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ICC 300 Bleachers, Folding Seating, Grandstands

COMPLETE MONOGRAPH: 2024 GROUP A PROPOSED CHANGES TO THE I-CODES

“View of the Colosseum” 1747 Giovanni Paolo Panini

 

Play is the making of civilization—how one plays the game

more to the point than whether the game is won or lost.

 

The purpose of this standard is to establish the minimum requirements to safeguard health, safety and general welfare through structural strength, means of egress facilities, stability and safety to life and property relative to the construction, alteration, repair, operation and maintenance of new and existing temporary and permanent bench bleacher, folding and telescopic seating and grandstands.  This standard is intended for adoption by government agencies and organizations setting model codes to achieve uniformity in technical design criteria in building codes and other regulations.

FREE ACCESS: Standard on Bleachers, Folding and Telescopic Seating, and Grandstands

We are tracking the changes in the transcripts linked below:

ICC 300-2020 edition Public Input Agenda – January 2022

ICC 300-2017 edition Public Comment Draft – October 2017

Consensus Committee on Bleacher Safety (IS-BLE)

This title is on the standing agenda of our Sport, Olahraga (Indonesian), رياضة (Arabic), colloquia.   You are welcomed to join us any day at with the login credentials at the upper right of our home page.

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

Virtual reality technology in evacuation simulation of sport stadiums

National Center for Spectator Sports Safety and Security

Code of Practice for Emergency Sound Systems at Sports Venues

 

Posted December 6, 2019

At the April International Code Council Group A Hearings there were three candidate code changes related to the safety standard of care for athletic venues:

E104-18 (§ 1017 regarding exit travel distances) | PDF Page 218 of the Complete Monograph

F9-18 (§ 304 regarding spaces under bleachers) | PDF Page 1021 of the Complete Monograph

F135-18 (§ 907 regarding communication systems for open air bleachers) | PDF Page 1296 of the Complete Monograph

These concepts will likely be coordinated with another ICC regulatory product — ICC 300 – Standard on Bleachers, Folding and Telescopic Seating, and Grandstands — covered here previously.   ICC 300 is a separate document but some of the safety concepts track through both.

The ICC Public Comment Hearings on Group A comments in Richmond Virginia ended a few days ago (CLICK HERE).   The balloting is being processed by the appropriate committee and will be released soon.  For the moment, we are happy to walk through the proposed changes – that will become part of the 2021 International Building Code — any day at 11 AM Eastern time.   We will walk through all athletic and recreation enterprise codes and standards on Friday, November 2nd, 11 AM Eastern time.   For access to either teleconference, click on the LIVE Link at the upper right corner of our home page.

Issue: [15-283]

Category: Athletics & Recreation, Architectural, Public Safety

Contact: Mike Anthony, Richard Robben, Jack Janveja

Link to our ICC Workspace

LEARN MORE:

 

Posted October 19, 2017

The International Code Council has launched a new revision cycle for its consensus document — ICC 300 – Standard on Bleachers, Folding and Telescopic Seating, and Grandstands.  The purpose of the effort is the development of appropriate, reasonable, and enforceable model health and safety provisions for new and existing installations of all types of bleachers and bleacher-type seating, including fixed and folding bleachers for indoor, outdoor, temporary, and permanent installations. Such provisions would serve as a model for adoption and use by enforcement agencies at all levels of government in the interest of national uniformity.

Comments are due December 4th.  The document is free.  You may obtain an electronic copy from: https://www.iccsafe.org/codes-techsupport/standards/is-ble/.  Comments may be sent to Edward Wirtschoreck, (888) 422-7233, ewirtschoreck@iccsafe with copy to psa@ansi.org)

* With some authority, we can claim that without Standards Michigan, many education industry trade associations would not be as involved in asserting the interest of facility managers in global consensus standards development processes.   See ABOUT.   

Robie House

“The mother art is architecture. Without an architecture of our own,

we have no soul of our own civilization.”

— Frank Lloyd Wright

 

 

 

 

 

 

 

 

 

 

 

Prairie School Architecture

University of Chicago Architectural Studies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Frank Lloyd Trust

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Robie House is maintained and operated by the Frank Lloyd Wright Trust, a nonprofit organization dedicated to preserving the works of Frank Lloyd Wright. The trust focuses on the restoration, preservation, and education related to Wright’s architectural legacy. The Robie House, located in the Hyde Park neighborhood of Chicago, is one of the trust’s key properties.

