.Design sprinkler spacing with head-to-head coverage (minimum 50% of spray diameter).• Locate sprinkler heads based on a thorough evaluation of physical, environmental, and hydraulic • site conditions, including typical wind conditions during normal irrigation periods.Assign stations/zones (hydrozones) to areas with similar watering requirements. For example; • trees vs. shrubs, shade vs. sun, drip vs. sprinkler. Provide hose bibs in garden areas at intervals for 100% garden coverage using a 50’ radius from • each hose bib (50’ hose).

Sustainable DesignIt is the goal of BVSD to implement irrigation systems that incorporate current design standards and up to date equipment in order to ensure the most effi cient distribution of water to the landscape.

Maintenance ConsiderationsThe irrigation system should be designed to minimize maintenance diffi culties. The proper selection and placement of irrigation components must be made in order to reduce maintenance issues.

1 7 . 0 S I G N A G E


IntentBVSD playgrounds are intended for use by the school during school hours, but are open to the public as community spaces when school is not in session. Signs located at the playground are intended to inform users of the appropriate activities and uses of the playground and times when the playground is available for use.

MaterialsAll signs shall be standard metal signs meeting the requirements of the BVSD Technical Specifi cations.

Physical Limits / LayoutSigns should be located at each primary pedestrian entrance to the playground. Where feasible, signs will be attached to fencing adjacent to the gateway. Where no fence is present, signs will be attached to freestanding posts or to the adjacent building. Attachment of signs to the building will require approval of the BVSD Department of Construction, Planning and Engineering. The following information should be incorporated into the playground signage:

Intended use of the playground, including age appropriateness of play equipment• Hours the playground is open for public use• Prohibited uses•

Sustainable DesignUse products from recycled materials when feasible. Select products manufactured at locations as close to the site as feasible. Minimize use of products altogether as feasible.

1 8 . 0 L I G H T I N G


IntentLighting standards are an integral component of a unifi ed campus landscape. The coordination of lighting throughout the site and playground is an important design element that must be incorporated. Lighting should be minimal to meet safety and security codes without encouraging nighttime use of the site.

MaterialsIt is recommended that the specifi ed lighting be cohesive with the architectural lighting. Due to the individual characteristics of each site, lighting will be reviewed on a case-by-case basis. Exceptions from BVSD lighting standards may include, but are not limited to the following:

Existing installations• Historical authenticity• Illumination levels or source• Pole height•

Physical Limits / LayoutLighting should be minimal to discourage nighttime occupancy of the site. All on-site lighting must be engineered and comply with all local and state electrical codes and conform to the BVSD Technical Specifi cations. The following design principles should be considered to ensure both adequate and appropriate lighting for a particular site:

Provide adequate lighting around the exterior of building entrances and exits including along • pedestrian routes and connections and at other key areas to meet the standards for public safety and security.On-site lighting design should be in scale with the pedestrian environment and blend in with the • surrounding buildings and landscaping.Use lighting to enhance the aesthetic qualities of the site and to highlight special features.• Use lighting to provide for outdoor evening activities such as basketball, tennis, and softball only • when specifi cally instructed by the BVSD project manager.On-site lighting should not impinge on adjacent property and should be directed away from • nearby properties.

Sustainable DesignAttempt to achieve the desired lighting requirements with the use of eco-friendly fi xtures. Use of recycled materials from nearby manufacturers is encouraged. Also, when appropriate, the use of photo cells, timers, and other automatic controls to manage the lighting operation is strongly desired.

Maintenance ConsiderationsWhen designing on-site lighting, locate fi xtures so they do not directly interfere with snow removal and other regular maintenance operations.

1 9 . 0 V O L U N T E E R B U I L D P R O G R A M


IntentIdeally, each BVSD playground project of signifi cant scope will include a volunteer build component. Grass roots installations increase community stewardship and are less likely to be vandalized. Additionally, volunteer efforts generate savings in construction costs.

MaterialsSuccessful volunteer days complete the work at hand and leave each volunteer with feelings of satisfaction, impact, and a job well done. Keep in mind that volunteer build projects require coordination of trash disposal, including trash from the task at hand and from any meals served. Additional items to consider for successful volunteer days are: volunteer turnout, parking, duration of build, safety, BVSD legal approval/waivers, check-in, food, drinking water, water for construction purposes, tools, construction vehicles, rest rooms, fi rst aid, day-care, conservation, and youth volunteers.

