educational specifications - boarddocs...aps ed center educational specifications 5 introduction...

EDUCATION CENTER REUSE | 1426 N QUINCY ST, ARLINGTON, VAEDUCATIONAL SPECIFICATIONS

DECEMBER 7, 2018

APS ED CENTER EDUCATIONAL SPECIFICATIONS 2

DECEMBER 7, 2018

EXECUTIVE SUMMARY 3

INTRODUCTIONEd. Spec. Process 5Pedagogy 6 Design Principles 7Systems Features 8Space Elements Index 9

SCHEDULE OF SPACES 11

CAPACITY 13

SPACE SHEETSSpace Detail Sheet Legend 16Classrooms 17Teaching + Learning Support 24Commons 30Administration 34Building Support 40

SPATIAL RELATIONSHIPSAdjacencies 53Stacking 54

APPENDIXMeeting Notes 55

CONTENTS


DECEMBER 7, 2018

This document comprises the project-specific Educational Specifications for the Arlington Education Center Reuse project. It was developed by the design team in close collaboration with Arlington Public Schools (APS) staff in Summer and Fall 2018.

Project ParametersThe School Board charge for the project envisions a 500–600 student capacity in the Arlington Education Center, converted from office to education use, as an extension of the existing Washington-Lee High School.The project is directly related to implementing the APS Strategic Plan 2018-2024 Mission, Vision, Core Values and Goals. Four of the five Goals are specifically addressed by this Ed. Spec.Teaching and Learning concepts are grounded in both the APS Strategic Plan and the General Assembly of the Commonwealth of Virginia’s recently adopted “Profile of a Virginia Graduate” as summarized by the “5C’s.” Key pedagogies for achieving the 5C’s include Project-Based Learning and Personalized Learning.Design Principles include short-term agility and long-term adaptability as the Education Center may at some point be converted from an extension of Washington-Lee to a standalone elementary, middle or high school program.

Educational SpecificationsAs an extension of the existing high school, the Education Center space program includes common spaces that supplement the range of special learning spaces and support spaces that exist at Washington-Lee. The overall mixture of spaces proposed is as shown in the graphic at left.

EXECUTIVE SUMMARY

Classrooms61%

Building Support 18%

13%

Instructional Support 4%

Commons

Administration5%


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

INTRODUCTION


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

ED. SPEC. PROCESS

The design team received input and direction from three key groups of APS staff via meetings and follow-up discussions. All of the input is guided by the School Board charge for the project. Detailed notes of each meeting, including attendees and summary notes, are available in the Appendix section of this Ed. Spec.

W-L Staff W-L instruction staff reviewed the specific provisions proposed for each space proposed in the course of four group meetings. Personnel included Gregg Robertson Principal Julie Cantor IB Coordinator Justin Bolfek Asst Dir of Student Activities

Central Office StaffTeaching and Learning and Finance and Management staff provided guidance in overall requirements for learning and support spaces and quantities in the space program. Meetings and presentations were specific to each subject area. Personnel included

Teaching and LearningCatherine Steinmetz Project-based Learning Dat Le Science Deborah DeFranco Physical Education Pam Farrell Arts Jeff Luttrell Library ServicesHeather Hurley Personalized LearningTara Nattrass Asst. Superintendent of T&LTyrone Byrd Director of Secondary Education (5C’s)Finance and ManagementAmy Maclosky Food Services

Design and Construction StaffDesign and Construction staff coordinated meetings and follow-up conversations and provided clarifying guidance. Personnel included

Ben Burgin Asst. Dir. of Design and ConstructionJeff Chambers Dir. of Design and ConstructionJohn Chadwick Asst. Superintendent of F&OSteve Stricker Project Manager

2018 School BoardReid Goldstein, Chair

Tannia Talento, Vice Chair

Barbara Kanninen, Member

Monique O’Grady, Member

Nancy Van Doren, Member

Pat Murphy, Superintendent


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

The Five C’s ▪ Critical Thinking

▪ Creative Thinking

▪ Collaboration

▪ Communication

▪ Citizenship (Civic Duty)

Goal

The 5C’s were provided as an outline to the Virginia Board of Education by the General Assembly to develop the “Profile of a Virginia Graduate” which provides the framework for student requirements to earn a diploma. APS is adopting the 5C’s to come into alignment with graduation requirements in Virginia.

Defining Characteristics

“Life-ready individuals will complete the following during their K-12 experience:

▪ Content Knowledge: Achieve and apply appropriate academic and technical knowledge

▪ Workplace Skills: Attain and demonstrate productive skills, qualities, and behaviors

▪ Community + Civic Responsibility: Build connections and value for interactions with diverse communities

▪ Career Planning: Align knowledge, skills, and personal interests with career opportunities”

- Virginia Department of Education

Next Steps

▪ Ensure instruction is rich in these opportunities

▪ Alignment to performance assessments

▪ Development of a rubric for each of the 5C’s

PEDAGOGY

Personalized Learning“Learners are active participants in setting goals, planning

learning paths, tracking progress, and determining how learning will be demonstrated.

At any given time, learning objectives, content, methods, and pacing are likely to vary from learner to learner as they pursue proficiency aligned to established standards.

A fully personalized environment moves beyond both differentiation and individualization.” - James Rickabaugh “Tapping the Power of Personalized Learning” (2016)

Goal

Ensure that every learner is challenged and engaged by providing multiple pathways to success, broadening opportunities, building support systems, and eliminating barriers.


1. Voice: Learner contributes to the design of their learning.

2. Mastery Learning: More than grades, mastering concepts.

3. Goal Setting, Assessment, Feedback: Learners are active participants in their feedback loop.

4. Flexible Pacing: Learner moves at their own pace

5. Choice: Students decide how their path + demonstration

6. Individualized Learning: Direct Implicit Instruction

Next Steps

▪ Selective cohorts of educators across APS will implement personalized learning

▪ Providing educators with snapshots + interactive videos of personalized learning in action

▪ Educating staff to personalization and providing adaptable environments to support the learning style

At the heart of this Ed. Spec. are APS Teaching and Learning activities, and how those activities work, or Pedagogy.This page notes three specific concepts of Pedagogy, their relationships to the APS Strategic Plan, and the next steps of each concept.

Project-Based Learning“Project Based Learning is a teaching method in which

students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.”

- “Buck Institute for Education”

Goal

Engaging students in a meaningful investigation through a mix of choice and responsibility, conceptual and practical activities, and a connection to real-world problems to create a learning which is deep and long-lasting.


1. Launch: teacher announces project, students inventory the problem, teacher/student consultations at end of phase

2. Learn: in a more traditional setting, students investigate the context of the problem

3. Create: students break into teams and project comes to life, frequent critiques throughout with a final showcase

4. Reflect: self-assessments and full-class discussions

Next Steps

▪ Selective cohorts of educators across APS will implement project-based learning

▪ Educating staff to PBL and providing adaptable environments to support the learning style

APS Strategic Plan 2018-2024


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

APS STRATEGIC PLAN 2018-2024 GOALS Student Success: Multiple Pathways To Student Success

Student Well-Being: Healthy, Safe, and Supported Students

Engaged Workforce

Operational Excellence

Partnerships: Strong And Mutually Supportive Partnerships

Also at the heart of this Ed. Spec. are the Design Principles and their relationships to the Goals of the APS Strategic Plan.

Safety + Security

Maintain safe, secure spaces while creating environments that enrich learning and emphasize transparency and community

Short-Term Agility + Long-Term Adaptability

Create spaces that are agile in their day to day use, while being adaptable to future changes in program and learning methods

High-Performance Learning Environments

Spaces are to perform at the highest levels for the following: ▪ Thermal comfort

▪ Indoor air quality

▪ Acoustics

▪ Daylight + views

▪ Transparency

▪ Technology

▪ Community use

▪ Active schools

Universal Design

Spaces should be designed and composed so they are accessible, understood, and useful for all

Adherence To Budget

Building elements should be assessed for meeting the required design function through economical means

Sustainability

To the greatest extent possible the final design should minimize the impact on the environment through thoughtful site design, carefully managed water use, innovative energy and exterior envelope solutions, selective material use, and a holistic approach to the interior design.

DESIGN PRINCIPLES


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

SYSTEMS FEATURES

This narrative addresses general space requirements of building systems and equipment. The expectation is that all major existing mechanical, electrical, and plumbing systems will be replaced.

See the space sheets in this document for additional notes and elements applicable to each space.

See the Related Owner’s Project Requirements document for additional information regarding the design of these elements.

MechanicalBased on recent experience with APS projects, the preliminary expectation is that the mechanical system is completely new and will be based on heat-pump recirculating units serving individual spaces with a direct outdoor air supply unit providing outdoor air.

The system will also include natural ventilation via operable windows at all teaching stations.

See space sheets for example mechanical room layouts. There may be any number of mechanical rooms per floor, with size varying by the number of air-handling units accommodated in each room and serving particular zones. The mechanical system zones will be based on exterior wall solar orientation.

PlumbingThe preliminary expectation is a completely new plumbing system from existing utility connections with about 50 water closets in the building.

See space sheets for classroom sinks, breakfast kiosk sinks, and example water closet room layouts.

ElectricalThe preliminary expectation is a completely new electrical system starting at the existing switchboard.

See space sheets for special electrical outlets in classrooms.

Information TechnologyThe preliminary expectation is an entirely new cable plant organized around two IT closets with network equipment, and with a point of presence in one of the IT closets.

See space sheets for special requirements in IT Closets.

There is currently no plan to allocate space to any IT system other than what is accommodated in the new IT closets shown in this document. In other words, all of the previous IT infrastructure is understood to be removed, and that space is allocated to educational uses.

Casework, display boards + equipmentSee space sheets and the space elements index for casework in each space.

Loose FurnishingsThe expectation is that additional guidance on furnishings is forthcoming from a parallel study currently in progress that addresses furniture needs across the APS system.

Loose furniture in general should be easy to move, i.e. agile according to the design principles.

See space sheets and the space elements index for loose furniture and equipment in each space.

FinishesClassroom finishes will include hard and cleanable floors (not carpet), acoustically treated ceilings, and painted gypsum board walls.

Corridors and other circulation spaces will include impact resistant painted gypsum board.

Audio VisualSee space sheets and the space elements index for AV equipment in each space.

Environmental ConsiderationsThe primary acoustic requirements in learning environments are speech intelligibility and acoustic comfort. This is achieved by mitigating sound transmission from adjacent spaces and by controlling sound reverberation within spaces.

Within project budget and other constraints, ANSI Standard S12.60 Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools will be used as a reference for developing the design.

