acps: patrick henry pk8 -...

ACPS: Patrick Henry PK8

Capacity Model

1/29/2016

1 2 3 4 Targeted:

Cap Target PK (HS):

Head Start 18 18 18 + 18 + 18 = 54 54 54

PK (VPI):

PK - VPI 18 18 18 + 18 + 18 = 54 54 54

K-5:

K 22 20 22 + 22 + 22 + 22 = 88 80

1 24 22 24 + 24 + 24 + 24 = 96 88

2 24 22 24 + 24 + 24 + 24 = 96 88

3 26 24 26 + 26 + 26 + 26 = 104 96

4 26 24 26 + 26 + 26 + 26 = 104 96

5 26 24 26 + 26 + 26 + 26 = 104 96

6-8:

6 26 24 26 + 26 + 26 (science) = 78 72

7 26 24 26 + 26 + 26 (science) = 78 72

8 26 24 26 + 26 + 26 (science) = 78 72

SPED 15 10 10 + 10 = 20 20 20

Student Capacity PK - 8 954 888

Student Capacity PK-8 w/out Head Start 900 834

Building Square Footage:Specialty Spaces (non-capacity driving, shared across grade levels) w/ 29% gross

TAG World Language 28 28 = 56

CTE Lab 25 = 25

Visual Art Labs 26 26 = 52

Perf. Arts 28 28 28 = 84

(General) (Instrumental) (Black Box)

Physical Ed. 24 28 28 = 80

(MPR) 297

Pull Out Space (non-capacity driving, flexible space): Projected Dining Capacity;

Resource 6 6 6 318 Assumes 3-periods lunch periods

ELA / PLTA 50 50 50

Attachment 2: 4 Section PK-8

592

234

121,119

Student Organization by Section Capacity:

Maximum by Class Caps:

Gymnasium

Class Size:

PATRICK HENRY SITE-SPECIFIC PROGRAM

Pre-K-8 School and

Neighborhood Recreation Center

Draft Date: January 29, 2016

PREFACE

In September 2015 Brailsford & Dunlavey (B&D) was engaged jointly by the Alexandria City Public School Division (ACPS) and the City of Alexandria (the City) to provide project management services for a new Patrick Henry Pre-K-8 school and recreation center to replace the existing K-5 school and recreation center. Scheduled for completion by fall of 2018, the new Patrick Henry will be a modern, cost-effective state-of-the-art facility that will enhance the learning and recreational experiences of children and community members alike for many years to come. As part of this effort, B&D has prepared this site-specific program document to guide the project Architect in their development of the design by describing the desired outcomes of the project and the program of spaces required.

The document is a result of the application of technical expertise and the collaboration of invested and knowledgeable stakeholders. The recommended program and concept presented here constitute the professional opinions of the project team based on the assumptions and conditions detailed throughout. This planning effort was in complement to staff participation and input. In addition, the project team used information from several previously-completed planning documents, namely the 2015 School and Recreation Center Feasibility Studies by Sorg Architects, the 2014 Recreation Center Planning Study by Brailsford & Dunlavey, the ACPS Educational Specifications for Elementary and Middle Schools adopted in 2014, the 2013 Citywide Recreation Needs Assessment by ETC Institute, and the 2008 Recreation Center Feasibility Study by The Lukmire Partnership.

This site-specific program document is not intended to, and shall not be construed to, modify or shift the designer’s responsibility for all aspects of its services and deliverables rendered pursuant to the Agreement for Architectural and Engineering Services, unless the designer requests and provides supporting

justification for same and the parties execute a modification to the agreement. It is anticipated that the

ACPS School Board and Alexandria City Council will formally approve this document at the outset of the project design phase. Further, any substantive changes to the building program that result from design phase activity may need further authorization by the city council or the school board.

TABLE OF CONTENTS

PREFACE ...................................................................................................................................................................... 1

TABLE OF CONTENTS ................................................................................................................................................. 2

PROJECT INTRODUCTION AND OVERVIEW ............................................................................................................. 3

SCHOOL OVERVIEW ................................................................................................................................................ 4

RECREATION CENTER OVERVIEW ........................................................................................................................ 4

SITE OVERVIEW ....................................................................................................................................................... 4

SHARED USAGE ....................................................................................................................................................... 4

CONCLUSION ........................................................................................................................................................... 7

PATRICK HENRY PRE-K-8 EDUCATIONAL SPECIFICATIONS ............................................................................... 8

INTRODUCTION ........................................................................................................................................................ 9

NATIONAL TRENDS IN EDUCATIONAL FACILITY PLANNING ............................................................................. 10

STRATEGIC VISIONING ......................................................................................................................................... 14

PLANNING CONCEPTS .......................................................................................................................................... 16

PROGRAM AREA SUMMARIES ............................................................................................................................. 19

DESIGN PRINCIPLES ............................................................................................................................................. 25

SUMMARY OF FACILITY SPACE REQUIREMENTS ............................................................................................. 27

Program DATA SHEETS PATRICK HENRY PRE-K-8 SCHOOL ............................................................................... 32

PATRICK HENRY RECREATION CENTER PROGRAM SPACE specifications ......................................................... 34

INTRODUCTION ...................................................................................................................................................... 35



SUMMARY OF FACILITY SPACE REQUIREMENTS ............................................................................................. 39

Program DATA SHEETS PATRICK HENRY RECREATION CENTER ...................................................................... 40

Lobby ....................................................................................................................................................................... 41

Administrative Offices .............................................................................................................................................. 42

Indoor Running / Walking Lanes .............................................................................................................................. 43

Flex Court................................................................................................................................................................. 44

Multi-purpose Space ................................................................................................................................................ 45

Crafts Room ............................................................................................................................................................. 46

Weight and Fitness Room ........................................................................................................................................ 47

Soft Play ................................................................................................................................................................... 48