For playground construction, particular tasks lend themselves well to volunteer efforts. In order of increasing diffi culty, these tasks are:

Task Tools Meals Multi-Day HandoutsCoordinationDifficult (1-5)

Site Clean-up Gloves, brooms, hand shovels, lopers

N N N 1

Sod Installation GlovesY/N N N 3

Plant Installation Gloves, hoses, shovels, picksN N Y 4

Tree Installation Gloves, bolt cutters, hoses, picks, shovels, tractor with auger

N N Y 4

Mulch Moving Gloves, shovels, rakes, wheelbarrowN N N 2

Engineered Wood Fiber Installation

Gloves, shovels, rakes, wheelbarrowY N N 2

Play Equipment Installation Vendor equipment, gloves, wheelbarrow, hoses, shovels

Y Y Y 5

Volunteer Build Tasks for Playgrounds



Site Clean-up• This is a straightforward task suited to many ages. The timing of the work is easily coordinated within (at the end of) the construction sequence. The equipment, staging, and technical information required are minimal. This task is also well suited to overall site maintenance outside of construction improvements. Garden clean-up requires more coordination so that desirable plants are retained and any persons trimming small trees or shrubs are properly trained.

Sod Installation• This popular and satisfying volunteer activity is a straightforward task suited to many ages. Sod is usually installed at the end of the construction period, typically in late summer. Timing is important because the contractor must have the fi eld prepared (graded and soil amended) and the irrigation system must be in place. Installation must be timed to conclude 6-8 weeks prior to irrigation shut-off dates to allow for watering the sod. Staging activities are considerable, including working with the contractor and the sod delivery company to organize placement of sod palettes; sod must be delivered and installed the same day. The equipment and technical information required are minimal.

Plant Installation• This popular and satisfying volunteer activity is a straightforward task suited to many ages. Plants are usually installed at the end of the construction period. Timing is important because the contractor must have the soil amended, beds graded, and irrigation system in place. Installation must be timed to conclude 6-8 weeks prior to irrigation shut-off dates to allow for watering. Staging activities are considerable, working with the contractor and the plant delivery company. Plants must be laid out so that the volunteers plant them according to the planting plan. The equipment and technical information required are minimal.

Tree Installation• This volunteer activity is well suited to fi t, patient adults. Timing is important because the contractor must have the irrigation system in place. Trees are usually installed at the end of the construction period, typically in late summer. Installation must be timed to conclude 6-8 weeks prior to irrigation shut-off dates to allow for watering. Staging activities are considerable. Some projects may hand dig the holes while others may prefer to pre-auger the holes. Attention must be paid to possible underground utilities. The tree delivery and staging near the hole require management, working with the contractor and the plant delivery company. Technical information is necessary to optimize tree survival.

Mulch Installation• This volunteer activity is straightforward and suited to all ages. Timing must be coordinated with the contractor to ensure that the gardens are already planted or this activity should be coupled with a volunteer planting activity. Staging activities are simple in that the materials can be delivered as a single pile and hauled site-wide by the volunteers. Little technical information is required.

Engineered Wood Fiber Installation• This volunteer activity is straightforward and suited to all ages. This activity can be coupled with a play equipment build project. Otherwise, timing must be coordinated with the contractor to ensure that the play equipment is in place. It is best to coordinate the stockpiling of materials with the contractor because the contractor is responsible to ensure that each pit receives the proper amount of material. The material for each pit should be stockpiled immediately adjacent to each pit because there is a large volume of material. Little technical information is required.



Play Equipment Installation• This volunteer activity is complex and requires a large number of volunteers. Assigning team leaders who can read and follow written directions for equipment assembly is a good approach. This activity is only suitable if the play equipment vendor participates in the volunteer build and guarantees no impact to equipment warranty. Staging, coordination, and timing efforts are signifi cant. This is usually a two-day effort for most playgrounds. Technical information, typically provided by the vendor, is necessary for assembly of the equipment.

Sustainable DesignConsider using hand labor rather than machine work where possible. Provide food and services that minimize trash. Consider using water dispensers rather than bottled water.

Maintenance ConsiderationsConsult with BVSD Operations and Maintenance personnel to coordinate trash collection, recycling collection, and contractor garbage disposal. Typically, contractors are to remove all construction waste associated with the supplied materials including but not limited to packaging and concrete overages.