Building codes for houses and museums may have some similarities but also key differences due to the distinct functions and occupancy types. Building codes are typically established to ensure the safety, health, and general welfare of the occupants and the public. While some requirements may be consistent, the specific regulations can vary based on the use and characteristics of the building. Here are some general considerations for how building codes might differ between houses and museums:

  1. Occupancy Type: The primary factor that influences building codes is the occupancy type. Residential houses are generally classified as Group R (Residential), while museums might fall under Group A (Assembly) or Group B (Business). Each occupancy group has specific requirements related to fire safety, egress, accessibility, and structural integrity.
  2. Fire Safety: Museums often house valuable artifacts, and fire safety is a critical concern. Museums may have more stringent fire protection measures, such as fire suppression systems, fire-resistant construction materials, and specialized storage requirements for certain materials. Residential homes also have fire safety requirements but may not have the same level of protection as cultural institutions.
  3. Accessibility: Museums, as public buildings, are usually subject to more stringent accessibility requirements to ensure that people with disabilities can navigate the space. This includes features like ramps, elevators, and accessible restrooms. Residential buildings have accessibility requirements as well, but they are typically less extensive compared to public spaces.
  4. Structural Requirements: Museums may have specialized structural requirements to support the weight of exhibits, particularly for large and heavy artifacts. Residential homes, while still subject to structural codes, may not have the same load-bearing considerations unless they incorporate unique features like extensive libraries or art collections.
  5. Zoning and Land Use: The location and zoning regulations can also impact both houses and museums differently. Museums might be subject to additional zoning requirements related to cultural institutions, parking, and public access.
  6. Energy Efficiency: Both residential and commercial buildings are subject to energy efficiency codes, but the specific requirements may differ. Commercial buildings, including museums, might have more extensive requirements for HVAC systems, lighting, and insulation.

International Residential Code

Illinois

 

Classroom Acoustics

 

Donegan Acoustics

With acoustic considerations a substantial contributor to the effectiveness of learning spaces — classrooms, lecture hall, performance arts and athletic venues, etc.  — we follow action in the Acoustical Society of America (ASA) suite of ANSI-accredited standards.

ASA Standards Homepage

For example, building codes in the United States identify horizontal and vertical acoustic insulation between floors and between walls, respectively, as design considerations.   Section 1206.2 of the International Building Code deal with  horizontal and vertical wall sealant applications for “airborne sound” mitigation, for example.   Fire protection and mass notification systems identified in NFPA 72 and UL 2572 depend upon alarms actually being heard by the occupants underscore the importance of acoustic design.  When lively art spaces are also instructional spaces we seek to understand the standard of care for acoustic design of classroom spaces.   Of particular interest to us in the ASA bibliography is the title linked below:

ASA S12.60 Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 2: Relocatable Classroom Factors.

This is a fairly stable standard; though other sound related technologies we cover in other sound related technologies (ISO TC/43 Acoustics and IEC Electroacoustics TC 29).  Last year’s update was required by ANSI and we had no comments to submit; absent queries from students, faculty and staff.  It is wise to keep it on our radar, however, given the step-change in education communities owed to the pandemic.

On your own you may communicate with Caryn Mennigke at ASA: (631) 390-0215, asastds@acousticalsociety.org.  The ASA uses ANSI Standards Action for issuing live public consultation notices.

Since acoustic technologies cut across many disciplines we maintain it on the standing agenda of our Construction, Lively Art and Nota Bene teleconferences.   See our CALENDAR next scheduled meeting; open to everyone.

Issue: [19-140]

Category: Academics, Architectural, #SmartCampus

Colleagues: Mike Anthony, Kristen Murphy

LEARN MORE:

Room acoustic design, measurement, and simulation techniques to reduce hospital noises within patients’ environment | Mojtaba Navvab,  University of Michigan

Acoustical/Performance Criteria, Design Requirements, and Guidelines for Schools   International Code Council

ASTM Standard E90, 2009 (2016). Standard Test Method for Laboratory Measurement of Airborne Sound Transmission Loss of Building Partitions and Elements

 

Study on the Relationship Between Speech Intelligibility and Quality Estimates in University Classrooms

Campus Outdoor Lighting

“The Starry Night” | Vincent van Gogh

The IEEE Education & Healthcare Facilities Committee has completed a chapter on recommended practice for designing, building, operating and maintaining campus exterior lighting systems in the forthcoming IEEE 3001.9 Recommended Practice for the Design of Power Systems for Supplying Commercial and Industrial Lighting Systems; a new IEEE Standards Association title inspired by, and derived from, the legacy “IEEE Red Book“.  The entire IEEE Color Book suite is in the process of being replaced by the IEEE 3000 Standards Collection™  which offers faster-moving and more scaleable, guidance to campus power system designers.