Warming Kitchen ...................................................................................................................................................... 49

PATRICK HENRY SITE AMENITIES specifications .................................................................................................... 50

INTRODUCTION ...................................................................................................................................................... 51



SUMMARY OF SITE AMENITY REQUIREMENTS ................................................................................................. 58

PROJECT INTRODUCTION AND OVERVIEW

BACKGROUND Patrick Henry Elementary School, located at 4643 Taney Avenue in the West End neighborhood of Alexandria, VA, opened to students in a one-story, 58,000 square foot building in September 1953. Two small additions of 4,000 square feet each were added in 1955. In 1973, the City of Alexandria (the City), through the Department of Recreation, Parks, and Cultural Activities (RPCA), constructed a 9,400 square foot recreation center addition that included a gymnasium, primarily to serve children from the school. In 1990, the school added 10,500 square feet of modular structure classrooms to accommodate a growing student population. The adjoined buildings sit on a 13-acre site that includes two outdoor athletic fields, outdoor basketball and tennis courts, and a number of small outdoor playgrounds for various age groups, in addition to a drop-off loop for busses and a parking lot for school staff. Patrick Henry Elementary School currently serves approximately 600 students in grades pre-kindergarten through fifth, and the recreation center provides activities for school-age children on weeknights and weekends. While the facility is a source of pride and much activity for the community, it has aged over time and cannot accommodate the collaborative, flexible environments desired for modern, 21st century learning or the neighborhood demand for recreational offerings. Moreover, student enrollment is increasing citywide and the existing one-story, 86,500 square foot school building is at its capacity to absorb future growth. A recommendation was made to the school board in spring 2012 for a capital project to increase the capacity of the school facility and support a pre-kindergarten-through-eighth-grade program. In 2014, the City of Alexandria and the Alexandria City Public Schools Division embarked on a joint effort to provide the Patrick Henry community with a modernized school and recreation facility that meets current standards and demand for both uses. After a series of planning efforts and a jointly-commissioned feasibility study completed in early 2015, the following actions were taken to advance the Patrick Henry project into a design phase with the intention of opening a new facility in time for the 2018-2019 school year:

On June 11, 2015, the ACPS School Board authorized staff to move forward with designing a new

Pre-K-8 grade school on the existing Patrick Henry property with the intent to demolish the existing

school building.

On June 23, 2015, the Alexandria City Council authorized staff with RPCA and the Department of

General Services (DGS) to move forward with designing a new neighborhood recreation center to

address the needs of the immediate surrounding community with the intent to demolish the existing

recreation building.

SCHOOL OVERVIEW

The new Patrick Henry School is currently anticipated to be a pre-kindergarten through eighth grade (Pre-K-8) educational model with an enrollment of approximately 888 students comprised of about 54 Head Start students and 834 ACPS students. In addition to core academic classrooms and administration spaces, the school will include art studios, a Career and Technical Education (CTE) lab, instrumental spaces, gymnasium, media center, / black-box theatre and a series of extended learning areas (ELA’s) to serve as break-out spaces that create more flexible learning environments. The building will also use the latest technologies with respect to mechanical, plumbing, electrical, life safety, and telecommunications systems to create an inspiring environment for students and staff. The current program of spaces anticipates three sections each of Head Start and Pre-K, four sections of kindergarten through fifth grade, and three sections each for grades six through eight. Given ongoing discussions regarding early childhood education within Alexandria and continued efforts among ACPS, the city, and community organizations to expand services, ACPS has recommended the consolidation of all Pre-K classes into two separate stand-alone centers within the next five years, which would eliminate the need to have them in the Patrick Henry school. The Architect shall be mindful of this potential change in the educational program throughout the schematic design phase and ensure that all concepts developed can accommodate it. ACPS acknowledges the importance of providing clear direction with regard to Pre-K by no later than the end of the schematic design phase which is scheduled for completion in June 2016.

RECREATION CENTER OVERVIEW

Adjoining the Pre-K-8 school will be a new, state-of-the-art recreation center of approximately 18,000 square feet. As a neighborhood-focused recreation center, it will be designed with an emphasis on accommodating the recreational needs of the immediate Patrick Henry community. The expansion in size, combined with the school having its own gymnasium, will allow RPCA to offer programs to adults and senior citizens during school days which are currently not available. Like the school, spaces in the recreation center will be designed to promote flexibility in uses to RPCA and to offer a variety of programs in the most efficient manner possible. It is anticipated that the recreation center, including the shared school spaces, will continue to provide after-school program activities for the children of the Patrick Henry School. Similar to the school building, the latest technologies with respect to all building systems will be provided to create the best environment possible for recreational activity.

SITE OVERVIEW

The Patrick Henry site will continue to provide a number of outdoor amenities for school students and the community. It is anticipated that the modernized project site will provide at least one multi-use athletic field, playgrounds for various ages, hard surface court, outdoor classroom, and walking trails around the site. It will also provide vehicular access to the facility including parking for staff and recreation center users as well as areas for both buses and parents to safely drop off and pick-up children during the day. The design of the new facility will need to ensure that the existing school and recreation center can stay operational throughout the construction process. In addition, the project designers will be challenged to ensure that the new buildings respect the size and scale of the surrounding neighborhood to promote a sense of community when the project is complete.