A P P E N D I X A

G L O S S A R Y


ADA Americans with Disabilities Act

ADAAG Americans with Disabilities Act Accessibility Guidelines for Buildings and Facilities.

Aesthetic Ordering System The guiding concept to generate form and guide the physical layout of the playground in terms of expression of the ‘big idea’ and in organization.

Annual A plant whose life cycle lasts only one year, from seed to blooms to seed.

ASTM American Society for Testing and Materials.

Buffer A landscaped area planted with suffi cient width and density to act as a barrier or screen between spaces. Additional buffering elements like walls, berms, and fences in conjunction with plant materials can also provide effective buffering.

BVSD Boulder Valley School District.

CIPC Capital Improvement Planning Committee. A fi fteen member committee appointed in April 2004 by the Boulder Board of Education to evaluate and update the District Facilities Master Plan.

Composite Play Equipment A play structure where two or more play components are attached or functionally linked to create an integrated unit that provides more than one play activity. The manner in which play components are combined is not relevant so long as they are functionally linked. When individual parts of a composite structure act as a single unit, they are considered functionally linked, even if the parts are not physically attached to the structure. Examples may include play “pods” that may not be attached to the main structure, but that serve as a play opportunity adjoining the main play structure as a child can progress from one structure to another.

Coniferous A plant species with foliage (needle or broadleaf) that persists and remains green year round.

Construction Documents Construction plans that include drawings in oversized format and written specifi cations in booklet form used for construction of built work.

Critical Fall Height The fall height below which a life-threatening head injury would not be expected to occur. (U.S. Consumer Product Safety Commission.)

DAT Design Advisory Team A committee, including a landscape architect and school representatives, that designs the school’s master plan.

Deciduous A plant species that sheds its foliage at the end of the growing season. The term “deciduous” is used primarily in reference to trees and shrubs.

Design Concept The ‘big idea’ expressing the overall design concept for the site.

ECE Early childhood education (ECE) programs include any type of educational program that serves children in the preschool years and is designed to improve later school performance. There are several types of programs known by a variety of names, including preschool and pre-kindergarten (pre-K).

Eco-play Naturalized areas informally designed for play activities and to combat the nature defi cit of modern, especially urban, children. Areas promote un-programmed play and are imbued with learning activities, particularly in areas of science.


EFMP Educational Facilities Master Plan. The comprehensive long-range facility improvement plan prepared by the BVSD CIPC.

Fall Zone See Use Zone.

FCA Facility Condition Assessment summarized in the EFMP.

Garden Retrofi t Fund Funds paid by the school to the district and placed in escrow to be used to retrofi t unused (4 years dormant) specialty gardens to either hardscape or shrub beds. Funds are administered by BVSD.

Geotechnical Report Report summarizing analyses of site samples and compiled by a soils engineering company to inform the design and engineering of built work.

Groundcover A low-growing, dense growth of plants installed for ornamental purposes or to prevent soil erosion in areas such as deep shade or steep slopes.

Hardscape The inanimate elements of landscaping, especially paving but also structures such as benches, gazebos, stone walls, concrete, and brick.

Independent Play Equipment A play structure where a single play component provides a single play activity for one or more participants.

Impervious In terms of landscaping, impervious materials do not permit water to pass through and enter the ground.

Improvement Any change to the playground whereby objects are permanently affi xed to the site or any change to the site grading.

IPEMA International Play Equipment Manufacturer’s Association.

LEED Leadership in Energy and Environmental Design (LEED) Program (US Green Building Council)

MUOF Multi-Use Outdoor Facilities Elementary school playgrounds assessed for the EFMP using on site visits along with interviews with school staff including athletic directors and coaches. Findings were compiled and a priority system was established based on safety, usability, equity, and conditions that were then applied to all of the schools.

Ornamental Grass As opposed to a turf grass, a grass that is not mown but is allowed to grow to its full potential and is valued in the landscape for its form, texture, and color.

Ornamental Tree A small tree that has high visual impact either from its form or color. Mature height is normally 25 feet or less.

PCA Program Compatibility Assessment summarized in the EFMP.

Perennial A plant or fl ower that usually takes more than one growing season to mature and usually lives for more than one year, including over the winter. Usually a fl ower, a perennial plant typically grows for three or more years.

Pervious In terms of landscaping, pervious materials permit water to pass through and enter the ground by virtue of their porous nature or by large spaces in the material.


Play Pit An excavated area with permanent borders and backfi lled with safety surfacing within the use zone of play equipment.