See space sheets and the space elements index for specific preferences regarding access to daylight, views, and natural ventilation and other environmental factors.


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

SPACE ELEMENTS INDEX

Loose furnishingsL1 reconfigurable, wheeled desk L2 stackable, wheeled chairL3 task chair L4 adjustable height teacher station w/ mobile storage L6 lockable four-drawer vertical file L7 counter-height storage cabinet L8 counter-height book shelf L9 mobile, stacking chair L10 mobile, flip-top training table L11 folding table for four L12 high-density stacking chairs L13 lounge chair, guest L14 side table L15 office desk L16 two-shelf, two-drawer lateral file cabinetsL17 guest chairL18 round table for fourL19 meeting storage unitL20 utility shelfL21 mobile, small worksurfaceL22 lounge chairL23 lounge couchL24 conference tableL25 stainless steel worktableL26 stacking carts for L12 chairsL27 waste basinL28 counter-height student chair or stoolL29 student lab benchL30 counter height two-person worktableL31 multi-station cable weight machineL32 cable weight machineL33 free-weights w/ three-tier rackL34 kettle bells w/ three tier rackL35 bench pressL37 bar-height table for four L38 bar-height stool L39 mobile partitionL40 café table for 4 L41 coated foam modular benchL42 large trash canL43 counter-height stool

L44 counter-height table for fourL45 chemical storage cabinetL46 40-80 slat drying rackL47 counter-height science worktableL48 counter-height task chairL49 counter-height semi-circle mobile table

Casework, display boards + equipmentC1 magnetic white boards w/ tack stripC2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments C3 full-height storage cabinet C4 kitchenette w/ refrigerator, sink, microwaveC5 lockable staff lockersC6 copierC7 built-in reception deskC8 built-in bench seatingC9 computer C10 desktop printerC11 lower cabinet casework storageC12 student lockersC13 fixed locker benchC14 washerC15 dryerC16 mop sinkC17 chemical mixing stationC18 eyewash stationC19 data racksC20 commercial double stack ovenC21 three-compartment sinkC22 hand-washing sinkC23 paper towel dispenser with waste basketC24 hot/cold serving lineC25 aps soap dispenserC26 jumbo-roll paper towel dispenser

C27 mirrorC28 toilet stall accessories, including trash receptacleC29 vanity counter with undermount sinksC30 wall-hung toiletC31 76” high toilet partitions w/ 64” doors and privacy stripsC33 ADA 20x40 benchC34 wall-hung sinkC35 ADA 30x60 roll-in shower w/ grab barsC36 ADA shower seatC37 towel hookC38 height adjustable student lab station with built-in sink,

power + gas turrets on master control valveC39 teacher lab demonstration table with built-in sink, gas

valve and powerC40 science casework w/ three sinks C41 emergency shower and eyewash stationC42 fume hood stationC43 dishwasherC44 hooks for physics experimentsC45 casework w/ three utility sinks w/ clay traps, cabinets

above C47 unbreakable mirrorC48 commercial two-door refrigeratorC49 commercial two-door freezerC50 cash registerC51 18” deep shelving, aboveC52 café bar C53 digital library display case + bar-height counter caseworkC54 mechanical heat pump unitC55 casework, large flat shelving below, open shelving aboveC56 retractable power reel at ceilingC57 science workroom casework w/ workstationC58 lockable roll-up gateC59 science casework lower cabinetsC60 roof access through a ship’s ladder + hatchC61 building rtu unit


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

SPACE ELEMENTS INDEX(cont’d)

Audio VisualA1 wall-mounted digital display deviceA2 possible mobile display deviceA3 possible secondary digital display deviceA4 projected display with automated screenA5 mobile partition with mounted digital displayA6 secured tablet with digital library contentA7 built-in sound system

Information TechnologyAll classrooms have four Hard-wired data drops (4, port count per drop tbd) and two Wireless access points.

Environmental considerationsE1 access to daylight, ventilation + views from one or more

exterior wallsE2 entrance door with full glass lite + 24” min sidelite with

lockdown blinds at both door and sideliteE3 interior glazing to science workroomE4 exercise matting for full floor areaE5 large intake + exhaust to roofE6 access to borrowed daylight, direct access preferredE7 access to daylight, ventilation, but not direct views from

one or more exterior wallsE8 exhaust negatively pressurized spaceE9 visually + audibly privateE10 sightlines into restrooms from corridor; no doors between

restroom interior and corridorE11 possible community entrance doorE12 operable partition with STC-50 or higherE13 coded key access


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

SCHEDULE OF SPACES

APS ED CENTER EDUCATIONAL SPECIFICATIONS DECEMBER 7, 2018

SCHEDULE OF SPACESSpace Program

Category / Space No. of Spaces

Avg. Area per Space

Total Area per Space

Subtotal Area (sf)

Category % of total

Classrooms 24,600 61%Dry Classroom 16 850 13,600Wet Classroom 1 900 900Science Lab 1 1,400 1,400Science Classroom 2 1,400 2,800Project Room 1 1,400 1,400Physical Education 2 1,500 3,000Collaboration Space 10 150 1,500

Commons 5,300 13%Commons 1 4,000 4,000Breakfast Kiosk 1 600 600Commons Storage 1 300 300Digital Library 1 400 400

Instructional Support 1,800 4%Large Workroom 1 400 400Small Workroom 4 150 600Physical Education Office 1 100 100Science Workroom 1 250 250Science Storage 1 250 250Wellness Room 2 100 200

Administration 2,000 5%Building Lobby 1 900 900Main Office 1 1,100 1,100

Front Office 1 400 400Large Office 1 200 200Conference Room 1 300 300Small Office 2 100 200Supply Storage 1 100 100

Building Support 6,947 17%Restrooms - Group (8 fixtures) 5 480 2,400Restrooms - Private (1 fixture) 9 50 450Restroom - Private (1 fixture) w/ Shower 1 65 65Custodian Office 1 100 100Custodian Storage 1 100 100Custodial Closet 4 50 200IT Closets 2 100 200MEP Floor Closets 5 300 1,500MEP RTU Room 1 300 300MEP Equipment Room 1 1,000 1,000Building Storage 1 300 300Exterior Storage (existing) 2 166 332

Total Net Assignable Area 40,647 100%Layout, Circulation, Maj Vert Penetrations, Envelope Factor (=Net/Gross) 74% 14,522Existing Gross Construction Area 55,169

This table shows the complete list of proposed spaces.

Classrooms61%

Building Support 18%

13%

Instructional Support 4%

Commons

Administration5%


INTR

OD

UC

TIO

N

DECEMBER 7, 2018

CAPACITY

APS ED CENTER EDUCATIONAL SPECIFICATIONS DECEMBER 7, 2018

CAPACITY

Teaching Station Quantity 6/7thUtilization Capacity 7/7th

Utilization Capacity 6/7thUtilization Capacity 7/7th

Utilization Capacity

Dry Classroom 16 21.8 349.5 25.4 406.4 22.3 356.4 25.9 414.4Wet/Science Classroom 3 21.8 65.5 25.4 76.2 22.3 66.8 25.9 77.7Science Lab 1 20.6 20.6 24.0 24.0 20.6 20.6 24.0 24.0Project Room 1 21.8 21.8 25.4 25.4 22.3 22.3 25.9 25.9Physical Education 2 21.8 43.7 25.4 50.8 22.3 44.5 25.9 51.8

Total 23 501 583 511 594

Planning Factor 25.4 Planning Factor 25.9Low High Low High

Notes:The low end factor implemented a 6/7th utilization factor to account for the one period a day that a room would not be occupied by students. The high end factor implemented 7/7th utilization factor to account for student occupancy of classrooms for all periods of the day.

1 - Adopted Budget, Planning Factors, Department of Finance and Management Services, Fiscal Year 2019. (Planning factor 25.4) https://www.apsva.us/wp-content/uploads/2018/09/FY-2019-Adopted-Planning-Factors.pdf

2 - Proposed Budget, Planning Factors, Department of Finance and Management Services, Fiscal Year 2020. (Planning factor 25.9)

3 - Overcrowding in the Instructional Space by National Science Teachers Association Safety Advisory Board, April 2014. (Planning factor 24) http://static.nsta.org/pdfs/OvercrowdingInTheInstructionalSpace.pdf

This table shows the calculated student Capacity of the proposed space program based on formulas developed by APS.

4 - Figures may not total due to rounding.


DECEMBER 7, 2018

SPACE SHEETS


SPA

CE

DE

TAIL

SH

EE

T LE

GE

ND

DECEMBER 7, 2018

0' 10'5'

Adaptable Arrangements

XX

SHAPE + DIMENSIONS OF ROOM WILL VARY

XX

SHAP

E +

DIME

NSIO

NS O

F RO

OM W

ILL V

ARY

SPACE DETAIL SHEET LEGEND

DescriptionDescribes purpose and special requirements of the space.

Possible Future UseDescribes possible uses in the future.

SizeArea from inside face of walls (sf)

{NOTE the actual room sizes may vary by up to 10%.}

CapacityNumber of students, staff, or visitors

Related spaces / floor levelList of spaces with specific relationships / required floor level

Loose furnishingsList of required loose furnishing items.

Casework, display boards + equipmentList of required fixed items + equipment.

Audio VisualList of required items, final list to be determined by APS Staff.

Information TechnologyList of required items, final list to be determined by APS Staff.

