Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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BETHESDA - CHEVY CHASE HIGH SCHOOL Addition Feasibility Study Prepared for Montgomery County Public Schools By Smolen Emr Ilkovitch Architects Rockville, MD October 2013
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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Table of Contents
I. Introduction 4 II. Executive Summary 8 III. Scope, Objectives & Goals 18 IV. Existing Conditions Summary 21 V. Description of Proposed Options 50 A. Option 1 50 B. Option 2 57 C. Option 3 65 D. Common Design Elements 74 E. Summary Table and Cost Comparison 83 VI. Proposed Project Implementation Schedule 84 VII. Appendix
A. Space Allocation Summary B. Site Photos C. Educational Specifications
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Bethesda - Chevy Chase High School Addition
4301 East - West Highway Bethesda, Maryland 20814
Montgomery County Board of Education
Mr. Christopher S. Barclay Mr. Philip Kauffman Ms. Shirley Brandman Dr. Judith R. Docca Mr. Michael A. Durso Mrs. Patricia B. O'Neill Mrs. Rebecca Smondrowski Mr. Justin Kim
Montgomery County Public Schools Administration
Dr. Joshua P. Starr Mr. James C. Song Mr. R. Craig Shuman Mr. Michael P. Shpur Mr. James R. Tokar Ms. Julie Morris
President Vice President Member Member Member Member Member Student Member
Superintendent of Schools Director, Department of Facilities Management Director, Division of Construction Architect, Division of Construction Project Manager, Division of Construction Facility Planner, Division of Long - range Planning
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Bethesda - Chevy Chase High School is located in Bethesda at 4301 East - West Highway. This feasibility study was conducted for Montgomery County Public Schools (MCPS) by the architectural firm of Smolen Emr Ilkovitch Architects to develop options for adding capacity to Bethesda - Chevy Chase High School.
Feasibility Study Participants The feasibility study participants reviewed, revised, and approved the design options for the addition to Bethesda - Chevy Chase High School through a series of work sessions. The work sessions occurred on August 14, 2012, October 9, 2012, October 24, 2012, November 8, 2012 and November 28, 2012. The proposed designs are a result of the participants’ suggestions and guidance during the feasibility study process.
Listing of Participants
I. Introduction
Karen Lockard Principal Bethesda - Chevy Chase High School Carlotta Amaduzzi Community Bethesda - Chevy Chase High School Lynn Amano Community Bethesda - Chevy Chase High School Valarie Barr Community Bethesda - Chevy Chase High School Katrina Baum Community Bethesda - Chevy Chase High School Sarah Beck Community Bethesda - Chevy Chase High School Charlie Birney Community Bethesda - Chevy Chase High School Barbara Bollman Parent Bethesda - Chevy Chase High School Carole Brand Community Bethesda - Chevy Chase High School Craig Brown Community Bethesda - Chevy Chase High School Stasi Brown Community Bethesda - Chevy Chase High School Stan Chase Community Bethesda - Chevy Chase High School Adam Clay Community Bethesda - Chevy Chase High School Mary Cobbelt Parent Bethesda - Chevy Chase High School Bridget Cowie Parent Bethesda - Chevy Chase High School Ana Conner Community Bethesda - Chevy Chase High School Patty Craver Community Bethesda - Chevy Chase High School
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I. Introduction (Continued)
List of Participants (Continued)
Bruce Crispell Director Division of Long - range Planning - MCPS Liz Dayen Community Bethesda - Chevy Chase High School Karen Dubrow Community Bethesda - Chevy Chase High School Alysa Emden Parent Bethesda - Chevy Chase High School James Emr Principal / Architect SEI Architects Stacy Farrar Staff / Parent Bethesda - Chevy Chase High School Gerd Fischer Community Bethesda - Chevy Chase High School Chris Garran Associate Superintendent Office of School Support and Improvement - MCPS for High Schools Michelle Hainbach Parent Bethesda - Chevy Chase High School Daniel Handwerker Community Bethesda - Chevy Chase High School Jack Hayes Community Bethesda - Chevy Chase High School Monica Hayes Community Bethesda - Chevy Chase High School Claire Helm Community Bethesda - Chevy Chase High School Ricardo Hernandez Assistant Principal Bethesda - Chevy Chase High School Fritz Hirst Community Bethesda - Chevy Chase High School Hunter Hogewood Staff Bethesda - Chevy Chase High School Ilaya Hopkins Community Bethesda - Chevy Chase High School Mark Horton Community Bethesda - Chevy Chase High School Greg Ip Community Bethesda - Chevy Chase High School Karen Jacob Community Bethesda - Chevy Chase High School Elliot Kaye Community Bethesda - Chevy Chase High School Andrea Kelly Community Bethesda - Chevy Chase High School Patrick Kidd Community Bethesda - Chevy Chase High School Veronica Kidd Community Bethesda - Chevy Chase High School Suzanne King Community Bethesda - Chevy Chase High School Susan Kitt Community Bethesda - Chevy Chase High School Ina Kovacheva Architect SEI Architects
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I. Introduction (Continued)
List of Participants (Continued)
Aaron Krant Community Bethesda - Chevy Chase High School Ed Krauze Parent Bethesda - Chevy Chase High School Ariel Lautman Community Bethesda - Chevy Chase High School Jason Levy Intern Architect SEI Architects Anne Lieberman Community Bethesda - Chevy Chase High School Lisa Loche Community Bethesda - Chevy Chase High School Nicole Macon Community Bethesda - Chevy Chase High School Jennifer Maged Community Bethesda - Chevy Chase High School Margot Mahoney Parent Bethesda - Chevy Chase High School Will McConarty Community Bethesda - Chevy Chase High School Karie McMickile Community Bethesda - Chevy Chase High School Debbie Missal Parent Bethesda - Chevy Chase High School Mikel Moore Community Bethesda - Chevy Chase High School Gary Mosesman Senior Architect SEI Architects Nancy Nantais Community Bethesda - Chevy Chase High School Andrew Niebler Community Bethesda - Chevy Chase High School Roger Paden Community Bethesda - Chevy Chase High School Rafe Petersen Parent Bethesda - Chevy Chase High School Linda Platt Parent Bethesda - Chevy Chase High School Tim Price Community Bethesda - Chevy Chase High School Khalin Redding Intern SEI Architects Barbara Rice Community Bethesda - Chevy Chase High School Dana Rice Community Bethesda - Chevy Chase High School Eleanor Rice Community Bethesda - Chevy Chase High School Laurie Rosen Parent Bethesda - Chevy Chase High School David Rubashkin Community Bethesda - Chevy Chase High School Marcie Sandalow Community Bethesda - Chevy Chase High School Peggy Schwartz Community Bethesda - Chevy Chase High School Steve Seidel Community Bethesda - Chevy Chase High School
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I. Introduction (Continued)
List of Participants (Continued)
Amy Selco Community Bethesda - Chevy Chase High School Michael Shpur Architect Division of Construction - MCPS Peter Siegel Parent Bethesda - Chevy Chase High School Teddy Springer Community Bethesda - Chevy Chase High School Debbie Szyfer Senior Planner Division of Long - range Planning - MCPS James Tapley Staff Bethesda - Chevy Chase High School James Tokar Project Manager Division of Construction - MCPS Kim Vela Community Bethesda - Chevy Chase High School Shoshana Vequliart Community Bethesda - Chevy Chase High School Sabrina Wallach Student Bethesda - Chevy Chase High School Christine Waltz Community Bethesda - Chevy Chase High School Jane Ward Parent Bethesda - Chevy Chase High School Mike Wolf Community Bethesda - Chevy Chase High School Dana Wright Parent Bethesda - Chevy Chase High School Traci Zambolti Community Bethesda - Chevy Chase High School
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II. Executive Summary Purpose The purpose of this feasibility study is to explore options to increase the student capacity at Bethesda - Chevy Chase High
School to accommodate the projected enrollment at the school. The study evaluated a series of potential options that would satisfy the requirements of the educational specifications and space summary. The intent of this study is to provide Montgomery County Public Schools with specific recommendations and construction costs associated with the implementation of each proposed option.
History Bethesda - Chevy Chase High School was originally constructed in 1934. The school is named in honor of the two towns it
serves, along with Kensington and Silver Spring. Since the original construction, several additions have been constructed to the building. In February 2002 Bethesda - Chevy
Chase High School reopened after being revitalized and expanded. Methodology The existing school was evaluated by the design team to determine the most advantageous approach to adding the proposed
programmed spaces. Additionally, the study indicates the impact, if any, that can be reasonably expected as a result of each proposed option. The evaluation is based on compliance with Montgomery County Public Schools educational specifications.
The study is based on the following:
• Work sessions with the feasibility study participants & Montgomery County Public Schools Staff. • Analysis of existing site features and meeting with Montgomery County related to storm-water management. • Review of the educational specifications. • Research conducted by the design team.
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II. Executive Summary (Continued) Overview Bethesda - Chevy Chase High School is comprised of the original building constructed in 1934, with 11 additions and
renovations that occurred over the past 79 years. The facility has several construction types which include steel - framed structure with an exterior masonry façade as well as masonry bearing wall construction. The northern portion of the building is four stories tall and contains a basement level. The bus loading entrance and portions east and south are three stories tall and share the same floor elevations with the northern portion. This area also surrounds a courtyard. Spread footings support the columns throughout the building with strap footings along the south side. At - grade levels contain a concrete slab on grade and the elevated floors are composite beam systems framing to steel columns. The roof is mainly framed with low slope steel joists with some roof features containing sloped joists.
Exterior concrete stairs and ramp lead upward from the bus loop to the first floor level. Numerous exterior concrete stairs and
ramps provide access to the east and south side of the building. The proposed building additions located along the north and west sides of the building are expected to minimally impact the
existing structure. Some new door openings are anticipated while renovation of the existing façade will be minimized as much as feasible in the areas directly impacted by the building additions. Some underpinning may be required, depending on the locations and elevations of the existing footings relative to new footings.
Vehicular access to the school is provided through two driveways located off of East - West Highway. One driveway serves as
the main entry to the bus loop and on - site parking. The second driveway, located along Chelton Road, provides access to the parent drop - off loop. Additional staff and visitor parking spaces are located along the access way. There are 234 parking spaces currently on - site. Sidewalks link the pedestrian circulation routes of the facility to the public sidewalks along Pearl Street and Chelton Road.
The current capacity at Bethesda - Chevy Chase High School is 1665, with an official enrollment of 1,835 students, and
enrollment projected to grow to almost 2200 students by the 2018-2019 school year. Long term, enrollment at the school is projected to increase to 2,300 students in the ten to fifteen year forecast.
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II. Executive Summary (Continued) Proposed Options Three building addition options were developed with input from the feasibility study participants and Montgomery County Public Schools’ staff. Each option meets all of the programmatic requirements set forth by the educational specifications and explores different approaches of increasing the school capacity. All options will impact the existing building and site, however, the school will remain occupied and fully functional during construction. Common Design Elements All three options have the following common elements: Building
• Conform to current building standards and will be Americans with Disabilities accessible. • Increase the current capacity from 1665 to the maximum capacity of 2400. • Occupied school during construction. • Minimal disturbance of the existing building and academic curriculum. • Improve circulation in the existing building by allowing students to use corridors in the existing building that are currently under-
utilized. • Provide the same number of teaching spaces. • Provide, when possible, program relationship between new and existing teaching spaces by strategically locating new program in
close proximity and at the same floor elevation to the existing space.
Site
• Preserve existing vehicular and bus circulation through the site. • Provide a raised tennis court structure to accommodate six tennis courts and additional surface parking below. Provide access to
athletic fields between the raised tennis courts and the addition. • Require relocatable classrooms for any of the proposed options, (If any relocatable classrooms are required prior to construction, it
is recommended that they be located at the parking lot adjacent to the existing tennis courts.) • Require after school athletic program to occur offsite due to construction staging.
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II. Executive Summary (Continued) Option 1 Description (Area 78,000GSF || Efficiency Factor: 61%) The proposed option consists of a two - story addition along with a lower level and is located along the northwestern side of
the site. The main level of the addition provides loop circulation to the existing school. Additionally, the raised two - story single loaded corridor will be built above the existing bleachers providing covered seating. The open space option will maintain the existing fire - lane and provides fire - truck access through Pearl Street. The stadium field and existing tennis court area will be required for contractor staging during construction. This options provides 90 additional parking spaces to the site by raising the tennis courts up onto a structure with surface parking below.
Design Elements include:
•A two story addition, which includes a lower level that provides connection to the existing locker rooms. •The stadium field and tennis court areas will be used as contractor staging areas during construction. •Three stairways provide vertical access through the addition to ensure proper means of egress and improve building circulation. •Looped circulation will connect the addition to the existing school on the main level. •Raised classrooms over the bleachers provide views to the stadium field.
Total Construction Cost: $29,547,000
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II. Executive Summary (Continued) Option 2 Description (Area 80,000GSF || Efficiency Factor: 59%) The proposed option consists of a three - story addition along with a lower level and is located along the northwestern side of the
site. The main level of the addition provides loop circulation to the existing school. Additionally, the raised three - story single loaded corridor will be built above the existing bleachers providing covered seating. The open space option will maintain the existing fire - lane and provides fire - truck access through Pearl Street. The stadium field and tennis courts will be required for staging during the construction phase. This option provides 110 additional parking spaces to the site by raising the tennis courts up onto a structure with surface parking below.
Design Elements include:
•Most compact option with the best efficiency factor. •A three - story addition that includes a lower level which provides connection to the existing locker rooms. •The stadium field and tennis court areas will be used for contractor staging during construction. •Three stairways provide vertical access through the building to ensure proper means of egress and improve building circulation. •Looped circulation will connect the addition to the existing school on the main level. •Raised classrooms over the bleachers provide views to the stadium field. •The three story addition over the tennis courts provides three connections at the front of the existing building entrance.
Total Construction Cost: $30,305,000
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II. Executive Summary (Continued) Option 3 Description (Area 85,000GSF || Efficiency Factor: 55%) The proposed option is located in front of the existing main entrance on the northwestern side of the site. The option investigates
raising the proposed addition to accommodate the existing bus loop. The option provides loop circulation on both the second and third floors and a connection to the existing fourth floor. An exterior courtyard separates the existing building from the new addition allowing for natural light into the existing facility. The raised addition provides a new main entrance, including an interior stepped plaza while providing a covered bus loop. This option provides 76 additional parking spaces. The main parking lot, bus loop, and tennis courts will be required for contractor staging. During construction, the secondary parking lot along Pearl Street will be temporarily used as bus drop - off and pick - up.
Design Elements include:
•A four story addition, that includes a raised academic structure along with a lower level that connects to the existing locker rooms. •A new courtyard will provide natural light to spaces in both the existing facility and addition. •The bus loop, main parking lot, and the tennis courts will be utilized for contractor staging during construction. •Three separate stairwells are added along the north and south ends of the addition to ensure proper means of egress. •The new main entrance creates an interior stepped plaza that can be used during lunch periods to accommodate a large number of the student population. •A new fourth story connection to the existing fourth floor will provide for an expanded academic wing.
Total Construction Cost: $32,199,000
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II. Executive Summary (Continued)
EXISTING BUILDING Existing Building = 367,000 SF
LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR FOURTH FLOOR (MAIN LEVEL)
LOWER FLOOR FIRST FLOOR SECOND FLOOR
Existing Building = 367,000 SF Proposed Addition = 78,000 SF Total Gross = 445,000 SF
OPTION 1
(MAIN LEVEL)
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II. Executive Summary (Continued)
Existing Building = 367,000 SF Proposed Addition = 80,000 SF Total Gross = 447,000 SF
LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR (MAIN LEVEL)
EXISTING BUILDING Existing Building = 367,000 SF
LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR FOURTH FLOOR (MAIN LEVEL)
OPTION 2
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II. Executive Summary (Continued)
Existing Building = 367,000 SF Proposed Addition = 85,000 SF Total Gross = 452,000 SF
LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR FOURTH FLOOR (MAIN LEVEL)
EXISTING BUILDING Existing Building = 367,000 SF
LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR FOURTH FLOOR (MAIN LEVEL)
OPTION 3
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II. Executive Summary (Continued) Conclusions and Recommendations Smolen Emr Ilkovitch Architects recommends the following course of action to meet the program requirements for the addition
to Bethesda - Chevy Chase High School. The recommendations are consistent with Montgomery County Public Schools standards, meet the program requirements, and address the interests and concerns of the principal, school staff, the Parent and Teacher Association, and the community as represented by the feasibility study participants.
All three options presented in this report have been developed and evaluated in accordance with the feasibility study process.
All options satisfy the program requirements per Montgomery County Public Schools educational specification and received positive feedback from the feasibility study participants during the work sessions. Any one of the options and their associated site improvements as described in Section V, can be recommended for consideration for implementation.
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III. Scope, Methodology & Goals Scope and Intent The purpose of this feasibility study is to explore options for increasing the capacity of Bethesda - Chevy Chase High School by
evaluating a series of possible additions that will satisfy the requirements of the educational specifications dated September 21, 2012.
The intent of this feasibility study is to provide viable options for the proposed school expansion, to fulfill the educational program
requirements of students and staff, and respond to the concerns of the community. Each option addresses issues related to the incorporation of additional classroom space, additional parking on site, and site circulation. The scope of work also includes a limited survey evaluation of the existing mechanical, electrical and plumbing systems to determine if existing equipment could be extended to serve the proposed addition.
Work sessions were held at Bethesda - Chevy Chase High School on August 14, 2012, October 9 and October 24, 2012, and
November 8 and November 28, 2012. The design team analyzed the educational specifications and developed several options that would increase the capacity of Bethesda - Chevy Chase High School and address both building and site program. The feasibility study participants reviewed and evaluated the development of the building and site options at each work session. The comments and suggestions were discussed at each work session and incorporated when found to be practical and beneficial by those in attendance. The final options presented in this report are a result of comments and suggestions of the feasibility study participants, incorporated through the work sessions held at Bethesda - Chevy Chase High School.
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III. Scope, Methodology & Goals (Continued) Methodology The existing school was evaluated by the design team to determine the most advantageous approach to adding the proposed
program spaces. Additionally, the impact, if any, that can be reasonably expected by adding to the existing facility and incorporating limited interior renovations was explored. The evaluation was conducted with the intent of adding to the existing school to comply with the educational specifications dated September 21, 2012. The evaluation is based on the following:
• Non - destructive visual evaluations, where possible, of the existing facility and follow-up interviews with Montgomery County
Public Schools staff. • Review of existing construction documents provided by Montgomery County Public Schools: The design team utilized existing
documentation to understand the existing building construction and systems. • Analysis of existing site features: Existing amenities, utilities, and site access were reviewed to determine if they were capable
of supporting the proposed options. • Analysis of geotechnical composition of the site: Montgomery County Public Schools contracted for a limited geotechnical
report to determine composition of existing soils and identify any rock and/or poor soil conditions on site. • Work sessions with the feasibility study participants & Montgomery County Public Schools staff: Work sessions established
the needs and goals for the study. • Review of the educational specifications: The review established a thorough understanding of the requirements and
objectives of the project.
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III. Scope, Methodology & Goals (Continued) The following are the goals and objectives established by the feasibility study participants to be addressed by the design team
and Montgomery County Public Schools staff in this feasibility study. Building Goals The building addition should:
• Provide additional classrooms and core learning spaces per the educational specifications. • Improve circulation throughout the building. • Minimize disruption during construction for students and staff. • Create flexible spaces that can accommodate students during lunch periods. Site Goals The proposed site should: • Increase parking on site. • Improve safety conditions for pedestrians during dismissal through greater visibility. • Increase Americans with Disabilities accessibility on site. • Keep playing fields at optimal conditions.
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IV. Existing Conditions Vicinity Map
SITE
NOT TO SCALE
N
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IV. Existing Conditions (Continued) Existing Site Plan
0’ 40’ 80’ 160’
GRAPHIC SCALE
BUSES IN
BUSES OUT
STUDENT DROP-OFF
PROPERTY LINE
N
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IV. Existing Conditions (Continued) Existing School Three - Dimensional Model
Bethesda - Chevy Chase High School Three - Dimensional Model - View of Front
NTS
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General Site Information: The Bethesda - Chevy Chase High School is situated on a parcel comprising a 16.36 - acre lot at 4301 East - West Highway in Bethesda, Maryland. The site is zoned R-60 and is bounded on the south by East - West Highway (MD-410), on the east by
Chelton Road, on the west by Pearl Street and private development, and finally along the north by Sleaford Road.
IV. Existing Conditions (Continued)
Existing Site (Continued)
Based on the current Montgomery County Zoning Ordinance, dimensional regulations for the property include the following: Street setback - 25’ Side Setback - 8' Sum of Both Sides - 18' Rear setback - 20’ Maximum Building Height - 35' (3 stories or 40' if accepted by the Planning Board) Maximum Site Building Coverage - 35% Site Access, Parking and Circulation: On - Site Pedestrian and Vehicular Access : Vehicular and pedestrian access for the surrounding community is currently attained by five driveways (two from Chelton Road, one from East - West Highway and two from Pearl Street). The access from Chelton Road serves a student drop - off loop. The access from East - West Highway serves as the entrance to the bus loop and site parking. Lastly, the driveways on Pearl Street are for additional parking and the exit from the bus loop. All driveway entrances offer sidewalk connections to the right - of - way with Americans with Disabilities compliant handicap curb ramps and crosswalks. See site photo #1 in appendix VII. Driveway Entrances: All driveways are asphalt and appear to be in good condition. In terms of site distance, there does not appear to be any issues with the location and proximity of opposite and adjacent driveway intersections; additionally, the 25 mph speed limit on the surrounding streets likely reduces any risks that may be involved with these access point locations. Of the five driveways, the only two intended for two - way traffic are the main entrance from East - West Highway, and the parking lot entrance from Pearl Street. The remaining driveways are all intended for one - way use.
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IV. Existing Conditions (Continued)
Existing Site (Continued)
Site Access, Parking and Circulation: Bus Loop: The schools bus loop is accessed from a two - way entrance off of East - West Highway. Buses circle clockwise in front of the high school and exit onto Pearl Street. The bus loop consists of a one - way 26 - foot drive aisle which circles around a parking lot in the southwest portion of the site. Although the bus loop driveways are shared with the smaller parking lot and loading areas, the queuing area is designated with signage for the sole use of the school buses during peak times. With approximately 17 bus parking spaces and 175 linear feet of queuing space it does appear that the loop is sufficient in size for the 18 routes currently serving the school. The bus loop also is demarcated as a fire lane for the school. See site photo #2 in appendix VII. Student Drop - Off Loop: The student drop - off loop is located on the eastern portion of the site, off of Chelton Road. The 20 - foot, one - way drive aisle with associated parking starts at the intersection with Lynbrook Drive and reconnects with Chelton Road 155 feet from the intersection with East - West Highway. From here, students can enter the building through the eastern side of the building. It is not known the number of parents utilizing the loop in a given day; however, the loop does provide over 380 - linear feet of queuing space (approximately 18 vehicles).