PMT Project Management Team The team of district and professional designers working with the DAT to design and administer construction of a playground project.

Professional Design Team The team of professional engineers, architects, and BVSD representative, including a project manager, that work together to create the construction documentation that enable construction of the master plan or its phases.

Program Element A site feature. Examples include garden beds, trike track, basketball court, turf fi eld, parking lot, etc.

Safety Surfacing A shock absorbing, accessible surface located within the Use Zone to reduce the risk of injury due to falls.

Shade Tree A tall perennial woody plant having a main trunk and branches forming a distinct elevated crown. Mature height normally exceeds 25 feet.

Shrub A coniferous or deciduous woody plant of relatively low height, having several stems arising from the base and lacking a single trunk. Height is normally 15 feet or less at maturity.

Socialization The process whereby a child learns to get along with and to behave similarly to other people in the group, largely through imitation as well as group pressure.

Statement of Probable Construction Costs Construction budget estimate compiled by the landscape architect.

Sustainable Design Design practices that seek to reduce consumption of non-renewable resources, minimize waste, and create healthy, productive environments that balance human needs and economics without diminishing the health and productivity of natural systems

Turfgrass A spreading or stoloniferous grass, as opposed to a tufted ornamental grass. A turfgrass endures and requires regular mowing.

Un-Programmed Play Play that is not designed, pre-ordained, organized, or anticipated. Free play.

Use Zone The ground level area beneath and immediately adjacent to a play structure or equipment that is designated for unrestricted circulation around the equipment and on whose surface it is predicted that a user would land when falling from or exiting the equipment. Designers and operators sometimes use the term “fall zone” to identify the “use zone.”

Vine A weak-stemmed plant that derives its support from climbing, twining, or creeping along a surface (e.g., arbors, pergolas, trellises, latticework, other plants, cliff faces) or that grows along the ground. Vines are classifi ed as either climbers or creepers.

Woody Plant Any vascular plant that has a perennial stem that is above ground and covered by a layer of thickened bark. Woody plants are usually trees, shrubs, cactus, or perennial vines.

Xeric Of or adapted to an extremely dry habitat.


A P P E N D I X B

R E F E R E N C E S


References

American Society for Testing and Materials, Standard Consumer Safety Performance Specifi cation for Playground Equipment for Public Use, F1487-98

Americans with Disabilities Act Accessibility Guidelines (ADAAG) for Buildings and Facilities

Bike Parking Guidelines of the Association of Pedestrian and Bicycle Professionals (2002)

Boulder Bicycle Commuters Guide to Bicycle Parking (2006)

(City of) Boulder Design and Construction Standards Manual (2000)

Boulder Valley School District, Educational Facilities Master Plan

Boulder Valley School District, Technical Specifi cations for Construction

Center for Disease Control, Growth Chart, 2000

Colorado Native Plant Society, http://www.denverplants.com/perennials/html/native_invasive.htm

Louv, Richard, Last Child in the Woods: Saving Our Children from Nature Defi cit Disorder.

Pedestrian & Bicycle Information Center (2007)

State of Colorado, Department of Agriculture http://www.colorado.gov

State of Colorado, Volume of Child Care Facility Licensing, (12CCR 2509-8) Section 7.702.83

US Architectural and Transportation Barriers Compliance Board, Guide to ADA Accessibility Guidelines for Play Areas, May 2001

US Consumer Product Safety Commission, Handbook for Public Playground Safety, Pub. No. 325

USDA, National Agricultural Library, http://www.invasivespeciesinfo.gov/plants/multifl orarose.shtml

US Green Building Council, Leadership in Energy and Environmental Design (LEED) Program, LEED-NC Version 2.2, Reference Guide


A P P E N D I X C

L A N D S C A P E P L A N T S T O A V O I D O N B V S D S I T E S


The following lists refl ect current plant materials known to be invasive and/or problematic for Colorado and for school grounds. Plant materials listed are to be AVOIDED on BVSD school campuses.