Environmental ConsiderationsList of environmental considerations.

space

space

Required Item TagFurniture/Casework/Equipment

Display BoardRoom Entrance(Location will vary)

Flexible Furniture Layouts

Graphic Scale

Diagram of Related Spaces


CLA

SS

RO

OM

S

DECEMBER 7, 2018

L5 C1

C2

L3

L6C1

C1

L1

L2

A1

E2E1 A3L4

E12

collaborationspace

C1

opencorridor

40-Student TestingSeparated Classrooms

DRY CLASSROOM

DescriptionA flexible and adaptable space to accommodate any of the core academic disciplines and support frequent reconfiguration

Size850 SF, two per floor which can joined for 1700 SF

Capacity25-30 students, 1 teacher

Related spaces / floor levelAt one location, a private restroom with shower will be adjacent for possible future clinic use

Loose furnishingsL1 reconfigurable, wheeled desk (27) L2 stackable, wheeled chair (27) L3 task chair (1-2)L4 adjustable height teacher workstation (1-2)L5 cushioned mobile storage (1-2)L6 lockable four-drawer vertical file (1)L7 counter-height storage cabinet (6 lf)L8 counter-height book shelf (6 lf)

Casework, display boards + equipmentC1 magnetic white boards w/ tack strip (two walls, 12-16 lf each)C2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments (1)

Audio VisualA1 wall-mounted digital display device (1)A3 possible secondary digital display device (1)

Information TechnologyHard-wired data drop (4, port count per drop tbd) Wireless access point (2)

Environmental ConsiderationsE1 access to daylight, ventilation + views from one or more


lockdown blinds at both door and sidelite with lockdown blinds at both door and sidelite

E12 operable partition with STC-50 or higher

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab

commonsbreakfastkiosk

mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space

classroomcollabspace

classroom

classroom

classroomclassroom

science clusterentrance cluster

mainentrance

physical education cluster

main

circu

lation

classroom-collaboration cluster options

phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage

direct accessadjacentnear

legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost

either configuration shown is acceptable


CLA

SS

RO

OM

S

DECEMBER 7, 2018

A1C1 C4

C2

Adaptable Arrangements0' 10'5'

L4

L3

E1

L6

L2L1

A7

E2

C1

L5

WET CLASSROOM

DescriptionA flexible and adaptable space to accommodate any academic disciplines requiring use of sinks. Supports frequent reconfiguration with direct access to a full bathroom for future flexibility

Possible Future UseHealth suite, small art or science classroom, collaboration area

Size900 SF


Related spaces / floor level-

Loose furnishingsL1 reconfigurable, wheeled desk (27) L2 stackable, wheeled chair (27) L3 task chair (1-2)L4 adjustable height teacher workstation (1-2)L5 cushioned mobile storage (1-2)L6 lockable four-drawer vertical file (1)

Casework, display boards + equipmentC1 magnetic white boards w/ tack strip (two walls, 12-16 lf)C2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments (1) C4 casework, upper + lower cabinets (12 lf) w/ two sinks, 6 ft a part w/ clay traps

Audio VisualA1 wall-mounted digital display device (1)A3 possible secondary digital display device (1)




lockdown blinds at both door and sidelite

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CLA

SS

RO

OM

S

DECEMBER 7, 2018

0' 10'5'

C38L29L6 L3 A1

C1

C39

C42

C41

C59

E2

E3

C59

C2

C43

E1

C1

SCIENCE LAB

DescriptionAn learning lab for teaching chemistry or physics with equipment for supervised student experiments

Possible Future UseArt, biology, earth sciences, project room

Size1,400 SF

Capacity24-28 students at six stations, 1 teacher

Related spaces / floor levelAdjacent to science storage + science workroom

Loose furnishingsL3 task chair (1)L6 lockable four-drawer vertical file (1)L28 counter-height student chair or stool (24-28)

Casework, display boards + equipmentC1 magnetic white boards w/ tack strip (12-16 lf)C2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments (1) C38 height adjustable student lab station with built-in sink,

power + gas turrets on master control valve (6 for 4-6 p)C39 teacher demonstration lab table with built-in sink, gas

valve and powerC41 emergency shower and eyewash stationC42 fume hood stationC43 dishwasherC44 hooks for physics experimentsC59 science casework lower cabinets (12 lf min each)

Audio VisualA1 wall-mounted digital display device (1)




lockdown blinds at both door and sidelite with lockdown blinds at both door and sidelite

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CLA

SS

RO

OM

S

DECEMBER 7, 2018


C40

C1

L5L3

L6

L1

L29

C40

C2

A1

0' 10'5'

C56

E2

E1

C1C1

L4

C44

SCIENCE CLASSROOM

DescriptionA learning lab for teaching physics, biology or earth sciences

Possible Future UseProject room

Size1,400 SF


Related spaces / floor levelNear science storage

Loose furnishingsL2 stackable, wheeled chair (27) L3 task chair (1-2)L4 adjustable height teacher workstation (1-2)L5 cushioned mobile storage (1-2)L6 lockable four-drawer vertical file (1)L29 student lab bench (14)

Casework, display boards + equipmentC1 magnetic white boards w/ tack strip (two walls, 12-16 lf each)C2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments (1) C40 science casework w/ three sinks, spaced 8’-0”, w/ clay

traps, open shelves above (20 lf each)C44 hooks for physics experimentsC56 retractable power reel at ceiling






scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CLA

SS

RO

OM

S

DECEMBER 7, 2018


C45

C2

C1

L3

L4

L28

L30

C55

A1

C3

C56

E2

E1

L46

L5

L6

PROJECT ROOM

DescriptionA flexible learning room for developing large scale projects

Possible Future UseArt, biology, earth sciences

Size1,400 SF


Loose furnishingsL3 task chair (1-2)L4 adjustable height teacher workstation (1-2)L5 cushioned mobile storage (1-2)L6 lockable four-drawer vertical file (1)L28 counter-height student chair or stool (4)L30 counter height two-person worktable (7)L46 40-80 slat drying rack (1)

Casework, display boards + equipmentC1 magnetic white boards w/ tack strip (12-16 lf)C2 full-height multi-door storage unit w/ a minimum of four

18”x36” compartments (1) C3 full-height storage cabinet (1)C45 casework w/ three utility sinks w/ clay traps, cabinets above

(20-24 lf)C55 casework, large flat shelving below, open shelving above,

(20-24 lf)C56 retractable power reel at ceiling







CLA

SS

RO

OM

S

DECEMBER 7, 2018

C47

L33

L31

L32

L32

L32

L32

L34C47

L35

0' 25'10'5'

E2

E7

A1

A1

A7

PHYSICAL EDUCATION

DescriptionA facility for weight training or light aerobics for physical education classes and athletic teams

Size2 spaces @ 1,500 SF each

Capacity2 x ~27 students, 2 teachers

Related spaces / floor levelGround floor

Loose furnishingsL31 multi-station cable weight machineL32 cable weight machineL33 free-weights w/ three-tier rackL34 kettle bells w/ three tier rackL35 bench press

Casework, display boards + equipmentC47 unbreakable mirror

Audio VisualA1 wall-mounted digital display device (2)A7 built-in sound system (1)

Information TechnologyHard-wired data drop (tbd, port count per drop tbd) Wireless access point (2)

Environmental ConsiderationsE2 entrance door with full glass lite + 24” min sidelite with

lockdown blinds at both door and sideliteE4 exercise matting for full floor areaE7 access to daylight, ventilation, but not direct views from

one or more exterior walls

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CLA

SS

RO

OM

S

DECEMBER 7, 2018


0' 10'5'

DescriptionA flexible and adaptable space to accommodate group work and support frequent reconfiguration

Size150-400 SF

CapacityStudents, staff

Related spaces / floor levelVisual adjacency to classrooms

Loose furnishingstbd

Casework, display boards + equipmenttbd

Audio Visual tbd


Environmental ConsiderationsE6 access to borrowed daylight, direct access preferred

COLLABORATION SPACE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018


L9

L10

C5

C6

C4

L21

L22

L23

E1

A2

L43

DescriptionA space where staff can socialize, collaborate, eat and prepare meals; perform lesson planning, administrative and committee work

Size400 SF

Capacity 8-16 staff

Related spaces / floor levelTo be located near a single use restroom for staffOne to be located near the main office

Loose furnishingsL9 mobile, stacking chair (8-16)L10 mobile, flip-top training table (4-8)L21 mobile, small worksurface (2)L22 lounge chairL23 lounge couch

Casework, equipment + display boardsC4 kitchenette w/ refrigerator, sink, microwaveC5 lockable staff lockersC6 copier

Audio Visual A2 possible mobile display device (1)



exterior walls

LARGE WORKROOM


TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 10'5'


C4

L44

L43

A3

L43

E1

A1

SMALL WORKROOM

DescriptionA space where staff can socialize, collaborate, eat and prepare meals; perform lesson planning, administrative and committee work

Size150 SF

Capacity 4 staff

Related spaces / floor levelOne to be located near a single use restroom for staff One to be located near the main office

Loose furnishingsL43 counter-height stoolL44 counter-height table for four

Casework, equipment + display boardsC4 kitchenette w/ refrigerator, sink, microwaveC6 copier

Audio Visual A1 wall-mounted digital display device



exterior walls


TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 10'5'

C9

L17

L15

E6

L3

L16

PHYSICAL EDUCATIONOFFICE

DescriptionAn office to support the physical education learning spaces with workspaces for two staff

Size100 SF

Capacity Up to 2 staff

Related spaces / floor levelAdjacent to Physical Education classrooms

Loose furnishingsL3 task chair (2)L15 office desk (2)L16 two-shelf, two-drawer lateral file cabinet (1)L17 guest chair (1)

Casework, display boards + equipmentC9 computer (2)

Audio Visual tbd

Information TechnologyHard-wired data drop (tbd, port count per drop tbd) Wireless access point (tbd)

Environmental ConsiderationsE6 access to borrowed daylight, with direct access preferred

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018

L47

L48

C57

to science labto science lab

to corridor

to sciencestorage

DescriptionA space where science staff can perform lesson planning, experiment preparation and store equipment

Size250 SF

Capacity 1-2 staff

Related spaces / floor levelDirect access to science labs + science storage

Loose furnishingsL47 counter-height science worktableL48 counter-height task chair

Casework, display boards + equipmentC57 science workroom casework w/ workstation


SCIENCE WORKROOM

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018

L20L45

to science labto science lab

to scienceworkroom

DescriptionA storage space for learning materials and safe storage of chemicals from chemistry, physics, biology and earth sciences.

Size250 SF

Capacity 1-2 staff

Related spaces / floor levelDirect access to science labs and science workroom

Loose furnishingsL20 utility shelfL45 chemical storage cabinet

Casework, display boards + equipmentn/a


SCIENCE STORAGE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



TEA

CH

ING

+ L

EA

RN

ING

SU

PP

OR

T

DECEMBER 7, 2018

L13

L21

DescriptionA space for staff wellness needs, including pumping

Size100 SF

Capacity 1 staff

Related spaces / floor leveln/a

Loose furnishingsL13 lounge chair (1)L14 side table (1)


Environmental ConsiderationsE9 visually + audibly private

WELLNESS ROOM


CO

MM

ON

S

DECEMBER 7, 2018

COMMONS

DescriptionA flexible and adaptable space to accommodate meals, individual and group work, large group gatherings and small assemblies.