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On-Site Parking:
There are three parking areas located around the site. The main parking area is located within the bus loop, on the south and west region of the property. This parking lot contains approximately 162 standard spaces (this figure includes several spaces that overlap the bus parking spaces) and 7 Americans with Disabilities compliant handicap spaces (1 is van accessible). This lot does not meet current Americans with Disabilities parking requirements. The small parking lot located in the northwestern corner is accessed by a two - way entrance and exit from Pearl Street. This parking lot contains 64 parking spaces, none of which are designated for handicap usage. This lot does not meet current Americans with Disabilities parking requirements. The parking area along the eastern boundary of the site is situated within the student drop - off loop. This lot contains 34 parking spaces, one of which is designated for handicap usage. This lot does not meet current Americans with Disabilities parking requirements. Overall, pavement and curbing is currently functioning. The most glaring needs of the parking areas center around the lack of Americans with Disabilities compliance. At a minimum, it is recommended that Americans with Disabilities accessible parking spaces with associated accessible routes be added to all parking lots. On - Site Loading:
The loading area is located on the southwestern corner of the building and is accessed through the bus loop entrance off of East - West Highway. The loading area has two docks, and is approximately 24 - feet wide and 60 - feet in length. Pedestrian access in this area is provided through the use of a concrete stairs; no Americans with Disabilities access appears to exist in this area. See site photo #4 in appendix VII.
IV. Existing Conditions (Continued)
Existing Site (Continued)
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Sidewalks: The existing site predominantly provides sidewalks around the perimeter of the building, with connections to the athletic fields and facilities throughout the campus. Overall, a good network of sidewalks is provided allowing users to move about the various facilities with relative ease. The major concern with the existing sidewalks is Americans with Disabilities compliance. Additionally, multiple areas throughout the site were observed with excessive gradients. At a minimum, an Americans with Disabilities compliant route is recommended for access to all areas of the property. See site photo #3 in appendix VII. Fire Access:
Currently, the bus loop and the student drop - off loop are serving as the on - site fire lanes. The bus loop and the drop - off loop are both in compliance with current fire lane dimensional requirements. The fire access lanes provide sufficient hose - reach around the structure to meet current fire code. Depending on the proposed layout, sufficient fire access will be required to cover all portions of the structure with a 450 - foot maximum of hose - lay. Site Topography: The site predominantly slopes from the building to the northernmost portions of the property. The areas of greatest topographic relief which include slopes greater than a 3:1 ratio occur between the building and the northern athletic fields and between the tennis courts and the baseball diamond. Overall, the site has a great deal of relief with several terraces. Depending on the improvements, the topographic character of the site could create issues. It is likely that the proposed site improvements will need to consider improved access to the athletic fields and it can be anticipated that ramps and retaining walls will be required. See site photo #5 in appendix VII.
IV. Existing Conditions (Continued)
Existing Site (Continued)
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Vegetation: The majority of significant on-site vegetation consists of parking lot, street and shade trees. There also is a vegetated area at the southern portion of the site, as well as along the northern property line. As it is likely that there is little on the property that will qualify as forest, avoidance of certain areas may not be required. However, forest classification and the extent of forestation requirements will depend upon an accepted Natural Resources Inventory/Forest Stand Delineation. It should also be noted that impacts to root zones of specimen trees will require a variance from the County Arborist. Water and Sewer:
The existing building is served by an 8 - inch sewer main, contract #36104, built in 1936. The existing facility has two connections to existing 10 - inch water mains, contract #35111N, in the Chelton Road and East - West Highway right - of - ways which were built in 1937. The existing sanitary main is flowing from East - West Highway along the west side of the building heading north towards the existing tennis courts. The sanitary main turns east and continues along the existing fire lane between the stadium bleachers and building. The main again turns north, near Chelton Road, under the existing track, heading off the property. According to WSSC, the site is in a 495 pressure zone with a High Hydraulic Gradient of approximately 540 and a Low Hydraulic Gradient of approximately 460. On that basis, per WSSC prescribed calculations, the water pressure at the existing connection to the water main in East - West Highway is approximated to be between 50 psi and 107 psi The exact pressures and flows should be confirmed via field testing at the time of design. Gas, Electric and Telephone, Etc.: Power, cable and telephone service connections are made with the main service lines in the Chelton Road right - of - way. Power lines feed into the transformers at the northeastern corner of the existing building. Cable and telephone lines run into the facility from the Chelton Road right - of - way along the eastern edge of the existing building. Finally, gas mains are located in the East - West Highway, and Chelton Road right - of - ways, and it appears that the building is serviced by a gas connection from Chelton Road. There is no evidence of a natural gas connection to the building. Additionally, existing utility poles flank the site on all sides within the right - of - ways and should be avoided if possible.
IV. Existing Conditions (Continued)
Existing Site (Continued)
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Storm Drainage and Stormwater Management: The existing site is currently draining all runoff to the public stormdrain system located to the north of the property. It is anticipated that site improvements will be required to include ESD to the maximum extent practicable in order to treat all areas inside the limits of disturbance. After all ESD efforts are exhausted and the site still has not been able to reach a hydrologic state of “woods in good condition,” then structural practices may be permitted as determined by Montgomery County Department of Permitting Services. Potential ESD stormwater management practices for the site include both micro - scale practices and alternative surfaces. Micro - scale facilities could include the utilization of bio - swales and micro - bioretention facilities around the parking areas. Site Soils (Geotechnical): Per the Soil Survey of Montgomery County, Maryland the predominant soils on the site are in the Glenelg, and Urban Land series. According to the USDA, the depth to bedrock is generally greater than 6 - feet in these soils. However, it should be noted that these estimated depths are based upon virgin soils. Because the site has been previously disturbed, bedrock could be encountered at shallower depths. It will be necessary to perform site-specific borings to establish the actual depths to bedrock. In terms of hydrology, the majority of soils are in the Glenelg Series. These soils have a 'B' hydrologic soil group classification and are known for good infiltration. Flood Plains, Stream Valley Buffers and Non-Tidal Wetlands: Initial investigations reveal that the site is located outside of a floodplain in a zone “X” on FEMA Flood Insurance Rate Map number 24031C0455D. Furthermore, according to the U.S. Fish and Wildlife Mapping services there are no wetlands or associated buffers located on or around the site.
IV. Existing Conditions (Continued)
Existing Site (Continued)
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IV. Existing Conditions(Continued)
Existing Building MECHANICAL General Bethesda-Chevy Chase High School was originally constructed in 1934, with subsequent building additions constructed
between 1936 and 2002. A modernization of the entire school was performed in 2002, that provided a comprehensive replacement of the facilities' mechanical system. The following is a detailed description of the existing mechanical, plumbing, and fire protection systems.
Heating Systems
Two scotch - marine boilers and one copper - fin boiler produce heating water for the building. Located within the ground floor boiler room, this equipment was installed during the 2002 modernization and is currently functioning. The scotch-marine boilers support a majority of the facilities heating water demands, with the copper-fin boiler producing heating water during summer operation. Wall-mounted combustion air openings are currently provided for each boiler, with openings positioned high and low for compliance with current International Mechanical Code (IMC) requirements for combustion air. The gas service for the building is located outdoors, adjacent to the boiler room area. Manufactured by Burnham Boilers (Model 3PW-250-50-GO-GP), each scotch - marine boiler has a gross output rating of 8,369 MBH. While the existing boilers are functioning adequately to satisfy the existing school, there does not appear to be surplus capacity to support the overall size of the planned addition without losing standby capacity in the event that one boiler fails. Individual 24 - inch flues extend from each boiler and are ducted separately to the roof. Each boiler is provided with a dual - fuel type burner (Model F14-GO-50), with natural gas currently supplied to each burner. Each burner is rated for a 10,461 cubic feet per hour (CFH) natural gas consumption and a 75 gallon per hour (GPH) number two fuel oil consumption. Gas trains are provided with a pressure reducing valve and two shut - off valves for CSD - 1 compliance. Manufactured by Lochinvar (Model PBN-1000), the copper-fin boiler has a gross output rating of 880 MBH, with a single 14 - inch flue extending to the roof. The boiler’s gas - fired burner is rated for a 1,000 CFH natural gas consumption. Similar to the scotch - marine boiler, the gas train is equipped with a pressure reducing valve and two shut-off valves for CSD - 1 compliance.
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IV. Existing Conditions(Continued)
Existing Building (Continued) MECHANICAL (Continued) Heating Systems (Continued)
The facility is provided with a four-pipe distribution system with a pair of dedicated chilled and heating water piping mains routed throughout the building. Heating water is circulated through each boiler through a vertical inline pump, with one pump dedicated to each boiler. Two base-mounted end-suction constant speed pumps inject heating water into the building’s heating water distribution loop. Once injected into the distribution loop, heating water is dispersed to the building’s mechanical system components through another pair of base-mounted end-suction variable speed pumps. All heating water pumping systems are located within the boiler room and manufactured by Taco, with base-mounted pumps arranged in a lead/lag setup with only one pump operating at anytime. The heating water distribution system is equipped with an air separator, shot feeder, and horizontal expansion tank located on a skid assembly. Cooling Systems Production of chilled water is accomplished through an air-cooled and water-cooled chiller, located within the third-floor mechanical room. Equipment associated with the chilled water plant, including pumps, chillers, rooftop cooling tower, and miscellaneous piping components were installed during the 2002 modernization and is currently functioning. Similar to the facilities heating water systems, the additive capacity of both chillers does not appear to have surplus capacity to support the existing building and the overall size of the planned addition. The air-cooled chiller (Trane Model RTAA-200) has an output capacity of 190-tons and is provided with a remote evaporator. This chiller is positioned at the rooftop level, with the remote evaporator located within the third floor mechanical room. This chiller utilizes R-22 refrigerant with refrigerant piping extending between the remote evaporator and air-cooled chiller. The water-cooled centrifugal chiller (Trane Model CVHF-640) also is located within the third floor mechanical room, with an output capacity of approximately 550-tons. This equipment utilizes R-123a for refrigeration. For safety purposes, a refrigerant monitoring system is provided within the mechanical room for detection of refrigerant leaks. A two-cell induced-draft cooling tower manufactured by Evapco is located at the rooftop level, positioned adjacent to the air-cooled chiller. This tower is mounted on structural steel dunnage, with vibration isolation provided between the tower base and dunnage. Outdoor condenser water piping is constructed from PVC and is provided without heat trace. A three-way condenser water control valve and associated cooling tower chemical treatment systems are located within the third floor mechanical room.
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IV. Existing Conditions(Continued)
Existing Building (Continued)
MECHANICAL (Continued)
Cooling Systems (Continued)
A primary - secondary chilled water distribution arrangement is provided for the facility. A dedicated constant speed primary chilled water pump is provided for each chiller, circulating chilled water flow through each piece of equipment when energized. The water-cooled chiller also is provided with a constant speed condenser water pump, circulating water flow between the chiller and rooftop cooling tower. A variable speed secondary chilled water distribution pump distributes chilled water to the building’s mechanical system components. All chilled and condenser water pumps are base - mounted end - suction type, located within the third floor mechanical room, and manufactured by Taco. The chilled water distribution system is equipped with an air separator, shot feeder, and expansion tank. In addition to chilled water, direct expansion type cooling is provided for ductless split systems serving data and information technology spaces located throughout the school. Spaces served by direct expansion space conditioning typically require cooling operation at times when chilled water is not available.
HVAC Systems The heating, ventilating, and air conditioning (HVAC) systems vary slightly throughout the school. These systems were installed as part of the 2002 modernization and is currently functioning. The following is a breakdown of the various spaces and their associated HVAC system: •Weight Room: The weight room area is served by an indoor constant volume heating - only air - handling unit, located within the boiler room. A hydronic heating coil within this unit provides heating for the areas served. Manufactured by Trane (Model MCCA003), this unit was installed as part of the 2002 modernization and is currently functioning. •Locker Room Areas: The locker room areas are served by an indoor constant volume heating - only energy recovery unit, located within the boiler room. A hydronic heating coil and plate-and-frame heat exchanger within the unit provides heating for the areas served. Manufactured by Heatex (Model E-5000-113-12-4000-HW), this unit was installed as part of the 2002 modernization and is currently functioning.
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IV. Existing Conditions(Continued)
Existing Building (Continued) MECHANICAL (Continued) HVAC Systems (Continued)
•Team Rooms and Locker Room Support Areas: The team room and locker room support areas are served by an indoor variable - air volume air - handling unit, located at the basement level. The unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Single-duct non fan-powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. Manufactured by Trane (Model MCCA006), this unit was installed as part of the 2002 modernization and is currently functioning.
•Wrestling / Dance: The wrestling and dance room is served by an indoor constant volume air - handling unit, located within the boiler room. The unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Manufactured by Trane (Model MCCA006), this unit was installed as part of the 2002 modernization and is currently functioning.
•Building "C" Classroom Areas: The first, second, and third floor classroom areas within the original building (Building "C") are supported by two indoor variable - air volume air - handling units, located within the basement mechanical room. One air - handling unit supports the northern classroom area, while the other air - handling unit supports the southern classroom areas. Each air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. A plenum - type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA035), these air - handling units were installed as part of the 2002 modernization and is currently functioning.
•Cafeteria, Serving Line, and Kitchen Areas: The first floor cafeteria, serving line, and kitchen are supported by an indoor variable - air volume air - handling unit, located within the first floor storage area adjacent to the kitchen. The air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. A plenum - type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA025), this unit was installed as part of the 2002 modernization and is currently functioning. In addition to the space conditioning air - handling unit, the kitchen area is equipped with a commercial type I hood, complete with dedicated exhaust fan and gas-fired rooftop unit. All components associated with the kitchen are currently functioning.
Key Plan
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IV. Existing Conditions (Continued)
Existing Building (Continued) MECHANICAL (Continued) HVAC Systems (Continued)
•Building “B” Classroom Areas: The first, second, and third floor classroom areas within the Building “B” area are supported by two indoor variable - air volume air - handling units, located within the third floor mechanical room. One air - handling unit supports the third floor classroom areas, while the other air - handling unit supports the first and second floor classroom areas. Each air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. A plenum - type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA035), these air - handling units were installed as part of the 2002 modernization and is currently functioning.
•Building “A” Classroom Areas: The second, third, and fourth floor classroom areas within the Building “A” area are supported by two indoor variable - air volume air - handling units, located within two fourth floor mechanical rooms. One air - handling unit supports the second floor classroom areas, while the other air - handling unit supports the third and fourth floor classroom areas. Each air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. A plenum - type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA030 and MCCA035), these air - handling units were installed as part of the 2002 modernization and is currently functioning.
•Administration and Media Center Areas: The first floor administration area and second floor media center are supported from an indoor variable - air volume air - handling unit, located within the third floor mechanical room. This air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. A plenum-type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA035), this air - handling unit was installed as part of the 2002 modernization and is currently functioning.
Key Plan
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IV. Existing Conditions (Continued)
Existing Building (Continued) MECHANICAL (Continued) HVAC Systems (Continued)
•Auditorium Area: The auditorium area is supported from an indoor constant volume energy recovery air - handling unit, located within the third floor mechanical room. This air - handling unit is equipped with a chilled water cooling coil, hot water heating coil, and plate - and - frame heat exchanger installed within the unit for providing space conditioning for the area served. All supply and return ductwork extending from this unit is provided with acoustical lining for sound control measures. Manufactured by Heatex (Model E-LASER-2-33-16000–CW/HW), this unit was installed as part of the 2002 modernization and is currently functioning. •Stage Area: The auditorium’s stage area is supported from an indoor constant volume air - handling unit, located within the third floor mechanical room. This air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the area served. Similar to the auditorium, all supply and return ductwork extending from this unit is provided with acoustical lining for sound control measures. Manufactured by Trane (MCCA025), this unit was installed as part of the 2002 modernization and is currently functioning. •Music and Instrument Room Areas: The basement music and instrument room areas are supported from an indoor variable - air volume air - handling unit, located within the third floor mechanical room. This air - handling unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Fan - powered variable - air volume terminal units, equipped with hot water heating coils, provide room temperature control for the areas served. Supply ductwork extending from these terminal units is provided with acoustical lining for sound control measures. A plenum - type return air arrangement is utilized for return air to both the air - handling unit and terminal unit systems. Manufactured by Trane (Model MCCA025), this air - handling unit was installed as part of the 2002 modernization and is currently functioning.
•Second Floor Corridor and Skylight Areas: The second floor corridor and skylight areas within the “A” and “B” Buildings are supported by an indoor constant volume air - handling unit, located within the fourth floor mechanical room. This unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the areas served. Supply air is distributed to sidewall air devices, located at the second floor level. A plenum - type return air arrangement is utilized for return air back to the air - handling unit. Manufactured by Trane (Model MCCA030), this air - handling unit was installed as part of the 2002 modernization and is currently functioning.
Key Plan
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IV. Existing Conditions (Continued)
Existing Building (Continued) MECHANICAL (Continued) HVAC Systems (Continued)
•Auxiliary Gymnasium Areas: The north and south auxiliary gymnasium areas are served by two indoor constant volume heating - only energy recovery units, located within the third floor mechanical room. One energy recovery unit supports the northern auxiliary gymnasium area, while the other energy recovery unit serves the southern auxiliary gymnasium area. A hydronic heating coil and plate-and-frame heat exchanger installed within each unit provides heating for the areas served. Manufactured by Heatex (Model E-5000-1B-12-4000-HW/2SP), these units were installed as part of the 2002 modernization and is currently functioning. Supply air ductwork is routed near the perimeter of the auxiliary gymnasium and distributed through a slotted ductwork main located tight to the underside of the roof trusses. A rooftop outdoor air intake and exhaust fan also provides ventilation during the summer months.
•Main Gymnasium Area: The main gymnasium area is served by two indoor constant volume heating - only energy recovery units, located within the third floor mechanical room. One energy recovery unit serves to support the northern portion of the gymnasium, while the other energy recovery unit serves the southern portion of the gymnasium. A hydronic heating coil and plate-and-frame heat exchanger installed within each unit provides heating for the areas served. Manufactured by Heatex (Model E-5000-1C-13-6000-HW/2SP), these units were installed as part of the 2002 modernization and is currently functioning. Supply air ductwork is routed near the perimeter of the gymnasium and distributed through a slotted ductwork main located tight to the underside of the roof trusses. A rooftop outdoor air intake and exhaust fan also provides ventilation during the summer months. •Pressbox: The pressbox area adjacent to the main gymnasium is supported by an indoor belt-driven fan coil unit, located within a storage room adjacent to the pressbox. This unit is equipped with a chilled water cooling coil and hot water heating coil for providing space conditioning for the area served. This unit was installed as part of the 2002 modernization and and is currently functioning. •Building Exhaust Systems: A combination of roof-mounted and inline fans remove exhaust air throughout the building. These fans were installed as part of the 2002 modernization and is currently functioning.
Key Plan
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IV. Existing Conditions (Continued)
Existing Building (Continued) TEMPERATURE Control System
The existing control system for the school is a combination of direct digital control and pneumatic control system. Major valve and damper components are provided with pneumatic operation; while other system components are electronic operation and Andover digital controllers. Building control components are interfaced with the central Montgomery County Public Schools energy management system for occupied/unoccupied settings. A duplex type air compressor, completes with a horizontal storage tank, is located within the third floor mechanical room and serves the building’s pneumatic control components. Air supplied from this compressor is fed through a refrigerated dryer system. Both the air compressor and refrigerated dryer is currently functioning.
PLUMBING Plumbing System
The building is served from the county water system through an 8 - inch combination fire and water service, entering the building within a small pump room (Room 114) adjacent to the loading dock area. A 4 - inch domestic water main extends from this service to support the building’s domestic water requirements. Currently, no backflow preventer is provided at the domestic water service entrance. While this may have been acceptable at the time this system was installed, it does not meet current plumbing code requirements. It is anticipated that surplus capacity exists for the existing 4 - inch domestic cold water main. Domestic hot water is generated through two gas - fired copper finned water heaters, located within the boiler room. Manufactured by A.O. Smith (Genesis Model GW-400-200), each water heater is equipped with a 399 MBH gas burner. A remote 500 - gallon hot water storage tank, also manufactured by A.O. Smith, stores the hot water generated by these heaters. This equipment was installed as part of the 2002 modernization and is currently functioning. A domestic hot water circulation pump maintains a continuous hot water flow throughout the building. The system is not equipped with an expansion tank or mixing valve, which is typically provided on today’s new systems. It is anticipated that minimal surplus capacity exists for the hot water heater. Depending on the final plumbing requirements of the planned addition, an additional hot water heater will be required. Plumbing fixtures are currently functioning and were installed as part of the 2002 modernization. The water closets are floor-mounted, urinals are wall-hung, and the lavatories are individual wall - hung type. The school is equipped with plumbing fixtures that meet the Americans with Disabilities Act requirements.
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IV. Existing Conditions (Continued)
Existing Building (Continued) PLUMBING (Continued) Fire Protection System
The building is currently provided with sprinkler coverage throughout. An electric 20 - horsepower fire pump is located within Pump Room 114, located adjacent to the loading dock area. This existing fire pump is manufactured by Aurora (Type 3-481-10) and rated for 500 GPM at 60 PSI. A double - check backflow preventer is provided at the suction of this pump, separating the fire service from the domestic water service. A fire line extends from the discharge of this pump to a series of zone valve assemblies, located throughout the school. Sprinkler mains extend from each zone valve assembly and serve sprinkler heads located throughout their respective zone. Sprinkler system components appear to be in good condition. The existing fire pump and fire service also appears adequately sized to support any planned additions to the school.
ELECTRICAL General The electrical equipment that currently exists within Bethesda - Chevy Chase High School was upgraded during the
modernization of the entire school in 2002 and is currently functioning. The following is a detailed description of the existing electrical, communications, and security systems.
Power Distribution The school's electrical service is fed from an existing pad-mounted Pepco utility transformer located outside on the northeast
corner of the school adjacent to the auditorium. Secondary service feeders then run in an underground ductbank from the secondary of the Pepco utility transformer to the CT cabinet of the main distribution switchboard located in the main electrical room.
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IV. Existing Conditions (Continued)
Existing Building (Continued) ELECTRICAL (Continued) Power Distribution (Continued)
The main distribution switchboard is a Cutler - Hammer Pow - R - Line C switchboard, rated at 277/480 volts, 3 - phase, 4 - wire, with a 4000 - ampere bus, and is dated 02/18/00. The switchboard consists of five sections. The first section contains the power company CT cabinet. The second section is a transition section. The third section is a main section with four main circuit breakers (serving the water - cooled chiller, Panel MDH, Panel MDP, and Panel MDPA respectively). The third section has space to accommodate an additional main circuit breaker. The fourth section contains the fifth main circuit breaker (3 - pole, 2500 amperes) that serves the fifth section, which is the distribution section of the switchboard. The Pepco meter is adjacent to the switchboard. The main electrical room also has a separate service and Pepco meter (TED350885970) for the 20 - horsepower fire pump, located in the fire pump room on the southwest corner of the school. Type MI cable is run from the fire pump service to the fire pump room. Other electrical equipment in the main electrical room consists of a distribution panelboard, branch circuit panelboards, transformers, and automatic transfer switch. There is an open adjacent room with the generator. The electrical equipment (switchboard, panelboards, transformers, disconnects) in the building are manufactured by Cutler - Hammer, with the exception of combination starters for mechanical equipment that are manufactured by Square D and variable frequency drives by Magnetek (Model GPD 506).There are several electrical closets throughout the school with panelboards and transformers. Receptacles are black, brown, or gray in color with ivory faceplates. There are firefighter's receptacles (NEMA L6-20R) in the stairwells.
Generator Power
There is a 60-kW, 277/480-volt, natural gas indoor generator in an open room connected to the main electrical room. The generator has a unit mounted 3 - pole, 100 ampere circuit breaker, which serves generator panelboards via automatic transfer switch (ATS) in the main electrical room. The generator is by Generac Power Systems, Model Number 20A00249-S, dated 2/25/2000. The ATS is by ASCO/Emerson Network Power. The generator does not serve the kitchen coolers and freezers.