Colorado Department of AgricultureColorado Noxious Weed List

LIST A: species in Colorado that are designated by the Commissioner of Agriculture, Colorado Department of Agriculture, for eradication:

African rue Peganum harmalaCamelthorn Alhagi pseudalhagiCommon crupina Crupina vulgarisCypress spurge Euphorbia cyparissiasDyer’s woad Isatis tinctoriaGiant salvinia Salvinia molestaHydrilla Hydrilla verticillataMeadow knapweed Centaurea pratensisMediterranean sage Salvia aethiopisMedusahead Taeniatherum caput-medusaeMyrtle spurge Euphorbia myrsinitesOrange hawkweed Hieracium aurantiacumPurple loosestrife Lythrum salicariaRush skeletonweed Chondrilla junceaSericea lespedeza Lespedeza cuneataSquarrose knapweed Centaurea virgataTansy ragwort Senecio jacobaeaYellow starthistle Centaurea solstitialis

LIST B: Weed species are species for which the Commissioner, in consultation with the state noxious weed advisory committee, local governments, and other interested parties, develops and implements state noxious weed management plans designed to stop the continued spread of these species:

Absinth wormwood Artemisia absinthiumBlack henbane Hyoscyamus nigerBouncingbet Saponaria offi cinalisBull thistle Cirsium vulgareCanada thistle Cirsium arvenseChinese clematis Clematis orientalisCommon tansy Tanacetum vulgareCommon teasel Dipsacus fullonumCorn chamomile Anthemis arvensisCutleaf teasel Dipsacus laciniatusDalmatian toadfl ax, broad-leaved Linaria dalmaticaDalmatian toadfl ax, narrow-leaved Linaria genistifoliaDame’s rocket Hesperis matronalisDiffuse knapweed Centaurea diffusaEurasian watermilfoil Myriophyllum spicatumHoary cress Cardaria drabaHoundstongue Cynoglossum offi cinale


Leafy spurge Euphorbia esulaMayweed chamomile Anthemis cotulaMoth mullein Verbascum blattariaMusk thistle Carduus nutansOxeye daisy Chrysanthemum leucanthemumPerennial pepperweed Lepidium latifoliumPlumeless thistle Carduus acanthoidesQuackgrass Elytrigia repensRedstem fi laree Erodium cicutariumRussian knapweed Acroptilon repensRussian-olive Elaeagnus angustifoliaSalt cedar Tamarix chinensis, T.parvifl ora, and T. ramosissimaScentless chamomile Matricaria perforataScotch thistle Onopordum acanthiumScotch thistle Onopordum tauricumSpotted knapweed Centaurea maculosaSpurred anoda Anoda cristataSulfur cinquefoil Potentilla rectaVenice mallow Hibiscus trionumWild caraway Carum carviYellow nutsedge Cyperus esculentusYellow toadfl ax Linaria vulgaris

LIST C: Weed species are species for which the Commissioner, in consultation with the state noxious weed advisory committee, local governments, and other interested parties, will develop and implement state noxious weed management plans designed to support the efforts of local governing bodies to facilitate more effective integrated weed management on private and public lands. The goal of such plans will not be to stop the continued spread of these species but to provide additional education, research, and biological control resources to jurisdictions that choose to require management of List C species:

Chicory Cichorium intybusCommon burdock Arctium minusCommon mullein Verbascum thapsusCommon St. Johnswort Hypericum perforatumDowny brome Bromus tectorumField bindweed Convolvulus arvensisHalogeton Halogeton glomeratusJohnsongrass Sorghum halepenseJointed goatgrass Aegilops cylindricaPerennial sowthistle Sonchus arvensisPoison hemlock Conium maculatumPuncturevine Tribulus terrestris Velvetleaf Abutilon theophrastiWild proso millet Panicum miliaceum


Colorado Native Plant SocietyPlant species to AVOID for Landscaping, Revegetation, and Restoration.

INVASIVE EXOTIC FORBS: Often found in seed mixes or nurseries.

Baby’s breath Gypsophila paniculataBouncing bet, soapwort Saponaria offi cinalis (Lychnissaponaria)Chicory Cichorium intybusChinese clematis Clematis orientalisCommon yarrow European variety Achillea millefolium (European variety)Cypress spurge Euphorbia cyparissiasDalmation toadfl ax, butter & eggs Linaria dalmatica sspecies dalmatica Dame’s rocket Hesperis matronalis Mayweed chamomile Anthemis cotulaMediterranean sage Salvia aethiopis Mullein Verbascum thapsusMyrtle spurge, Mercer’s spurge Euphorbia myrsinites Ox-eye daisy Leucanthemum vulgare (Chrysanthemum leucanthemum) Perennial sweet pea, perennial peavine Lathyrus latifolius Purple loosestrife, European wand loosestrife Lythrum salicaria, L. virgatum Scentless chamomile, wild cham., Anthemis arvensis, Matricaria perforata (M. inodora), Scentless mayweed M. maritima (Tripleurospermum inodorum) St. John’s wort, Klamath weed Hypericum perforatum Sulphur cinquefoil Potentilla recta Sweet clover, white Melilotus alba Sweet clover, yellow Melilotus offi cianalis Tansy Tanacetum vulgare Teasel Dipsacus fullonum Yellow Toadfl ax, butter & eggs Linaria vulgaris