Campus exterior lighting systems generally run in the 100 to 10,000 fixture range and are, arguably, the most visible characteristic of public safety infrastructure.   Some major research universities have exterior lighting systems that are larger and more complex than cooperative and municipal power company lighting systems which are regulated by public service commissions.

While there has been considerable expertise in developing illumination concepts by the National Electrical Manufacturers Association, Illumination Engineering Society, the American Society of Heating and Refrigeration Engineers, the International Electrotechnical Commission and the International Commission on Illumination, none of them contribute to leading practice discovery for the actual power chain for these large scale systems on a college campus.   The standard of care has been borrowed, somewhat anecdotally, from public utility community lighting system practice.  These concepts need to be revisited as the emergent #SmartCampus takes shape.

Electrical power professionals who service the education and university-affiliated healthcare facility industry should communicate directly with Mike Anthony (maanthon@umich.edu) or Jim Harvey (jharvey@umich.edu).  This project is also on the standing agenda of the IEEE E&H committee which meets online 4 times monthly — every other Tuesday — in European and American time zones.  Login credentials are available on its draft agenda page.

Issue: [15-199]

Category: Electrical, Public Safety, Architectural, #SmartCampus, Space Planning, Risk Management

Contact: Mike Anthony, Kane Howard, Jim Harvey, Dev Paul, Steven Townsend, Kane Howard

LEARN MORE:

Elevator Safety Code

Elevator,  escalator  and moving walk systems are among the most complicated systems in any urban environment, no less so than on the  #WiseCampus in which many large research universities have 100 to 1000 elevators to safely and economically operate, service and continuously commission.  These systems are regulated heavily at state and local levels of government and have oversight from volunteers that are passionate about their work.

These “movement systems” are absorbed into the Internet of Things transformation.  Lately we have tried to keep pace with the expansion of requirements to include software integration professionals to coordinate the interoperability of elevators, lifts and escalators with building automation systems for fire safety, indoor air quality and disaster management.  Much of work requires understanding of the local adaptations of national building codes.

Some university elevator O&M units use a combination of in-house, manufacturer and standing order contractors to accomplish their safety and sustainability objectives.

In the United States the American Society of Mechanical Engineers is the dominant standards developer of elevator and escalator system best practice titles;  its breakdown of technical committees listed in the link below:

A17 ELEVATORS AND ESCALATORS

C&S Connect: ASME Proposals Available for Public Review

Public consultation on revisions to the Elevator Safety Code closes July 23rd. 

Safety Code for Existing Elevators and Escalators

Guide for Inspection of Elevators, Escalators, and Moving Walks

Guide for Elevator Seismic Design

As always, we encourage facility managers, elevator shop personnel to participate directly in the ASME Codes & Standards development process.   For example, it would be relatively easy for our colleagues in the Phoenix, Arizona region to attend one or more of the technical committee meetings; ideally with operating data and a solid proposal for improving the A17 suite.

Get Involved ASME Standards & Certification Activities

University of Wisconsin Stadium Elevator

 

All ASME standards are on the agenda of our Mechanical, Pathway and Elevator & Lift colloquia.  See our CALENDAR for the next online teleconferences; open to everyone.  Use the login credentials at the upper right of our home page.

 

Issue: [11-50]

Category: Electrical, Elevators, #WiseCampus

Colleagues: Mike Anthony, Jim Harvey, Richard Robben, Larry Spielvogel

 

More:

Bibliography: Elevators, Lifts and Moving Walks

ISO/TC 178 Lifts, escalators and moving walks

Human Factors Using Elevators in Emergency Evacuation

Archive / Elevator Safety Code

 

Electrical Switch Station #8

Construction progress update: May 24, 2024

This project restores the Old Art Gallery building for a new electrical switching station. The 1904 building was originally the campus powerhouse, supplying electricity and steam to the young Berkeley campus. As the campus grew, power demands exceeded its capacity and, in 1930, a new central plant opened in the southwest part of campus. In 1934, the former powerhouse building reopened as a gallery to display art and served this purpose until a new University Art Museum opened on Bancroft Way in 1970. The building was subsequently used for storage for more than 50 years.