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IV. Existing Conditions (Continued)
Existing Building (Continued) ELECTRICAL (Continued) Lighting
Fluorescent lighting is primarily used throughout the school. Classrooms and other instructional spaces utilize 2'x4' recessed prismatic lens troffer linear fluorescent lighting fixtures and 2'x4' recessed 18 - cell parabolic linear fluorescent lighting fixtures. Corridors on the lower level use 2'x4' recessed prismatic lens troffer linear fluorescent lighting fixtures. Corridors on the other floors and lobby areas utilize 1'x4' recessed 8 - cell parabolic lighting fixtures, surface round fluorescent fixtures with decorative round dropped lens, and recessed downlights with similar decorative round dropped lens. Key switches are used in corridors to control corridor lighting. The media center uses 1'x4' recessed 8 - cell parabolic lighting fixtures. The kitchen area uses 2'x4' recessed prismatic lens troffer linear fluorescent lighting fixtures with gasketed doors. The serving area uses recessed fluorescent downlights with an 8 - inch aperture. The cafeteria uses a recessed downlight with decorative round dropped lens with selected downlights having gold accents. Stairwells have wall - mounted round sconces with a round diffused smooth acrylic white lens. The main electrical room and mechanical rooms have pendant suspended linear fluorescent fixtures with wraparound clear prismatic lens. The linear fluorescent lamps used throughout the building are 25 - watt T8 energy saving fluorescent lamps by Philips (F32T8/ADV835/XEW Energy Advantage 25-watt ALTO Collection). Downlights, where used, have compact fluorescent lamps. The main gym uses 28 high - bay fixtures with 400 - watt metal halide lamps in a 5 by 6 grid pattern (minus 2 over the main backboards). The auxiliary gym uses 18 high-bay fixtures with 400-watt metal halide lamps in a 3 by 6 grid pattern. Exit signs have red lettering. There are no wire guards over the exit signs in the gym. Site lighting consists of green decorative post - mounted lights and green pole - mounted lights with twin heads. The decorative post-mounted lights are used at the west main entrance, the south sidewalks and pathways, and along the north side of the building near the football field. The green pole - mounted lights are used in the parking lot and along the roadways on school property.
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IV. Existing Conditions (Continued)
Existing Building (Continued) ELECTRICAL (Continued) Data System
The main data frame is located in the main telecom room (B211). There is a fiber optic distribution enclosure/light interface unit on the main data frame rack with Type SC connectors. Fiber optic cable connects the main data frame to each IDF rack in a star configuration. A Category 5e wiring system is installed throughout the school. This system provides connectivity for computer labs, media center, offices, and classrooms. Each typical classroom has both student and teacher outlets. Data racks are by Chatsworth Products, Inc. (CPI). Rack-mounted data fiber optic distribution enclosures/light interface units and data patch panels are by Superior Modular Products. Category 5e data cables are blue and voice cables are white in color. Wireless access points (Cisco routers) are mounted on the corridor ceilings.
Telephone System The telephone system is a separate key system for telephones in the school offices. The telephone company demarcation point is in the main telecom room (B211) adjacent to the TV Studio. The telephone switches are by Bell Atlantic and are also located in the main telecom room. 110 and 66 connecting blocks are wall-mounted on telephone plywood backboards adjacent to the telephone switch. Video and Audio/Visual Systems Cable television (TV) outlets (with F-connectors) are located in rooms throughout the school. The head - end equipment is rack-mounted and located in the main telecom room (B211) adjacent to the TV Studio. Distribution amplifiers (by Blonder Tongue) and splitters are wall mounted behind the head - end rack - mounted equipment. Promethean smart boards are located in some classrooms, while ceiling-mounted projectors are located in other classrooms.
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IV. Existing Conditions (Continued)
Existing Building (Continued) ELECTRICAL (Continued)
Intercom and Sound Systems The school intercom system is by Dukane. The system has the capability to perform select local calls to classrooms or paging throughout the school. Each classroom has a recessed ceiling speaker and a wall - mounted call switch. Ceiling speakers are located throughout the corridors. The auditorium has a dedicated performance sound system. The sound system in the main gym consists of four loudspeakers and four microphone XLR jacks. The sound system in the auxiliary gym consists of two spherical speakers and four microphone XLR jacks. The cafeteria does not have a permanent sound system installed. Security System The security system consists of an intrusion detection system by Napco (Magnum Alert) and video surveillance cameras located in the main lobby, corridors, and building exterior. The intrusion detection system includes security panels in selected telecom rooms and electrical closets, five Napco keypads located together in the southwest portion of the school, and motion sensors/detectors in the corridors, classroom and the main gym. The battery backup power supplies for the security control panels are by Altronix. Fire Alarm System The fire alarm system is by Edwards Systems Technology. The fire alarm control panel with voice evacuation (EST2) and fire alarm communicator are located in the main electrical room. The fire alarm graphic annunciator panel (with key switches for "trouble silence", "system reset", "lamp test" and "drill switch") is located in the vestibule of the main lobby. Fire alarm devices include manual pull stations (with tamperproof false alarm protectors by Safety Technology International or STI), smoke detectors, duct-type smoke detectors, associated remote indicating and test stations (that are wall-mounted at 48 inches above finished floor in mechanical rooms), heat detectors, monitoring modules for flow and valve tamper switches, and audible and visual notification devices.
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IV. Existing Conditions (Continued)
Existing Building (Continued) ELECTRICAL (Continued)
Fire Alarm System (Continued) Fire alarm ceiling - mounted combination speaker/strobes are located in the classrooms. Fire alarm wall - mounted speaker/strobes are located in the corridors. Door holders are located at stairwell double doors with smoke detectors on each side of the stairwell double doors. There are no wire guards over the speaker/strobes in the gym.
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IV. Existing Conditions (Continued) ARCHITECTURAL
Bethesda - Chevy Chase High School is located on a 16 acre site at 4301 East - West Highway in Bethesda. The existing facility is 321,800 square feet. The original building was constructed in 1935 and has historical significance. It is protected under Maryland Historical Trust and follows all requirements, including preserving views and original construction of the building. A modernization was completed in 2002, which added a new auditorium, gymnasium, two new academic wings, as well as a new administration core to the existing building. As apart of the modernization, Bethesda - Chevy Chase High School’s main entrance was shifted from the historical building to the north-eastern section of the addition. The original four story structure of Bethesda - Chevy Chase High School is composed of non - combustible construction (and is fully protected by a sprinkler system). The walls throughout the building are of masonry, with brick veneer on exterior walls. The structural system consists of masonry load - bearing walls, which are constructed on continuous concrete footings. The floors throughout the building are concrete and exist as either concrete slabs - on - grade or framed slabs supported by steel joists. The roof is built - up roofing on corrugated metal deck, supported by steel joists. As part of the modernization213,499 sf was added that consists of masonry and steel construction. Vehicular access to the school is provided through two driveways located off of East - West Highway. One driveway serves as the main entry to the bus-loop and on-site parking. The second driveway, located along Chelton Road, provides access to the parent drop - off loop. Additional staff and visitor parking spaces are located along the access way. There are 234 parking spaces currently on - site. Sidewalks link the pedestrian circulation routes of the facility to the public sidewalks along Pearl Street and Chelton Road. The current capacity of Bethesda - Chevy Chase High School is 1,665, with an official enrollment of 1,835 students. Enrollment is projected to grow to almost 2200 students by the 2018-2019 school year.
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IV. Existing Conditions (Continued) Existing Lower Floor Plan 1. SUPPORT AREA
2. EXISTING STAIR 3. CLASSROOMS 4. MEDIA CENTER 5. SCIENCE LABS 6. AUDITORIUM 7. TECH EDUCATION LABS 8. PHYSICAL EDUCATION AREA 9. COURTYARD 10. CAFETERIA 11. KITCHEN 12. ADMINISTRATION 13. MUSIC AREA
KEY:
8
2
1
13
1
0’ 20’ 40’ 80’
GRAPHIC SCALE
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
A
B C
D E
2
2
2
2
N
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IV. Existing Conditions (Continued) Existing Main Floor Plan
MAIN
ENTRANCE
KEY:
3
10 11
9
8
6
12
2
1
0’ 20’ 40’ 80’
GRAPHIC SCALE
A
B C
D E
2
2
2
2
2
2
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
1. SUPPORT AREA 2. EXISTING STAIR 3. CLASSROOMS 4. MEDIA CENTER 5. SCIENCE LABS 6. AUDITORIUM 7. TECH EDUCATION LABS 8. PHYSICAL EDUCATION AREA 9. COURTYARD 10. CAFETERIA 11. KITCHEN 12. ADMINISTRATION 13. MUSIC AREA
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IV. Existing Conditions (Continued) Existing Second Floor Plan
KEY:
OPEN TO BELOW
8
6
3
4 5
1
2
3
0’ 20’ 40’ 80’
GRAPHIC SCALE
A
B C
D E
2
2
2
2 2
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
1. SUPPORT AREA 2. EXISTING STAIR 3. CLASSROOMS 4. MEDIA CENTER 5. SCIENCE LABS 6. AUDITORIUM 7. TECH EDUCATION LABS 8. PHYSICAL EDUCATION AREA 9. COURTYARD 10. CAFETERIA 11. KITCHEN 12. ADMINISTRATION 13. MUSIC AREA
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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IV. Existing Conditions (Continued) Existing Third Floor Plan
KEY:
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
6 1
3 5
7
2
A
B C
D E
2
2
2
2
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
1. SUPPORT AREA 2. EXISTING STAIR 3. CLASSROOMS 4. MEDIA CENTER 5. SCIENCE LABS 6. AUDITORIUM 7. TECH EDUCATION LABS 8. PHYSICAL EDUCATION AREA 9. COURTYARD 10. CAFETERIA 11. KITCHEN 12. ADMINISTRATION 13. MUSIC AREA
3
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IV. Existing Conditions (Continued) Existing Fourth Floor Plan
KEY:
ROOF
3
1
2
0’ 20’ 40’ 80’
GRAPHIC SCALE
ROOF
A
B C
D E
2
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
1. SUPPORT AREA 2. EXISTING STAIR 3. CLASSROOMS 4. MEDIA CENTER 5. SCIENCE LABS 6. AUDITORIUM 7. TECH EDUCATION LABS 8. PHYSICAL EDUCATION AREA 9. COURTYARD 10. CAFETERIA 11. KITCHEN 12. ADMINISTRATION 13. MUSIC AREA
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options Option 1 Description The proposed option consists of a two - story addition and partial three story addition and is located along the northwestern side
of the site. The main level of the addition provides loop circulation to the existing school. The raised, two - story single loaded corridor covers the existing bleachers, but maintains the existing fire lane and provides fire truck access through Pearl Street. The stadium field and tennis courts will be required for contractor staging during construction. This option provides 90 additional parking spaces to the site.
Proposed Addition Option 1 achieves the program requirements by connecting two separate parts of the school through a series of loop circulation corridors. Part of the addition is located on two of the existing tennis courts and includes a lower level, a main level, and an upper level. The lower level is comprised of four classrooms, a technology education suite, and an auxiliary gymnasium located in proximity to the existing locker rooms and the stadium field. The existing stair serving the gymnasium will provide vertical access to the new auxiliary gymnasium. The main level consist of five classrooms, an administration suite, an art room, two special education support rooms, and provides connection to the existing building. The second floor includes six classrooms, a multipurpose laboratory, and a science laboratory. The part of the addition that is raised over the existing bleachers and overlook the stadium field, consists of a single loaded corridor on two levels. Columns are used to elevate the structure and maintain the existing fire lane from Pearl Street to Chelton Road. On each floor of this part of the addition there are five classrooms and support spaces. On both the second and main floors, connections to front of the existing building entrance are provided. Additionally, mechanical areas such as building heating, ventilation, and air conditioning, are provided at every floor within this option.
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V. Description of Proposed Options (Continued) Option 1 Proposed Site Plan
GRAPHIC SCALE
BUSES IN
BUSES OUT
MAIN ENTRANCE STUDENT
DROP-OFF
PROPERTY LINE
N
0’ 40’ 80’ 160’
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V. Description of Proposed Options (Continued) Option 1 Proposed Lower Floor Plan
KEY:
0’ 20’ 40’ 80’
GRAPHIC SCALE
S
S
S
TECH
CR CR
CR CR
PE
SU
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
2
1
13
1
2
2
2
2
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V. Description of Proposed Options (Continued) Option 1 Proposed Main Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
MAIN
ENTRANCE
CR CR
CR
CR
CR
CR CR
CR CR
CR
S
S
S
SU
ART
ADMIN
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
3
10 11
9
8
6
12
2
1
2
2
2
2
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
ME
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V. Description of Proposed Options (Continued) Option 1 Proposed Second Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
SU
MP
SC
S
S
S
CR CR
CR
CR
CR
CR
CR CR
CR CR
CR
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
6
3
4 5
1
2
3
2
2
2
2 2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
ME
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V. Description of Proposed Options (Continued) Option 1 (Continued) Structural This option consists of an 78,000 SF addition to the northwest portion of the existing school. The lower level is located
between the parking area and the school while the main level and second floor extend over the existing stadium. Minimal columns around the existing stadium maximize the sightlines while providing additional cover afforded by the new space. A concrete slab on grade supports the grade level spaces while floor framing consists of a 5 - inch concrete and composite metal deck supported by composite steel beams and girders. The roof consists of 1.5 - inch metal roof deck supported by steel joists and steel girders. The structure is supported by steel columns. It is anticipated that spread footings can be utilized to support the columns and strip footings under load bearing and exterior walls. Lateral support is provided by a combination of shear walls along the ends of the new space and steel moment frames.
Concrete basement walls at the lower level provide soil retention in areas of varying grade elevation around the new
building addition. Existing retaining walls near the football field will be checked for loading from the new addition.
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V. Description of Proposed Options (Continued) Option 1 (Continued) Advantages
• Loop circulation on main level; connection to front of existing building entrance on two levels. • Minimum disturbance during construction to curriculum. • Smallest overall GSF. • Minimal impact on existing façade. • Frames entrance. • New classrooms provide views over the stadium field.
Disadvantages
• Stadium field disturbance during construction. • Concern of building over stadium bleachers expressed. Columns supporting the single loaded corridor will obstruct views
to the field. Additional bleachers will be provided to compensate for the seats with obstructed views. • Travel distance from existing educational core is longer compared to Option 3.
Option 1 Three - Dimensional Model - View From Field Side
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options (Continued) Option 2 Description The proposed option consists of a three - story addition and partial four story addition and is located along the northwestern side of the
site. The main level of the addition provides loop circulation to the existing school. The raised three - story single loaded corridor covers the existing bleachers, but maintains the existing fire-lane and provides fire-truck access through Pearl Street. The stadium field and tennis courts will be required for staging during the construction phase. This option provides 110 additional parking spaces to the site.
Proposed Addition Option 2 achieves the program requirements by connecting two separate areas of the school through a series of loop circulation corridors. Part of the addition is located on one of the existing tennis courts and includes a main level, two upper levels and a lower level. The lower level is comprised of two classrooms, art rooms, a multipurpose laboratory, and an auxiliary gymnasium located in proximity to the existing locker rooms and the stadium field. The existing stair serving the gymnasium will provide vertical access to the new auxiliary gymnasium. The main level consist of three classrooms and an administration suite and provides loop circulation to the existing building. The second floor includes two classrooms and science laboratory located on the same level as the existing building. The third level has the same spatial organization as the floor below with a technology education laboratory and classrooms. The addition raised over the existing bleachers and overlook the stadium field, consists of a single loaded corridor on three levels. Columns are used to elevate the structure and maintain the existing fire lane from Pearl Street to Chelton Road. On each floor of the addition there are five classrooms and support spaces. On both the third, second and main floors, connections to front of the existing building entrance occur. These new spaces can be used during lunch periods to accommodate a large number of the student population.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
58 GRAPHIC SCALE
V. Description of Proposed Options (Continued) Option 2 Proposed Site Plan
BUSES IN
BUSES OUT
MAIN ENTRANCE
STUDENT DROP-OFF
PROPERTY LINE
N
0’ 40’ 80’ 160’
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V. Description of Proposed Options (Continued) Option 2 Proposed Lower Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
CR CR
SU
ART
PE
MP
S
S
S
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
2
1
13
1
2
2
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 2 Proposed Main Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
MAIN
ENTRANCE
S
S
S
ADMIN
SU CR
CR
CR
CR CR
CR CR
CR
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
3
10 11
9
8
6
12
2
1
2
2
2
2
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
ME
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V. Description of Proposed Options (Continued) Option 2 Proposed Second Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
CR
CR
CR CR
CR CR
CR
SU S
S
S
SC
SC
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
6
3
4 5
1
2
3
2
2
2
2 2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
ME
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V. Description of Proposed Options (Continued) Option 2 Proposed Third Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
S
S
S
SU
ME
TECH
TECH
CR
CR CR
CR CR
CR
TECH
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
6 1
3 5
7
2
2
2
2
2
3
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 2 (Continued) Structural
This option consists of an 80,000 SF addition to the northwest portion of the existing school. This option places most of the new classroom space over the existing stadium. Utilizing double loaded corridors to service the classrooms at the main and second floor levels. More columns are required to support the increased area over the stadium compared to option 1. While the columns extend closer to the field, minimal columns attempt to lessen the impact of sight lines around the stadium area. A concrete slab on grade supports the grade level spaces while floor framing consists of a 5 - inch concrete and composite metal deck supported by composite steel beams and girders. The roof consists of 1.5 - inch metal roof deck supported by steel joists and steel girders. The structure is supported by steel columns. It is anticipated that spread footings can be utilized to support the columns and strip footings under load bearing and exterior walls. Lateral support is provided by a combination of shear walls along the ends of the new space and steel moment frames. Alternatively, steel floor - floor trusses located at the exterior and corridor walls with strategically placed vertical and sloped members to account for door and window openings could provide a framing option to reduce the number of columns while providing framing that can either be showcased or hidden within the structure. The result is greater spans, less columns, and more efficient framing. Concrete basement walls at the lower level provide soil retention in areas of varying grade elevation around the new building addition. Existing retaining walls near the football field may need to be checked for loading from the new addition.
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V. Description of Proposed Options (Continued) Option 2 (Continued) Advantages
• Most amount of parking. • Loop circulation on main level; bridge connection to existing building. • Connection to front of existing building entrance on three levels. • Minimum disturbance during construction to curriculum. • Minimal overall site footprint. • Frames main entrance.
Disadvantages • Four story option requires more vertical circulation than option 1. • Longest travel distance to existing educational core. • Stadium field disturbance during construction.
Option 2 Three - Dimensional Model - View From Field Side
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options (Continued) Option 3 Description Option 3 is located in front of the existing main entrance on the northwestern side of the site. The Option investigates raising the
proposed addition to accommodate the existing bus loop. The option provides two - stories of loop circulation for a connection to the existing fourth floor. An exterior courtyard separates the existing building from the new addition allowing for natural light to the existing facility. The raised addition provides a new main entrance, including an interior stepped plaza while providing cover over the existing bus loop. Option 3 provides 76 additional parking spaces. The main parking lot and tennis courts will be required for contractor staging. During construction, the secondary parking lot along Pearl Street will be temporarily used as bus drop - off and pick - up.
Proposed Addition Option 3 achieves the program requirements by connecting two separate areas of the building through a new core space. This creates a new main entrance to the school connecting academic program on either side. These new spaces can be used during lunch periods to accommodate a large number of the student population. The first cluster is located on one of the existing tennis courts and includes a lower level, main level, and an upper level. The lower level is comprised of one classroom, support program, and an auxiliary gymnasium located in proximity to the existing locker rooms and the stadium field. The existing stair serving the gymnasium will provide vertical access to the new auxiliary gymnasium. The main level has a new administrative area which would offer good views to the new parking structure and rest of site. The second floor includes four classrooms. The second cluster consists of an addition that utilizes columns to elevate a double loaded corridor on three levels above the existing bus loop and maintain the existing fire lane from Chelton Road. Within the first floor of the elevated addition includes five classrooms, two special education support areas, a multipurpose laboratory, and a science laboratory. The second level includes six classrooms and a technology education laboratory. The top level includes ten classrooms, an art laboratory and connects to the existing school’s fourth floor to create a more viable education core.
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V. Description of Proposed Options (Continued) Option 3 Proposed Site Plan
GRAPHIC SCALE
BUSES IN
BUSES OUT
MAIN ENTRANCE STUDENT
DROP-OFF
PROPERTY LINE
N
0’ 40’ 80’ 160’
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V. Description of Proposed Options (Continued) Option 3 Proposed Lower Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
S
SU
ME
ME
PE
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
2
1
13
1
2
2
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 3 Proposed Main Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
MAIN
ENTRANCE
ADMIN
S
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
3
10 11
9
8
6
12
2
1
2
2
2
2
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 3 Proposed Second Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
S
S
MP
SC
SU
ME
SU
CR
CR
CR
CR
CR
CR
CR
CR
CR
S
OPEN TO BELOW
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
8
6
3
4 5
1
2
3
2
2
2
2 2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 3 Proposed Third Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
OPEN TO BELOW
CR
CR
CR
CR
CR
CR
TECH
ME
SU
S
S
OPEN TO BELOW
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
6 1
3 5
7
2
2
2
2
2
3
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 3 Proposed Fourth Floor Plan
0’ 20’ 40’ 80’
GRAPHIC SCALE
ME
SU
CR
CR
CR
CR
CR
CR
CR
CR
CR
CR
ART
S
S
N
LEGEND
EXISTING SPACES
CIRCULATION
COURTYARD
CRAWL SPACE
ADDITION
3
1
2
2
KEY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. S CR ADMIN ART PE SC ME MP TECH SU SE
SUPPORT AREA EXISTING STAIR CLASSROOMS MEDIA CENTER SCIENCE LABS AUDITORIUM TECH EDUCATION LABS PHYSICAL EDUCATION AREA COURTYARD CAFETERIA KITCHEN ADMINISTRATION MUSIC AREA NEW STAIR CLASSROOM / TEACHING SPACE ADMINISTRATION ART SUITE PHYSICAL EDUCATION SCIENCE SUITE MECHANICAL AREA MULTI-PURPOSE LAB TECHNOLOGY EDUCATION SUPPORT SPECIAL EDUCATION SUITE
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V. Description of Proposed Options (Continued) Option 3 (Continued) Structural
This 85,000 SF addition introduces classrooms at northwest corner of the lower level and main level while most of the addition occupies the second, third, and fourth floors located over the bus loading area. Strategically placed steel columns allow for bus access to the loading area. The floor framing consists of a 5 - inch concrete and composite metal deck supported by composite steel beams and girders. The roof consists of 1.5 - inch metal roof deck supported by steel joists and steel girders. The structure is supported by steel columns. It is anticipated that spread footings can be utilized to support the columns and strip footings under load bearing and exterior walls.
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V. Description of Proposed Options (Continued) Option 3 (Continued) Advantages
• Loop circulation is tight to core of the existing building. • Provides additional classrooms on 4th floor allowing for a more viable classroom core on the existing 4th floor. • Minimal disturbance to stadium field and physical education program (daily classes) during construction. • Potential to create continuous new façade.
Option 3 Three - Dimensional Model - From Front
Disadvantages
• Colonnade at bus loop obscures view to the entrance, creates security concerns, and reduces visual access from the administration to parking area.
• Most difficult option to phase. • Most difficult constructability option. • Courtyard between existing building and
addition will be indirect sunlight. • Greatest disturbance of curriculum during
construction. • Temporarily relocates bus traffic and main
entrance onto Chelton Street. • Most amount of parking lost during
construction. • Exhaust from buses (air quality concerns). • Athletic program would not be able to hold
events due to the lack of parking during construction.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options General Three design options for expanding Bethesda - Chevy Chase High School have been developed in response to the Montgomery County Public Schools educational specifications. Each option provides a different design approach in addressing the requirements of the educational specifications and construction impacts to the existing facility.