SHARED USAGE

Like many municipalities across the country, the City of Alexandria is committed to designing new school facilities to be used as community resources beyond the school day. Adjoining the recreation center to the school offers an opportunity to strategically locate educational spaces such as the gymnasium, music, and art classrooms where they can be easily accessed by the community during non-school hours. The

adjacency diagram on the following page provides a general overview of how these spaces shall be placed to ensure this opportunity for shared usage is not missed. To successfully achieve the concept of shared usage, careful consideration must be applied not only to the physical locations of these spaces but also to the building infrastructure serving these areas. Examples include:

Placing securable doors in corridors between the school spaces that are shared (listed above) and

those that are not (classrooms, administration offices)

Ensuring that security cameras, card readers, exterior lighting systems, and building HVAC control

systems for each facility are compatible with each other and any citywide requirements for each

agency

Coordinating public address system requirements and communication protocols between the two

facilities

Ensuring that school spaces that are shared are on their own “zone” with respect to HVAC systems

so they remain conditioned when “occupied” and other spaces in the school may go into

“unoccupied” modes to conserve energy

Providing sub-meters for utilities such as electrical service, water, and gas so that separate utility

bills can be generated without having to pay additional construction costs for separate incoming

service lines

Ensuring that school spaces that are shared have a custodial closet nearby in both facilities so that

cleaning staff working for either entity can serve these areas

Utilization of shared parking for both uses to maximize site efficiency between parking needs for

school programing during the day and recreation center activities during evening hours.

BAND

KEY

SECONDARY CONNECTIONS

PRIMARY CONNECTIONS

Cluster of similar coreclassrooms. Organization ofthese classrooms is definedin the EdSpecs.

Brailsford and Dunlavey01/29/2016

ELA

ACADEMICSincl. science andworld language

6TH – 8TH

SPECIALEDUCATION

ADMIN

PLTA

RESOURCE

ELAACADEMICSand science

3RD – 5TH

ADMIN PLTA

RESOURCE

ELA ACADEMICSPK – 2ND

ADMINPLTA

RESOURCE

CTE

MUSIC

VISUAL ART

MEDIACENTER

BLACK BOX

GYMNASIUM +LOCKERSAND OFFICES

STUDENTDINING

SCHOOLLOBBY

SCHOOL WIDEADMIN

HEALTHWELCOME CENTER

M.P. ROOM& HEALTH

RPCALOBBY

RECADMIN

REC M.P.ROOM

CRAFT

WEIGHT&

FITNESS

STORAGE

FLEX COURTAND TRACK

KITCHEN

SOFT PLAY

SECU

RITY

BAR

RIER

AFTE

RSC

HOO

L HO

URS

SECU

RITY

BAR

RIER

DU

RIN

GSC

HOO

L HO

URS

OUTDOOR FIELD

OUTDOORPLAY AREA, COURT, &

CLASSROOMS

E

SPECIALEDUCATION SPEECH

OUTDOOR PLAYAREA AND COURTOT/PT

TAGSPECIALEDUCATION

The following table offers preliminary thoughts on times when these spaces serve both the school and community during a typical week in the schoolyear. While the spaces will be designed in a way that is both distinctive and promotive of sharing, it is essential that staff from both ACPS and RPCA develop clear procedures and protocols to ensure the spaces are shared in a manner that is clear, efficient, and safe for all users.

Morning Afternoon Afterschool Evening Weekends

School

Gymnasium ACPS ACPS Shared RPCA RPCA

Multipurpose Room ACPS ACPS RPCA RPCA RPCA

Recreation Center

Running / Walking Lanes RPCA RPCA RPCA RPCA RPCA

Flex Court RPCA RPCA RPCA RPCA RPCA

Multipurpose Room RPCA RPCA RPCA RPCA RPCA

Crafts Room RPCA RPCA RPCA RPCA RPCA

Weight/Fitness Room RPCA RPCA RPCA RPCA RPCA

Soft Play Room RPCA RPCA RPCA RPCA RPCA

Site Amenities

Fitness/Nature Trail Shared Shared Shared RPCA RPCA

Athletic Fields ACPS ACPS Shared RPCA RPCA

Natural Outdoor Space ACPS ACPS Shared RPCA RPCA

School Playgrounds ACPS ACPS RPCA RPCA RPCA

RPCA Toddler Playground RPCA RPCA RPCA RPCA RPCA

CONCLUSION

The balance of this document will articulate the programmatic space requirements for the Patrick Henry Pre-K-8 School and Neighborhood Recreation Center. It describes the current and planned educational and recreational programs and services, the community characteristics that may affect the facilities planning, and the opportunities and challenges associated with the facilities’ design and construction. The general concept embodied in the document is to provide adequate details for proposed spaces while leaving ample flexibility for creativity and options in design by the project Architect. They are meant to define expectations among project stakeholders but not limit creativity.

PATRICK HENRY

PRE-K-8

EDUCATIONAL SPECIFICATIONS

INTRODUCTION

Purpose

Educational Specifications (“Ed Specs”) are developed to serve as the guiding recipe and benchmark for future school renovations and new construction projects. Per the National School Boards Association:

“The purpose of educational specifications (“Ed Specs”) is to define the programmatic,

functional, spatial, and environmental requirements of the educational facility, whether new

or remodeled, in written and graphic form for review, clarification, and agreement as to

scope of work and design requirements by the architect, engineer, and other professionals

working on the building design.”

In essence, the Ed Spec tells the story of the school facility and how the built environment will support the academic program and vision of school leadership. This document is primarily intended for use as a planning guide by the project Architect but it is also intended to serve as communication and benchmarking tool for all project stakeholders: students, parents, and families; faculty and administrators, civic leaders and community members; and project design and construction partners.

The general concept embodied in the specifications is to provide adequate details for proposed spaces while leaving ample flexibility for creativity and options in design by the architects. They are meant to define expectations amongst project stakeholders but not limit creativity.

This document is considered a site specific Ed Spec developed to articulate the specific program needs for the Patrick Henry project and has been informed by ACPS’s district-wide Ed Specs that provide the governing guidance for new elementary and middle schools. The first publication of this document provides a comprehensive view of the school and amendments can be discussed, developed and issued over time to clarify and confirm project needs as they become further known or a change is required.