Size4,000 SF

Capacity400 learners, staff

Related spaces / floor levelDirect access to breakfast kioskNear commons storage

Loose furnishingsL11 folding table for four (22)L12 high-density stacking chairs (400)L21 mobile, small worksurface (3)L22 lounge chair (4)L23 lounge couch (2)L37 bar-height table for four (13)L38 bar-height stool (73)L39 mobile partition (5)L40 café table for 4 (10)L41 coated foam modular bench (8)

Casework, display boards + equipmentC52 café bar (3, length varies)C58 lockable roll-up gate

Audio Visual A4 projected display with automated screen (1)A5 mobile partition with mounted tv display (5)

Information TechnologyWireless access points and charging stations


exterior wallsE11 possible community entrance doorscience

classroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CO

MM

ON

S

DECEMBER 7, 2018

A3C53

0' 10'5'

L38

A6

C53

A3

A3L34

A2

L49

L22

L23

L21

alternate arrangements DescriptionA display of the library’s digital collection with lockable display cases for curation

Size400 SF

Capacity14 students, 1 teacher

Related spaces / floor levelLocated in open circulation / breakout areas

Loose furnishingsL21 mobile, small worksurfaceL22 lounge chairL23 lounge couchL38 bar-height stoolL43 counter-height stoolL49 counter-height semi-circle mobile table

Casework, display boards + equipmentC53 digital library display case + bar-height counter casework

Audio Visual A2 possible mobile display deviceA1 wall-mounted digital display deviceA6 secured tablet with digital library content



DIGITAL LIBRARY


CO

MM

ON

S

DECEMBER 7, 2018

0' 10'5'

C49

C48

C20

C24

C51

L20 L42

L25

L25 C25C22

C26

C21

C50

C58

to corridoror exterior

to commons

Possible future conversionto Elementary Serving (+~250sf)

DescriptionA two-part space to serve + prepare student meals for second chance, grab-n-go type serving, including a prep area and a serving area

Size600 SF

Capacity Students, 1-2 staff

Related spaces / floor levelDirect access to commons

Loose furnishingsL20 utility shelfL25 stainless steel worktableL42 large trash can

Casework, display boards + equipmentC20 commercial double stack ovenC21 three-compartment sinkC22 handwashing sinkC23 commercial refrigeratorC24 hot/cold serving lineC25 aps soap dispenserC26 jumbo-roll paper towel dispenserC48 commercial two-door refrigeratorC49 commercial two-door freezerC50 cash registerC51 18” deep shelving, aboveC58 lockable roll-up gate

Information Technology(2) network ports for cashier terminals

Environmental ConsiderationsE6 access to borrowed daylight, direct access preferredE8 exhaust negatively pressurized space

Possible future equipment list:Loading dockWalk – in Refrigerator/ Freezer2 serving lines with 4/5 hot and cold wells3 compartment sink for ware washingVegetable washing sinkDouble Stacked Convection OvenRange TopHood2 Milk Coolers2 Warmers2 Cashier Stands

BREAKFAST KIOSK

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



CO

MM

ON

S

DECEMBER 7, 2018

0' 10'5'

DescriptionA space to provide convenient storage of dining chairs and tables to be used for meetings and performances

Size300 SF

Capacity 1-2 staff

Related spaces / floor levelNear commons

Loose furnishingsL26 stacking carts for L12 chairs (16)

COMMONS STORAGE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

L3

C7

C9

C8

A3

secure vestibule

main entrance

main circulation

E6

front office (student entrance)

(visitor entrance)

DescriptionA space to greet and welcome students, staff and visitors Provide layer of security: monitor main entryTo serve as a check-in and checkpoint for the school visitors and attendees

Size900 SF

Capacity 1 staff

Related spaces / floor levelPart of entry sequence from main entranceDirect access and visual connection to front office

Loose furnishingsL3 task chair (1)

Casework, display boards + equipmentC7 built-in reception desk (15 lf)C8 built-in bench seating (15 lf)C9 computer (1)

Audio Visual A1 wall-mounted digital display device



BUILDING LOBBY

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

to building lobby

L3

C10 L13

L14

C6

C7

C11

C9 E6

E6

to secure vestibule(visitor entrance)

DescriptionA space designed to help students and the public feel welcome, provide easily accessed informationProvide an additional layer of security: maximize view to exterior and main entryGreeting/waiting area for visitors, student waiting/pick-up areaWorkstation for administrative assistant(s)

Size400 SF

Capacity 1-2 staffUp to 4 waiting persons

Related spaces / floor levelAdjacent with view to entrance and building lobbyIncluded in main office

Loose furnishingsL3 task chair (2)L13 lounge chair (4)L14 side table (2)

Casework, display boards + equipmentC6 copierC7 built-in reception desk (15 lf)C9 computer (2)C10 desktop printer (1)C11 lower cabinet casework storage (15 lf)

Audio Visual tbd



FRONT OFFICE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

L3

L15

L16

L17

C9

C10

A3

L18

E6

DescriptionAn office to provide leadership in a personal and organized environment to learners, staff and the community

Size200 SF

Capacity 1 staff

Related spaces / floor levelIncluded in main office

Loose furnishingsL3 task chair (1)L15 office desk (1)L16 two-shelf, two-drawer lateral file cabinet (2)L17 guest chair (4)L18 round table for four (1)

Casework, display boards + equipmentC9 computer (1)C10 desktop printer (1)

Audio Visual A1 wall-mounted digital display device (1)



LARGE OFFICE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

L16

C10

C9

L17L15A3

L3

E6

SMALL OFFICE

DescriptionAn office to provide leadership in a personal and organized environment to learners, staff and the community

Size200 SF

Capacity 1 staff


Loose furnishingsL3 task chair (1)L15 office desk (1)L16 two-shelf, two-drawer lateral file cabinet (1)L17 guest chair (1)





scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

A3L9 L19

L24

E6

CONFERENCE ROOM

DescriptionTo provide a place for visually + audibly confidential administrative conferences or meetings

Size300 SF

Capacity 12-14 persons

Related spaces / floor levelNear main office

Loose furnishingsL9 mobile, stacking chair (14)L19 meeting storage unit (1)L24 conference table (2)

Casework, display boards + equipmentn/a



Environmental ConsiderationsE6 access to borrowed daylight, direct access preferredE9 visually + audibly private

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



AD

MIN

ISTR

ATIO

N

DECEMBER 7, 2018

0' 10'5'

L20

DescriptionPhysically secure storage for office and administrative supplies

Size100 sf

Capacity 1-2 persons


Loose furnishingsL20 utility shelf (2)

SUPPLY STORAGE

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost



BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 10'5'

C30

C28C25

C29

C26C27 C31

L27

~9'~6

"

Toilet Stall Diagram

~6"

Gap at ceiling

Gap at floor

No gap at sides

DescriptionTo provide restrooms for learners which can be converted into a single gender-neutral restroom in future renovationsNOTE: actual configuration and number of fixtures will vary based on the building geometry and other factors.

Size480 SF

Capacity Students

Related spaces / floor levelOne per level

Loose furnishingsL27 waste basin

Casework, display boards + equipmentC25 aps soap dispenserC26 jumbo-roll paper towel dispenserC27 mirrorC28 toilet stall accessories, including trash receptacleC29 vanity counter with undermount sinksC30 wall-hung toiletC31 76” high toilet partitions w/ 64” doors and privacy strips

Environmental ConsiderationsE8 exhaust negatively pressurized spaceE10 Sightlines into restrooms from corridor; no doors between

restroom interior and corridor

GROUP RESTROOMS


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 5'

DescriptionA gender-neutral restroom with restricted access to provide staff and particular students with private restroom use

Size50 SF

Capacity 1 person

Related spaces / floor level1-2 per floor; one for staff, one for students


Casework, display boards + equipmentC25 aps soap dispenserC26 jumbo-roll paper towel dispenserC27 mirrorC28 toilet accessoriesC30 wall-hung toiletC34 wall-hung sink

Environmental ConsiderationsE9 visually + audibly privateE13 coded key access

PRIVATE RESTROOM


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 5'

C28

C30

C37

C27

C26 L27

C25

C36

C35

E13

DescriptionA gender-neutral restroom with restricted access to a shower for staff or a future program requirement

Size65 SF

Capacity 1 person

Related spaces / floor levelAdjacent to a Dry Classroom


Casework, display boards + equipmentC25 aps soap dispenserC26 jumbo-roll paper towel dispenserC27 mirrorC28 toilet accessoriesC30 wall-hung toiletC34 wall-hung sinkC35 ADA 30x60 roll-in shower w/ grab barsC36 ADA shower seatC37 towel hook

Environmental ConsiderationsE9 visually + audibly privateE13 coded key access

PRIVATE RESTROOM W/ SHOWER


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 10'5'

L16

C10

C9

L17L15L3

DescriptionA space for custodial staff to conduct administrative work

Size100 SF

Capacity 1-2 staff


Loose furnishingsL3 task chair (1)L15 office desk (1)L16 two-shelf, two-drawer lateral file cabinets (1)L17 guest chair (1)


Audio Visual none

Information TechnologyHard-wired data drop (tbd, port count per drop tbd)


CUSTODIAL OFFICE


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

0' 10'5'

C15C14 L20

L20

C18

C17

C16

DescriptionA space for custodial staff to store items, access a cleaning agents and clean fabric items.

Size100 SF

Capacity 1-2 staff



Casework, display boards + equipmentC14 washerC15 dryerC16 mop sinkC17 chemical mixing stationC18 eyewash station

CUSTODIAL STORAGE


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

C16

DescriptionStorage space and mop sink access for custodial staff

Size50 SF

Capacity 1-2 staff

Related spaces / floor level1 per floor

Casework, display boards + equipmentC16 mop sink

CUSTODIAL CLOSET


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

C19

9'-0" min

11'-0

" min

DescriptionA space for IT equipment supporting multiple floors of the building

Size100 SF

Capacity 1-2 staff

Related spaces / floor level(1) to be located on the ground floor(1) to be located on the second floor

Casework, display boards + equipmentC19 data racks (3)

Information Technologynetwork equipment in (3) floor racks w/ overhead ladder racks

IT CLOSET


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

2 units, 70 sf, 7'x10'

1 units, 35 sf, 5'x7'

4 units, 130 sf, 10'x13'

5-6 units, 200 sf, 10'x22'

DescriptionA space for heat pump and electrical equipment grouped on individual floors to balance efficiency with local controls according to level of sun exposure

Size35-200 SF

Capacity 1-2 staff

Casework, display boards + equipmentC54 mechanical heat pump unit

Related spaces / floor levelLocated on every floor level

MEP FLOOR CLOSET


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

E5

C60

C61

DescriptionA space for RTU equipment

Size300 SF, based on preliminary feedback from MEP engineers

Capacity Staff

Related spaces / floor levelLocated on the highest enclosed level of the building for improved maintenance and operations

Casework, display boards + equipmentC60 roof access through a ship’s ladder + hatchC61 building rtu unit

Environmental ConsiderationsE5 large intake + exhaust to roof

MEP RTU ROOM


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

DescriptionExisting mechanical, electrical and water room spaces to be reused with new equipment and infrastructure

Size1,000 SF

Capacity 1-2 staff

Related spaces / floor levelLocated at existing mechanical space

MEP EQUIPMENT ROOM


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

L20

DescriptionGeneral storage for the facility

Size300 SF

Capacity 1-2 staff



BUILDING STORAGE


BU

ILD

ING

SU

PP

OR

T

DECEMBER 7, 2018

L20

DescriptionExterior storage in existing spaces

Size340 SF (165 each)

Capacity 1-2 staff


Furniture & Equipment(2) utility shelves per room

EXTERIOR STORAGE


SPA

TIA

L R

ELA

TIO

NS

HIP

S

DECEMBER 7, 2018

SPATIAL RELATIONSHIPS


SPA

TIA

L R

ELA

TIO

NS

HIP

S

DECEMBER 7, 2018

scienceclassroom

scienceworkroom

scienceclassroom

sciencelab


mp storage

buildinglobby

frontoffice

physicaleducation

vent throughroof

vent throughroof

slab on grade

classroom

collab

space


classroom

classroom

classroomclassroom


mainentrance


main

circu

lation


phys. ed.office

clusterof 2-3

clusterof 2-3

sciencestorage


legend

enclosed

semi-enclosed

main circulation

to w-lbuilding

securityvestibule

conferenceroom

largeoffice

smalloffice

smalloffice

supplystor

staffoutpost


ADJACENCIES

These diagrams show operational adjacencies between spaces. The entrance, physical education, and science clusters occur once; the classroom clusters are general.