All three options propose a lower level addition to the northwest side, connecting the proposed gymnasium program to the existing locker rooms on the lower level. All three options include a main level and second level additions in varying locations. The proposed options require minimal disturbance to the existing facility and academic program.
It is anticipated that the proposed scope of work will take 18 to 24 months of construction with anticipated completion by the 2017-2018 school year.
Common Design Elements
Building
The following proposed additions are common to all three options.
• Conform to current building standards and will be Americans with Disabilities Act accessible. • Increase the current capacity from 1665 to the maximum capacity of 2400. • The existing school will be occupied during construction in all options. • Minimal disturbance of the existing building and academic curriculum. • Improve circulation in the existing building by allowing students to use corridors in the existing building that are currently
under-utilized. • Provide the same amount of classrooms. • When possible all options, provide program relationship between new and existing teaching spaces by strategically
locating new program in close proximity and at the same floor elevation to the existing space. • Earliest start of construction is summer 2015 with completion expected by August 2017.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued)
Site Modifications Due to an increasing student enrollment, Bethesda - Chevy Chase High School is currently planning on adding relocatable classrooms on site. It is recommended that the relocatable classrooms be located away from the proposed construction staging zones, so that they will not need to be moved at the start of construction. The parking lot adjacent to the existing tennis courts is recommended as the desired location for any relocatable classrooms placed on site. It is anticipated that up to 16 relocatable classrooms will be in place prior to the start of construction. A new raised tennis court structure with surface parking below will also be added to the site.
Parking and Site Circulation The current bus loop has been verified to be adequate in functionality and is visibly accessible from the administrative area. The student drop - off is off of Chelton Road and provides additional Americans with Disabilities Act staff parking spaces. Current parking is adequate for staff only; student parking on site is limited. All options provide Americans with Disabilities Act access on site to a raised tennis court structure to accommodate six tennis courts and provide additional surface parking below. Access to athletic fields is provided between the raised tennis courts and new addition.
Elevated Tennis Courts Raised tennis courts provide additional parking spaces below and are supported by cast - in - place concrete slab and beams and concrete columns. This maximizes column spacing while providing adequate anchorage for fences, nets, and equipment required for the tennis court area. The use of cast - in - place concrete minimizes the effects of vibrations, which are typically a concern with such spaces that are lightly loaded and subjected to athletic activities. It is estimated that columns spaced 25’ to 30’ on center would adequately support the concrete framed structure consisting of concrete girders, approximately 36 to 48 inches deep, concrete beams 24 - inches to 36 - inches deep, and an elevated concrete slab 6 to 8 - inches thick. The structure is supported by spread footings and the lateral system consists of concrete beam/column moment frames. The existing retaining wall along the south side of the tennis courts may need to be modified or replaced to account for space and loading requirements of the new structure.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) The site circulation will be generally modified for all options as follows:
Provide additional spaces to accommodate for the increase of students and staff projected enrollment.
Renovation of vegetation in parking lot to increase visibility of pedestrians.
Fire truck access will be maintained via the existing fire lane and extend through to Pearl Street.
By expanding the current parking lot and by increasing visibility, drop - off traffic congestion will be reduced and overall site safety for all users is improved. Stadium and Baseball Field The existing stadium and baseball field are in adequate condition. The location of the fields remains the same in all options. If the stadium field is disturbed during construction, it is Montgomery County Public Schools’ responsibility to bring it back to current condition.
A new Americans with Disabilities Act access ramp linking the existing stadium field to the rest of the site.
In options 1 and 2, additional stadium seating will be provided to make up for lost seats, and, seats with obstructed views.
In order to increase use of the existing stadium field, an astro-turf field was proposed as an add-alternate.
Water and Sewerage Within options 1 and 2 portion of the existing sanitary main that is under the new addition will be replaced to meet the plumbing
code. All new sanitary connections from the new addition will connect to the new main internally under the new addition. An on - site sewer connection for the sewer line displaced by the building addition will be provided.
Similarly, option 3 requires that the existing sanitary main on the west side of the building that is under the new addition will be
replaced to meet the plumbing code. All new sanitary connections from the new addition will connect to the main internally under the new addition. An on - site sewer connection for the sewer line displaced by the building addition will be provided.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued)
Building structural system
Bethesda Chevy - Chase High School is comprised of the original building constructed in 1934, with 11 additions and
renovations occurring over the past 79 years. The facility has several construction types which include steel framed structure with an exterior masonry façade as well as masonry bearing wall construction. The northern portion of the building is four stories tall and contains a basement level. The bus loading entrance and portions east and south are three stories tall and share the same floor elevations with the northern portion. This area also surrounds a courtyard. Spread footings support the columns throughout the building with strap footings along the south side. At-grade levels contain a concrete slab on grade and the elevated floors are composite beam systems framing to steel columns. The roof is mainly framed with low slope steel joists with some roof features containing sloped joists.
Exterior concrete stairs and ramp lead upward from the bus loop to the first floor level. Numerous exterior concrete stairs
and ramps provide access to the east and south side of the building. The proposed building additions located along the north and west sides of the building are expected to minimally impact the
existing structure. Some new door openings are anticipated while renovation of the existing façade will be minimized as much as feasible in the areas directly impacted by the building additions. Some underpinning may be required, depending on the locations and elevations of the existing footings relative to new footings.
Mechanical
HVAC System All options present a significant increase in the overall size, capacity, and square footage of the existing school. As
discussed in the existing conditions section of this study, the existing heating water plant does not appear to have surplus capacity to support the overall size of the planned addition without losing standby capacity in the event one boiler fails. In addition, the additive capacity of both chillers does not appear to have surplus capacity to support the existing school and overall size of the existing school planned addition. Therefore, utilizing the existing chilled and heating water systems to support proposed addition is not feasible.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) MECHANICAL (Continued)
To support the proposed addition, two solutions are available: •Option A: Replace the existing boilers (both scotch-marine and copper fin types), water-cooled chiller, and cooling tower with larger capacity equipment sized to support both the existing school and building addition. Higher efficiency equipment, such as condensing boilers, a variable frequency drive centrifugal chiller with magnetic bearing compressors, and a cooling tower system with variable frequency drive fans, is recommended. Existing pumping systems would be supplemented or replaced as required to support the facilities increased chilled and heating water demands. Equipment would need replaced or modified in phased manner, minimizing the disruption to the existing school. This approach centralizes the chilled and heating water plants, eliminating the need to provide a support area within the addition for new heating and chilled water infrastructure. In addition, the location of the existing ground floor boiler room and third floor mechanical room align well with the placement of the planned addition(s), allowing for pipe routing between the mechanical rooms and the addition area without significant disruption to the existing facility. The potential drawback to this approach is the current age of the existing central heating and cooling plant equipment, which were replaced as part of the 2002 modernization. •Option B: Utilize a stand - alone central heating and cooling plant to support only the building addition. A series of high - efficiency condensing boilers and new air - cooled chiller would be utilized. The use of an air - cooled chiller in lieu of a water - cooled chiller is recommended due to the anticipated capacity of this equipment. Utilizing a ground - source geothermal system to support the proposed addition does not appear to be a feasible due to site limitations and the anticipated size of the geothermal borefield. This approach minimizes the disruption to the existing chilled and heating water systems. However, it does require additional square footage within the building to accommodate the new heating and chilled water equipment. In addition, it does not provide improved overall energy efficiency of the existing chilled and heating water systems supporting the existing building.
Based on the two mechanical options described above, Option A is the recommended approach for the addition. This option minimizes the addition’s square footage requirements for supporting the chilled and heating water infrastructure. In addition, it centralizes this infrastructure for the entire facility, rather than having independent plants for both the existing building and addition. Finally, it provides a solution that helps to improve the energy efficiency of the entire facility.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) MECHANICAL (Continued)
Space conditioning for classroom, science, technology, and multi-purpose areas within the building addition would be accomplished through a series of four - pipe vertical fan coil units with a minimum of one fan coil unit provided for supporting each space. These units would be positioned within support closet areas adjacent to the classroom served. Doors for support closets would be from the corridor for maintenance access. New chilled and heating water distribution piping would be provided for supporting the new fan coil unit systems, with these piping systems extending from the new chilled and heating water infrastructure described previously. The administration and counseling offices would utilize a variable refrigerant flow system with an energy recovery type air - cooled condensing unit for space conditioning. Indoor units would consist of cassette - type units installed at the ceiling level. Individual branch controllers would be provided at each indoor unit, allowing for independent heating or cooling operation within each zone, as well as simultaneous heating and cooling system operation for the system. Conditioned outdoor air for the classroom and administration areas would be supplied though multiple rooftop dedicated outdoor air systems, each complete with a chilled water cooling coil, hot water heating coil, enthalpy type energy recovery wheel for pre - conditioning of the outdoor air, and a plate - and - frame heat exchanger for tempering and pre - conditioning supply air. Airflow supplied from these units will be dehumidified, conditioned, and delivered directly to each space at a room neutral temperature. Space conditioning for other stand - alone areas within the addition, such as the wrestling room, would be accomplished through a dedicated single - zone variable - air volume rooftop air - handling unit. Air - handling unit systems would be provided with a chilled water cooling coil and hot water heating coil for space conditioning. Each science laboratory and storage area would be provided with exhaust though a series of rooftop exhaust fans. Toilet rooms, storage rooms, and other heating - only areas will utilize hot water unit heaters connected to the facilities central heating plant. Building automation system controls for the proposed addition will be direct digital type, manufactured by Andover Controls, and complete with electric and electronic actuation. All new control components will be networked to the central Montgomery County Public Schools energy management system for occupied/unoccupied settings and other energy management routines.
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) MECHANICAL (Continued)
This type of system provides the most sustainable and energy efficient solution and delivers the most flexibility at the lowest cost for both current and future needs.
PLUMBING Plumbing Systems
To support the building addition’s cold and hot water requirements, new piping systems would need to be extended from the existing piping mains located within the ground floor boiler and locker room areas to support the addition. These piping systems would extend to new plumbing fixtures provided located throughout the addition. New plumbing fixtures would be designed to meet the Americans with Disabilities Act and utilize water conservation features. Floor - mounted water closets should utilize dual - flush type valves, capable of providing either 1.6 or 1.0 gallons per flush. Urinals should be wall - hung and provided with pint flush valves. Wall - hung cast - iron lavatories should utilize self - closing faucets that supply 0.35 gallons per minute. The water consumption figures noted are equal to or less than what is required by both current plumbing code and LEED water conservation requirements.
Fire Protection System
The existing fire protection system and associated fire pump for the existing school building would be extended to handle the building addition. It is anticipated that these systems have sufficient capacity for the additional building area. New zone valves would be extended from the existing fire main; with sprinkler piping extending from the zone valves provided at each floor level to support the addition. New air - handling units and dedicated outdoor air system supplying 2,000 cubic feet per minute or more of airflow would be equipped with smoke detectors in both the supply and return air ductwork.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) ELECTRICAL Power Distribution It is proposed that a new main circuit breaker be installed in the existing 4000A main distribution switchboard to serve electrical equipment in the proposed building addition. The new addition will have a 277/480-volt distribution panel and will be sized to serve the mechanical, lighting, and plug loads in the addition. The electrical room in the proposed building addition will have electrical equipment to serve the addition. This will consists of new 277/480-volt panelboards for mechanical and lighting loads, step-down dry - type transformers, and 120/208-volt panelboards for general receptacle and computer loads. The new receptacle panelboard will be fed from a standard dry - type transformer and will serve general receptacles and plug loads in the addition. The new computer panelboard will be fed from a K - rated dry - type transformer and will serve designated receptacles in the classrooms of the addition. Generator Power The existing generator can be utilized to serve the life - safety emergency lighting for the proposed building addition. The current Montgomery County Public Schools standard is to provide emergency power for both life safety systems and standby power for the heating system in order to keep the building from freezing. It needs to be determined if the existing generator has the capacity and can be used to serve both life safety systems and standby power for the heating system in the addition. A larger or additional generator may be required to accommodate both the standby and heating loads of the addition. In turn, an additional automatic transfer switch (and associated generator panelboards and transformer) will be required in either the existing main electrical room or the electrical room of the addition to serve the standby and heating loads in the addition.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options (Continued) Common Design Elements (Continued) ELECTRICAL (Continued)
Lighting Montgomery County Public Schools standard classroom lighting will be provided in the classrooms of the proposed building addition. This will consist of energy - efficient fluorescent pendant fixtures. Lighting controls will include occupancy sensors and multiple levels of lighting per Montgomery County Public Schools standards. Lighting controls will also meet the requirements of ASHRAE Standard 90.1-2010, Section 9.4.1.4, which includes automatic daylight controls (photocontrol with dimming ballasts) for daylight harvesting, where required. Fire Alarm System The existing fire alarm control panel will remain and be reused to serve fire alarm devices in the proposed building addition. Initiation devices and notification devices will be located to meet code requirements. Intercom and Sound Systems Intercommunications devices will be provided throughout the proposed building addition. This will include speakers and call switches in the classrooms and speakers in the corridors. The existing intercom head - end console may need to be upgraded to increase the capacity for the new spaces. Voice and Data Systems The existing voice and data systems will be expanded to the proposed building addition. The outdated video system will not be expanded in the addition. A telecommunications closet will be required in the addition to serve the classrooms in the addition. The number of outlets in each room will comply with Montgomery County Public Schools and Maryland State requirements. Security System The existing security system will be expanded for the proposed building addition. Intrusion detection will include motion detectors/sensors and door contacts. Video surveillance will include dome cameras in the corridors and building exterior.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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V. Description of Proposed Options (Continued) Summary Table and Cost Comparison SQUARE FOOTAGE: Project Description Fund Feasibility Study Cost Outline (000’s) - OPTION 1 (PREFERRED) This cost estimate in this feasibility study is based on current construction market conditions for both building and site.
Construction Cost Estimate $23,975
Planning Costs $2,808
Contingency and Related Costs $2,764
Totals $29,547
OPTION 1 (PREFERRED) OPTION 2 OPTION 3
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VI. Proposed Project Implementation Schedule
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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VII. Appendix (A) Space Allocation Summary When this project is complete, the following spaces are to be provided: The capacity will be 2400.
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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VII. Appendix (B) Site Photos
1. Student Drop - Off Entrance at Lynbrooke Drive - Looking South on Chelton Drive
3. Student Drop - off Loop Exit
2. Bus Loop
4. Loading Zone
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VII. Appendix (B) Site Photos
5. Slope Between Building and Football Field
Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools
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VII. Appendix (C) Educational Specifications
Bet
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f 22
05.
If p
ossi
ble,
an
eigh
t-cl
assr
oom
add
ition
sh
ould
be
mas
ter
plan
ned.
□ T
he e
duca
tion
al s
peci
fica
tion
s ar
e di
vide
d in
to th
ree
sect
ions
.
T
he f
irst
sec
tion
, the
spa
ce s
umm
ary,
lis
ts t
he t
ype
of s
pace
s an
d sq
uare
foo
tage
req
uire
d w
hen
the
proj
ect i
s co
mpl
ete.
T
he s
econ
d se
ctio
n de
scri
bes
the
gene
ral
desi
gn,
loca
tion
, an
d sp
ecif
ic r
equi
rem
ents
for
ea
ch t
ype
of s
pace
in
acco
rdan
ce w
ith
Mon
tgom
ery
Cou
nty
Pub
lic
Sch
ools
(M
CP
S)
stan
dard
s.
T
he t
hird
sec
tion
ide
ntif
ies
addi
tion
al p
rogr
am n
eeds
tha
t w
ere
iden
tifi
ed d
urin
g th
e re
view
of
the
educ
atio
nal s
peci
fica
tion
s.
□ T
he
arch
itec
t w
ill
prov
ide
a sp
ace
sum
mar
y co
mpa
riso
n be
twee
n th
e pr
ogra
mm
ed
spac
e re
quir
emen
ts a
nd t
he p
ropo
sed
afte
r ea
ch p
hase
of
the
proj
ect
incl
udin
g bu
t no
t li
mit
ed t
o th
e fe
asib
ilit
y st
udy,
sch
emat
ic d
esig
n, d
esig
n de
velo
pmen
t, an
d fi
nal d
esig
n ph
ase.
□ T
he a
rchi
tect
sho
uld
show
the
loca
tion
for
rel
ocat
able
cla
ssro
oms,
sho
uld
they
be
requ
ired
in th
e fu
ture
. T
hese
uni
ts s
houl
d be
sit
ed i
n a
loca
tion
whe
re i
t w
ill
not
caus
e co
nfli
ct w
ith
the
cons
truc
tabi
lity
of
a fu
ture
add
itio
n.
The
nec
essa
ry u
tili
ty c
onne
ctio
ns, i
.e. e
lect
rica
l po
wer
, fir
e al
arm
, pu
blic
add
ress
, an
d da
ta s
houl
d be
pro
vide
d ne
ar t
he f
utur
e lo
cati
on o
f re
loca
tabl
e cl
assr
oom
s.
□ F
or
all
new
sc
hool
s an
d m
oder
niza
tion
s,
the
proj
ect
wil
l be
de
sign
ed
for
LE
ED
S
ilve
r ce
rtif
icat
ion
by th
e U
nite
d S
tate
s G
reen
Bui
ldin
g C
ounc
il (
US
BG
C)
unde
r th
e L
EE
D f
or S
choo
ls
guid
elin
es.
If
this
pro
ject
is
a cl
assr
oom
add
itio
n, t
he c
erti
fica
tion
req
uire
men
t ap
plie
s on
ly i
f th
e ad
diti
on d
oubl
es t
he e
xist
ing
buil
ding
foo
tpri
nt.
If
this
pro
ject
is
a bu
ildi
ng r
enov
atio
n, t
he
cert
ific
atio
n re
quir
emen
t ap
plie
s on
ly i
f th
e re
nova
tion
alt
ers
mor
e th
an f
ifty
per
cent
of
the
exis
ting
bui
ldin
g gr
oss
floo
r ar
ea.
G
ener
al P
lann
ing
Con
side
ratio
ns
4
Gen
eral
Pla
nnin
g C
onsi
dera
tions
In
the
gene
ral p
lann
ing
of th
is b
uild
ing
and
deve
lopm
ent o
f the
site
, spe
cial
con
side
ratio
n is
to b
e gi
ven
to th
e fo
llow
ing
com
men
ts a
nd in
stru
ctio
ns.
□ T
he a
rchi
tect
is e
xpec
ted
to b
ecom
e th
orou
ghly
fam
ilia
r w
ith
all n
atio
nal,
stat
e an
d lo
cal f
ire
safe
ty, l
ife
safe
ty, a
nd h
ealt
h co
de r
egul
atio
ns a
nd to
fol
low
app
lica
ble
rule
s of
the
Sta
te
Inte
rage
ncy
Com
mit
tee
on S
choo
l Con
stru
ctio
n.
□ T
he b
uild
ing
is to
be
acce
ssib
le to
the
disa
bled
wit
hin
the
mea
ning
of
the
late
st e
diti
on o
f th
e A
mer
ican
s w
ith
Dis
abil
itie
s A
ct a
nd to
con
form
to a
ll th
e la
test
req
uire
men
ts o
f th
e A
mer
ican
s w
ith
Dis
abil
itie
s A
ct A
cces
sibi
lity
Gui
deli
nes
(AD
AA
G)
as p
ubli
shed
by
the
U.S
. Arc
hite
ctur
al
and
Tra
nspo
rtat
ion
Bar
rier
s C
ompl
ianc
e B
oard
. (T
he r
egul
atio
n ca
n be
fou
nd a
t ht
tp:/
/ww
w.a
cces
s-bo
ard.
gov/
adaa
g/ht
ml/
adaa
g.ht
m).
In
addi
tion
to th
e A
DA
AG
, the
Mar
ylan
d A
cces
sibi
lity
Cod
e (C
OM
AR
.05.
02.0
2) r
evis
ed in
200
2 al
so is
req
uire
d fo
r pu
blic
sch
ools
. (T
he
regu
lati
on c
an b
e fo
und
at h
ttp:
//m
dcod
es.u
mbc
.edu
/dhc
d2/T
itle
05.p
df)
□ T
he f
acil
ity
is to
ref
lect
an
appe
alin
g vi
sual
, aco
usti
c, a
nd th
erm
al e
nvir
onm
ent a
nd is
to b
e pr
oper
ly f
urni
shed
and
equ
ippe
d. W
ell c
hose
n co
lors
and
text
ures
are
to b
e us
ed.
Lig
htin
g m
ust
mee
t cur
rent
sta
ndar
ds a
nd p
rovi
de a
dequ
ate
leve
ls.
□ H
igh
qual
ity
mat
eria
ls a
re to
be
used
in th
e co
nstr
ucti
on.
The
arc
hite
ct s
houl
d re
fer
to th
e M
CP
S
Des
ign
Gui
deli
nes.
□ T
he f
irst
impr
essi
on o
f a
buil
ding
is im
port
ant.
The
mai
n en
tran
ce to
the
scho
ol s
houl
d ha
ve a
cl
ear
and
invi
ting
iden
tity
, and
the
entr
ance
are
a sh
ould
be
desi
gned
and
land
scap
ed to
em
phas
ize
its
impo
rtan
ce.
A c
over
ed w
alkw
ay f
rom
the
bus
load
ing
area
to th
e fr
ont d
oor
is d
esir
able
. T
he
desi
gn o
f th
e m
ain
lobb
y ar
ea n
eeds
to c
onve
y a
feel
ing
of w
arm
th a
nd w
elco
me.
The
incl
usio
n of
a
ligh
ted
show
case
in w
hich
stu
dent
wor
k ca
n be
dis
play
ed is
rec
omm
ende
d.
□ T
he f
oyer
sho
uld
have
a la
rge
over
head
-ani
mat
ed e
lect
roni
c di
spla
y bo
ard
for
mes
sage
s an
d vi
deos
.
□ T
he in
clus
ion
of li
ghte
d sh
owca
ses
to d
ispl
ay s
tude
nt w
ork
shou
ld b
e pr
ovid
ed in
the
corr
idor
s of
th
e m
ain
entr
ance
, art
, tec
hnol
ogy
educ
atio
n, g
ymna
sium
, and
in e
ach
grad
e le
vel a
rea.
The
y sh
ould
be
rece
ssed
into
the
wal
l wit
h ac
cess
fro
m w
ithi
n a
room
and
hav
e an
ele
ctri
c ou
tlet
.
□ T
he c
lass
room
s sh
ould
be
desi
gned
to a
ccom
mod
ate
vari
ous
size
gro
ups.
Eac
h cl
assr
oom
sho
uld
be
read
ily a
dapt
able
for
gro
up w
ork,
var
ious
pre
sent
atio
n fo
rmat
s, a
nd s
houl
d ha
ve m
axim
um
conn
ectiv
ity to
out
side
res
ourc
es.
□ S
taff
wor
k ar
eas
shou
ld b
e ar
rang
ed to
enc
oura
ge in
terd
isci
plin
ary
inte
ract
ion.
G
ener
al P
lann
ing
Con
side
ratio
ns
5
□ E
very
teac
hing
sta
tion
, sup
port
spa
ce, a
nd c
ore
area
mus
t be
wir
ed f
or c
ompu
ter,
CC
TV
, and
te
leph
one,
alo
ng w
ith
adeq
uate
ele
ctri
cal s
uppl
y in
com
plia
nce
wit
h M
aryl
and
Sat
e de
sign
gu
idel
ines
for
Tec
hnol
ogy
in S
choo
ls a
nd th
e M
CP
S O
ffic
e of
the
Chi
ef T
echn
olog
y O
ffic
e (O
CT
O)
guid
elin
es. F
acil
itie
s m
ust b
e ad
apta
ble
to a
ccom
mod
ate
rapi
d de
velo
pmen
t in
high
te
chno
logy
and
its
equi
pmen
t sin
ce e
duca
tion
al p
rogr
am a
nd o
rgan
izat
ion
in th
is f
ield
are
dy
nam
ic.