In restoring and structurally improving the Old Art Gallery building to house the new Switch Station #8, the small brick building that began its storied life as a powerhouse more than 100 years ago will become a key component in UC Berkeley’s 100% clean energy future.

IEEE TV: Overview of UC Berkely Resistance Grounded Campus Power System

Campus Bulk Electrical Distribution

High Voltage Electric Service

Pacific Gas & Electric: Electric Service Requirements (TD-7001M) 2022-2023″Greenbook Manual”

Kindergarten

International Building Code: Group A Model Building Codes: 2024/2025/2026 Development Cycle

 

“One Hundred Children Playing in the Spring” | Su Hanchen 蘇漢臣

Safety and sustainability for any facility begins with an understanding of who shall occupy the built environment and how.  University settings, with mixed-use phenomenon arising spontaneously and temporarily, often present challenges.   Educational communities are a convergent settings for families; day care facilities among them.  First principles regarding occupancy classifications for day care facilities appear in Section 308 of the International Building Code, Institutional Group I; linked below:

Section 308 | International Building Code

The ICC Institutional Group I-4 classification includes buildings and structures occupied by more than five persons of any age who received custodial care for fewer than 24 hours per day by persons other than parents or guardian, relatives by blood, marriage or adoption, and in a place other than the home of the person cared far.  This group includes both adult and child day care.

We maintain focus on child day care.  Many educational communities operate child day care enterprises for both academic study and/or as auxiliary (university employee benefit) enterprises.

Princeton University Child Care Center

Each of the International Code Council code development groups fetch back to a shared understanding of the nature of the facility; character of its occupants and prospective usage patterns.

The Group B developmental cycle ended in December 2019.  The 2021 revision of the International Building code is in production now, though likely slowed down because of the pandemic.   Ahead of the formal, market release of the Group B tranche of titles, you can sample the safety concepts in play during this revision with an examination of the documents linked below:

2019 GROUP B PROPOSED CHANGES TO THE I-CODES ALBUQUERQUE COMMITTEE ACTION HEARINGS

2019 REPORT OF THE COMMITTEE ACTION HEARINGS ON THE 2018 EDITIONS OF THE GROUP B INTERNATIONAL CODES

Search on the terms “day care” and “daycare” to get a sample of the prevailing concepts; use of such facilities as storm shelters, for example.

“The Country School” | Winslow Homer

We encourage our safety and sustainability colleagues to participate directly in the ICC Code Development process.   We slice horizontally through the disciplinary silos (“incumbent verticals”) created by hundreds of consensus product developers every week and we can say, upon considerable authority that the ICC consensus product development environment is one of the best in the world.  Privately developed standards (for use by public agencies) is a far better way to discover and promulgate leading practice than originating technical specifics from legislative bodies.   CLICK HERE to get started.  Contact Kimberly Paarlberg (kpaarlberg@iccsafe.org) for more information.

There are competitor consensus products in this space — Chapter 18 Day-Care Occupancies in NFPA 5000 Building Construction and Safety Code, for example; a title we maintain the standing agenda of our Model Building Code teleconferences.   It is developed from a different pool of expertise under a different due process regime.   See our CALENDAR for the next online meeting; open to everyone.

 

Issue: [18-166]

Category: Architectural, Healthcare Facilities, Facility Asset Management

Colleagues: Mike Anthony, Jim Harvey, Richard Robben

Several names for this occupancy class:

  1. Nursery
  2. Crèche
  3. Playgroup
  4. Montessori
  5. Preschool
  6. Kindergarten
  7. Childcare
  8. Toddler group
  9. Daycare
  10. Early learning center

A Study of Children’s Password Practices

 

American Vitruvius

University of Michigan North Quad

Robert A. M. Stern is an American architect, educator, and author known for his contributions to the field of architecture, urbanism, and design. Stern has been particularly influential in shaping the aesthetics of educational campuses through his architectural practice and academic involvement. Here are some key aspects of his approach to the aesthetics of educational campuses that attract philanthropic legacies:

  1. Pedagogical Ideals:
    • Stern’s designs for educational campuses often reflect his understanding of pedagogical ideals. He considers the spatial organization and layout of buildings in relation to the educational mission of the institution.
    • Spaces are designed to foster a sense of community, encourage interaction, and support the overall educational experience.
  2. Traditional and Classical Influences:
    • Stern is known for his commitment to classical and traditional architectural styles. He often draws inspiration from historical architectural forms and traditional design principles.
    • His work reflects a belief in the enduring value of classical architecture and its ability to create a sense of timelessness and continuity.
  3. Contextual Design:
    • Stern emphasizes the importance of contextual design, taking into consideration the existing architectural context and the cultural or historical characteristics of the surrounding area.
    • When designing educational campuses, he often seeks to integrate new buildings harmoniously into the existing campus fabric.
  4. Attention to Detail:
    • Stern is known for his meticulous attention to detail. His designs often feature carefully crafted elements, including ornamental details, materials, and proportions.
    • This focus on detail contributes to the creation of visually rich and aesthetically pleasing environments.
  5. Adaptation of Historical Forms:
    • While Stern’s work is firmly rooted in traditional and classical architecture, he also demonstrates an ability to adapt historical forms to contemporary needs. His designs often feature a synthesis of timeless architectural elements with modern functionality.

Hammurabi

Group A Model Building Codes

Historic Buildings

Notre-Dame de Paris “Our Lady of Paris” Wikimedia Commons

International Existing Building Code: Chapter 12 Historic Buildings

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

Notre-Dame de Paris “Our Lady of Paris” Wikimedia Commons

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

LIVE: I-Code Group B Public Comment Hearings

Modular Classrooms

Complete Monograph International Building Code

Note the following proposed changes in the transcript above: E59-24, F62-24, Section 323

Modular classrooms, often used as temporary or semi-permanent solutions for additional educational space, have specific requirements in various aspects to ensure they are safe, functional, and comfortable for occupants.  Today we will examine best practice literature for structural, architectural, fire safety, electrical, HVAC, and lighting requirements.  Use the login credentials at the upper right of our home page.

Structural Requirements

  1. Foundation and Stability: Modular classrooms require a stable and level foundation. This can be achieved using piers, slabs, or crawl spaces. The foundation must support the building’s weight and withstand environmental forces like wind and seismic activity.
  2. Frame and Load-Bearing Capacity: The frame, usually made of steel or wood, must support the load of the classroom, including the roof, walls, and occupants. Structural integrity must comply with local building codes.
  3. Durability: Materials used should be durable and capable of withstanding frequent relocations if necessary.

Architectural Requirements

  1. Design and Layout: Modular classrooms should be designed to maximize space efficiency while meeting educational needs. This includes appropriate classroom sizes, storage areas, and accessibility features.
  2. Accessibility: Must comply with the Americans with Disabilities Act (ADA) or other relevant regulations, ensuring accessibility for all students and staff, including ramps, wide doorways, and accessible restrooms.
  3. Insulation and Soundproofing: Adequate insulation for thermal comfort and soundproofing to minimize noise disruption is essential.

Fire Safety Requirements

  1. Fire-Resistant Materials: Use fire-resistant materials for construction, including fire-rated walls, ceilings, and floors.
  2. Sprinkler Systems: Installation of automatic sprinkler systems as per local fire codes.
  3. Smoke Detectors and Alarms: Smoke detectors and fire alarms must be installed and regularly maintained.
  4. Emergency Exits: Clearly marked emergency exits, including doorways and windows, with unobstructed access paths.

Electrical Requirements

  1. Electrical Load Capacity: Sufficient electrical capacity to support lighting, HVAC systems, and educational equipment like computers and projectors.
  2. Wiring Standards: Compliance with National Electrical Code (NEC) or local electrical codes, including proper grounding and circuit protection.
  3. Outlets and Switches: Adequate number of electrical outlets and switches, placed conveniently for classroom use.

HVAC (Heating, Ventilation, and Air Conditioning) Requirements

  1. Heating and Cooling Systems: Properly sized HVAC systems to ensure comfortable temperatures year-round.
  2. Ventilation: Adequate ventilation to provide fresh air and control humidity levels, including exhaust fans in restrooms and possibly kitchens.
  3. Air Quality: Use of air filters and regular maintenance to ensure good indoor air quality.

Lighting Requirements

  1. Natural Light: Maximization of natural light through windows and skylights to create a pleasant learning environment.
  2. Artificial Lighting: Sufficient artificial lighting with a focus on energy efficiency, typically using LED fixtures. Lighting should be evenly distributed and glare-free.
  3. Emergency Lighting: Battery-operated emergency lighting for use during power outages.

By adhering to these requirements, modular classrooms can provide safe, functional, and comfortable educational spaces that meet the needs of students and staff while complying with local regulations and standards.

Related:

 

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