SPA

TIA

L R

ELA

TIO

NS

HIP

S

DECEMBER 7, 2018

STACKING

These diagrams show the proposed stacking of individual spaces on the five floors of the existing Education Center building.

- The top three floors are primarily classrooms and support spaces. Science classrooms are on the top floor to minimize the cost of special exhaust systems required by those instructional programs.

- All Administration spaces are on the first floor, at the entry, as shown in the adjacency diagrams.

- The Commons space is at the terrace and planetarium level, known as the first floor, because 1) it is the most accessible floor to the public if the Commons is used for public meetings, and 2) the first floor has the tallest ceilings.

- The lowest level, known as the ground floor, has classrooms including physical education spaces.

- 2,000 4,000 6,000 8,000 10,000

B/G

1st

3rd

2nd

4th

STACKING CONCEPT 2

Building Support Administration Instructional Support Commons Classrooms - 2,000 4,000 6,000 8,000 10,000

B/G

1st

3rd

2nd

4th

STACKING CONCEPT 1

Building Support Administration Instructional Support Commons Classrooms


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

APPENDIX 1: MEETING NOTES


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES

S T U D I O T W E N T Y S E V E N A R C H I T E C T U R E 1 6 0 0 K S T R E E T _ N W _ S U I T E # 8 0 0 _ W A S H I N G T O N D C 2 0 0 0 6 _ T . 2 0 2 . 9 3 9 . 0 0 2 7 _ F . 2 0 2 . 9 3 9 . 0 2 7 0 _ W W W . S T U D I O 2 7 A R C H . C O M

PROJECT

APS Ed Center 1446 N Quincy St

MEETING DATE: Friday 17 August 2018 NOTES RELEASED: Tuesday 21 August 2018 ATTENDEES: Gregg Robertson APS Principal Heather Hurley APS Supervisor of Personalized Learning Jeff Chambers APS Dir of Design and Construction Jim Spearman Studio27Architecture John Burke Studio27Architecture John Chadwick APS Asst Superintendent Julie Cantor APS IB Coordinator Justin Bolfek APS Asst Dir of Student Activities Natalie Mutchler Studio27Architecture Steve Stricker APS Project Manager Tara Nattrass APS Asst Superintendent Tyrone Byrd APS Director of Secondary Education ATTACHMENTS: None

Item Description Responsible Finish date 1. Ed Center Ed Spec relationship to overall Ed Center design activities schedule

- Ed Specs are to be complete in about four weeks. - This is required to keep the project schedule of a combined

Concept/Schematic Design to the Board for approval in January.

All 9/21/’18

2. Ed Center Ed Spec constituent/ input groups within APS a. Attendees of this meeting b. Additional to be confirmed

a. Katherine Steinmetz [sp?], Project Based Learning

All 9/21/’18

3. Ed Center Instructional program and other relationship(s) to existing Washington-Lee facilities

a. Immediate W-L need: high school program expansion i. 500-600 students additional to campus

ii. Ed Center expands capacity while avoiding duplicating most of the specially built out spaces, e.g. large locker rooms, commercial kitchen, theater etc., that already exist at W-L

b. Long-term: life of this full renovation should be 50-60 years.

i. Possible future alternative use as an elementary school ii. Possible future addition or other direct connection to W-L in

the parking lot

c. The iconic exterior of the building must be renovated to achieve current energy performance requirements, but the architectural image will not change radically.

d. Design should provide best value in the context of the project budget. The construction should be designed to cost less than the budget if it’s possible to meet APS requirements with less cost.

Info 9/21/’18


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – 17 AUGUST 2018 PAGE 2 OF 4


4. APS Instructional program space standards and requirements a. Instructional concepts

i. Deeper Learning – www.deeperlearning4all.org ii. 5C’s “Collaboration” part of APS graduation requirements

iii. Personalized Learning iv. Project Based Learning v. Special education model is inclusion with occasional pull-out

activities with an SE cohort vi. APS personnel will provide a separate session for S27 to

familiarize with the applicability of these concepts to APS.

b. Preliminary Space Activities List i. All spaces are learning spaces, even the corridors

ii. Classrooms (including all the notes above), but not a lot of

specially built-out rooms i. Paradigm shift toward more flexibility to facilitate

multiple group sizes. Rather than 25 students as the standard building block of classroom spaces, consider flexible ways of grouping learners in options of 50, 25 and or 6-10.

ii. Classroom sizes should anticipate adaptability for future elementary school use, ie larger sizes

iii. Some classrooms, perhaps two per floor, should be combinable, but they must be acoustically separate when divided.

iv. Shifting classroom paradigm: no wall is the “front”, shift away from teacher as instructor; group work essential

v. Multiple heights of work surfaces and seating to facilitate multiple kinds of group work

vi. Configuration changes should be quick, not dependent on scheduling days in advance. Desire is for flexible, easily moved furniture

vii. A few specially dedicated spaces for 10-15 Special Ed students with special (not built-in) equipment. These may end up sized like regular classrooms.

iii. A proportion of all learning spaces should have water service so they can be adapted to different specific instructional program needs in the future. These spaces might be used now as Maker spaces, Art labs, Science labs, and might be easily adapted to another use in future.

iv. Dedicated Staff spaces i. 1 or 2 staff workspaces within classrooms

ii. Shared team/ group planning/ collaboration spaces. iii. Pantry, lockers for commuters iv. Counselling spaces v. Administrative/ Main Office near entry

vi. Staff Restrooms/ locker rooms

Info 9/21/’18


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018



v. Large multipurpose space(s) for gathering, eating

vi. Foodservice provision, possibly grab-n-go format, possibly a warming/ satellite kitchen

vii. Possibly some provision for changing rooms for physical

education, although this may stay in W-L.

viii. Restrooms i. No doors on large restrooms.

ii. Separate M/W now, with a few single gender-neutral WC’s. However, planned for future gender-neutral large bathroom configuration. Full-height stall doors, discrete sight lines from corridor but easily monitored by staff

ix. Health clinic space not required – existing at W-L

x. Custodial spaces and storage

xi. Outdoor learning

c. Relationship to existing W-L building

i. Desire a walking path between the buildings that has some amount of cover or weather protection

ii. A challenge is the existing bus circulation path along the road that passes between the buildings.

d. Design/ Technology features i. Prefer corridors straight not curved, for staff sightlines

ii. Mobile device and laptop charging stations; reliable wifi iii. Moveable partitions open the full width of the combined

space iv. Openness, transparency as community values v. Passive physical security

i. APS prefers a single point of regular entry to control access by students and visitors

ii. In a transparent learning environment, large simple blinds can create immediate temporary visual opacity from circulation paths to shelter-in-place spaces.

vi. APS Standards for Furniture and Information Technology forthcoming January 2019. Anticipate desire is for flexible, easily moved furniture

5. Outside APS relevant current/recent innovations in instructional and or

building technology a. Adaptability (as opposed to flexibility or specificity) of spaces

b. Contemporary workplace imagery of community and individual spaces

in global technology companies’ offices: casual, collaborative character.

Info 9/21/’18


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018



c. Indoor Air Quality, Acoustic Comfort, Thermal Comfort, Daylight

Access

d. Transparency as a tool to enhance sense of community

e. Active School – using stairs regularly, and elevators only occasionally

6. Wilson Ed Spec document is a precedent and reference for Organization by Space use, Space Summary table, Room detail sheets. Wilson classrooms are five sizes, 725 – 1,200, and the median is a reasonable starting point for the Ed Center.

Info 9/21/’18

7. Ed Center Ed Spec content and format a. No need/desire to document the existing W-L space program, Ed

Center Ed Spec is an independent document.

Info 9/21/’18

8. Next Steps a. Next meetings

i. Next full group meeting Thursday August 30th 8:30am ii. W-L space tour – date tbd

iii. Instructional Concepts meeting – date tbd

b. Complete Ed Spec document goal date September 21st

All APS+S27 APS+S27

8/30/’18 tbd tbd

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES

S T U D I O T W E N T Y S E V E N A R C H I T E C T U R E 1 6 0 0 K S T R E E T _NW_ SU I T E # 8 0 0 _WASH INGTON D C 2 0 0 0 6 _ T . 2 0 2 . 9 3 9 . 0 0 2 7 _ F . 2 0 2 . 9 3 9 . 0 2 7 0 _WWW . S TUD I O 2 7 A R CH . COM

PROJECT


MEETING DATE: Thursday 30 August 2018 NOTES RELEASED: Friday 31 August 2018 ATTENDEES: Gregg Robertson APS Principal Heather Hurley APS Supervisor of Personalized Learning Jake Marzolf Studio27Architecture Jim Spearman Studio27Architecture John Burke Studio27Architecture Julie Cantor APS IB Coordinator Justin Bolfek APS Asst Dir of Student Activities Natalie Mutchler Studio27Architecture Steve Stricker APS Project Manager ATTACHMENTS: None

Item Description Responsible Finish date 1. Ed Center design activities schedule update

‐ Ed Specs are to be complete by the end of September. This is required to enable concept design and schematic design for BLPC/PFRC meetings this fall and School Board approval in early January 2019.