Spa
ce a
nd p
ower
sup
ply
mus
t be
flex
ible
to m
eet t
hese
cha
ngin
g ne
eds.
□ S
peci
al c
onsi
dera
tion
shou
ld b
e gi
ven
to e
nerg
y co
nser
vatio
n in
clud
ing
tota
l lif
e-cy
cle
cost
s. T
he
curr
ent D
epar
tmen
t of
Gen
eral
Ser
vice
(D
GS)
req
uire
men
ts s
hall
be a
pplie
d as
des
ign
crite
ria.
Lif
e-cy
cle
cost
acc
ount
ing
in a
ccor
danc
e w
ith D
GS
crite
ria
is r
equi
red.
A s
tate
men
t on
ener
gy
cons
erva
tion
mus
t be
a pa
rt o
f th
e pr
elim
inar
y pl
ans
subm
issi
on.
Add
ition
al d
etai
ls o
n en
ergy
co
nser
vatio
n w
ill b
e pr
ovid
ed u
nder
sep
arat
e co
ver.
□ C
ore
spac
es s
uch
as th
e ca
fete
ria,
gym
nasi
ums,
and
inst
ruct
iona
l med
ia c
ente
r sh
ould
be
easi
ly
acce
ssib
le f
or c
omm
unity
use
and
sec
ure
from
the
rest
of
the
build
ing
afte
r sc
hool
hou
rs.
□ T
he s
choo
l is
to b
e ai
r-co
nditi
oned
exc
ept f
or th
e m
ain
gym
nasi
um, l
ocke
r ro
oms,
and
kitc
hen
whe
re
exha
ust f
ans
are
to b
e us
ed.
□ N
oise
and
dis
trac
ting
sou
nds
are
to b
e m
inim
ized
. In
are
as s
uch
as th
e m
ulti
purp
ose
room
and
cl
assr
oom
s, w
hich
may
be
used
for
mee
ting
s an
d ad
ult e
duca
tion
, the
sou
nd o
f op
erat
ing
fans
for
ve
ntil
atio
n sh
ould
not
inte
rfer
e w
ith
inst
ruct
ion.
□ A
n M
CP
S d
esig
ned
alar
m s
yste
m w
ill p
rovi
de s
ecur
ity
for
this
fac
ilit
y. T
he a
rchi
tect
wil
l pro
vide
fo
r th
is s
yste
m in
con
sult
atio
n w
ith
the
Div
isio
n of
Con
stru
ctio
n st
aff.
□ S
ome
win
dow
s m
ust b
e op
erab
le in
eac
h sp
ace
in th
e bu
ildi
ng.
Tra
nsm
issi
on o
f ra
diat
ion
thro
ugh
win
dow
s in
to v
ario
us p
orti
ons
of th
e pl
ant i
s to
be
cons
ider
ed in
rel
atio
n to
hea
ting
and
ven
tila
ting
an
d in
rel
atio
n to
pla
nnin
g th
e bu
ildi
ng f
or a
ir c
ondi
tion
ing.
All
inst
ruct
iona
l spa
ces
shou
ld h
ave
win
dow
s, p
refe
rabl
y ex
teri
or w
indo
ws.
If
the
desi
gn d
oes
not p
erm
it e
xter
ior
win
dow
s, w
indo
ws
onto
cor
rido
rs s
houl
d be
pro
vide
d.
□ C
aref
ul p
lace
men
t of
glas
s is
req
uire
d to
avo
id e
xces
s he
at g
ain
in o
ccup
ied
area
s.
□ S
ome
win
dow
s sh
ould
be
oper
able
in e
ach
spac
e in
the
build
ing.
□ A
ll w
indo
ws
shou
ld b
e eq
uipp
ed w
ith w
indo
w b
linds
. T
he s
peci
fica
tion
for t
he w
indo
w b
linds
will
be
pro
vide
d by
DO
C.
Scre
ens
on o
pera
ble
win
dow
s sh
ould
be
inst
alle
d in
all
food
rel
ated
are
as.
□ S
peci
al a
ttent
ion
shou
ld b
e gi
ven
to s
ecur
ity m
easu
res
with
in th
e bu
ildin
g in
clud
ing
loca
tion
of
secu
rity
bar
rier
s in
cor
rido
rs, l
ocka
ble
door
s to
sec
ure
vari
ous
sect
ions
of
the
build
ing
for
afte
r-ho
ur
use,
and
pub
lic te
leph
one
loca
tions
bei
ng in
full
view
of
eith
er th
e ad
min
istr
ativ
e of
fice
s or
oth
er
publ
ic a
reas
.
G
ener
al P
lann
ing
Con
side
ratio
ns
6
□ S
pace
s th
at s
erve
no
real
edu
cati
onal
fun
ctio
n, s
uch
as c
orri
dors
, sho
uld
be li
mit
ed w
hile
at t
he
sam
e ti
me
assu
ring
an
easy
to s
uper
vise
and
sm
ooth
flo
w o
f pu
pil t
raff
ic to
and
fro
m th
e in
stru
ctio
nal m
edia
cen
ter,
mul
tipu
rpos
e ro
om, g
ymna
sium
, spe
cial
ized
cen
ters
, and
sup
port
ro
oms.
□ T
he d
esig
n of
the
build
ing
and
grou
nds
mus
t pro
vide
for
a s
ecur
e en
viro
nmen
t for
stu
dent
s an
d st
aff.
Is
olat
ed a
reas
sho
uld
be m
inim
ized
and
nat
ural
sur
veill
ance
enc
oura
ge b
y el
imin
atin
g vi
sual
bar
rier
s.
□ F
or s
ecur
ity p
urpo
ses,
all
door
s in
to c
lass
room
s, c
onfe
renc
e ro
oms,
off
ices
, etc
. mus
t be
desi
gned
w
ith a
sid
elig
ht w
indo
w w
ith s
hade
s.
□ Z
onin
g th
e pl
ant f
or h
eati
ng a
nd a
ir c
ondi
tion
ing
shou
ld b
e re
late
d to
aft
er-h
ours
use
of
vari
ous
area
s su
ch a
s of
fice
s, g
ymna
sium
, caf
eter
ia, a
nd th
e in
stru
ctio
nal m
edia
cen
ter.
App
ropr
iate
lo
cati
on o
f pa
rkin
g, c
orri
dor
barr
iers
, and
toil
et r
oom
s is
nec
essa
ry f
or a
fter
-hou
rs u
se.
Som
e cl
assr
oom
s ne
arby
the
mul
tipu
rpos
e ro
om s
houl
d be
zon
ed f
or a
fter
hou
r us
e as
wel
l.
□ T
he a
rchi
tect
sho
uld
refe
r to
MS
DE
200
6 C
lass
room
Aco
usti
c G
uide
line
s to
add
ress
the
acou
stic
al
qual
itie
s fo
r cl
assr
oom
s. I
n ad
diti
on, t
he a
rchi
tect
sho
uld
refe
r to
Am
eric
an N
atio
nal S
tand
ard,
A
cous
tica
l Per
form
ance
Cri
teri
a, D
esig
n R
equi
rem
ents
, and
Gui
deli
nes
for
Scho
ols
(AN
SI
S12
.60-
2002
) fo
r ad
diti
onal
info
rmat
ion.
□ N
oise
and
dis
trac
ting
sou
nds
are
to b
e m
inim
ized
. In
are
as s
uch
as th
e m
ulti
purp
ose
room
and
cl
assr
oom
s, w
hich
may
be
used
for
mee
ting
s an
d ad
ult e
duca
tion
, the
sou
nd o
f op
erat
ing
fans
for
ve
ntil
atio
n sh
ould
not
inte
rfer
e w
ith
inst
ruct
ion.
□
Som
e to
ilet r
oom
s sh
ould
be
loca
ted
so th
at th
ey m
ay b
e us
ed d
urin
g af
ter-
hour
use
.
□ B
athr
oom
s fo
r st
aff
and
stud
ents
sho
uld
be lo
cate
d th
roug
hout
the
build
ing.
Som
e st
uden
t bat
hroo
ms
mus
t be
loca
ted
near
the
cafe
teri
a.
□ W
ater
coo
lers
sho
uld
be p
rovi
ded
thro
ugho
ut th
e sc
hool
.
□ C
orri
dors
whe
re lo
cker
s ar
e in
stal
led
mus
t be
a m
inim
um o
f 10
' in
wid
th.
□ T
he n
umbe
r of
lock
ers
in th
e co
rrid
or s
houl
d be
equ
al to
the
core
cap
acity
plu
s 10
% o
f th
e co
re
capa
city
.
□ T
he lo
catio
n of
the
elev
ator
(s)
mus
t con
side
r us
e by
the
stud
ent p
opul
atio
n, I
MC
sta
ff, a
nd a
fter
-hou
rs
user
s.
□ A
pub
lic a
ddre
ss s
yste
m is
req
uire
d in
the
faci
lity.
The
arc
hite
ct a
nd e
ngin
eers
sho
uld
refe
r to
the
Div
isio
n of
Con
stru
ctio
n gu
idel
ines
for
add
ition
al in
form
atio
n.
G
ener
al P
lann
ing
Con
side
ratio
ns
7
□ E
xter
ior
light
ing
is to
be
shad
ed f
rom
nei
ghbo
ring
pro
pert
ies
and
is to
be
oper
able
as
appr
opri
ate
from
bo
th ti
me
and
key
switc
hes.
For
maj
or e
ntra
nces
, a d
oorb
ell s
houl
d be
inst
alle
d.
□ S
epar
ate
cont
rols
on
a tim
e cl
ock
for
illum
inat
ion
of w
alkw
ays
and
park
ing
lots
, inc
ludi
ng p
arki
ng
area
s fo
r th
e st
adiu
m a
rea
are
requ
ired
.
□ A
bui
ldin
g se
rvic
es c
all s
yste
m is
req
uire
d.
□ A
roo
m n
umbe
ring
sys
tem
whi
ch is
logi
cal a
nd u
nder
stan
dabl
e an
d w
hich
lend
s its
elf
to e
lect
roni
c sc
hedu
ling
of r
oom
ass
ignm
ents
for
stu
dent
s is
req
uire
d.
□ E
lect
ric
wat
er c
oole
rs s
houl
d be
str
ateg
ical
ly lo
cate
d th
roug
hout
the
build
ing
and
clos
e to
the
rest
room
s.
□ L
ands
capi
ng a
nd p
rovi
sion
for
out
door
wat
erin
g ar
e to
be
incl
uded
. P
lant
ing
is to
incl
ude
scre
en
plan
ting
and
thos
e th
at m
ay b
e ne
eded
for
ero
sion
con
trol
. Oth
er la
ndsc
apin
g to
sup
port
ene
rgy
cons
erva
tion
and
to r
elat
e th
e bu
ildi
ng to
the
site
wit
h ae
sthe
tic
appe
al m
ust b
e in
clud
ed.
Tech
nolo
gy F
ram
ewor
k T
he la
test
tech
nolo
gy s
houl
d be
inte
grat
ed in
to e
very
asp
ect o
f bu
ildin
g. T
he a
rchi
tect
sho
uld
cons
ult
with
the
Off
ice
of th
e C
hief
Tec
hnol
ogy
Off
icer
(O
CT
O)
and
the
Div
isio
n of
Con
stru
ctio
n (D
OC
) fo
r th
e la
test
tech
nolo
gy r
equi
rem
ents
. T
he a
rchi
tect
mus
t at a
min
imum
pla
n fo
r th
e fo
llow
ing
elem
ents
.
□ T
hrou
gh th
e us
e of
loca
l are
a an
d w
ide
area
com
pute
r an
d vi
deo
netw
orks
, stu
dent
s sh
ould
hav
e ac
cess
to e
ach
othe
r, to
sch
ools
thro
ugho
ut th
e co
unty
with
sim
ilar
capa
bilit
ies,
and
to u
nive
rsiti
es a
nd
gove
rnm
ent i
nstit
utio
ns th
roug
hout
the
wor
ld.
□ E
ach
clas
sroo
m is
to h
ave
a de
dica
ted
20 a
mp
elec
tric
al c
ircu
it se
rvin
g fi
ve e
lect
rica
l out
lets
for
co
mpu
ters
loca
ted
3' a
part
alo
ng th
e ba
ck o
r si
de w
all.
□ C
ompu
ter
netw
ork
outle
ts (
CN
Os)
con
sist
ing
of a
flu
sh m
ount
ed s
tand
ard
elec
tric
al b
ox w
ith 1
1/2
" co
ndui
t to
the
ceili
ng s
pace
ove
rhea
d sh
ould
be
loca
ted
in a
ll cl
assr
oom
s, o
ffic
es, a
nd o
ther
wor
k lo
catio
ns a
ccor
ding
to th
e fo
llow
ing
gene
ral r
ules
:
□ on
e C
NO
in th
e fr
ont o
f ea
ch c
lass
room
for
the
teac
her’
s w
orks
tatio
n an
d pr
omet
hean
boa
rd
□ a s
econ
d C
NO
sho
uld
be lo
cate
d in
the
back
sid
e of
eac
h cl
assr
oom
adj
acen
t to
the
five
com
pute
r el
ectr
ical
out
lets
con
nect
ed to
the
dedi
cate
d ci
rcui
t
□ on
e C
NO
per
off
ice,
dep
artm
ent o
ffic
e, p
lann
ing
room
, etc
. adj
acen
t to
tele
phon
e ou
tlet
G
ener
al P
lann
ing
Con
side
ratio
ns
8
□ M
ultip
le C
NO
s in
med
ia c
ente
r at
cir
cula
tion
desk
, ref
eren
ce a
reas
, etc
.
□ on
e C
NO
at e
ach
scie
nce
lab
wor
ksta
tion
□ Al
l oth
er a
reas
suc
h as
the
stag
e, b
ooks
tore
, din
ing
room
, etc
., w
here
com
pute
rs m
ight
be
used
.
□ T
he n
umbe
r an
d lo
catio
n of
tele
com
mun
icat
ion
clos
ets
requ
ired
to s
uppo
rt th
e bu
ildin
g-w
ide
com
pute
r ne
twor
k is
dep
ende
nt o
n th
e si
ze a
nd g
eom
etry
of
the
build
ing.
The
layo
ut o
f th
e te
leco
mm
unic
atio
n cl
oset
s w
ill b
e de
term
ined
dur
ing
the
desi
gn p
hase
of t
he p
roje
ct.
□ P
rovi
sion
s fo
r hi
gh-r
esol
utio
n fi
ber
optic
cab
le f
or te
levi
sion
mus
t be
incl
uded
in th
e de
sign
of
all
teac
hing
sta
tions
.
□ S
peci
fic
clas
sroo
ms
for
inte
ract
ive
tele
visi
on s
houl
d be
iden
tifi
ed a
t the
tim
e of
sch
emat
ic d
esig
n.
Des
igns
sho
uld
incl
ude
loca
tion
and
acc
ess
to a
sat
elli
te d
ish.
S
tand
ard
Cla
ssro
oms
9
Des
crip
tion
of F
acili
ties
P
leas
e re
fer
to th
e su
mm
ary
of s
pace
s fo
r th
e ac
tual
num
ber
and
size
for
eac
h sp
ace
desc
ribe
d be
low
. Som
e de
viat
ions
wil
l be
allo
wed
to p
rovi
de th
e be
st p
rogr
am a
nd d
esig
n so
luti
ons
cons
iste
nt w
ith
capi
tal c
onsi
dera
tion
s.
Sta
ndar
d C
lass
room
s
□
Sta
ndar
d cl
assr
oom
s w
ill b
e di
stri
bute
d th
roug
hout
the
scho
ol a
nd m
ust p
rovi
de f
or a
com
bina
tion
of
larg
e an
d sm
all g
roup
act
ivit
ies.
□
The
teac
her’
s cl
oset
nee
ds to
be
lock
able
for
gen
eral
sup
plie
s an
d pe
rson
al b
elon
ging
s an
d sh
ould
in
clud
e an
enc
losu
re f
or a
fou
r-dr
awer
lett
er-s
ize
file
cab
inet
.
□
Boo
k st
orag
e sh
ould
be
loca
ted
alon
g th
e w
indo
w w
all w
ith
half
of
the
cabi
nets
equ
ippe
d w
ith
hing
ed, l
ocka
ble
door
s. A
min
imum
of
60 li
near
ft s
houl
d be
pro
vide
d fo
r bo
ok s
tora
ge.
The
tops
of
thes
e ca
bine
ts s
houl
d se
rve
as c
ount
er s
pace
and
sho
uld
be w
orkt
op h
eigh
t.
□
The
mai
n te
achi
ng w
all l
ayou
t nee
ds to
be
in a
ccor
danc
e w
ith
DO
C c
onst
ruct
ion
stan
dard
s. T
he
mai
n te
achi
ng w
all w
ill b
e de
sign
ed to
acc
omm
odat
e a
Pro
met
hean
Boa
rd.
□
A m
inim
um o
f 36
ft o
f w
hite
boar
d an
d at
leas
t 10
ft o
f ta
ckbo
ard
are
to b
e in
stal
led.
□
Map
rai
ls a
nd ta
ck r
ails
are
to b
e pl
aced
abo
ve a
ll w
hite
boa
rds.
One
fla
g ho
lder
att
achm
ent i
s to
be
pla
ced
on a
map
rai
l and
4–6
map
hol
ders
pla
ced
on a
ll m
ap r
ails
.
□
Cla
ssro
oms
mus
t hav
e ac
cess
to c
ompu
ter
netw
orks
, the
sch
ool's
adm
inis
trat
ive
data
base
; med
ia
cent
er in
form
atio
n sy
stem
s, te
leco
mm
unic
atio
ns o
ptio
ns, a
nd P
A s
yste
m. C
ompu
ter/
tech
nolo
gy
wir
ing
mus
t be
in a
ccor
danc
e w
ith
DO
C, M
SD
E, a
nd O
CT
O s
tand
ards
.
S
emin
ar R
oom
10
Sem
inar
Roo
m
□
Sem
inar
roo
ms
shou
ld b
e lo
cate
d ad
jace
nt to
cla
ssro
oms
wit
h in
teri
or g
lass
and
a d
oor
into
an
adja
cent
cla
ssro
om a
s w
ell a
s a
door
to th
e co
rrid
or.
□
Tea
cher
s sh
ould
be
able
to e
asil
y su
perv
ise
this
spa
ce f
rom
the
adja
cent
cla
ssro
oms.
□
The
sem
inar
roo
ms
shou
ld h
ave
6 ft
of
mag
neti
c w
hite
boar
d an
d ta
ckbo
ard,
ele
ctri
cal o
utle
ts, a
nd
shou
ld in
clud
e th
e sa
me
tech
nolo
gy r
equi
rem
ents
as
the
stan
dard
cla
ssro
oms.
W
orkr
oom
11
Wor
kroo
m
□ T
he w
orkr
oom
sho
uld
be c
entr
ally
loca
ted
and
conv
enie
nt to
eac
h fl
oor
whe
re th
ere
are
gene
ral
acad
emic
cla
ssro
oms.
□ C
abin
etry
app
ropr
iate
for
sto
ring
a v
arie
ty o
f of
fice
and
sch
ool s
uppl
ies
shou
ld b
e de
sign
ed a
long
on
e w
all o
f th
e w
orkr
oom
.
□ A
por
tion
of
coun
tert
op is
to b
e m
ore
than
30
inch
wid
e to
acc
omm
odat
e a
larg
e pa
per
cutt
er.
□ S
pace
ade
quat
e fo
r a
larg
e co
pyin
g m
achi
ne w
ith
nece
ssar
y el
ectr
ic s
ervi
ce a
nd v
enti
lati
on is
re
quir
ed.
S
peci
al E
duca
tion
12
Spe
cial
Edu
catio
n
Spa
tial n
eeds
S
peec
h an
d L
angu
age
Roo
m
Con
fere
nce
Roo
m
Spe
ech
Lang
uage
Roo
m
□
Thi
s ro
om r
equi
res
a w
hite
boar
d, ta
ck b
oard
, ope
n an
d cl
osed
lock
able
sto
rage
, ope
n sh
elvi
ng,
and
a lo
ckab
le te
ache
r w
ardr
obe.
□ R
oom
for
a te
ache
r's d
esk,
lock
able
fil
e ca
bine
t, an
d ta
ble
to w
ork
wit
h sm
all g
roup
s of
stu
dent
s is
re
quir
ed.
□ T
he s
peec
h/la
ngua
ge r
oom
sho
uld
be w
ired
for
acc
ess
to o
ne c
ompu
ter
wor
ksta
tion
eac
h.
□ T
he s
peec
h ro
om m
ust b
e lo
cate
d on
the
firs
t flo
or a
nd b
e ac
oust
ical
ly tr
eate
d.
□ T
he s
peec
h ro
om n
eeds
a 4
’ x
4’ m
irro
r m
ount
ed to
the
wal
l. C
onfe
renc
e R
oom
□
The
con
fere
nce
room
sho
uld
be lo
cate
d cl
ose
to th
e pr
inci
pal's
and
ass
ista
nt p
rinc
ipal
s' of
fice
s an
d be
di
rect
ly a
cces
sibl
e to
the
corr
idor
.
□
Tac
k an
d w
hite
boar
d sh
ould
be
inst
alle
d on
one
wal
l.
□
A te
leph
one
is n
eede
d in
this
roo
m.
S
cien
ce D
epar
tmen
t
13
Sci
ence
Dep
artm
ent
S
patia
l nee
ds
Sci
ence
Lab
orat
orie
s P
rep.
Pro
ject
Roo
m
Sto
rage
La
bora
tori
es
Eac
h ro
om w
ill s
erve
as
a le
ctur
e/la
bora
tory
spa
ce.
The
labo
rato
ries
sho
uld
be d
esig
ned
as
desc
ribe
d be
low
.
□
One
mas
ter
key
for
all t
he s
cien
ce la
bora
tori
es is
req
uire
d.
□
The
labo
rato
ries
sho
uld
be id
eall
y 30
' x 5
0' o
r as
squ
ared
as
poss
ible
.
□
Onl
y 28
stu
dent
wor
ksta
tion
s m
ay b
e de
sign
ed in
eac
h la
bora
tory
.
□
All
sci
ence
labo
rato
ries
sho
uld
be d
esig
ned
wit
h is
land
wor
ksta
tion
s un
less
oth
erw
ise
note
d in
the
fina
l sec
tion
of
this
doc
umen
t.
□
Per
man
entl
y in
stal
led
wal
l cab
inet
s w
ith
glas
s an
d ad
just
able
she
lvin
g ab
ove
lab
wor
k su
rfac
es,
but n
ot a
bove
the
gas
outl
ets,
are
nee
ded.
Abo
ut h
alf
of th
e ca
sew
ork
shou
ld b
e lo
ckab
le.
□
One
fla
t fil
e ca
bine
t for
E-s
ize
char
t sto
rage
wit
h na
rrow
dra
wer
s is
req
uire
d.
□
A 3
' x
5' d
emon
stra
tion
tabl
e ne
eds
to b
e lo
cate
d at
the
fron
t of
the
room
.
□
The
dem
onst
rati
on ta
ble
shou
ld h
ave
gas
and
a si
nk w
ith
hot a
nd c
old
wat
er a
nd a
ven
ture
as
pira
tor
tube
.