INVASIVE EXOTIC SHRUBS

Buckthorn Rhamnus frangula (Frangula alnus) Scotch Broom Cytisus scoparius

INVASIVE EXOTIC TREES

Russian olive Elaeagnus angustifolia Salt cedar, Tamarisk Tamarisk ramosissima (chinensis), T. parvifl ora

INVASIVE EXOTIC CONTAMINANTS that may be found in commercially-grown seed

Downy brome, cheatgrass Bromus tectorum Yellow starthistle Centaurea solstitialis


School Grounds ListPlant species to AVOID for Landscaping.

DECIDUOUS TREES

Apple Trees Malus species Fruitless accepted only.Aspen Populus tremuloides Acceptable in small numbers.Black Locust Robinia pseudoacacia Thornless accepted only.Black Walnut Juglans nigra Poisonous root zone, projectile fruit.Box Elder Acer negundo Pest problemsCottonwood Populus species Weak structure, hard to maintain.Elms Ulnus Americana Dutch elm disease-suceptible Ulnus pumila Weak structure; hard to maintain.Hawthorn Crataegus species Thornless accepted only.Honeylocust Gleditsia species Thornless accepted only.Horse Chesnut Aesculus hippocastanum Poisonous, projectile fruit.Kentucky Coffee Tree Gymnocladus dioica Poisonous, projectile seed pods.Mountain Ash Sorbus species Disease problems.Ohio Buckeye Aesculus glabra Poisonous, projectile fruit.Pear Trees Pyrus species Fruitless/persistent fruit accepted only.Poplars Populus species Short-lived; weak structure.Silver Maple Acer saccharinum Weak structure.Tree of Heaven Ailanthus altissima Crowds native species, damages pavement/foundations, suckers.Willows Salix species Weak structure; hard to maintain.

SHRUBS

Cactus Opuntia spp. Spiked.Common Buckthorn Rhamnus cathartica L. Invasive.Potentilla Potentilla fruticosa Overplanted, insects.Siberian Peashrub Caragana arborescens Thorns.Soapweed Yucca Yucca glauca Spear-like growth.Staghorn Sumac Rhus typhina Suckers.

VINES

Multifl ora Rose Rosa multifl ora Crowds out native species


A P P E N D I X D

A S P H A L T S T R I P I N G L A Y O U T S


ASPHALT STRIPING - TWO & FOUR SQUARE Not to Scale


ASPHALT STRIPING - HOPSCOTCHNot to Scale


ASPHALT STRIPING - TETHERBALLNot to Scale


ASPHALT STRIPING - BASKETBALLNot to Scale


A P P E N D I X E

I N T E N T T O I M P R O V E A P L A Y G R O U N D F O R M


BVSD Form Pending


A P P E N D I X F

P U B L I C G I F T S T O S C H O O L S P O L I C Y


PUBLIC GIFTS TO SCHOOLS

PURPOSE: The Superintendent and the Board of Education are appreciative of those who want to give gifts to the schools and the School District. Gifts may include cash, real or personal property, services, or in-kind contributions.

PROCEDURE: All gifts to the schools or the District must follow the basic principles set out in Board Policy KH, Public Gifts to the Schools and the School District and the associated regulation KH-R, Use of Gifts to Employ School Staff.Acceptance procedures will include the following:

Gifts of less than $1,000.00 to a single school will be accepted by the authority of the ♦ Principal.Gifts in excess of $1,000.00 but less than $10,000.01 will be accepted by the authority ♦ of the Superintendent.Gifts over $10,000.01 will be presented to and acted on by the Board of Education.♦

When a gift has been accepted, it will become the property of the School District and purchases with these funds must be made in accordance with District policy.At the time of acceptance, there will be a defi nite understanding with regard to the use of the gift, including whether it is intended for the use of one particular school or all schools in the District.Cash gifts shall be accounted for through either a student activity account at the school or a district revolving account.Gifts for playgrounds will be accounted for in the ‘8900’ program series within a school’s revolving accounts (Fund 73).All gifts received by schools or school-sponsored groups must be reported to the Superintendent at the end of each semester. Reporting shall include amount or description of the gift, person or group donating, and the use made of the gift, including the name of the recipient staff member or group.

