BETHESDA - CHEVY CHASE HIGH SCHOOL

Bethesda - Chevy Chase High School Addition Feasibility Study Montgomery County Public Schools

0

BETHESDA - CHEVY CHASE HIGH SCHOOL Addition Feasibility Study Prepared for Montgomery County Public Schools By Smolen Emr Ilkovitch Architects Rockville, MD October 2013


1


2

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


3

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


4

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


5

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


6



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


7



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


8

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.


9

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.


10

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.


11

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


12

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.


•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.



13

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.


•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.



14

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)


15



LOWER FLOOR FIRST FLOOR SECOND FLOOR THIRD FLOOR (MAIN LEVEL)



OPTION 2


16






OPTION 3


17

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.


18

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.


19

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.


20

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.


21

IV. Existing Conditions Vicinity Map

SITE

NOT TO SCALE

N


22

IV. Existing Conditions (Continued) Existing Site Plan

0’ 40’ 80’ 160’

GRAPHIC SCALE

BUSES IN

BUSES OUT

STUDENT DROP-OFF

PROPERTY LINE

N


23

IV. Existing Conditions (Continued) Existing School Three - Dimensional Model

Bethesda - Chevy Chase High School Three - Dimensional Model - View of Front

NTS


24

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.


25



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).


26

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.




27

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.




28

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.




29

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.




30

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.


31


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.


32


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.


33


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


34



•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


35



•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


36



•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


37


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.


38


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.


39


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.


40


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.


41


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.


42


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.


43


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.


44

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.


45

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


46

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


47

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



48

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


3


49

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



50

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.


51

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’


52

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


53

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:



ME


54

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:



ME


55

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.


56

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


57

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.


58 GRAPHIC SCALE


BUSES IN

BUSES OUT

MAIN ENTRANCE

STUDENT DROP-OFF

PROPERTY LINE

N

0’ 40’ 80’ 160’


59


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:




60


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:



ME


61


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:



ME


62

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:




63

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.


64


• 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


65

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.


66


GRAPHIC SCALE

BUSES IN

BUSES OUT

MAIN ENTRANCE STUDENT

DROP-OFF

PROPERTY LINE

N

0’ 40’ 80’ 160’


67


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:




68


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:




69


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:




70

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:




71

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:




72

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.


73


• 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.


74

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.


75

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.


76

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.


77

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.


78

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.


79


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.


80


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.


81

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.


82

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.


83

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


84

VI. Proposed Project Implementation Schedule


85

VII. Appendix (A) Space Allocation Summary When this project is complete, the following spaces are to be provided: The capacity will be 2400.


86

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


87

VII. Appendix (B) Site Photos

5. Slope Between Building and Football Field


88

VII. Appendix (C) Educational Specifications

Bet

hesd

a-C

hevy

Cha

se

Hig

h S

choo

l Add

ition

Ed

ucat

iona

l S

peci

ficat

ions

Fe

asib

ility

Stu

dy

Mon

tgom

ery

Cou

nty

Pub

lic S

choo

ls

Roc

kvill

e, M

aryl

and

20

85

0

Dec

embe

r 9

, 20

11

Ta

ble

of C

onte

nts

Tabl

e of

Con

tent

s S

pace

Sum

mar

y ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

....1

Intr

oduc

tion

.....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...3

Gen

eral

Pla

nnin

g C

onsi

dera

tion

s ....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.4

Tec

hnol

ogy

Fra

mew

ork

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.7

Des

crip

tion

of

Fac

ilit

ies .

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

9 S

tand

ard

Cla

ssro

oms .

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.....9

Sem

inar

Roo

m ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.....1

0 W

orkr

oom

.....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...11

Spe

cial

Edu

cati

on...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

12

Sci

ence

Dep

artm

ent .

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

....1

3 A

rt D

epar

tmen

t ....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

..16

Mus

ic D

epar

tmen

t ....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

....1

9 T

echn

olog

y E

duca

tion

Sui

te ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

..20

Mul

tipu

rpos

e L

abor

ator

y ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

23

Phy

sica

l Edu

cati

on/A

thle

tic

Fac

ilit

ies .

......

......

......

......

......

......

......

......

......

......

......

......

......

25

Sta

ff O

ffic

es ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...27

Cou

nsel

ing

Sui

te ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

..28

Sec

urit

y ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...29

Bui

ldin

g S

ervi

ce F

acil

itie

s ....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...30

Sit

e R

equi

rem

ents

.....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...31

Dri

vew

ay a

nd S

ervi

ce D

rive

.....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.....3

1 L

ands

capi

ng ..

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

...32

Edu

cati

onal

Sit

e R

equi

rem

ents

.....

......

......

......

......

......

......

......

......

......

......

......

......

......

......

.34

Phy

sica

l Edu

cati

on S

ite

Req

uire

men

ts ..

......

......

......

......

......

......

......

......

......

......

......

......