□
The
dem
onst
rati
on d
esk
need
s on
e 22
0-vo
lt o
utle
t and
two
120-
volt
s.
□
Hal
f of
the
non-
chem
istr
y la
bs r
equi
re a
rig
id n
on-m
ovin
g 30
0 lb
. hoo
k.
□
Tw
enty
-fou
r ft
of
whi
tebo
ard
and
16 f
t of
tack
boar
d ar
e ne
eded
.
□
A s
ix-f
t pro
ject
cab
inet
and
a s
ix-f
t sto
rage
cab
inet
wit
h ad
just
able
she
lves
that
is lo
ckab
le s
houl
d be
per
man
entl
y in
stal
led
in e
ach
labo
rato
ry w
ith
win
dow
s on
the
door
s.
□
Cab
inet
s ar
e ne
eded
for
gog
gle
stor
age
and
ster
iliz
atio
n w
ith
adeq
uate
ven
tila
tion
. One
ded
icat
ed
outl
et is
nee
ded
for
the
gogg
le s
teri
liza
tion
cab
inet
for
36
gogg
les.
□
Dar
keni
ng c
apab
ilit
ies
are
need
ed in
the
labs
.
□
One
inst
alle
d fu
me
hood
wit
h fu
ll u
tili
ties
(w
ater
, sin
k, g
as, a
nd li
ght)
is n
eede
d in
eac
h la
bora
tory
th
at f
its
in a
sta
ndar
d ca
bine
t (24
" x
36")
.
S
cien
ce D
epar
tmen
t
14
□
A s
afet
y st
atio
n is
to b
e in
stal
led,
wit
h sh
ower
, aut
omat
ic s
hut-
off
eyew
ash,
and
dra
in w
ith
a sl
oped
flo
or, a
nd s
houl
d ac
com
mod
ate
pers
ons
wit
h di
sabi
liti
es.
The
sho
wer
and
eye
was
h sh
ould
ha
ve a
spr
ing
load
ed m
echa
nism
.
□
The
saf
ety
stat
ion
shou
ld b
e lo
cate
d fi
ftee
n to
twen
ty f
eet a
way
fro
m th
e fu
me
hood
.
□
Mas
ter
cuto
ff f
or g
as, w
ater
, and
ele
ctri
city
nee
ds to
be
easi
ly a
cces
sibl
e to
the
teac
her
and
loca
ted
so th
at s
tude
nts
can’
t get
to it
. T
he e
mer
genc
y cu
t-of
f ke
y sh
ould
be
rem
ovab
le in
the
“on”
po
siti
on.
□
The
em
erge
ncy
cut-
off
swit
ch in
eac
h cl
assr
oom
for
all
uti
liti
es s
houl
d be
wal
l mou
nted
hig
h en
ough
not
to b
e ac
cide
ntal
ly a
ctiv
ated
and
sho
uld
be p
lace
d in
at l
east
two
loca
tion
s.
□
The
cut
-off
sw
itch
sho
uld
not b
e lo
cate
d ne
ar th
e ex
it d
oor.
The
res
et c
ircu
it f
or s
cien
ce
clas
sroo
ms
shou
ld b
e re
adil
y av
aila
ble
to s
cien
ce s
taff
.
□
The
ele
ctri
cal p
anel
box
sho
uld
be e
asil
y ac
cess
ible
by
scie
nce
staf
f.
□
Ele
ctri
c ou
tlet
s sh
ould
be
wal
l mou
nted
or
face
-of-
cabi
net m
ount
ed.
□
One
was
h-up
sto
ne s
ink,
18"
x 1
8" x
20"
dee
p w
ith
hot a
nd c
old
wat
er s
houl
d be
pro
vide
d fo
r st
uden
t use
.
□
The
stu
dent
wor
ksta
tion
sin
ks r
equi
re c
old
wat
er o
nly.
□
Stu
dent
wor
ksta
tion
s sh
ould
be
mad
e of
moi
stur
e an
d ch
emic
al r
esis
tant
mat
eria
l.
□
A c
hem
ical
dra
in tr
ap is
nee
ded
in th
e de
mon
stra
tion
and
was
h-up
sin
k on
ly in
all
labo
rato
ries
.
□
Gla
ss d
ispl
ay c
abin
ets
in th
e ha
llw
ay a
t doo
r en
tran
ces
shou
ld b
e in
stal
led
to s
ever
al o
f th
e sc
ienc
e la
bora
tori
es.
□
A m
ap r
aili
ng in
stal
led
high
to d
ispl
ay p
erm
anen
t wal
l cha
rts
shou
ld n
ot b
e lo
cate
d ov
er th
e w
hite
boar
d.
□
Wal
l dry
ing
rack
s (p
egbo
ard)
for
test
tube
s, e
tc. a
re n
eede
d ad
jace
nt to
the
ston
e si
nk.
□
A te
ache
r w
ardr
obe
is r
equi
red
in e
ach
labo
rato
ry.
□
A f
ixed
loca
tion
for
a te
levi
sion
is r
equi
red
in e
ach
labo
rato
ry to
sup
port
the
teac
hing
wal
l so
that
st
uden
ts a
re f
acin
g it
.
□
Tw
o ce
ilin
g m
ount
ed e
lect
rica
l cor
d re
els
are
requ
ired
in e
ach
labo
rato
ry.
Pro
ject
/Pre
para
tion
Roo
ms
□
The
se r
oom
s sh
ould
be
loca
ted
betw
een
ever
y tw
o la
bora
tori
es.
S
cien
ce D
epar
tmen
t
15
□
The
pro
ject
roo
ms
are
need
ed f
or s
tude
nts
to s
tore
pro
ject
s an
d to
hol
d se
min
ars.
□
Tw
o la
b st
atio
ns w
ith
wat
er a
nd e
lect
ric
and
com
pute
r ca
pabi
liti
es s
houl
d be
inst
alle
d in
eac
h pr
ojec
t roo
m.
□
Inte
rior
gla
ss f
rom
pro
ject
roo
ms
to s
cien
ce la
bora
tori
es m
ust b
e in
stal
led
for
visu
al s
uper
visi
on o
f sp
aces
.
□
Wal
l cab
inet
s an
d un
der
coun
ter
cabi
nets
are
req
uire
d.
□
Cou
nter
spa
ce m
ade
of m
oist
ure
and
chem
ical
res
ista
nt is
req
uire
d.
□
A w
ash-
up s
ink,
18"
x 1
8" x
20"
dee
p w
ith
hot a
nd c
old
wat
er, w
ith
drai
n bo
ard
and
dryi
ng r
ack
is
requ
ired
.
□
Hea
t, ch
emic
al, a
nd w
ater
res
ista
nt w
ork
surf
aces
sui
tabl
e fo
r an
aut
ocla
ving
/dry
ing
oven
are
re
quir
ed.
□
Var
iabl
e si
zed
stor
age
cabi
nets
are
nee
ded.
□
Lab
orat
ory
glas
swar
e w
ashe
r an
d a
full
-siz
e re
frig
erat
or/f
reez
er f
or f
lam
mab
le m
ater
ials
are
re
quir
ed in
eac
h pr
ep r
oom
.
□
The
se r
oom
s m
ust h
ave
an e
xhau
st f
an a
nd a
ir c
ondi
tion
ing
in c
ompl
ianc
e w
ith
late
st A
SH
RA
E
stan
dard
s.
□
An
equi
pmen
t rep
air
benc
h w
ith
mul
tipl
e ou
tlet
s an
d go
od li
ghti
ng a
re r
equi
red.
□
The
che
mis
try
prep
arat
ion
room
req
uire
s a
3-ga
llon
Bar
nste
ad s
till
wit
h 4-
liter
-per
-hou
r ou
tput
and
re
serv
oir.
Sep
arat
e w
ater
and
ele
ctri
c so
urce
s ar
e ne
eded
for
the
Bar
nste
ad s
till
.
□
All
pre
p ro
oms
shou
ld h
ave
an e
mer
genc
y cu
t-of
f sw
itch
to a
ll u
tili
ties
.
□
A te
leph
one
is r
equi
red
in a
ll th
e pr
ep r
oom
s.
Sto
rage
Roo
ms
□
The
sto
rage
roo
ms
shou
ld b
e lo
cate
d ad
jace
nt o
r gr
oupe
d w
ith
the
prep
arat
ion
room
s.
□
A s
tora
ge r
oom
is r
equi
red
betw
een
ever
y tw
o la
bora
tori
es.
□
Adj
usta
ble
stee
l she
lvin
g is
req
uire
d an
d sh
ould
be
anch
ored
to th
e w
all.
A
rt D
epar
tmen
t
16
Art
Dep
artm
ent
S
patia
l nee
ds
Cer
amic
/Scu
lptu
re R
oom
K
iln/
Gla
ze/C
lay
Pre
p R
oom
D
igit
al P
hoto
grap
hy R
oom
P
hoto
grap
hy R
oom
and
Sto
rage
Roo
m
Dar
k R
oom
D
igit
al A
rt L
abor
ator
y
Stu
dio
Art
Roo
m a
nd S
tora
ge R
oom
O
ffic
e F
ive
art r
oom
s ar
e de
scri
bed
belo
w.
If a
sch
ool r
equi
res
less
than
fiv
e ar
t cla
ssro
oms,
than
the
scho
ol m
ay c
hoos
e am
ong
thes
e fi
ve c
lass
room
s.
□
Eac
h ar
t roo
m s
houl
d ha
ve a
dequ
ate
and
appr
opri
ate
nort
h na
tura
l lig
htin
g in
add
itio
n to
a v
isua
l re
fere
nce
to th
e ou
tdoo
rs f
or th
e pu
rpos
e of
stu
dy.
□
Dir
ect o
r ea
sy a
cces
s to
the
outd
oors
for
bri
ngin
g in
larg
e su
ppli
es a
nd m
ater
ials
fro
m e
ach
room
is
desi
rabl
e. E
lect
ric
outl
ets
and
wat
er s
houl
d be
ava
ilab
le in
the
outd
oor
spac
e.
□
Ent
ranc
e do
ors
mus
t cle
ar 3
6 in
ches
.
□
All
sin
ks a
re to
hav
e m
ovea
ble
fauc
et le
ver
cont
roll
ed h
ot a
nd c
old
wat
er.
□
Six
ext
ensi
on o
utle
ts s
houl
d be
pro
vide
d in
the
ceil
ing
of a
ll a
rt r
oom
s ov
er th
e ta
bles
.
□
One
sin
k in
eac
h ar
t cla
ssro
om s
houl
d ha
ve e
yew
ash
wit
h au
tom
atic
shu
t-of
f m
echa
nism
.
□
Sto
rage
is to
be
prov
ided
for
bot
h tw
o- a
nd th
ree-
dim
ensi
onal
art
pro
ject
s, f
or s
tude
nt b
ooks
, and
fo
r re
fere
nce
book
s an
d m
agaz
ines
.
□
Bla
ckou
t fac
ilit
ies
are
to b
e in
clud
ed in
eac
h cl
assr
oom
on
all w
indo
ws.
□
Ext
ensi
ve e
lect
ric
outl
ets,
app
roxi
mat
ely
4’ a
part
, are
to b
e pr
ovid
ed in
eac
h ro
om.
□
On
the
teac
hing
wal
l, a
6’ x
8’
whi
tebo
ard
and
proj
ecti
on s
cree
n is
to b
e in
stal
led.
□
All
ava
ilab
le w
alls
are
to h
ave
tack
boa
rd f
rom
flo
or to
cei
ling
wit
h pi
ctur
e m
oldi
ng a
t the
top.
□
Cei
ling
trac
k li
ghts
are
to b
e pr
ovid
ed a
nd s
ix to
ten
spot
ligh
ts a
re n
eede
d pe
r ro
om.
□
One
ligh
ted
disp
lay
case
lock
able
fro
m w
ithi
n on
e of
the
art r
oom
s, w
ith
view
ing
from
the
corr
idor
is
to b
e pr
ovid
ed n
ear
the
art s
uite
and
ano
ther
nea
r th
e m
ain
entr
ance
to th
e bu
ildi
ng.
□
Goo
d ar
tifi
cial
ligh
ting
is to
be
prov
ided
.
A
rt D
epar
tmen
t
17
□
All
inst
alle
d ca
bine
ts s
houl
d be
lock
able
.
□
Cla
ssro
om s
uppl
y an
d pr
ojec
t sto
rage
sho
uld
be k
eyed
to th
e sa
me
key.
□
Indi
vidu
al s
tude
nt s
tora
ge u
nits
, bot
h fl
at a
nd 3
-D s
houl
d ha
ve th
e ca
paci
ty to
be
padl
ocke
d.
□
Pro
per
vent
ilat
ion
for
clay
, cha
lk d
ust,
wit
h an
add
itio
nal s
wit
ch c
ontr
ol is
req
uire
d in
the
art
room
s.
□
At l
east
fiv
e co
mpu
ter
drop
s w
ith
elec
tric
al o
utle
ts o
n on
e w
all s
houl
d be
des
igne
d.
Dig
ital A
rt R
oom
□
Loc
kabl
e ca
bine
t sto
rage
for
pri
ntin
g su
ppli
es, c
amer
as, t
able
ts, e
xter
nal h
ard
driv
es, c
ompu
ter
soft
war
e, C
D’s
, pro
met
hean
mat
eria
ls, e
tc.
□
Spa
ce f
or a
pro
met
hean
boa
rd is
req
uire
d an
d al
l com
pute
r pl
ugs
need
to b
e w
ithi
n pr
oxim
ity
to
the
teac
hing
wal
l.
□
Eas
y ac
cess
to th
e ph
otog
raph
y ar
t roo
m a
nd s
tudi
o ar
t roo
m is
nec
essa
ry.
□
The
roo
m n
eeds
acc
omm
odat
e up
to 3
6 co
mpu
ter
stat
ions
and
oth
er e
quip
men
t use
d by
stu
dent
s su
ch a
s pr
inte
rs a
nd s
cann
ers.
□
Tra
ck li
ghti
ng f
or s
till
-lif
e w
ork
is n
eede
d al
ong
one
wal
l.
□
At l
east
2 la
rge
whi
tebo
ards
and
2 ta
ck b
oard
s sh
ould
be
prov
ided
, mor
e if
wal
l spa
ce p
erm
its.
□
Lar
ge c
ount
er w
ork
surf
ace
for
com
pute
r st
atio
ns s
houl
d be
pro
vide
d w
ith
one
smal
l sin
k.
□
Per
imet
er c
ount
erto
p sp
ace
wit
h el
ectr
ical
and
dat
a dr
ops
for
prin
ters
and
sca
nner
s.
□
Spa
ce f
or 4
stu
dio
tabl
es.
Stu
dio
Art
Roo
m
□
Thr
ee (
18"
x 40
" x
16"
deep
) si
ngle
bas
in s
tain
less
ste
el s
inks
wit
h pl
aste
r tr
aps
are
to b
e pr
ovid
ed
in tw
o of
the
room
s E
xten
sive
tack
boar
ds f
or v
isua
ls a
nd c
riti
ques
□
A v
erti
cal c
anva
s pr
inti
ng s
tora
ge r
ack
is r
equi
red.
□
Flo
or o
utle
ts in
the
cent
er f
or s
till
life
arr
ange
men
ts (
rece
ssed
or
pull
-dow
n) a
re r
equi
red.
□
Ext
ensi
ve o
utle
ts, a
ppro
xim
atel
y 4'
apa
rt, a
roun
d th
e w
alls
and
alo
ng th
e co
unte
rtop
s
A
rt D
epar
tmen
t
18
□
Com
pute
r pl
ugs
need
to b
e w
ithi
n pr
oxim
ity
to th
e te
achi
ng w
all.
□
Thi
s ro
om s
houl
d ha
ve e
xtra
spa
ce, i
f po
ssib
le, t
o ac
com
mod
ate
chan
ging
inte
rior
, sti
ll li
fe, a
nd
figu
re m
odel
set
ups
and
the
cons
tant
mov
ing
and
shif
ting
of
tabl
es th
at s
houl
d be
mod
ular
and
li
ght w
eigh
t, st
ools
, and
eas
els.
□
Sto
rage
nee
ds in
the
clas
sroo
m in
clud
e fl
at d
raw
er s
tora
ge, o
pen
vert
ical
rac
ks f
or w
et c
anva
ses,
an
d dr
y ca
nvas
sto
rage
in a
var
iety
of
size
s, r
acks
for
25
ease
ls, a
nd o
pen
shel
ves
for
3-D
stu
dent
w
ork
or s
till
life
mat
eria
ls.
□
A s
epar
ate,
lock
ing
stor
age
room
is n
eede
d in
the
stud
io a
rt r
oom
for
art
equ
ipm
ent a
nd s
uppl
ies.
□
At l
east
one
cou
nter
top
and
cabi
net s
houl
d be
ext
ra d
eep
to a
llow
for
a 3
6" x
36"
coun
tert
op p
aper
-cu
tter
, rot
ary
trim
mer
, or
Log
an m
at c
utti
ng s
yste
m, w
ith
cabi
net s
helv
es f
or 2
2"x2
8" m
at b
oard
.
□
Sto
rage
are
a fo
r 30
eas
els
(eas
el d
imen
sion
s ap
prox
imat
ely
75”H
x 2
3”W
x 2
5”D
) St
orag
e R
oom
□
Eac
h ro
om n
eeds
thei
r ow
n st
orag
e sp
ace/
room
. The
se r
oom
s ne
ed to
be
atta
ched
to th
e ar
t roo
ms.
□
The
num
ber
of th
ese
room
s w
ill b
e de
term
ined
in c
onsu
ltat
ion
wit
h th
e st
aff
depe
ndin
g on
the
desi
gn o
f th
e su
ite.
□
The
off
ice
mus
t pro
vide
vis
ual c
ontr
ol o
f ad
jace
nt c
lass
room
s an
d in
clud
e lo
ckab
le s
tora
ge, f
ile
cabi
nets
, fla
t dra
wer
s, b
ooks
helv
es, a
nd a
tele
phon
e.
□
The
are
a re
quir
es o
pen
stee
l she
lvin
g th
roug
hout
wit
h on
e 36
"sec
tion
wit
h 24
" de
pth
min
imum
.
□
All
wal
ls in
the
stor
age
room
sho
uld
be f
ille
d w
ith
shel
ving
.
M
usic
Dep
artm
ent
19
Mus
ic D
epar
tmen
t
Spa
tial n
eeds
S
mal
l Ens
embl
e/ke
yboa
rd L
abor
ator
y □
C
onsi
sten
t hea
ting
, coo
ling
, and
hum
idit
y co
ntro
l are
req
uire
d.
□
Sto
rage
cab
inet
fac
ilit
ies
wit
h lo
ckin
g do
or f
or s
tora
ge o
f m
usic
fol
ios
are
need
ed.
□
Dea
d st
orag
e—co
nsid
erab
le s
pace
for
box
es o
f m
ater
ials
, cos
tum
es, e
tc.,
whi
ch a
re u
sed
only
oc
casi
onal
ly is
req
uire
d.
□
The
se r
oom
s m
ust b
e ac
oust
ical
ly tr
eate
d fo
r re
verb
erat
ion
and
isol
atio
n.
□
All
doo
rs m
ust b
e at
leas
t 4' w
ide
wit
h no
cen
ter
post
to a
ccom
mod
ate
the
mov
emen
t of
a gr
and
pian
o an
d ot
her
larg
e in
stru
men
ts f
rom
wit
hin
the
suit
e an
d to
the
audi
tori
um s
tage
.
□
Max
imum
-sec
urit
y lo
cks
mus
t be
prov
ided
for
eac
h ro
om in
this
sui
te.
□
Toi
let r
oom
s fo
r bo
ys a
nd g
irls
are
to b
e lo
cate
d ne
ar th
e su
ite
so th
at th
ey m
ight
be
used
as
dres
sing
roo
ms.
Eac
h to
ilet
roo
m s
houl
d ha
ve o
ne s
tall
plu
s dr
essi
ng s
pace
. S
mal
l Ens
embl
e/K
eybo
ard
Labo
rato
ry
□
Thi
s ro
om n
eeds
win
dow
s to
all
ow f
or s
uper
visi
on.
□
Thi
s ro
om n
eeds
to a
ccom
mod
ate
smal
l ens
embl
e re
hear
sals
, pia
no la
bora
tory
, com
pute
r la
bora
tory
, mus
ic th
eory
and
com
posi
tion
cla
sses
, ele
ctro
nic
mus
ic la
bora
tory
, and
gui
tar
clas
ses.
□
Sto
rage
is n
eede
d fo
r gu
itar
s.
□
A c
halk
/whi
tebo
ard
is to
run
alo
ng th
e lo
ng a
xis
of th
e ro
om.
□
A la
rge
tack
boar
d is
to b
e lo
cate
d on
eit
her
side
wit
h bo
okca
ses
bene
ath.
□
Ade
quat
e ve
ntil
atio
n is
req
uire
d.
Te
chno
logy
Edu
catio
n S
uite
20
Tech
nolo
gy E
duca
tion
Sui
te
Spa
tial n
eeds
F
ound
atio
ns o
f T
echn
olog
y L
abor
ator
y In
stru
ctio
nal A
rea
Stu
dent
Sto
rage
M
ater
ials
Sto
rage
S
uppl
ies
Sto
rage
P
rinc
iple
s of
Eng
inee
ring
(P
OE
) L
abor
ator
y S
tude
nt S
tora
ge S
pace
M
ater
ial S
tora
ge S
pace
O
ffic
e
□
The
se la
bs s
houl
d be
loca
ted
at o
n th
e gr
ound
leve
l wit
h di
rect
acc
ess
to th
e ou
tdoo
rs a
nd w
here
th
e cr
eati
on o
f lo
ud n
oise
s an
d oc
casi
onal
vib
rati
ons
wil
l not
aff
ect t
he in
stru
ctio
n go
ing
on
else
whe
re in
the
buil
ding
.
□
Acc
ess
to th
e bu
ildi
ng a
nd la
bora
tori
es th
roug
h do
uble
doo
rs f
or e
quip
men
t and
sup
ply
deli
very
is
requ
ired
.
□
Suf
fici
ent l
ight
ing
to h
ave
wor
k su
rfac
es w
itho
ut s
hado
ws
is n
eede
d.
□
Aco
usti
cal t
reat
men
t to
wal
ls c
eili
ng a
nd f
loor
s is
nee
ded.
Cei
ling
s sh
ould
be
drop
/sus
pend
ed to
co
ver
all s
truc
tura
l and
air
-han
dlin
g de
vice
s.
□
All
labs
sho
uld
have
a w
ash-
up s
ink.
□
The
mai
n te
achi
ng w
all l
ayou
t nee
ds to
be
in a
ccor
danc
e w
ith
DO
C c
onst
ruct
ion
stan
dard
s.
□
Am
ple
elec
tric
al s
ervi
ce a
nd r
ecep
tacl
es to
acc
omm
odat
e co
mpu
ters
, mac
hine
s an
d po
rtab
le
elec
tric
tool
s is
nee
ded.
□
Suf
fici
ent s
ervi
ce s
hall
be
prov
ided
to a
ccom
mod
ate
flex
ibil
ity
wit
hin
the
lab
wit
h ta
blet
op
mac
hine
ry.
□
Ext
ensi
ve e
lect
ric
outl
ets,
app
roxi
mat
ely
4’ a
part
, are
to b
e pr
ovid
ed in
eac
h ro
om.
□
All
flo
or r
ecep
tacl
es n
eed
to b
e fl
ush
and
incl
ude
data
out
lets
.