Project Planning

During the planning phase of a project, the Ed Spec will be utilized to understand and develop future project scopes of work and budgets. The Ed Spec will be included in project procurements to ensure that interested vendors are clearly and uniformly communicated the intent of a project and therefore provide well informed responses to meet actual project needs. While the unique site locations of new schools may necessitate floor plan modifications, the program and space requirements should be modified only as allowed within the parameters of this document.

Project Implementation

During the implementation phase the Ed Specs will be utilized for quality control, allowing ACPS to measure project deliverables against the stated benchmarks and standards. Design deliverables and construction will be reviewed for compliance with the standards and goals stated herein with a goal of meeting room sizing benchmarks by 10 percent of square footage. Additionally, the Ed Spec will help provide the foundational support for project decisions during implementation as responses can be measured against their responsiveness to the Ed Spec.

Project Turnover and Occupancy

The Ed Spec can serve as a valuable aid in the turnover of the facility to staff and administrators and other occupants. It is a user friendly document that allows people outside of design and construction professions to understand the building and the intent of its spaces.

NATIONAL TRENDS IN EDUCATIONAL FACILITY PLANNING

Each school district and/or division is unique from an educational and building program perspective. Balancing against national, state, and local regulations, it is important to understand that one size does not fit all. The trends and planning principles presented here are to provide context to the formulation and development of this document.

21st Century Learners

Learning environments should be planned and designed in consideration of supporting all learners: auditory, tactual, kinesthetic and visual. Individual learning styles impact the way in which individual students:

Concentrate in one’s immediate surroundings

Process information

Make decisions and solve problems

Complete tasks and assignments

Interact with others

Retain new information

Educational facility planning and design can help maximize learning by considering differentiated instruction and recognition that ‘one size does not fit all’ when it comes to learning environments.

Today’s learners were born in the digital age and are used to having the world of information at their fingertips and in their pockets. Today, learning can occur “any time, any place, any path, any pace.” Classrooms are transitioning from environments focused on teacher-directed whole-group instruction to learner-centered workplaces that support a collaborative culture of students at work.

Schools and homes continue to be important places for learning, but not exclusively. Understanding the importance of the “third learning space” - the many places where students learn in ways not bounded by the schedule of the school day, the limitations of the four classroom walls, or the location of one’s home - is a critical component in planning and designing innovative, inspirational, and thriving educational environments.

Student Focus Group

While developing the 2014 city-adopted Educational Specifications for elementary and middle schools, ACPS held a focus group with middle school students from George Washington Middle School to discuss current and future learning environments to help inform the plan. The prevailing theme centered on students wanting the opportunity to have choices for how and when they learn throughout a class period as well as throughout the day. They generally understood that each student has a different style of learning and recognized the importance of providing appropriate environments and opportunities for each learning style.

Other student discussion points captured generally accepted evidence based design elements and other

trends in modern educational environments:

Exciting, engaging and varying learning spaces

Access to natural daylight and climate control

Ability to control acoustics and ambient noise

Furniture options, adaptability, convertibility, and ergonomics

Ability to work alone and/or in groups

Space to move around and work within classrooms

Informal break out spaces within corridors

Healthy eating options and improved dining facilities

Use of the media center for multiple activities (quiet and noisy)

Access to deliberate outdoor learning spaces

After school access to spaces such as the Media Center and fitness spaces

Classrooms & Technology

The ‘classroom of the future’ should be more personalized, student-directed, collaborative, interdisciplinary, and hands-on than those of even 10 years ago. As the focus of education moves away from just the transmitting of information and to developing creative problem solving and communication skills, the classroom setting is morphing into a beehive of activity – a learning studio.

At different times, students may be working alone, in pairs, or in groups:

Working alone: reading, writing, interacting with the computer, or just thinking

Working together in pairs or groups: dissecting a problem or reading and reacting to one another’s

written work, role-playing, or sharing ideas, opinions, and experiences

Interacting with the teacher and the whole class: listening, making presentations, asking

questions or brainstorming ideas

Teaching methods should address a variety of learning styles and children with disabilities are educated alongside their non-disabled peers at their neighborhood school.

The classroom of the future should no longer be just one- directional with rows of desks facing the ‘front’ of the room. It should have a variety of focal points with mobile resources to support learning, flexible furniture, and robust technology. Rooms should also range in size and purpose from small incubator and assessment spaces to large seminar and presentation areas. Corridors and informal learning spaces should create a seamless and extended learning environment.

Technology is infused seamlessly into the education program and physical building and wireless connectivity allows for learning to occur whenever and wherever. Classrooms are versatile, flexible and adaptable to support different mediums.

Library Media Center and Learning Commons

The 21st Century school media centers are changing from being quiet book-lined storage spaces for research and reading to multi-media, interactive studios of social collaboration for faculty and students. They are seen as a learning ‘commons’ - an extension of the classroom and the social and technology heart of the school.

New media centers are more than 50 percent digital and offer both learning and gathering areas as well as production areas. The ideal media center might move from noisy to quiet - through a ‘café’ and mobile computing environment, to small, AV-enhanced, group study conference areas, to individual study carrels or a media production room.

The technology that this generation of students understands and uses is multi-media. They communicate and learn through on-line devices, but they also publish and perform. The media center may include a computer lab for research, a publications room for the school newspaper and yearbook, a video production and editing lab for film, a distance learning lab, and a variety of display venues.

National standards for media centers call for 4-6 SF per student. Even at this size, most learning commons cannot offer a full range of media options. Multimedia satellites instead are infused throughout the school to complement core curricular activities. Many learning commons also offer virtual space to bring together a generation that grew up on social media.

Lastly, Guidelines for School Library Programs (2009), based on national standards and program guidelines outlined by the American Library Association (ALA) and American Association of School Librarians (AASL), a well-designed school library is conveniently located and barrier-free, providing library media services that promote and support student learning.