Info 9/21/’18

2. Learning Concepts a. As discussed in the first Ed Spec meeting, the design team is receiving

presentations on developing APS approaches to the new Virginia 5 C’s graduation requirements

i. Personalized Learning strategies ii. Project‐based learning strategies iii. Deeper Learning 4 All strategies

b. These learning concepts are directly supported by the spatial concepts of flexibility, adaptability, and multiple sizes of groups of learners as articulated by APS in the first Ed Spec meeting.

Info 9/21/’18

3. W‐L staff attendees’ feedback on concept plan diagrams and features a. Open classrooms can be challenging for teachers to manage. b. Breakout spaces adjacent to classrooms should have carefully

considered relationships to enclosed classrooms. i. The computer bar/benches shown outside classrooms would

need only plugs since all students have laptops. ii. If a small group of learners is located outside a classroom, it’s

critical for the teacher in the classroom to be able to see that second group from within the classroom.

c. Confirmed that classrooms no longer have a “front,” so rectangular shaped rooms are not required.

d. Moveable partitions need to be easy for one adult to operate within a short time. Current W‐L moveable partitions are rarely moved/changed because they are complex to operate and require multiple people to move multiple pieces of the unit.

e. Trapezoidal tables should provide comfortable space for a person on the shorter of the two sides.

Info 9/21/’18


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018



4. W‐L staff attendees’ feedback on space list

a. Desire for 600 student capacity, not 500 or 550. APS F+O clarified that the School Board charge to the BLPC is the range of 500‐600 students based on the unusual configuration of the existing building.

b. Basic classrooms capacity for 30 students c. W‐L staff attendees prioritize flexibility within a large classroom more

than flexibility between classrooms and adjacent spaces. d. W‐L staff attendees desire for some type of Physical Education facility

with Locker Rooms for 20 boys + 20 girls changing plus locker capacity for a larger number of students. Sharing a multipurpose room for physical education was not preferred but is not impossible.

e. Existing Glebe school multipurpose room may provide a relevant reference for a possible multipurpose space at the Ed Center.

f. Side‐bar comment: W‐L staff attendees desire to plan how the existing W‐L floor cleaning zamboni‐type machine might travel to the ed center and park there. (post‐meeting alternative: a second zamboni that lives at the Ed Center).

g. Side‐bar comment: Space list as presented includes custodian workroom/ lounge and a small mop sink/storage closet at each floor, which is preferred. Pending system design, IT/LAN closet may be reduced to just two, one at level 1 and one at level 3. Teacher collaboration/ workrooms might also be one at every other floor pending further review with staff.

Info 9/21/’18

5. W‐L staff attendees’ feedback on precedent images a. Larger spaces should be able to be visually controlled, to avoid recent

situations in the open space at Wakefield. b. Strong desire for flexibility (ie not a lot of built‐in furniture) in large

spaces as well as medium and small spaces c. Appreciate the idea that interior windows can help daylight access to

spaces deep within the floor plate. d. Appreciate the idea that each floor may be configured differently

based on program needs

Info 9/21/’18

6. Next Steps a. Studio27 will flesh out the Ed Spec document to about 90%

completion for the next meeting.

b. Next meetings i. Next full group meeting Friday 21 September 8:30am

ii. W‐L space tour – date tbd

iii. Project‐Based Learning meeting – date tbd

S27 All APS+S27 APS+S27

9/21/’18 9/21/’18 tbd tbd

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: 26 September 2018 TIME: 4:00pm ATTENDEES: NOTES ISSUED: 27 September 2018 Dat Le APS T&L ‐ Science Jeff Chambers APS F&O Jim Spearman Studio27Architecture Natalie Mutchler Studio27Architecture Steve Stricker APS F&O ATTACHMENTS: None OVERALL GOAL: Dept of Teaching and Learning / Science input on Ed Spec Space Program

Item Description Responsible Finish date 1. Impact on Science of adding 500‐600 students to W‐L campus

a. Overall increase is from 2,100‐2,200 to 2,600‐2,800, or about 25% b. Current there are

i. 3 Chemistry labs ii. 3 Physics iii. 6 Biology/ General science

c. Anticipate the need in Ed Center to be i. 2 Chemistry/Physics labs, both built out with the tech for

Chemistry, but also useable for Physics ii. 1 General science lab classroom iii. 1 Chemistry storage space for each Chem lab iv. A Science workroom v. Storage in classrooms and workroom

F+O/ S27 ongoing

2. Science space adjacencies/ location a. Anticipate location on top floor to minimize cost of complex

ventilation systems b. Group all science spaces together on one floor to maximize

flexibility and minimize cost of systems c. Ideally the workroom would have visual connection to the the

two chem labs and the general science lab

F+O/ S27 ongoing

3. Science space features a. (24) students + (1) teacher capacity b. (6) ceiling hooks per lab for weight/mass experiments c. Chem students grouped (4) students per lab station

i. (1) Gas valve and (1) sink per station ii. Ideally the worktop height is motorized iii. Clear sightlines from lab stations to teacher demo station iv. (1) acid hood and (1) fume hood per chem lab

d. Bio/General students grouped (2) per table i. (6) sinks in casework around perimeter; No gas ii. Pull‐down power outlets

e. All labs: overhead camera at demo station f. See Wilson ed spec for additional features in each space g. Transparency to adjacent corridor for safety and security

F+O/ S27 ongoing


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – 26 September 2018 PAGE 2 OF 2


h. Do not be distracted by lab equipment manufacturer published lab sizes, as they are commonly oversized to fit more equipment than needed.

4. 5C’s, Project Based Learning, Personalized Learning a. Science has been doing these things under different names for a

long time, particularly project‐based learning. b. No specific impact of these concepts on agile, adaptable science

spaces because the spaces are being designed that way already.

F+O/ S27 ongoing

5. Next Steps a. More T&L department meetings this week b. T&L/Science invited to share with F&O any ideas they might want

to try at a small scale before the next large high school project.

F+O/ S27 T&L/Science

this week next week

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: 28 September 2018 TIME: 9:15am ATTENDEES: NOTES ISSUED: 1 October 2018 Jeff Chambers APS F&O Jeff Luttrell APS T&L – Library Services Jim Spearman Studio27Architecture Natalie Mutchler Studio27Architecture Steve Stricker APS F&O ATTACHMENTS: None OVERALL GOAL: Dept of Teaching and Learning / Library Services input on Ed Spec Space Program

Item Description Responsible Finish date 1. Impact on Library Services of adding 500‐600 students to W‐L campus

a. Overall increase is from 2,100‐2,200 to 2,600‐2,800, or about 25%

b. Current the library has i. 16,000 items cataloged

‐ Total circulation last year was 5,000 check‐outs. ii. 1 reservable instructional space

‐ Large video display screen ‐ 4‐top tables set up to be easily shifted around

iii. Other seating/tables areas iv. Offices that are used by guidance counselors and other staff,

not library staff. v. A workroom that serves as a shelter in place during a

lockdown.

c. Library currently used as a location for Flex Period i. Flex Period is a study hall scheduled for either 2 periods at

the beginning of the school day or 2 periods at the end of the school day.

ii. Recent observation showed 80 students in the Library during the afternoon Flex Period.

info n/a

2. Library Services spaces in the Ed Center a. No need for additional stacks/shelves space. Although some

sources guidance is 16 items per student, that recommendation does not apply to the way APS libraries are evolving with respect to digital resources vs physical resources.

b. No need for an always‐staffed dedicated library space as a replication of the same kind of library space as exists at W‐L.

c. Opportunity to develop an evolved Library space i. Library space reservable, not dedicated ii. A change of scenery for groups of learners who might

typically use a dedicated classroom. iii. No dedicated staff. Library staff doing teaching and learning

F+O/ S27

Ongoing


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – APS Library Services ‐ 28 September 2018 PAGE 2 OF 2


activities can use a touch‐down space in a reservable office space nearby when they need to be near the space and do their own work.

iv. Media displays arrayed around the space. ‐ Physical media displays with covers, not spines, facing

out ‐ Digital media displays on screens, rotating images/video

of the available resources v. Visually transparent to circulation spaces, but acoustically

quiet. vi. Large shades to quickly create opaque shelter spaces during

lockdowns.

d. Possible models for Ed Center Library features include i. “Learning Commons” model of collaboration spaces and

presentation spaces intermixes with stacks. This kind of space has the potential to be a center of social activity at the school in addition to providing the traditional function of library as a space of quiet individual study. This kind of spaces provides direct access to knowledge resources through opportunities for reading, presenting, and teaching.

ii. 50‐60 students capacity iii. Mediascapes tables for small groups iv. Collaboration spaces like the one at Discovery at the top of

the stair. v. Academies of Loudon reading room

e. In parallel with the evolved library space, there is an opportunity

to evolve library staff’s teaching and learning strategies: pushing out of the W‐L library space into the Ed Center and other spaces to bring content to students wherever they are.

T+L

tbd

3. 5C’s, Project Based Learning, Personalized Learning a. No specific impact of these concepts on agile, adaptable library

spaces other than that the evolved Library space described above fits exactly with these concepts.

F+O/ S27 ongoing

4. Next Steps a. More T+L department meetings today

b. T+L/Library invited to share with F&O any further ideas they

might want to try at a small scale before the next large high school project.

c. Jeff can share the concepts described here with current library staff.

F+O/ S27 T+L/Library T+L/Library

today next week next week

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: 28 September 2018 TIME: 10:00am ATTENDEES: NOTES ISSUED: 1 October 2018 Jeff Chambers APS F&O Jim Spearman Studio27Architecture Natalie Mutchler Studio27Architecture Pam Farrell APS T&L – Arts Steve Stricker APS F&O ATTACHMENTS: None OVERALL GOAL: Dept of Teaching and Learning / Arts input on Ed Spec Space Program

Item Description Responsible Finish date 1. Impact on Arts of adding 500‐600 students to W‐L campus


b. Arts are electives

c. Current W‐L space use i. Orchestra room shared w/ guitar ii. Band has

‐ about 75 students ‐ room use is 4 periods of band + 1 of guitar

iii. Theater – no space sue issues iv. Visual Arts

‐ 3 classrooms ‐ 2 kilns ‐ Also use business lab for digital work

d. The 25% increase in student body will not necessarily produce a

25% increase in arts elective students and or an increase in space needs. Pam will review this and respond with any further notes on space quantities

e. Likely need for 1 additional visual art room i. This is an opportunity to experiment with evolved space

features ii. Floors are okay as sealed concrete. Epoxy is not ideal. iii. No kiln room required – the existing (2) in W‐L are adequate.

f. Public art display in common spaces is important. The old Ed Center display boards worked well except the lighting. The new display walls and lighting in the school board hall at Syphax work well.