□
All
doo
rs s
houl
d ha
ve w
indo
ws,
incl
udin
g en
tran
ce f
rom
the
hall
, tea
cher
's o
ffic
e, in
stru
ctio
nal
spac
es, t
elec
omm
unic
atio
ns r
oom
, and
aud
io r
oom
.
□
The
sto
rage
roo
ms
shou
ld h
ave
soli
d do
ors.
□
Tec
hnol
ogy
educ
atio
n la
bora
tori
es a
nd c
ente
rs n
eed
to b
e pr
otec
ted
by a
larm
wit
h a
keyp
ad.
□
All
labs
sho
uld
be w
ired
to s
hare
com
pute
rs a
nd r
esea
rch
reso
urce
s.
Te
chno
logy
Edu
catio
n S
uite
21
□
Dar
keni
ng s
hade
s or
bli
nds
for
all w
indo
ws
are
need
ed.
□
One
larg
e or
two
smal
ler
ligh
ted
and
lock
able
dis
play
cas
es s
houl
d be
pro
vide
d in
the
corr
idor
ou
tsid
e of
the
tech
nolo
gy e
duca
tion
sui
te.
□
Cas
ewor
k sh
ould
incl
ude
stor
age
cabi
nets
wit
h lo
ckin
g do
ors
and
draw
ers
for
stor
age
of v
ario
us
size
d it
ems.
□
Sto
rage
is to
be
prov
ided
for
bot
h tw
o- a
nd th
ree-
dim
ensi
onal
eng
inee
ring
pro
ject
s, f
or s
tude
nt
book
s, a
nd f
or r
efer
ence
boo
ks a
nd m
agaz
ines
.
□
Cla
ssro
om s
uppl
y an
d pr
ojec
t sto
rage
sho
uld
be k
eyed
to th
e sa
me
key.
□
Tea
cher
s sh
ould
be
able
to e
asil
y su
perv
ise
the
labs
fro
m a
djac
ent c
lass
room
s.
□
Com
pute
r ne
twor
k ou
tlet
s (C
NO
s) c
onsi
stin
g of
a f
lush
-mou
nted
sta
ndar
d el
ectr
ical
box
wit
h 1
1/2”
co
ndui
t to
the
ceil
ing
spac
e ov
erhe
ad s
houl
d be
loca
ted
in a
ll c
lass
room
s, o
ffic
es, a
nd o
ther
wor
k lo
cati
ons
acco
rdin
g to
the
foll
owin
g ru
le:
□ On
e C
NO
in a
long
the
teac
hing
wal
l of
the
2-di
men
sion
al la
b
□ On
e C
NO
sho
uld
be lo
cate
d in
the
rear
of
each
cla
ssro
om
□ On
e C
NO
in th
e of
fice
adj
acen
t to
the
tele
phon
e ou
tlet
□ On
e C
NO
at e
ach
engi
neer
ing
lab
wor
ksta
tion
□ Al
l oth
er a
reas
whe
re c
ompu
ters
mig
ht b
e us
ed.
Foun
datio
ns o
f Tec
hnol
ogy
Labo
rato
ry
□
Thi
s la
b se
rves
the
nint
h gr
ade
prog
ram
that
inte
grat
es th
e co
ncep
ts w
ith
the
hand
s on
app
lica
tion
s in
tech
nolo
gy e
duca
tion
. In
sch
ools
whe
re a
ll st
uden
ts w
ill m
eet t
he te
chno
logy
edu
cati
on
grad
uati
on r
equi
rem
ent w
ith
the
Fou
ndat
ions
of
Tec
hnol
ogy
Edu
cati
on c
lass
, tw
o la
bora
tori
es w
ill
be n
eede
d to
acc
omm
odat
e al
l of
the
stud
ents
.
□
Act
ivit
ies
wil
l inc
lude
thos
e de
alin
g w
ith
sim
ple
mac
hine
s, h
arne
ssin
g na
tura
l res
ourc
es a
nd th
e en
viro
nmen
t, w
aves
and
impu
lses
, and
inve
ntio
n an
d in
nova
tion
.
□
The
cen
ter/
labo
rato
ry m
ust b
e de
sign
ed w
ith
two
dist
inct
are
as.
One
are
a sh
ould
be
equi
pped
wit
h st
uden
t wor
ksta
tion
s, w
hile
the
seco
nd a
rea
shou
ld a
ccom
mod
ate
lect
ures
, dis
cuss
ions
, and
de
mon
stra
tion
s.
□
The
inst
ruct
iona
l are
a sh
ould
acc
omm
odat
e 32
stu
dent
s.
Te
chno
logy
Edu
catio
n S
uite
22
□
The
labo
rato
ry s
houl
d in
clud
e 4-
stud
ent w
orkb
ench
es w
ith
2.25
inch
lam
inat
ed m
aple
po
lyur
etha
ne to
ps.
Eac
h w
orks
tati
on s
houl
d in
clud
e lo
cker
bas
e ca
bine
ts w
ith
6 or
12
wit
h m
aste
r ke
yed
lock
s. N
o 6
or 8
wor
kben
ches
wil
l be
allo
wed
wit
hout
pri
or a
ppro
val f
rom
CT
E s
taff
.
□
The
flo
or c
over
ing
need
s to
be
non-
slip
tile
.
□
Am
ple
elec
tric
al s
ervi
ce s
houl
d be
pro
vide
d to
wor
kben
ches
thro
ugh
over
head
pul
l-do
wn
rece
ptac
les
for
mac
hine
s an
d po
rtab
le e
lect
ric
hand
tool
s.
□
Sm
all t
able
top
mac
hine
ry s
houl
d be
inst
alle
d an
d pe
rman
entl
y m
ount
ed to
tabl
es. T
radi
tion
al
proc
essi
ng e
quip
men
t inc
ludi
ng a
tabl
e sa
w, a
join
ter,
and
ban
d sa
w s
hall
be
perm
anen
tly
affi
xed.
□
Thr
ee e
mer
genc
y co
ntro
l sw
itch
es a
re n
eede
d—on
e sw
itch
in th
e la
b, o
ne ju
st o
utsi
de th
e la
b, a
nd
the
thir
d lo
cate
d in
the
teac
her’
s of
fice
wit
h a
key
to r
esto
re p
ower
.
□
Wal
ls f
acin
g th
e la
bora
tory
nee
d w
indo
ws
wit
h m
ini-
blin
ds b
egin
ning
36"
fro
m th
e fl
oor.
□
Bec
ause
of
the
type
s of
mat
eria
ls a
nd s
ubst
ance
s ha
ndle
d in
thes
e la
bs, b
uilt
-in
vent
ilat
ion
syst
ems
shal
l be
inst
alle
d an
d co
nnec
ted
that
ade
quat
ely
mai
ntai
n ai
r qu
alit
y an
d w
ill n
ot b
e sh
ut d
own
prio
r to
the
end
of th
e sc
hool
day
. P
rinc
iple
s of
Eng
inee
ring
Lab
orat
ory
□
The
eng
inee
ring
, lab
orat
ory
is d
esig
ned
to a
ccom
mod
ate
indi
vidu
aliz
ed a
nd te
am in
stru
ctio
n fo
r up
to 3
2 st
uden
ts w
ho w
ill w
ork
toge
ther
to a
pply
eng
inee
ring
con
cept
s us
ing
the
tool
s of
m
athe
mat
ics
and
scie
nce.
□
The
stu
dent
wor
ksta
tion
s m
ust b
e de
sign
ed to
acc
omm
odat
e a
com
pute
r on
one
sid
e of
the
area
an
d a
wor
k ar
ea o
n be
hind
the
com
pute
r.
□
Sm
all t
able
top
indu
stri
al m
achi
nes
and
proc
essi
ng e
quip
men
t sho
uld
be p
erm
anen
tly
mou
nted
to
wal
l tab
les.
□
One
fla
t fil
e ca
bine
t for
E-s
ize
char
t sto
rage
wit
h na
rrow
dra
wer
s is
req
uire
d.
M
ultip
urpo
se L
abor
ator
y
23
Mul
tipur
pose
Lab
orat
ory
S
patia
l nee
ds
Lab
orat
ory
Off
ice
Sto
rage
□
The
mul
tipu
rpos
e la
bora
tory
sho
uld
be lo
cate
d ne
ar a
n ex
it d
oor
for
easy
unl
oadi
ng o
f fo
od o
r ot
her
deli
veri
es.
□
If p
ossi
ble
the
labo
rato
ry a
lso
shou
ld b
e lo
cate
d in
the
sam
e ar
ea w
ith o
ther
sci
ence
; how
ever
, it i
s no
t im
pera
tive
.
□
The
labo
rato
ry m
ust b
e de
sign
ed w
ith
peri
met
er c
ount
ers
arou
nd tw
o or
thre
e si
de o
f th
e la
bora
tory
.
□
Flo
or s
pace
for
long
tabl
es to
sea
t 32
stud
ents
in f
ront
of
the
dem
onst
rati
on d
esk
is n
eede
d. T
able
s sh
ould
be
able
to s
eat 2
-3 s
tude
nts.
□
The
teac
hing
wal
l sho
uld
be d
esig
ned
to th
e st
anda
rds
in D
OC
gui
deli
nes.
□
A s
afet
y st
atio
n is
to b
e in
stal
led,
wit
h sh
ower
, aut
omat
ic s
hut-
off
eyew
ash,
and
dra
in w
ith
a sl
oped
flo
or, a
nd s
houl
d ac
com
mod
ate
pers
ons
wit
h di
sabi
liti
es.
The
sho
wer
and
eye
was
h sh
ould
ha
ve a
spr
ing
load
ed m
echa
nism
.
□
Key
ed m
aste
r cu
toff
for
gas
and
ele
ctri
city
to th
e de
mon
stra
tion
sci
ence
sta
tion
is n
eede
d.
□
Ele
ctri
c ou
tlet
s sh
ould
be
wal
l-m
ount
ed o
r fa
ce-o
f-ca
bine
t mou
nted
.
□
The
fir
e em
erge
ncy
cut-
off
swit
ches
for
kit
chen
uni
ts s
houl
d be
wal
l mou
nted
hig
h en
ough
not
to
be a
ccid
enta
lly
acti
vate
d.
□
Re-
set c
ircu
it s
houl
d be
rea
dily
ava
ilab
le to
the
teac
hing
sta
ff.
□
The
labo
rato
ry s
houl
d ha
ve a
cces
s to
all
tech
nolo
gy in
the
buil
ding
so
that
com
pute
rs c
an b
e m
oved
aro
und
the
labo
rato
ry.
K
itche
n U
nits
□
Thr
ee o
r fo
ur k
itch
en u
nits
are
nee
ded
alon
g th
e pe
rim
eter
cou
nter
s.
□
The
uni
ts s
houl
d in
clud
e a
sink
and
wal
l ove
n. N
o ra
nge
or s
tove
tops
are
req
uire
d. O
ne o
f th
e st
uden
t kit
chen
uni
ts s
houl
d be
des
igne
d w
ith
a ga
rbag
e di
spos
al.
□
Ele
ctri
c ou
tlet
s sh
ould
be
loca
ted
abov
e th
e co
unte
r to
ps.
□
Bas
e an
d w
all c
abin
ets
that
are
lock
able
sho
uld
be d
esig
ned
alon
g th
e pe
rim
eter
wor
ksta
tion
s
M
ultip
urpo
se L
abor
ator
y
24
□
Tw
o re
side
ntia
l ref
rige
rato
rs s
houl
d be
pro
vide
d in
the
kitc
hen
area
.
Sto
rage
□
The
sto
rage
are
a sh
ould
incl
ude
spac
e fo
r a
was
her/
drye
r, a
com
pact
min
i-re
frig
erat
or f
or c
hem
ical
st
orag
e, a
nd a
res
iden
tial
-siz
e re
frig
erat
or.
□
Ope
n w
ire
shel
ving
(su
ch a
s ba
ker’
s sh
elvi
ng)
arou
nd th
e pe
rim
eter
of
the
room
is n
eede
d.
□
The
dry
er n
eeds
to b
e pr
oper
ly v
enti
late
d.
Off
ice
□
The
off
ice
mus
t hav
e ac
cess
to th
e te
achi
ng s
tati
on.
□
Doo
rs a
nd w
alls
wil
l hav
e w
indo
ws,
42"
fro
m th
e fl
oor
for
visi
bili
ty in
to th
e te
achi
ng s
tati
on.
□
Com
pute
r an
d te
leph
one
serv
ice
wit
h te
leco
mm
unic
atio
n ca
pabi
liti
es s
houl
d be
pro
vide
d.
□
The
spa
ce s
houl
d be
des
igne
d fo
r co
nven
tion
al o
ffic
e fu
rnit
ure,
war
drob
e, f
ile
cabi
net,
and
book
s an
d in
stru
ctio
nal m
ater
ials
sto
rage
.
P
hysi
cal E
duca
tion/
Ath
letic
Fac
ilitie
s
25
Phy
sica
l Edu
catio
n/A
thle
tic F
acili
ties
Spa
tial n
eeds
W
rest
ling
Roo
m
Wre
stli
ng R
oom
Sto
rage
Clo
set
□
The
phy
sica
l edu
cati
on f
acil
itie
s m
ust c
onfo
rm to
all
nat
iona
l, st
ate,
and
loca
l saf
ety
regu
lati
ons.
T
he A
rchi
tect
is to
ref
er to
the
"Mid
-Lev
el/H
igh
Sch
ool P
hysi
cal E
duca
tion
and
Ath
leti
c F
acil
itie
s C
onst
ruct
ion"
Che
ckli
st, a
vail
able
fro
m th
e D
OC
.
□
The
re m
ust b
e au
dibl
e an
d vi
sual
sig
nals
for
em
erge
ncy
egre
ss.
□
Six
key
s sh
ould
be
tool
ed f
or th
e ph
ysic
al e
duca
tion
/ath
leti
cs a
rea.
The
se k
eys
incl
ude:
□ Ke
y #1
sho
uld
open
all
indo
or p
hysi
cal e
duca
tion
off
ices
, clo
sets
, and
sto
rage
are
as.
□ Ke
y #2
sho
uld
open
the
gym
nasi
ums,
wre
stli
ng, w
eigh
t, an
d da
nce
room
s, lo
cker
roo
ms,
and
st
orag
e ar
eas
insi
de o
f th
ese
area
s.
□ Ke
y #3
sho
uld
open
indo
or a
thle
tic
dire
ctor
s an
d co
ache
s’ o
ffic
es, t
eam
roo
ms,
and
ath
leti
c st
orag
e ar
eas.
□ Ke
y #4
sho
uld
open
all
sch
ool o
utsi
de d
oors
rel
ated
to p
hysi
cal e
duca
tion
and
ath
leti
cs.
□ Ke
y #5
sho
uld
open
all
out
side
sto
rage
are
as a
nd th
e pr
ess
box/
conc
essi
on c
ompl
ex.
□ Ke
y #6
sho
uld
open
all
the
CU
PF
sto
rage
clo
sets
.
□
All
out
side
doo
rs r
elat
ed to
the
phys
ical
edu
cati
on/a
thle
tic
prog
ram
are
as s
houl
d be
key
ed f
or
reen
try.
□
The
maj
or e
ntra
nce
door
s to
the
gym
nasi
ums
and
lock
ers
shou
ld b
e do
uble
doo
rs w
ith
no c
ente
r po
st.
Non
-gla
zed
door
s ar
e pr
efer
red.
If
desi
gn a
llow
s, e
lect
roni
call
y co
ntro
lled
ope
rabl
e w
indo
ws
shou
ld b
e pr
ovid
ed.
□
All
clo
cks,
exi
t sig
ns, a
nd e
mer
genc
y si
gns
shou
ld b
e ca
ged
for
prot
ecti
on f
rom
spo
rtin
g ev
ents
.
□
An
alar
m p
ad s
houl
d be
inst
alle
d an
d zo
ned
for
the
phys
ical
edu
cati
on/a
thle
tic
area
.
P
hysi
cal E
duca
tion/
Ath
letic
Fac
ilitie
s
26
Wre
stlin
g R
oom
□
Thi
s ro
om m
ust b
e 43
' x 4
3'.
□
The
roo
m s
houl
d be
adj
acen
t to
the
mai
n/se
cond
gym
nasi
um.
□
The
cei
ling
hei
ght s
houl
d be
a m
inim
um o
f 16
' hig
h.
□
The
roo
m m
ust b
e ab
le to
acc
omm
odat
e a
42'x
42' w
rest
ling
mat
, aft
er w
all p
addi
ng is
sec
ured
to
the
wal
ls.
Gen
eral
ly, w
all p
addi
ng b
egin
s a
few
inch
es a
bove
the
floo
r.
□
All
fou
r w
alls
mus
t hav
e pa
ddin
g fr
om th
e fl
oor
to a
hei
ght o
f 6'
.
□
Col
ored
aco
usti
cal p
anel
s sh
ould
be
prov
ided
fro
m th
e ce
ilin
g.
□
An
elec
tric
deo
dori
zer
syst
em a
nd a
n ex
cell
ent v
enti
lati
on s
yste
m m
ust b
e pr
ovid
ed.
□
Ele
ctri
cal o
utle
ts s
houl
d be
pro
vide
d ar
ound
the
room
.
□
MC
PS
sta
ff w
ill p
rovi
de p
aint
col
ors
and
grap
hic
layo
ut.
□
A s
mal
l sto
rage
clo
set i
s ne
eded
to s
ecur
e a
com
pute
r an
d st
ereo
equ
ipm
ent.
□
A s
ound
sys
tem
wit
h th
e co
ntro
l pan
el s
houl
d be
inst
alle
d in
the
stor
age
clos
et.
□
A s
mal
l whi
te b
oard
(4'
x 6
') an
d ta
ckbo
ard
(4' x
6')
shou
ld b
e in
stal
led.
□
Cab
le te
levi
sion
and
com
pute
r ho
ok-u
p m
ust b
e pr
ovid
ed.
□
A k
eyed
ele
ctri
c ho
ist s
yste
m m
ust b
e in
stal
led
to m
ove
and
stor
e w
rest
ling
mat
s.
□
A w
ater
coo
ler
mus
t be
loca
ted
in th
e ha
llw
ay n
ear
this
roo
m.
S
taff
Off
ices
27
Sta
ff O
ffic
es
Spa
tial n
eeds
A
dmin
istr
ativ
e Sc
hool
Ass
ista
nt
Sign
atur
e C
oord
inat
or O
ffic
e St
aff
Dev
elop
men
t Off
ice
IB C
oord
inat
or O
ffic
e IB
Sec
reta
ry O
ffic
e St
aff
Supp
ort O
ffic
e
□
Voi
ce, d
ata,
and
vid
eo c
onne
ctio
ns a
re n
eede
d fo
r al
l off
ices
.
□
The
spa
ce s
houl
d be
des
igne
d fo
r co
nven
tion
al o
ffic
e fu
rnit
ure
incl
udin
g of
fice
des
k an
d ch
air,
fi
le c
abin
et a
nd b
ook
shel
f.
□
The
sup
port
sta
ff o
ffic
es s
houl
d be
des
igne
d fo
r tw
o de
sks
and
com
pute
rs.
S
ecur
ity
28
Cou
nsel
ing
Sui
te
S
patia
l nee
ds
Cou
nsel
or’s
Off
ice
□
The
se o
ffic
es r
equi
re v
oice
, dat
a, a
nd v
ideo
con
nect
ions
.
S
ecur
ity
29
Sec
urity
Spa
tial n
eeds
Sc
hool
Sec
urity
Off
ice
Sch
ool S
ecur
ity O
ffic
e
□
Thi
s of
fice
sho
uld
acco
mm
odat
e up
the
secu
rity
per
sonn
el.
□
Spac
e is
nee
ded
for
a ta
ble
and
chai
rs to
mee
t with
stu
dent
s.
□
Thi
s of
fice
mus
t hav
e lo
cker
s an
d se
cure
sto
rage
.
□
Thi
s of
fice
sui
te m
ust a
ccom
mod
ate
the
cam
eras
and
acc
ompa
nyin
g co
mm
unic
atio
n eq
uipm
ent f
or
a vi
sual
mon
itori
ng s
yste
m.
Com
man
d C
ente
r
□
An
inte
rior
roo
m in
the
scho
ol n
eeds
to b
e de
sign
ated
as
the
com
man
d ce
nter
for
Cod
e R
ed/C
ode
Blu
e em
erge
ncie
s. I
n m
any
scho
ols,
the
wor
kroo
m in
the
adm
inis
trat
ion
suit
e m
ay s
erve
this
pu
rpos
e. T
he r
oom
can
not b
e on
an
outs
ide
wal
l.
□
The
roo
m d
esig
nate
d as
the
com
man
d ce
nter
mus
t hav
e al
l dat
a an
d co
mm
unic
atio
n eq
uipm
ent
incl
udin
g da
ta, c
able
, pho
ne, a
nd p
ubli
c ad
dres
s (P
A)
syst
em.
□
The
PA
con
sole
sho
uld
be lo
cate
d in
the
room
that
is d
esig
nate
d as
the
com
man
d ce
nter
.
□
Win
dow
cov
erin
gs s
uch
as m
ini b
lind
s or
rol
ler
shad
es m
ust b
e pr
ovid
ed f
or a
ll w
indo
ws
and
door
s to
the
com
man
d ce
nter
.
□
In s
econ
dary
sch
ools
, the
sec
urit
y ca
mer
a m
onit
ors
shou
ld b
e lo
cate
d in
this
are
a.
□
The
spa
ce d
esig
nate
d as
the
Com
man
d C
ente
r m
ust b
e la
rge
enou
gh to
acc
omm
odat
e up
to s
ix
staf
f pe
rson
s.
□
Sto
rage
spa
ce is
nee
ded
for
the
Cod
e R
ed/C
ode
Blu
e em
erge
ncy
kit.
Bui
ldin
g S
ervi
ces
Faci
litie
s
30
Bui
ldin
g S
ervi
ce F
acili
ties
Spa
tial n
eeds
G
ener
al S
tora
ge
Bui
ldin
g Se
rvic
e C
lose
ts
G
ener
al S
tora
ge
□ F
lexi
ble
shel
ving
to a
ccom
mod
ate
book
s, te
achi
ng a
ids,
larg
e si
ze (
24"
x 36
") p
aper
, and
oth
er
inst
ruct
iona
l sup
plie
s is
req
uire
d.
□ G
ood
ligh
ting
and
eas
y ac
cess
to m
ater
ials
bei
ng s
tore
d ar
e re
quir
ed.
□ E
lect
rica
l out
lets
, upg
rade
d li
ghti
ng a
nd v
enti
latio
n m
ust b
e pr
ovid
ed in
all
larg
e st
orag
e ro
oms
for
futu
re f
lexi
bili
ty.
Bui
ldin
g S
ervi
ce C
lose
ts
□ A
t a m
inim
um, t
here
sho
uld
be a
bui
ldin
g se
rvic
e cl
oset
for
eac
h 19
,000
gro
ss s
quar
e of
the
faci
lity
. In
add
itio
n, th
ere
shou
ld b
e a
buil
ding
ser
vice
clo
set o
n ea
ch f
loor
and
eac
h w
ing
of th
e fa
cili
ty.
□ T
he c
lose
ts s
houl
d be
a m
inim
um o
f 2
5 sq
. ft.
□ T
he b
uild
ing
serv
ice
clos
et m
ust a
ccom
mod
ate
a m
inim
um o
f on
e ut
ilit
y ca
rt.
□ T
he c
lose
t req
uire
s sh
elvi
ng f
or c
lean
ing
supp
lies
.
□ T
he c
lose
t req
uire
s a
floo
r m
op s
ink
wit
h ho
t and
col
d ru
nnin
g w
ater
and
a f
loor
dra
in.