Five areas based on the roles and responsibilities of the school librarian including:

o Study and research area (online stations providing access to catalogs, study and research

tables, reference materials, basic collection, and stacks)

o Informal reading area (encourages independent reading, reading for pleasure

o Instructional area (formal seating for small, large, and whole class instruction)

o Production and group project area (functional work, collaboration, and media production)

o Administrative are (circulation desk, office area, storage)

Accommodate furniture that is sturdy, durable, and functional that meets the space, activity, and

user requirements of the library.

Design accommodates the special requirements of the school’s population in the least restrictive

manner.

Design accommodates changes in the library media program, the school’s instructional program,

and emerging voice, video, and data technologies.

Building & Grounds

The school building itself is considered a learning tool and a community asset. There is a sense of identity and the quality of architecture instills a sense of place and pride. The architecture considers learning opportunities over the entire campus, including school grounds and landscaping.

Transparency of spaces help foster an internal sense of community and excitement about the learning activities that are occurring within. Use of glass allows for visual connections externally and internally. Front entrances are inviting and welcoming for all community member – parents, families, neighbors. The school is a hub of activity before and after school as well. Health services and other non- educational support are often provided.

Evidence-Based Environmental Elements

Evidenced-based design is the consideration of credible research findings in the planning and design process with a goal of achieving positive outcomes. Researchers have presented findings that link measurable outcomes such as student attendance, academic performance, faculty retention, and disciplinary actions. More specifically, several design elements have been connected to these outcomes: Lighting quality, indoor air quality, acoustics, and furniture design.

Lighting Quality

In a 1999 study, the Heschong Mahone Group found statistical correlations between the amount of daylight in an elementary school classroom and the performance of students on standardized math and reading

tests. Since then, case studies and further research have supported this finding and the educational facility planning community has generally accepted the following classroom design parameters.

Goal: Improve natural and artificial lighting in classrooms.

Environmental / Air Quality

According to the US Center for Disease Control and Prevention, American children miss approximately fourteen million school days each year due to asthma. Controlling environmental factors such as dust, pollen, and carbon monoxide could help prevent more than 65 percent of asthma cases of elementary school- age students according to the American Journal of Respiratory and Critical Care Medicine. The following classroom design parameters should be considered when modernizing a school facility.

Goal: To ensure comfortable rooms, address temperature control, ventilation, air filtration, carbon dioxide levels, and HVAC background noise.

Acoustics

Research links the importance of maintaining appropriate acoustic conditions for student learning. This relates to noise from external sources and reverberation in the classroom and is linked to academic achievement, behavior, attention, and academic concentration. Acoustics are also important for teacher wellness and avoiding straining vocal cords while attempting to speak over noise. Classroom design parameters are generally accepted as outlined.

Goal: Limiting reverberation and background noise and improving sound isolation.

Ergonomics

A 2007 study compared adjustable furniture in schools to traditional fixed furniture. Students using adjustable furniture were found to have higher grades than those in the control group using traditional school furniture. Characteristics of furniture that promote good posture should be considered as well as adjustable desks and chairs to allow students of varying sizes and body types to improve their comfort levels when sitting for long periods of time. Research studies continue to explore this issue.

In summary, these national trends provide an important context for many of the ideas that ACPS is working to implement and how those concepts are articulated within this document.

Community, City, ACPS, and RCPCA

The City of Alexandria is an independent city in the Commonwealth of Virginia with a population of 150,575. Located along the western bank of the Potomac River, Alexandria is approximately seven miles south of downtown Washington, D.C.

Patrick Henry School is located in Alexandria’s west end neighborhood―the city’s largest and fastest-growing neighborhood. It is considered the most diverse ZIP code in the country, with statistics showing 27.8 percent of its residents were born overseas.

ACPS is one of the most diverse school systems in the country, and it celebrates that diversity. Its students come from more than 80 different countries, speak more than 60 languages, and represent a rainbow of ethnic and cultural groups. They are economically diverse, but all are rich in that the residents of Alexandria are dedicated to ensuring that each and every student achieves success.

https://en.wikipedia.org/wiki/Independent_city_(United_States)

https://en.wikipedia.org/wiki/Commonwealth#U.S._states

https://en.wikipedia.org/wiki/Virginia

https://en.wikipedia.org/wiki/Potomac_River

https://en.wikipedia.org/wiki/Downtown,_Washington,_D.C.

The children of Alexandria have benefited significantly from the strong support of the city council and the Alexandria community over the years. Tremendous gains have been made in student achievement and the ACPS continues to be in the forefront of technology integration.

ACPS Learning and Teaching Model

Learning and Teaching in ACPS is a well-executed balance between a rigorous curriculum, proven instructional strategies (pedagogy) and relationships with students that communicate high expectations and commitment to student success.

ACPS has developed and uses a 21st century curriculum that is focused on helping students become critical thinkers and problem solvers. In addition to helping students acquire declarative and procedural knowledge, each unit has a focus on higher-order thinking skills to ensure students are developing critical thinking skills needed for post-secondary success: reading complex text, writing at a post-secondary level, analyzing and interpreting data and participating in discourse across the disciplines.

Instructional Methods

Instructional methods vary with grade level, but maintain continuity from early childhood through the primary, intermediate, and middle grades. Predominant elements include:

Integrated learning, where content areas are taught across disciplines

Flexible groupings (In primary grades, regrouping stays within the classroom)

Mentoring of older to younger students

Extended day learning opportunities

Parent involvement and volunteer activities

ACPS offers ‘What to Expect’ brochures for every grade level available on its web site and the full program of studies is available for middle and high school. These documents should be referenced by Architects to better understand program offerings and curriculum goals

STRATEGIC VISIONING

During the development of the district-wide Ed Specs, the ACPS was guided through a series of visioning sessions with educators, administrators, and community members that challenged them to clarify their expectations as they related to facility operations, sustainability, architectural quality, space priorities, and the community context. The visioning sessions focused on identifying gaps between the ACPS’ future goals and its current realities. The following narrative summarizes the areas of greatest dissonance and formulates the concept for the construction and operation of a school of the future in Alexandria.