Info T&L/Arts

n/a Next week

2. Possible Future space needs a. Elementary school use of 500 students, if the Ed Center is

someday converted to that use. i. Kiln space

F+O/ S27

Ongoing


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – APS Arts ‐ 28 September 2018 PAGE 2 OF 2


ii. Art room w/ 3 sinks iii. 1 general music room iv. 1 Instrumental room + storage v. Acoustic isolation is absolutely required for the music spaces

b. Middle school use of 500 students, if the Ed Center is someday

converted to that use. i. Kiln space ii. Art room w/ 3 sinks iii. 1 choral room iv. 1 Instrumental room + storage v. Theater (but could possibly be shared w/ W‐L) vi. Some type of performance space that can be used for

practice AND performance, i.e. is not the cafeteria or another space with regular use. Ideally double‐height. Not like Wakefield.

vii. Acoustic isolation is absolutely required for the music and performance spaces

c. In the context of converting the Ed Center to elementary or middle school use in the future, it is likely that an addition will be involved, and the double‐height performance space can be accommodated in that addition.

3. 5C’s, Project Based Learning, Personalized Learning a. Initial thought is that there is no specific impact of these concepts

on agile, adaptable arts spaces. Pam will review what these concepts are and provide any further feedback.

F+O/ S27 ongoing


b. T+L/Arts invited to share with F&O any further ideas they might

want to try at a small scale before the next large high school project.

c. Pam can share the concepts described here with current arts staff.

F+O/ S27 T+L/ Arts T+L/ Arts

today next week next week

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: 28 September 2018 TIME: 10:45am ATTENDEES: NOTES ISSUED: 1 October 2018 Amy Maclosky APS Food Services (FS) Jeff Chambers APS F&O Jim Spearman Studio27Architecture Natalie Mutchler Studio27Architecture Steve Stricker APS F&O ATTACHMENTS: None OVERALL GOAL: Food Services input on Ed Spec Space Program

Item Description Responsible Finish date 1. Impact on Food Services of adding 500‐600 students to W‐L campus


b. All students must have access to food services, and there are regulations that require providing the same kinds of service to all students.

Info

n/a

2. Existing W‐L food services a. (1) Main food line

b. (2) Snack bar lines

i. Underutilized ii. Internet connectivity problems often result in one of the

terminals slowing down or not working.

c. Separately from the Ed Center project, there are opportunities to improve food service at the existing W‐L cafeteria that can help with the additional demand. Jeff and Amy will discuss further.

Info F+O/ FS

n/a Ongoing

3. Possible future concepts in the Ed Center a. Space for a reasonable size kitchen sized for 500 student body

i. Infrastructure for a future full kitchen ii. Possibly a small one‐line kitchen iii. Actual build‐out now pending further input from FS

b. Possibly some kind of breakfast kiosk

i. Portable cart with packed meals ii. Grab‐n‐Go format iii. Second Chance breakfast offering

c. Regardless of the eventual menu, goods delivery pathways should be considered from truck to kitchen to server. Trash management should also be considered.

d. Dining Space

i. “High school social” eating spaces should be comfortable

FS

Oct 12th


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – APS Food Services ‐ 28 September 2018 PAGE 2 OF 2


places to be. ii. A model is TC Williams in Alexandria. Not the details, but the

concept: A large space with a variety of kinds of dining furniture to create smaller scale spaces within the shell. Low tables, regular sitting tables, and bistro height tables are grouped and intermixed.

iii. Another model may be the dining part of the Career Center, but not the kitchen. The kitchen is too small. Amy will look into the dining part of the experience there.

iv. In any case, the dining area should be a place where students enjoy being. Acoustics should be not noisy.

e. Amy will get back to F+O with direction(s) and some detail after consulting staff and other resources

4. 5C’s, Project Based Learning, Personalized Learning

a. Initial thought is that there is no specific impact of these concepts on agile, adaptable food services spaces. A possible opportunity is the dining space that can become more of a community space than a function‐only feeding space.

F+O/ S27 ongoing


b. Amy will get back to Steve and Jeff with further information as

noted above.

F+O/ S27 FS

today Oct 12th

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

1

Jim Spearman

From: Maclosky, Amy <[email protected]>Sent: Thursday, October 11, 2018 3:19 PMTo: Stricker, StevenCc: Jim Spearman; Chambers, Jeffrey; Burgin, Benjamin; Peterson, Leslie; Chadwick, JohnSubject: RE: followup to Ed Center Ed spec/space program meetings

Steve, After my discussion with the food service team we all agree the best solution would be to expand/renovate the current W&L cafeteria. The two snack bars could be turned into additional full service serving lines and salad bars could be included on the remaining serving lines. A grab and go breakfast Kiosk could be added to the Ed Center Location . The kiosk would need hot and cold serving areas and a portable/wireless computer station. I did call the staff and Loudoun County to discuss their tech center design. The two main differences for that school are that the students have no other cafeteria choice during the day and they are relying heavily on vending machines that serve reimbursable meals. Currently parents are expressing a desire to have equity in meal service at all high schools traditional /programs. We have not been able to provide the type of meal service to the Career Center, Marshall, HB Woodlawn or Langston that students and parents would like to have. Inability to provide hot food has been a constant concern. A grab & go or cold concept lunch line would not provide relief to the main cafeteria because students are more interested in hot meals and our bowl line. It is important to remember that current regulations require us to serve reimbursable meals in every line. A cash only type of coffee shop or snack bar would only create additional stigma for students participating in the free and reduced meal program. I do think there may be some room to expand dining in the Ed center space but I don’t believe putting in a second kitchen would be the most efficient or effective solution for the second site. If we were to build a cafeteria for an elementary school at the Ed Center we would need Loading dock Walk – in Refrigerator/ Freezer 2 serving lines with 4/5 hot and cold wells 3 compartment sink for ware washing Vegetable washing sink Double Stacked Convection Oven Range Top 2 Milk Coolers 2 Warmers 2 Cashier Stands Amy Maclosky, Director Arlington Public Schools Food and Nutrition Services 2110 Washington Blvd Arlington VA 22204 [email protected] P) 703-228-6133 F) 703-228-2563


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: 28 September 2018 TIME: 11:30am ATTENDEES: NOTES ISSUED: 1 October 2018 Deborah DeFranco APS Physical Education Jeff Chambers APS F&O Jim Spearman Studio27Architecture Natalie Mutchler Studio27Architecture Steve Stricker APS F&O ATTACHMENTS: None OVERALL GOAL: Teaching and Learning/ Physical Education input on Ed Spec Space Program

Item Description Responsible Finish date 1. Impact on Physical Education of adding 500‐600 students to W‐L campus


Info

n/a

2. Expansion of W‐L Physical Education spaces a. Need space for about 50 students to do PE instruction activities b. Existing weight room is not ideal due to long thin shape

i. Would be better as a flexible space including ping‐pong ii. Weight room could be in the Ed Center

Info F+O/ PE

n/a Ongoing

3. Possible future concepts in the Ed Center a. Weight room

i. Organized into cabled weights area and free weights area ii. Some type of visually transparent lockable divider between

them. iii. Machines for 25 people, similar in type to Syphax workout

space. Floor area will be based on machines selected. iv. Free weights area includes kettle bells, which must be

lockable. v. Prefer no direct view through windows. Daylight is great; a

view from the outside in is not. Provide some kind of screen. b. Locker room(s)

i. Men – 40 lockers; ii. Women – 40 lockers; iii. Single use – 8‐10 lockers

c. Staff office near locker rooms and weight room d. Deborah will confirm the above

APS PE

Next week

4. 5C’s, Project Based Learning, Personalized Learning a. PE is specifically related to lifelong skills of the 5C’s.

F+O/ S27 ongoing

5. Next Steps a. Deborah will confirm the concepts in items 2 and 3 above with

staff and get back to F+O.

PE

next week

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

1

Jim Spearman

From: DeFranco, Deborah <[email protected]>Sent: Thursday, October 11, 2018 1:05 PMTo: Stricker, StevenCc: Jim Spearman; Natalie Mutchler; Chambers, JeffreySubject: RE: Ed Center Ed Spec/Space Program meeting followup

Yes! Talked with Carol and they are looking for the maximum space possible for instruction along with 1 office with restroom. Some ideas include:

• Weight room • Yoga • Possibly wrestling room – need mat storage too • NO locker rooms! Staff prefers more instructional spaces

Let me know if you need more information. From: Stricker, Steven Sent: Wednesday, October 10, 2018 5:32 PM To: DeFranco, Deborah <[email protected]> Cc: 'Jim Spearman' <[email protected]>; Natalie Mutchler <[email protected]>; Chambers, Jeffrey <[email protected]> Subject: Ed Center Ed Spec/Space Program meeting followup Hi Deb, Just wanted to follow up with you regarding our meeting on 9/28 to discuss the Ed Center Ed Spec and Space Program. Our notes from the meeting indicate you were going to get back to us after consulting your staff regarding the weight room and changing rooms concepts. Let me know if you have received any feedback in this regard, or have any other thoughts we should consider. Thanks. Steve Stricker Senior Project Manager Arlington Public Schools Department of Design & Construction Services O 703-228-7749 C 571-220-0048 [email protected]

Please be aware that email correspondence is subject to the Virginia Freedom of Information Act (FOIA) and may be made public if someone requests it – even if you have asked that your message be kept confidential. Also, If you have received this email in error, please notify the sender immediately and delete the email. The receipt by any unauthorized person does not constitute a waiver of any applicable protections.


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: Tuesday 30 October 2018 NOTES RELEASED: Friday 2 November 2018 ATTENDEES: Ben Burgin APS Asst Dir of Design and Construction Jeff Chambers APS Dir of Design and Construction Jim Spearman Studio27Architecture John Chadwick APS Asst Superintendent Natalie Mutchler Studio27Architecture Tara Nattrass APS Asst Superintendent ATTACHMENTS: None

Item Description Responsible Finish date 1. The purpose of this meeting is to review the Ed Spec and Space Program and

Capacity Calculation alongside preliminary Concept Design documents.

Info n/a

2. Ed Spec Introduction a. There should be an identification of the source of the 5C’s and Profile

of a Virginia Graduate. b. There should be an articulation of the relationships between the APS

Strategic Plan 2018-2024 and the Ed Spec Pedagogy and Design Principles.

c. The index of space elements is helpful. d. Acoustics should be explicitly addressed in the systems features.