□ A
mop
/bro
om h
olde
r is
req
uire
d.
Site
Req
uire
men
ts
31
Site
Req
uire
men
ts
The
fol
low
ing
info
rmat
ion
is p
rovi
ded
for
refe
renc
e pu
rpos
es.
If th
e pr
opos
ed a
ddit
ion
impa
cts
one
of th
e si
te r
equi
rem
ents
, the
arc
hite
ct is
to r
esto
re th
e si
te e
lem
ent u
sing
the
foll
owin
g th
e sp
ecif
icat
ions
.
□ T
he a
rchi
tect
sho
uld
cons
ider
the
arch
itec
ture
of
the
neig
hbor
hood
in d
esig
ning
the
buil
ding
□ T
he s
ite
shou
ld b
e de
sign
ed to
pro
vide
a c
lear
vie
w o
f al
l pla
y ar
eas
and
to f
acil
itat
e su
perv
isio
n fr
om o
ne lo
cati
on.
□ P
rote
ctiv
e fe
ncin
g m
ay n
eed
to b
e pr
ovid
ed n
ear
heav
ily
woo
ded
area
s, b
usy
stre
ets,
ste
ep h
ills
, pa
rkin
g lo
ts a
nd tu
rnar
ound
are
as.
□ M
etal
dra
ins/
grat
es s
houl
d no
t be
loca
ted
in th
e pl
ayin
g fi
elds
, pav
ed p
lay
area
s an
d m
ulch
ed
play
grou
nd e
quip
men
t are
as.
□ P
aved
are
as a
nd f
ield
s m
ust b
e as
leve
l as
poss
ible
. Wat
er s
houl
d no
t col
lect
on
pave
d ar
eas
or in
m
ulch
ed a
reas
. The
arc
hite
ct s
houl
d co
nsid
er th
e ar
chit
ectu
re o
f th
e ne
ighb
orho
od in
des
igni
ng
the
buil
ding
.
□ T
he d
esig
n sh
ould
ret
ain
as m
any
tree
s as
pos
sibl
e in
ord
er to
buf
fer
the
scho
ol a
nd th
e pl
ayin
g fi
elds
.
□ P
edes
tria
n ac
cess
mus
t be
prov
ided
fro
m th
e su
rrou
ndin
g ne
ighb
orho
ods.
□ A
n un
impr
oved
are
a on
-sit
e sh
ould
be
desi
gnat
ed to
ser
ve a
s an
env
iron
men
tal s
tudy
are
a in
the
futu
re.
□ A
cov
ered
are
a fo
r st
uden
ts in
the
bus
load
ing
area
sho
uld
be p
rovi
ded.
□ S
pace
for
buse
s to
load
at o
ne ti
me
is n
eede
d. T
he n
umbe
r of
bus
es w
ill b
e re
view
ed d
urin
g th
e de
sign
pha
se in
con
sulta
tion
with
the
Dep
artm
ent o
f T
rans
port
atio
n.
□ B
ike
rack
s sh
ould
be
prov
ided
nea
r th
e bu
ildi
ng.
□ P
layg
roun
d eq
uipm
ent a
reas
sho
uld
not b
e lo
cate
d at
the
bott
om o
f hi
lls
unle
ss a
pro
visi
on is
m
ade
to c
hann
el w
ater
aw
ay f
rom
the
equi
pmen
t are
as.
Dri
vew
ay a
nd S
ervi
ce D
rive
□ T
he a
rchi
tect
/eng
inee
r sh
ould
ref
er to
the
MC
PS
Fac
ilit
ies
Gui
de w
hen
desi
gnin
g th
e dr
ivew
ay,
bus
loop
, ser
vice
dri
ves,
etc
.
□ B
us tr
affi
c sh
ould
be
sepa
rate
d fr
om c
ar tr
affi
c at
all
tim
es, w
hen
poss
ible
. B
us lo
adin
g zo
nes
shou
ld b
e ab
le to
acc
omm
odat
e th
e en
tire
stu
dent
bod
y.
Site
Req
uire
men
ts
32
□ A
stu
dent
dro
p of
f ar
ea s
houl
d be
pro
vide
d an
d m
ust b
e se
para
te f
rom
the
bus
loop
are
a.
□ A
ll d
rive
way
s m
ust b
e ar
rang
ed s
o th
at c
hild
ren
do n
ot c
ross
them
to g
et to
the
play
are
as.
□ C
are
for
safe
ty o
f st
uden
ts m
ust b
e ex
erci
sed
in d
evel
opin
g th
e dr
ivew
ays
incl
udin
g us
e of
saf
ety
rail
s in
the
bus
load
ing
area
.
□ P
edes
tria
n ac
cess
to th
e sc
hool
fac
ilit
ies
shou
ld b
e de
sign
ed to
mak
e th
e be
st u
se o
f co
mm
unit
y ri
ght-
of-w
ays
and
avoi
d cr
ossi
ng o
f lo
adin
g zo
ne a
reas
.
□ T
he s
ite
mus
t com
ply
wit
h th
e m
ost c
urre
nt A
DA
or
CO
MA
R r
egul
atio
ns, w
hich
ever
is m
ost
stri
ngen
t.
□ S
ite
acce
ss m
ust b
e pr
ovid
ed to
com
ply
wit
h fi
re p
rote
ctio
n an
d st
orm
wat
er m
anag
emen
t.
□ D
rive
way
apr
ons
are
to b
e pe
rpen
dicu
lar
to th
e ce
nter
line
of
the
stre
et; a
nd if
ther
e is
an
inte
rsec
ting
str
eet o
n th
e op
posi
te s
ide
from
the
prop
osed
dri
vew
ays,
the
driv
eway
apr
on s
houl
d li
ne u
p w
ith
the
inte
rsec
ting
str
eet.
□ D
rive
way
s sh
ould
be
loca
ted
so th
at v
ehic
le h
eadl
ight
s do
not
pro
ject
into
adj
acen
t hom
es.
□ A
ser
vice
dri
ve is
req
uire
d to
ser
vice
the
kitc
hen,
boi
ler
room
, and
gen
eral
del
iver
y ar
ea.
The
ar
chit
ect s
houl
d re
fer
to th
e M
CP
S F
acil
itie
s G
uide
.
□ S
ite
acce
ss m
ust b
e pr
ovid
ed to
com
ply
wit
h fi
re p
rote
ctio
n an
d st
orm
wat
er m
anag
emen
t re
gula
tion
s.
P
arki
ng
□
Idea
lly, p
arki
ng f
or 5
00 c
ars
shou
ld b
e pr
ovid
ed.
□
The
par
king
are
a sh
ould
be
desi
gned
to m
axim
ize
safe
ty a
nd m
inim
ize
spee
d.
□
Ade
quat
e lig
htin
g sh
ould
be
prov
ided
.
□
Park
ing
area
sho
uld
have
two
exits
.
□
Gua
rdra
ils o
r bo
llard
s ar
e to
be
inst
alle
d to
pro
tect
fie
lds
and
play
are
as.
Land
scap
ing
□ P
lant
ing
shou
ld in
clud
e sc
reen
pla
ntin
g an
d ot
her
plan
ting
nee
ded
for
eros
ion
cont
rol.
□ E
xist
ing
plan
t sto
ck, i
f on
sit
e, is
to b
e ev
alua
ted
for
reus
e an
d pr
otec
ted
acco
rdin
gly.
Site
Req
uire
men
ts
33
□ L
ands
capi
ng to
sup
port
ene
rgy
cons
erva
tion
and
to r
elat
e th
e bu
ildi
ng to
the
site
wit
h ae
sthe
tic
appe
al m
ust b
e in
clud
ed.
□ C
onsi
dera
tion
sho
uld
be g
iven
to s
afet
y an
d se
curi
ty w
hen
sele
ctin
g pl
ant m
ater
ials
.
□
Pro
visi
on f
or o
utdo
or w
ater
ing
mus
t be
incl
uded
.
□ T
he la
ndsc
apin
g pl
an s
houl
d in
clud
e ar
eas
for
outd
oors
env
iron
men
tal e
duca
tion
pro
gram
s.
Educ
atio
nal S
ite R
equi
rem
ents
34
Educ
atio
nal S
ite R
equi
rem
ents
C
hild
Dev
elop
men
t O
utdo
or P
lay
area
□
Idea
lly, a
100
0 sq
ft o
utdo
or p
lay
area
for
the
child
dev
elop
men
t cla
ssro
om is
req
uire
d.
□
The
arc
hite
ct/e
ngin
eer
shou
ld r
efer
to th
e C
hild
Dev
elop
men
t sec
tion
for
a de
scri
ptio
n of
re
quir
emen
ts.
Art
Pat
io
□
One
500
sq
ft o
utdo
or p
atio
for
the
art d
epar
tmen
t is
requ
ired
.
□
Idea
lly, t
he a
rt c
lass
room
s sh
ould
hav
e di
rect
acc
ess
to th
e ou
tdoo
r pa
tio w
ith a
nor
ther
n or
ient
atio
n.
Oth
er P
rogr
am R
equi
rem
ents
35
Phy
sica
l Edu
catio
n S
ite R
equi
rem
ents
□
All
fiel
ds s
houl
d be
des
igne
d in
acc
orda
nce
with
MC
PS F
acili
ties
Gui
delin
es.
□
Pede
stri
an a
cces
s m
ust b
e pr
ovid
ed f
rom
the
surr
ound
ing
neig
hbor
hood
s.
□
All
fiel
ds s
houl
d be
gra
ded
and
sift
ed to
rem
ove
rock
and
deb
ris.
□
A 3
” w
ater
line
for
fut
ure
irri
gatio
n of
pla
ying
fiel
ds s
houl
d be
inst
alle
d.
□
All
faci
litie
s sh
ould
be
desi
gned
to b
e A
DA
com
plia
nt.
S
tadi
um F
ield
□
The
fie
ld s
houl
d be
pro
perl
y cr
owne
d to
pro
vide
ade
quat
e dr
aina
ge.
The
loca
tion
of th
e dr
ains
/cov
ers
mus
t not
inte
rfer
e w
ith th
e pl
ayin
g su
rfac
e.
□
The
wid
th a
nd le
ngth
of
the
fiel
d m
ust a
ccom
mod
ate
socc
er, f
ield
hoc
key,
and
foo
tbal
l.
□
The
fie
ld s
houl
d be
sur
roun
ded
by a
n 8-
lane
trac
k w
ith a
24-
ft w
ide
stra
ight
away
, bac
ksid
e, a
nd
curv
es.
□
The
str
aigh
taw
ay m
ust b
e lo
cate
d ne
ar th
e ho
me
side
ble
ache
rs.
□
If th
e tr
ack
is s
epar
ate
from
the
stad
ium
, tha
n de
dica
ted
and
perm
anen
t sea
ting
to a
ccom
mod
ate
spec
tato
rs s
houl
d be
des
igne
d.
□
A s
hot p
ut, l
ong
jum
p an
d po
le v
ault
area
is to
be
incl
uded
.
□
The
dis
cus
area
mus
t hav
e a
requ
ired
cag
e.
□
The
fie
ld s
houl
d be
situ
ated
to m
inim
ize
the
effe
ct o
f af
tern
oon
sun
glar
e on
the
play
ers
as th
ey fa
ce
diag
onal
ly, a
nd f
rom
spe
ctat
ors
in th
e m
ain
blea
cher
sec
tion.
□
An
unde
rgro
und
wat
er s
yste
m w
ith 9
zon
es, f
our
head
s ea
ch s
houl
d be
pro
vide
d fo
r na
tura
l tur
f fi
elds
onl
y.
□
Safe
sta
dium
sea
ting
to a
ccom
mod
ate
2000
spe
ctat
ors
on h
ome
side
and
750
on
the
visi
tor
side
is
requ
ired
. .
□
All
rise
rs m
ust b
e of
uni
form
hei
ght w
ith h
andr
ails
at a
isle
s, a
ll al
umin
um b
oard
s, w
heel
chai
r pa
rkin
g, p
aved
run
way
from
trac
k ga
te to
ble
ache
r, a
nd p
aved
und
er th
e bl
each
ers.
□
Perm
anen
t soc
cer/
foot
ball
goal
s w
ith p
ads
shou
ld b
e in
stal
led.
□
A s
core
boar
d fo
r fo
otba
ll, s
occe
r, f
ield
hoc
key,
and
trac
k an
d fi
eld
even
ts s
houl
d be
incl
uded
.
Oth
er P
rogr
am R
equi
rem
ents
36
□
Lig
hts
are
to b
e pr
ovid
ed to
illu
min
ate
and
prov
ide
secu
rity
for
per
iphe
ral a
reas
of
the
stad
ium
fie
ld
for
even
ing
activ
ities
.
□
An
outd
oor
stor
age
shed
of
appr
oxim
atel
y 23
’ x
30’
shou
ld b
e pr
ovid
ed.
Vars
ity B
aseb
all F
ield
□
The
dim
ensi
ons
of th
e ba
seba
ll fi
eld
shou
ld b
e 32
5' d
own
each
fou
l lin
e an
d 36
0’ f
or c
ente
r fi
eld.
□
Ele
ctri
cal s
ervi
ce, w
ater
ser
vice
, a s
tain
less
ste
el w
ater
fou
ntai
n, h
oode
d ba
ckst
op, b
ench
es w
ith
safe
ty f
enci
ng, a
nd tr
ash
cont
aine
rs a
re to
be
prov
ided
.
□
Equ
ipm
ent a
nd f
ield
s m
ust b
e in
com
plia
nce
with
nat
iona
l, st
ate,
and
loca
l rul
es a
nd s
afet
y st
anda
rds.
□
Seat
ing
for
50 s
pect
ator
s on
eac
h si
de s
houl
d be
pro
vide
d in
clud
ing
a pa
ved
area
for
acc
essi
ble
view
ing.
□
Fiel
d m
ust b
e si
tuat
ed w
ith a
nor
th-s
outh
ori
enta
tion
so th
at d
irec
t eve
ning
sun
doe
s no
t int
erfe
re
dire
ctly
with
bat
ter
and
fiel
ders
.
□
The
dis
tanc
e fr
om th
e ba
ckst
op to
hom
e pl
ace
mus
t at a
min
imum
com
ply
with
NFH
S ru
les
and
regu
latio
ns.
Vars
ity S
oftb
all F
ield
□
The
sof
tbal
l fie
ld r
equi
res
a 25
0' r
adiu
s.
□
Ele
ctri
cal s
ervi
ce, w
ater
ser
vice
, sta
inle
ss s
teel
wat
er f
ount
ain,
hoo
ded
back
stop
s, s
afet
y fe
nces
and
be
nche
s, a
nd tr
ash
cont
aine
rs a
re to
be
prov
ided
.
□
Equ
ipm
ent a
nd f
ield
mus
t be
in c
ompl
ianc
e w
ith n
atio
nal,
stat
e, a
nd lo
cal r
ules
and
saf
ety
stan
dard
s.
□
Seat
ing
for
50 s
pect
ator
s on
eac
h si
de s
houl
d be
pro
vide
d in
clud
ing
a pa
ved
area
for
acc
essi
ble
view
ing.
□
Fiel
d m
ust b
e si
tuat
ed w
ith a
nor
th-s
outh
ori
enta
tion
so th
at d
irec
t eve
ning
sun
doe
s no
t int
erfe
re
dire
ctly
with
bat
ter
and
fiel
ders
.
□
The
dis
tanc
e fr
om th
e ba
ckst
op to
hom
e pl
ace
mus
t at a
min
imum
com
ply
with
NFH
S ru
les
and
regu
latio
ns.
□
An
outd
oor
stor
age
shed
of
appr
oxim
atel
y 20
’ x
20’
shou
ld b
e pr
ovid
ed n
ear
the
base
ball/
soft
ball
fiel
ds.
Oth
er P
rogr
am R
equi
rem
ents
37
Pla
y Fi
elds
□
Thr
ee p
lay
fiel
ds, a
min
imum
of
120,
000
sq f
t with
150
’ w
idth
sho
uld
be p
rovi
ded.
□
Prop
er d
rain
age
shou
ld b
e as
sure
d fo
r al
l of t
he fi
elds
.
□
Tw
o so
ftba
ll no
n-ho
oded
bac
ksto
ps a
re to
be
prov
ided
in th
e co
rner
s of
the
fiel
ds if
spa
ce a
llow
s.
□
Tw
o 15
’ be
nche
s w
ith s
afet
y fe
nces
on
each
fiel
d sh
ould
be
inst
alle
d.
□
Perm
anen
t tra
sh c
onta
iner
s ar
e to
be
plac
ed b
y th
e ba
ckst
ops.
□
Tw
o se
ts o
f mul
tipur
pose
goa
l pos
ts s
houl
d be
incl
uded
on
the
fiel
ds—
one
shou
ld b
e pe
rman
ent a
nd
the
othe
r m
ovea
ble.
□
Ber
mud
a gr
ass
is b
est f
or a
ll fi
elds
.
□
The
fie
ld h
ocke
y fi
eld
shou
ld b
e sh
ould
be
60 y
ards
x 1
00 y
ards
. B
erm
uda
gras
s is
req
uire
d fo
r th
is
fiel
d. T
his
fiel
d sh
ould
not
be
crow
ned.
□
Ben
ches
, goa
ls, s
eatin
g fo
r 10
0 sp
ecta
tors
, and
per
man
ent t
rash
con
tain
ers
are
need
ed a
t the
fie
ld
hock
ey f
ield
. P
aved
Are
as
□
Fou
r be
nche
s an
d pe
rman
ent
tras
h co
ntai
ners
are
to
be p
rovi
ded
besi
de t
he t
enni
s/ba
sket
ball
co
urts
.
Tenn
is C
ourt
s
□
Eig
ht f
ull-
size
d te
nnis
cou
rts
with
clo
th n
ets
are
requ
ired
.
□
Perm
anen
t pos
ts a
nd c
rank
s ar
e re
quir
ed.
□
The
bas
elin
e of
the
cour
t sho
uld
be p
erpe
ndic
ular
to th
e no
rth-
sout
h ax
is.
□
The
pla
ying
sur
face
col
or is
gre
en w
ith r
ed o
ut-o
f-bo
unds
.
□
App
ropr
iate
tenn
is c
ourt
mar
king
s sh
ould
be
prov
ided
.
□
Fenc
ing
10’
high
sho
uld
surr
ound
the
cour
ts.
□
An
elec
tric
al o
utle
t sho
uld
be in
stal
led
on th
e ou
tsid
e of
the
fenc
e.
□
A m
inim
um 6
0' lo
ng a
nd 1
0' h
igh
rebo
und
wal
l sho
uld
be lo
cate
d ou
tsid
e th
e co
urt a
rea.
□
The
tenn
is c
ourt
s an
d w
all a
re to
be
loca
ted
near
the
outs
ide
bask
etba
ll co
urts
.
Oth
er P
rogr
am R
equi
rem
ents
38
□
The
tenn
is c
ourt
con
stru
ctio
n sh
ould
mee
t the
Uni
ted
Stat
es T
enni
s C
ourt
and
Tra
ck B
uild
ers
Ass
ocia
tion
Gui
delin
es.
□
If th
e te
nnis
cou
rts
are
not l
ocat
ed n
ear
the
outd
oor
stor
age
area
, pro
visi
on m
ust b
e m
ade
to s
tore
m
aint
enan
ce s
uppl
ies
(squ
eege
es),
bal
l mac
hine
s, a
nd o
ther
tenn
is e
quip
men
t. B
aske
tbal
l Cou
rts
□
Four
pav
ed p
lay
area
s, 8
0' x
100
' with
app
ropr
iate
cou
rt m
arki
ngs
shou
ld b
e pr
ovid
ed.
□
Eac
h ba
sket
ball
cour
t sho
uld
be 4
6’ x
80’
.
□
8 ba
sket
ball
sets
(po
st, b
ackb
oard
, rim
, net
) is
req
uire
d.
□
The
pos
ts s
houl
d be
cur
ved
“goo
se n
eck”
with
fan-
shap
ed a
lum
inum
bac
kboa
rds.
Hea
vy d
uty
doub
le r
ims
with
pol
yeth
ylen
e or
str
ap n
ets
mus
t be
prov
ided
.
□
The
bas
ketb
all c
ourt
s sh
ould
be
loca
ted
next
to th
e te
nnis
cou
rts.
O
utdo
or C
once
ssio
n S
tand
/Pre
ss B
ox
□
Thi
s bu
ildin
g ne
eds
to b
e in
the
stad
ium
are
a.
□
Res
troo
ms
adja
cent
to th
is a
rea
shou
ld in
clud
e at
leas
t fou
r fi
xtur
es in
eac
h of
the
mal
e an
d fe
mal
e to
ilet r
oom
s.
□
The
con
cess
ion
build
ing
shou
ld h
ave
adeq
uate
ele
ctri
cal s
ervi
ce, d
rain
age,
sta
inle
ss s
teel
sin
k an
d ta
bles
, she
lves
and
ice
mac
hine
(cu
bed
not s
have
d), f
reez
er, g
arba
ge d
ispo
sal,
cabi
nets
, plu
mbi
ng,
floo
r dr
ain,
and
she
lvin
g ar
e re
quir
ed.
□
Perm
anen
t tra
sh c
onta
iner
s ar
e re
quir
ed.
□
Sepa
rate
ent
ranc
es s
houl
d be
pro
vide
d fo
r th
e pr
ess
box
and
conc
essi
on s
tand
.
□
An
outd
oor
wat
er f
ount
ain
and
one
hose
bib
sho
uld
be s
ecur
ed to
the
conc
essi
on s
tand
.
□
The
pre
ss b
ox m
ust p
rovi
de s
pace
for
a m
inim
um o
f 10
peo
ple
with
com
plet
e lin
e of
sig
ht to
the
fiel
d.
□
The
pre
ss b
ox r
equi
res
heat
, slid
ing
win
dow
s, e
lect
rica
l out
lets
, and
cou
nter
spa
ce u
nder
the
win
dow
for
peo
ple
to s
it. T
he a
ppro
pria
te le
ngth
for
the
pres
s bo
x is
20’
how
ever
if a
n up
per
and
low
er c
onfi
gura
tion
is u
sed,
the
pres
s bo
x m
ay b
e 10
’ lo
ng.
□
One
or
two
outd
oor
ticke
t-ta
king
sta
tion/
boot
h sh
ould
be
incl
uded
. T
he e
xact
site
will
be
dete
rmin
ed a
fter
fen
cing
and
traf
fic
patte
rns
are
esta
blis
hed.
Oth
er P
rogr
am R
equi
rem
ents
39
□
A s
tora
ge c
lose
t (20
’ x
20’)
with
gar
age
type
doo
r sh
ould
be
prov
ided
in th
is b
uild
ing.
□
The
loca
tion
shou
ld p
rovi
de a
dequ
ate
secu
rity
and
ord
erly
ent
ranc
e to
eve
nts
Out
door
She
d
□
One
out
door
sto
rage
she
d, 2
0’ x
20’
sho
uld
be a
ttach
ed to
the
scho
ol.
□
Thi
s st
orag
e ar
ea s
houl
d ha
ve a
fros
t pro
of b
ib, c
oncr
ete
floo
rs, a
nd v
entil
atio
n to
acc
omm
odat
e ga
solin
e/di
esel
equ
ipm
ent,
and
be s
ecur
e.
□
It r
equi
res
a 10
’ x
8’ r
ollin
g ga
te.
□
An
outs
ide
hose
bib
sho
uld
be in
clud
ed.
□
A r
amp
shou
ld g
o fr
om g
roun
d le
vel t
o th
e do
orw
ay f
or e
ach
acce
ss o
f he
avy
equi
pmen
t.
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