....3

5

Bet

hesd

a H

igh

Sch

ool A

dditi

on S

pace

Sum

mar

y(2

40

0 C

apac

ity)

Whe

n th

is p

roje

ct is

com

plet

e, th

e fo

llow

ing

spac

es a

re to

be

prov

ided

:T

he c

apac

ity

wil

l be

240

0.9/

21/1

2#

SQ

. FT.

/TO

TAL

NET

TOTA

L D

EPT.

FAC

ILIT

YN

EED

EDFA

CIL

ITY

SQ

. FT.

SQ

. FT.

Sta

ndar

d S

pace

s21

,750

Sta

ndar

d C

lass

room

2390

020

,700

Sem

inar

Roo

m1

550

550

Wor

kroo

ms

150

050

0

S

peci

al a

nd A

ltern

ativ

e Ed

ucat

ion

500

Spe

ech

& L

angu

age

125

025

0C

onfe

renc

e R

oom

125

025

0

Sci

ence

5,90

0S

cien

ce L

abor

ator

ies

(Isl

and

layo

ut)

31,

500

4,50

0P

repa

rati

on/P

roje

ct R

oom

240

080

0S

tora

ge R

oom

s2

300

600

Art

Sui

te2,

600

Stu

dio

Art

s1

1,30

01,

300

Sto

rage

125

025

0D

igit

al A

rt L

abor

ator

y1

950

950

Sto

rage

110

010

0

Mus

ic S

uite

900

Sm

all E

nsem

ble/

Key

boar

d L

abor

ator

y1

900

900

Tech

nolo

gy E

duca

tion

7,97

0F

ound

atio

ns o

f T

echn

olog

y L

ab2

1,80

03,

600

Inst

ruct

iona

l Spa

ce2

625

1,25

0S

tude

nt S

tora

ge S

pace

215

030

0M

ater

ial S

tora

ge S

pace

220

040

0S

uppl

ies

Sto

rage

220

040

0P

OE

Lab

orat

ory

11,

500

1,50

0S

tude

nt S

tora

ge S

pace

115

015

0M

ater

ial S

tora

ge S

pace

115

015

0O

ffic

e1

220

220

Upd

ated

jlevy

Typewritten Text

Note: Numbers in bold indicate the teaching stations that are used to calculate the capacity of the school. 1

jlevy

Typewritten Text

jlevy

Typewritten Text

#S

Q. F

T./

TOTA

L N

ETTO

TAL

DEP

T.FA

CIL

ITY

NEE

DED

FAC

ILIT

YS

Q. F

T.S

Q. F

T.M

ultip

urpo

se L

abor

ator

y1,

700

Lab

orat

ory

11,

350

1,35

0O

ffic

e1

150

150

Sto

rage

120

020

0

Phy

sica

l Edu

catio

n/A

thle

tics

1,90

9W

rest

ling

Roo

m1

1,84

91,

849

Sto

rage

Clo

set

160

60

Sta

ff O

ffic

es2,

600

Sig

natu

re C

oord

inat

or O

ffic

e1

150

150

Sta

ff D

evel

opm

ent O

ffic

e1

250

250

IB C

oord

inat

or O

ffic

e1

150

150

IB S

ecre

tary

Off

ice

110

010

0S

taff

Sup

port

Off

ices

215

030

0A

dmin

istr

ativ

e S

choo

l Ass

ista

nt1

150

150

Lar

ge T

eam

/Tes

ting

Roo

m1

1,50

01,

500

Cou

nsel

ing

Sui

te45

0C

ouns

elor

s' O

ffic

e3

150

450

Sec

urity

Sui

te45

0S

choo

l Sec

urit

y O

ffic

e1

450

450

Sto

rage

500

Sto

rage

Roo

m2

250

500

New

Con

stru

ctio

n3

34

7,2

29

47

,22

9

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

Note: Numbers in bold indicate the teaching stations that are used to calculate the capacity of the school. 2

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

jlevy

Typewritten Text

Intr

oduc

tion

3

Intr

oduc

tion

□ I

n th

is d

ocum

ent,

faci

litie

s ar

e de

scri

bed

for

the

repl

acem

ent

faci

lity

for

Bet

hesd

a-C

hevy

Cha

se

Hig

h Sc

hool

Add

ition

edu

catio

nal

prog

ram

. T

he d

escr

iptio

ns a

re t

o pr

ovid

e th

e ar

chite

ct w

ith

usef

ul

guid

elin

es

and

to

be

used

by

st

aff

repr

esen

tativ

es

whe

n re

view

ing

draw

ings

an

d sp

ecif

icat

ions

for

the

faci

lity

impr

ovem

ents

.

□ T

his

scho

ol i

s to

be

desi

gned

with

a c

apac

ity o

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.

BETHESDA - CHEVY CHASE HIGH SCHOOL

Documents

Transcript of BETHESDA - CHEVY CHASE HIGH SCHOOL