S27 11/6/’18

3. Ed Spec Space Sheets a. A detailed study of information technology in learning environments

across the school system is underway, and it may inform future phases of this project.

b. A detailed study of furniture in learning environments across the school system is underway, and it may inform future phases of this project.

c. The “teacher desks” should be “teacher stations” that have the option of raising up and down, and they should be graphically represented by something other than a static rectangle.

d. “Group Work” or “Breakout” spaces should be identified as “Collaboration Space”

e. “Art Classroom” should be identified as “Project Room.”

S27 11/6/’18

4. Ed Spec Spatial Adjacencies a. Although initial feedback was a preference for having collaboration

spaces adjacent to classrooms and not across a circulation spine (i.e. corridor) from classrooms, subsequent feedback was that the particular existing structural geometry of the Ed Center building suggests having collaboration spaces across a circulation spine/corridor will be the best fit in this structure.

b. In the entry sequence, there should be separate visitor entry and student entry.

S27 11/6/’18

5. Ed Spec Format S27 11/6/’18


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – 30 OCTOBER 2018 PAGE 2 OF 2


a. Headings should be capitalized throughout the document.

6. Space Program a. One science lab should be as shown; the other should have moveable

tables with sinks at the perimeter and no gas or exhaust hoods.

S27 11/6/’18

7. Capacity Calculation a. APS F+O will provide footnotes articulating the basis of the low (6/7)

and high utilization factors and any other relevant footnotes.

APS 11/6/’18

8. Space Program Benchmarking a. There is a desire to benchmark the spaces, particularly the space sizes,

in this Ed Spec alongside similar spaces in previous APS Ed Specs as well as recent Ed Specs Studio27 have completed for other local municipalities.

S27 APS

11/6/’18 11/6/’18

9. Preliminary Draft Concepts: a. An exterior stair addition is not desired, on the basis that i) the overall

Space Program can be accommodated within the existing Ed Center envelope, and ii) the architectural image of the Ed Center from Quincy Street would be significantly disrupted by an addition that is not desired by a component of the Community.

b. The possible bridge connection between W-L and the Ed Center is strongly desired for safety and security of W-L students during the school day. All acknowledge the bridge cost was not part of the capital project planning because the instructional focus of the project was not known at the time the CIP was developed. Whether or not the cost can be incorporated in the project budget is to be determined.

c. Ideally there would be a collaboration space in a direct line of sight from the door to each classroom. Whether or not the collaboration space is across a main circulation path or not is less important than having it in a direct line of sight from the classroom. Concept 3 is not desirable due to the collaboration spaces being concentrated in one area of each floor. Concept 2 is less desirable because the interspersal of collaboration spaces between classrooms is less flexible in the long term. Concept 1 is more desirable due to the direct lines of sight between classrooms and collaboration spaces. Further study of Concept 1 will consider - bringing the south stair inside the building, - the commons on the first floor, concentrated to the north side, - elevators located near the south stair

S27 11/6/’18

Next Steps a. Studio27 will produce a final draft document in about one week for

APS comment. b. APS will provide data from other Ed Specs for benchmarking (8.a.). c. S27 will follow up with APS re getting feedback from Custodians and

Information Services regarding details of these spaces.

11/6/’18

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: Friday 16 November 2018 NOTES RELEASED: Friday 23 November 2018 ATTENDEES: Amy McCloskey APS Director of Food and Nutrition Services Deborah DeFranco APS Physical Education Heather Hurley APS Supervisor of Personalized Learning Jim Spearman Studio27Architecture John Chadwick APS Asst Superintendent of Facilities and Operations Justin Bolfek APS Washington-Lee Asst Dir of Student Activities Leslie Peterson APS Asst Superintendent of Finance Natalie Mutchler Studio27Architecture Steve Stricker APS Project Manager Tara Nattrass APS Asst Superintendent Tyrone Byrd APS Director of Secondary Education ATTACHMENTS: None

Item Description Responsible Finish date 1. The purpose of this meeting is a final review by APS staff of the Educational

Specifications document. The reviewed document incorporates comments from all previous reviews by APS Department of Teaching and Learning staff, APS Washington-Lee staff, and APS Facilities and Operations staff as documented in meeting notes and followup emails.

Info 11/16/2018

2. Observation that this is a unique project in several ways, including the fact that the goal of agility and adaptability is as important as specialization of individual learning spaces and the facility as a whole.

Info Ongoing

3. Calculated Capacity/ Utilization a. The range of about 500 to about 600 is based on two main factors b. One factor is the number of students per teaching station, which is

based on guidelines c. The other factor is utilization during a day, where the low end is

based on 6/7 and the high end is based on 7/7.

Info Ongoing

4. Detailed Space Comments a. Dry Classroom

i. A3 has the wrong label. ii. Door and sidelite note should include lockdown blinds on

both door and sidelite. This applies to all spaces. iii. Testing setting in combinable classrooms: having a pair of

classrooms on each floor that is combinable to accommodate 40 students in a testing setting is desirable. Post-meeting note: add a diagram to show this configuration

b. PE spaces i. Remove the partition between the two spaces. Retain the

calculation that this space provides 2 teaching stations. ii. PE office should accommodate 2 teachers not 1. iv. No locker rooms provided – okay.

S27 11/30/2018


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – 16 NOVEMBER 2018 PAGE 2 OF 2


c. Teacher workrooms i. Change “Outpost” to “small workroom” ii. Change “Lounge” to “large workroom” iii. Show the possibility of working at the perimeter counter. iv. In both spaces, show multiple seating groups that suggest

multiple groups of people doing separate collaborations. v. In the small workroom, show the screen on the opposite

wall. d. Commons

i. This is the space that has potential for non-APS community uses.

ii. Detailed design work will refine exactly how a possible secondary entrance would work. Ideally, securing the rest of the school from the Commons, for example for an evening event, would be simple to do.

e. Breakfast Kiosk i. Designed to accommodate either the grab-n-go/ second

chance breakfast offering anticipated for the current project, or a future elementary school kitchen based on the equipment list for that operation provided by AM.

ii. Post-meeting note: show the elementary school kitchen equipment layout as well as the kiosk layout in this document.

f. Restrooms i. No urinals, all toilets. ii. Add an elevation diagram showing tall toilet partitions with

a gap at the bottom to allow visual status check. iii. Within the height of the toilet compartment door, with the

door in the closed position, there should be no gaps that allow any sight into the compartment.

iv. Note C28 clarify this includes exactly what accessories are included in all toilet compartments. Include trash receptacle in all toilet compartments.

v. Toilet rooms are designed to accommodate a future removal of the partition between the two gender restrooms – okay.

vi. Design team will recommend trough vs bowl lavatories and counter vs wall-mounted lavatories.

g. Building Lobby i. Detailed design work will refine exactly how the secure

entrance arrangement works.

5. Next Steps a. Studio27 will incorporate these comments into the document. b. The School Board will review and approve the Educational

Specifications for the project. APS T&L Staff and the design team will present the document to the Board. Presentation dates will be coordinated by APS Design and Construction staff.

S27

11/30/2018

END


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES


PROJECT


MEETING DATE: Tuesday 20 November 2018 NOTES RELEASED: Saturday 24 November 2018 ATTENDEES (All parts): Ben Burgin APS Asst Dir of Design and Construction Gregg Robertson APS W-L Principal Jeff Chambers APS Dir of Design and Construction Jim Spearman Studio27Architecture ATTENDEES (Part 1 only): Angel Garcia-Ablanque APS Transportation Director Julie Cantor APS W-L IB Coordinator Rob Schiesel Gorove Slade

ATTACHMENTS: None

Item Description Responsible Finish date 1.

Meeting Part 1 The purpose of this part of the meeting was to review the transportation study draft findings and recommendations.

a. The number one complaint about the existing transportation setup GR hears is that there are not enough parent visitor parking spaces. Rob/GS will consider a recommendation to re-sign a portion of the deck for visitor parking.

b. There is no intent to reduce the visitor parking near the pool. c. School administrative staff are the people who monitor the arrival-

dismissal periods. When the Ed Center opens to new students, there will likely be an additional administrator(s) and that person(s) will likely monitor the 14th/Quincy intersection during arrival dismissal. These people are not entering the roadway; they are simply monitoring traffic of all types from the curb.

d. Buses i. APS Transportation does not expect many new buses even

with 500-600 new students. ii. APS-T strongly prefers to not have multiple bus pickup

areas due to the possible confusion of drivers, staff and students as to where any particular bus is expected to pick up students.

iii. APS-T welcomes the recommendation of an extended bus drop-off pick-up area to the north of the planetarium. The location relative to parent drop-off lane on Quincy is appropriate. If the Ed Center ever becomes a stand-alone school, this is exactly where bus pick-up and drop-off should be if it’s not integrated with W-L.

iv. Rob/GS will check the turning radii for bus turning into and out of this area from Quincy.

e. Parking deck parking assignment signage: Rob/GS will propose re-signing the APS portion of the garage, including visitors, staff and students. GR noted that current staff areas were selected by staff for preferred sun/rain cover.

f. Rob/GS will recommend revising the current arrival/dismissal policies and procedures as needed to include Ed Center areas so

GS/S27

11/28/2018


AP

PE

ND

IX 1

: ME

ETI

NG

NO

TES

DECEMBER 7, 2018

MEETING NOTES – 20 NOVEMBER 2018 PAGE 2 OF 2


parents are aware of the details. g. Rob/GS will inquire with the County about the timing of the light at

Stafford and Washington. It seems to have reverted to a less ideal timing since it was re-mounted on poles.

h. No W-L objection to the recommendation of some sort of pedestrian-oriented crossing signal at 14th and Quincy.

2.

Meeting Part 2 The purpose of this part of the meeting was to review the Educational Specifications since GR was unable to attend the review meeting on Friday.

a. Doors with full-lite glass and sidelites will be provided to all classrooms and other regularly occupied spaces. They will have blinds for lock-down situations. The glass is provided for security purposes: visibility from corridors into the classrooms and other spaces from corridors is essential for passive safety and security of occupants, particularly when there are only two or a few people in the room.

b. Science labs should show 28 seats for students by adding chairs to the 6 workstations shown.

c. The Science classroom plan diagram should be revised with the sinks further apart, so they can be used as part of work stations if desired.

d. The restroom with shower should be adjacent to a dry classroom, and the shower should be a roll-in configuration, and the intended possible future clinic use should be stated on the space detail sheet.

Info S27

n/a 11/30/2018

3. Next steps a. Comments above will be incorporated into Transportation

recommendations and Educational Specifications respectively.

S27/GS

11/28/2018 11/30/2018

END

educational specifications - boarddocs...aps ed center educational specifications 5 introduction...

Documents