Building Concept and Priorities of Spaces

The desire to teach whenever and wherever drives the need for future facilities to implement a spatial organization that provides both formal and informal learning spaces and maximizes collaboration and interaction between students and faculty.

School designs should focus on creating collaborative and adaptable learning spaces supported by a robust and seamless integration of technology and flexible ergonomic furniture. Incorporating an overall organization of small learning communities with breakout spaces in hallways (ELAs), collaborative spaces in classrooms, and spaces that facilitate chance interactions throughout the school will allow teachers to collaborate across disciplines and tailor learning objectives and lessons to students’ individual needs.

http://www.acps.k12.va.us/technology/

Providing multifunctional spaces for third-party partner and community programs that extend educational and extracurricular services to students, families, and the community is a priority. The facility should operate as one organism that can be segmented into different functions and zones, depending on the time of day and use.

Community Context

ACPS’ school facilities should serve as neighborhood assets and centers for parent, family, and community interaction and engagement. Parental and family support plays a critical role in the success of students. ACPS’ students and families come from diverse backgrounds, and schools should be welcoming and inviting places that include dedicated space for parent and family engagement as well as spaces available for community and partnership use.

Each school community is unique and designers should consider which spaces best support the community’s needs; however, all schools should be planned and designed to support community use during non-school hours. Implementing a secure separation between the academic core and the shared-use spaces along with the careful application of active and passive design strategies will create safe and secure learning environments.

Organizational and Operational Paradigm

ACPS believes an integrated, interdisciplinary team approach will increase student achievement and faculty collaboration and enhance the overall learning experience. A collaborative team approach is best facilitated with small learning communities, extended learning environments, and a departmental organization of spaces. Media centers should be seen as the ‘learning commons’ and be used regularly as an extension of teachers’ classrooms and workspaces.

ACPS desires to increase inter-student collaboration and group learning and activities. To support this, flexible and adaptable informal and formal teaching spaces are required. Emphasis will be on spaces and configurations that support critical thinking and project-based learning ideally within groups of four students and the ability to break out of formal learning environments. Through use of a push-in and team-teaching approach, special education students will learn in the same collaborative environment as their peers.

Architectural and Construction Quality

ACPS has a strong belief that high-quality architecture has a positive influence on student success and faculty retention, and is committed to delivering high-quality, state-of-the-art, and sustainable facilities to students, faculty, and the community. This belief applies to the external and internal qualities of the facility. The school facility and grounds are considered a learning tool and creativity in design and architecture is a priority in promoting an evocative learning environment

Quality of design and engineering should focus attention on areas that have the most impact on the learning environment, with a particular emphasis on incorporating the research-based facility elements―such as enhanced natural lighting, acoustics, air quality, climate control, and technology―that directly impact student achievement and educator effectiveness. Externally, the architecture must be respectful of the historical and cultural context of the community while simultaneously producing a modern design that inspires the students and the public.

Materials and system selections should consider extended life cycles. Building systems, materials, and finishes must be resilient, easy to maintain, and create a positive, aesthetically pleasing learning environment. The life cycle of materials should balance quality and potential for future costs in an effort to ensure the appropriate use of public funds is achieved. As with other recently constructed City facilities, green building elements and techniques should be incorporated into the overall design of the school and recreation center to promote environmental sustainability and stewardship. Adopted by the City Council in

2009, the City’s Green Building Policy calls for Alexandria to lead by example with its public facilities, noting a green building rating of LEED Silver (or equivalent) for non-residential uses.

ACPS 2020

In June of 2015 ACPS formally adopted a strategic plan to act as a foundation for all the actions of the school division. It directs the actions that the division takes in meeting the goals and aspirations of the Alexandria community and guides the activities of employees and leaders as well as the expenditure of all funds entrusted to the School Board. While the plan reaches far beyond school buildings to reach all aspects of student life, a project like Patrick Henry can help in fulfilling all of it’s six specific goals:

1. Academic Excellence and Educational Equity: Every student will be academically successful and prepared for life, work, and college.

2. Family and Community Engagement: ACPS will partner with families and the community in the education of Alexandria's youth.

3. An Exemplary Staff: ACPS will recruit, develop, support, and retain a staff that meets the needs of every student.

4. Facilities and the Learning Environment: ACPS will provide optimal and equitable learning environments.

5. Health and Wellness: ACPS will promote efforts to enable students to be healthy and ready to learn.

6. Effective and Efficient Operations: ACPS will be efficient, effective, and transparent in its business operations.

PLANNING CONCEPTS

The following section provide executive summary level descriptions of the capacity analysis and planning concepts of each program space within the Patrick Henry facility. Detailed descriptions of each space are included later in the document.

Capacity and School Size

Every school project begins by establishing a desired capacity, which is the number of students to be served when the project is complete. Capacity is the primary driver in determining the number, type and size of the spaces in a new or modernized building. The capacity of a Pre-K through eighth grade school, as compared to an elementary or middle school, has a combination of spaces used to calculate capacity.

Simply defined, school capacity is a product of the number of classrooms at a school and the student stations assigned to each room type. Only classrooms that are 600 sf or more, with a teacher and regular assigned students, are counted toward a school’s capacity (often referred to as “core academic”). In elementary schools, small and/or specialty instructional spaces used for specialized teachings (often referred to as “encore”) like art, music, or break-out resources are not counted toward capacity. In middle schools, these spaces can be counted toward the official capacity. Patrick Henry’s Pre-K-8 model does not count encore spaces as capacity driving spaces due to how those spaces are scheduled and shared with elementary level students.