REPORTING OF GIFTS AND DONATIONS

PURPOSE: All gifts and donations received by schools or school-sponsored groups must be reported to the Superintendent at the end of each semester.

PROCEDURE:Please refer to Board Policy KH, Public Gifts to the Schools and the School District before accepting gifts or donations on behalf of the District. All gifts or donations need to be accepted by the school’s Principal, Superintendent or the Board of Education. For Superintendent approval, contact the Superintendent’s offi ce for appropriate procedures. For Board of Education approval, contact the Finance and Accounting Services Department for assistance in preparing the board agenda item.When reporting gifts or donations, please include the following information:

Amount or value of the gift or donation,♦ The name of the donor,♦ Purpose of the donation.♦

At the beginning of each semester, the head secretary at your school will receive an e-mail from the Finance and Accounting Services Director’s Assistant. This e-mail will include directions on where and how to sign on to the gift report entry page and the cut off dates for entry.You must click on the link from the e-mail to get to the gift report page and be on a district


computer to be able to enter the information. After clicking on the link you will come to a page with a list of schools/departments. Simply choose your school and you will be linked to an entry page. Enter all fi elds and hit the submit button. If you scroll down, you can see the entries you have made. You can add, edit or delete entries at anytime before the cut off date for each semester.When the cut off date is reached, the gift report page will be closed. When the information is stored and the new web link is available, an e-mail will be sent to notify you when the next semester gift report page is ready.If you have any questions, please contact the Finance and Accounting Services Department.

FUNDING PLAYGROUNDS WITH FUNDRAISED DOLLARS

PURPOSE: The District has designed this process to assist schools in complying with board policies and regulations when schools desire to build playgrounds with fundraised dollars.

PROCEDURE: Schools wishing to use fundraised dollars for playground construction must submit a proposal describing the planned project to the Department of Capital Planning, Engineering and Construction. The proposal will usually be part of the school’s Playground Master Plan.All gifts to schools must follow the basic principles described in Board Policy KH, and the associated regulations.Schools must receive approval from the Department of Capital Planning, Engineering and Construction prior to authorizing the work.While fundraised dollars can be deposited into any revolving account associated with a school (Fund 73), funds specifi cally intended for the playground should be in the ‘8900’ program code series; therefore, the account code string will be: 73 / XXX.8900 / 1990. The school uses the Deposit Summary Form to make the deposit.Existing funds already in the School’s account (73 / XXX.8900 / XXXX) carried over from prior years, or from prior deposits may be utilized.Regulations for bidding and contracting are also described in Board Policy FEF. Construction performed in conjunction with Bond projects will be managed by the Department of Capital Planning, Engineering and Construction.


A P P E N D I X G

S A M P L E L E T T E R S - D O N A T I O N A C C E P T A N C E


Sample Letter for Cash Donations

Today’s Date

Mr. and Mrs. John Q. Public123 Any StreetAnywhere, CO 80000

Dear _______________

On behalf of __________ School and the Boulder Valley School District RE-2, I wish to thank you for your cash donation of $________ received on ___________.

The donation will be used for _________________________________.______________School provided no goods or services in return for this contribution.

OR

______________School provided goods or services worth $__________ in exchange for this contribution.

Donations made to ____________ School and the Boulder Valley School District RE-2 are deductible by donor under Section 170 of the Internal Revenue Code.

Sincerely,

______________Principal______________School


Sample Letter For Non-Cash Donations

Today’s Date

Mr. and Mrs. John Q. Public123 Any StreetAnywhere, CO 80000

Dear _______________

On behalf of __________ School and the Boulder Valley School District RE-2, I wish to thank you for your donation of (description on non-cash items) received on ___________. The Internal Revenue Service requires that the value of non-cash donations be determined by the donor.

The donation will be used for _______________________________.______________School provided no goods or services in return for this contribution.

OR

______________School provided goods or services worth $__________ in exchange for this contribution.

Donations made to ____________ School and the Boulder Valley School District RE-2 are deductible by donor under Section 170 of the Internal Revenue Code.

Sincerely,

______________Principal______________School