Capacity is calculated in two ways, as a figure representing the targeted school population based on average class size as well as a maximum student capacity based on class size caps that cannot be exceeded per Board policy.

Targeted Capacity

http://www.acps.k12.va.us/board/strategic-plan/strategic-plan-2020.pdf#page=4






Long range goals and actual staff allocations target class sizes between 20 – 24 students division-wide. Class size “targets” represent an average class size within the typical ranges experienced year to year, understanding that classes are not always enrolled to maximum capacity. Targeted capacity is calculated using these class size targets and is used for master planning efforts. This targeted capacity figure becomes the benchmark for understanding facility utilization (enrollment divided by targeted capacity). Reaching 100% utilization of target capacity then means the building is being ideally utilized, with room to absorb growth up to class size caps.

For planning purposes, the ideal class size ranges for school operations would be the following:

Head Start and pre-kindergarten 16 to 18 students (target is 16)

Kindergarten 20 to 22 students (target is 20)

First and Second grades 22 to 24 students (target is 22)

Third through eighth grades 24 to 26 students (target is 24)

Special education 6 to 15, varies (target for planning is 10 students)

Maximum Capacity

Maximum capacity is used for informing the building and site design as it is important to size all classrooms and associated spaces to accommodate the maximum number of students per ACPS class size caps. As defined by ACPS, class-size caps range from 22 students in kindergarten to 26 students in eighth grade and are the maximum amount of students that will be assigned to a class.

The following class size caps will be used to calculate a maximum ‘design’ capacity:

Head Start and pre-kindergarten 18 students

Kindergarten 22 students

First and Second grades 24 students

Third through eighth grades 26 students

Visual and performing arts 28 students

Performing arts 28 students

Physical education 28 students

Special education 15 students

In both cases, a school’s capacity calculation can change in minor ways year-to-year based on budgeted class sizes and the number and type of programs offered.

The size of core spaces such as media centers, dining, and food services are based on a formula that considers maximum school capacity and national benchmarked sizing options. Maximum capacity was specifically chosen to drive the sizing of those core spaces due to the projected enrollment figures that are anticipated in five-to-ten years. The number of small group rooms, art and music labs, and break-out spaces is based on staffing formulas.

Traditional middle schools have an additional factor in calculating capacity that requires the planners to consider a utilization factor for the classrooms. The utilization of the classroom is determined by understanding how many class periods a day the room will be used for teaching. Many teachers and grade level teams use the same planning period so they can collaborate and create an interdisciplinary curriculum customized to their students’ needs. This strategy, which has proven effective for adolescents, makes it difficult to ‘float’ teachers between classrooms, lowering the utilization of a classroom. For this reason, teachers usually teach five out of seven periods (plan one and lunch one) a day. The overall utilization of a typical middle school building during any given class period is 71-80%.

For this educational specification, a traditional middle school utilization factor was not used to calculate capacity since at Patrick Henry sixth through eighth graders will not rotate like traditional middle school students. It is anticipated that sixth through eighth graders will attend encore courses during a concentrated block of time, approximately one-third at a time.

Currently, the desired school is planned to have a student capacity of between 888 (target) to 964 (maximum) total students inclusive of Head Start. To meet this capacity, the school will require three Head Start classrooms, seven pre-kindergarten and kindergarten classrooms, and forty first- through eighth-grade core academic classrooms. These core academic classrooms will be supported by dedicated space for CTE, visual arts, performing arts, physical education, special education, and shared space.

The proposed capacity model, shown below outlines the breakdown of required spaces by grade level.

Flexibility As stated in the Introduction section of this document, the current program of spaces anticipates three sections each of Head Start and Pre-K, four sections of kindergarten through fifth grade, and three sections

Patrick Henry Pre-K-8 School Capacity Model

Grade Level Capacity Non-Capacity Range Target Cap Target Cap

Pre-K - Head Start 3 16-18 18 18 54 54

Pre-K - VPI 3 16-18 18 18 54 54

K 4 20-22 20 22 80 88

1 4 22-24 22 24 88 96

2 4 22-24 22 24 88 96

3 4 24-26 24 26 96 104

4 4 24-26 24 26 96 104

5 4 24-26 24 26 96 104

6 2 24-26 24 26 48 52

7 2 24-26 24 26 48 52

8 2 24-26 24 26 48 52

Science (6/7/8) 3 24-26 24 26 72 78

Special Education 2 6-15 10 15 20 30

World Language 1 20-26

CTE 1 20-26

Visual Art 2 20-26

Performing Arts 3 20-26

Physical Education 3 20-26

TAG 1 15-20

Total: 41 11 888 964

Max Student Capacity: 964 Targeted Student Capacity: 888

Max Student Capacity w/o Head Start: 910 Targeted Student Capacity w/o Head Start: 834

Teaching Stations: 52 Teaching Stations w/o Head Start: 49

Class Size CapacityTeaching Stations

each for grades six through eight. However, given ongoing discussions regarding early childhood education within Alexandria and continued efforts among ACPS, the city, and community organizations to expand services, ACPS has recommended the consolidation of all Pre-K classes into two separate stand-alone centers within the next five years, which would eliminate the need to have them in the Patrick Henry School. The Architect shall be mindful of this potential change in the educational program throughout the schematic design phase and ensure that all concepts developed can accommodate it. ACPS acknowledges the importance of providing clear direction with regard to Pre-K by no later than the end of the schematic design phase which is scheduled for completion in June 2016. The balance of this document outlines the spaces for the Patrick Henry campus. The space and program summaries are listed to provide recommendations that will help the Architect ensure that the school site and facilities support the principles of good teaching and learning and promote sound educational programs. The guidelines developed by the project team respond to, or exceed, the Virginia state guidelines and recommendations. It is the responsibility of the Architects to ensure their plans meet or exceed the current state guidelines, laws, and codes at the time of actual project design in the event the state guidelines have changed and this document has not yet been updated to reflect those changes.

PROGRAM AREA SUMMARIES

The following section provides executive level narrative summaries of the core program space areas. Detailed descriptions of each space within a program area is provided later in this document.

Main Office – Reception / Administration / Student Services

As students, families, and other visitors enter an ACPS building, it is important that they be greeted with an inviting and well-organized front office suite. The main office should be located near the primary entrance to the school, and the architect should consider security when designing the main office.

The space should be organized to provide direct visual access to the entrance doors and entry

approach. Appropriately-sized office spaces should be provided with an adjoining shared

conference room and adjacent staff restroom.

Occupational and physical therapy services are provided by ACPS’ staff members who travel

between multiple school locations. Appropriately-sized space should be provided adjacent to the

school main office that includes itinerant work stations and storage.

Near the main office (but not adjoining it), a room for family and community volunteers is planned.

At this time, a formal Family and Community Engagement Center (FACE) is not included in the

space program.

Other administrative functions can be dispersed throughout the school via grade level suites to

encourage maximum student collaboration and connection.

Visitor parking should be located near the front door, in a separate area from the bus loop.

Signage and building design should clearly indicate the school entrance. Immediately upon entry,

visitors should be directed to the welcome center / main office. For security purposes, no visitor

should be able to enter any part of the school without proceeding through the reception area. See

the security section for additional suggestions. A digital information kiosk in the lobby may provide

real-time data on the school’s administrative and building operations. This may include information

on the building’s energy use, water use, and the latest recycling rates.

Health Services

Health Services should be located near the main entrance to the school. Health Services is responsible for providing health-related amenities to all students and staff. The space should be organized to provide appropriate space for:

Health screenings

Illness or injury treatment

Meetings and trainings

Prescription medication storage and distribution

Secure records keeping

Private consultations

Rest and recovery units

A waiting area

At this time, Patrick Henry will not host a community based health center.

Core Instructional Spaces

The basic organizational structure of the school should reflect a cluster concept and should consist of general purpose classrooms, common space for informal instruction, a small group room, two- and three-dimensional display areas, and a teacher work center. Each cluster should also contain a resource classroom used by support educators and an extended learning area to facilitate collaborative teaching and learning. Student restrooms should be located within all classrooms or shared spaces by two adjoining classrooms.

Classrooms

Flexible and easy-to-arrange and -store furniture is preferred. Student arrangements should reflect small collaborative groupings over individual desk arrangements. Many classrooms are designed around discovery-based learning centers. Provide ‘teaching-and-learning’ surfaces on two walls, to include touch screen interactive boards, magnetic white boards and tackable surfaces at the appropriate student height.

Restrooms should adjoin classrooms at every grade level between pre-kindergarten and fifth grade

to increase flexibility for conversion of classrooms to younger grades, if necessary.

Each classroom should include a sink and a water bubbler.

The provision of an itinerant or hoteling space for drop-in or special-needs instructors is another

unique feature that should be included in each classroom.

Extended learning areas (ELA) should be incorporated into designs as additional teaching spaces / learning areas that occur adjacent to each academic cluster. ELAs are open spaces off the corridor that are meant to facilitate break-out instruction, small group and project-based work, and multi-class collaboration and joint-teaching initiatives. ELAs vary in size based on the individual needs of the school and the academic cluster, and should be designed and equipped to accommodate a variety of furniture arrangements to optimize flexibility.

At the middle school level, a “flex” classroom is an additional core academic classroom that can support instruction for World Languages and share with other uses such as the Talented and Gifted program (see description in following section).

Science

Each classroom should be designed to support science activities and simple, non-chemical lab components. Schools should supplement the in-classroom sinks by providing a portable science demonstration cart for each academic cluster.

Science for grades six through eight will be additionally supported within three dedicated science classrooms as described in the Middle School Ed Spec. The three science classrooms should be designed to support combined science rotations and hands-on lab activities. These rooms should be integrated into the grade-level academic cluster and will also serve as “homerooms” or a core academic capacity driving teaching station within the capacity model. These rooms should be integrated with technology to support wireless one-to-one device connectivity and Bluetooth precision measurement device connectivity.

Additionally, the provision of an outdoor classroom, a garden area, and a CTE lab is included in the Patrick Henry space program in order to support both elementary- and middle school-level science instruction.

Special Education

Special education facilities should be integrated throughout the school to support the concepts of inclusion and the specialized requirements for the students. Currently, more than 70 percent of all students with disabilities are included in standard learning environments for 80 percent of each day.

There should be two special education classrooms at the new Patrick Henry School. One of the two will be self-contained and dedicated to children with autism. This classroom will be located within the elementary-level wing. The other classroom will be used as a pull-out classroom located in the elementary wing, but convenient to the middle school students who will be sharing the space. Typical occupancy of a pullout space is approximately four to five people, but may the space may need to accommodate up to 10 students.

English Language Learner (ELL)

ELL instruction occurs at every elementary school in the division but enrollment can vary from as little as five percent of the school’s total student population to over 50 percent. The majority of ELL instruction is pushed-in to the general education classrooms with an ELL teacher providing services within the classroom as needed. Both elementary and middle schools also provide an English language development (ELD) break-out class which can in some cases be accommodated in one of the resource classrooms; however, in schools with a large ELL population, such as Ramsay Elementary, it is possible that a dedicated classroom will be required. At the time of Patrick Henry’s space program development, a dedicated classroom has not been requested by ACPS.

Talented and Gifted (TAG)

A TAG program exists at every elementary school in the division. At Patrick Henry, there will be one full-time TAG teacher. For grades kindergarten through third, TAG curriculum is ‘pushed in’ to the standard classrooms and is managed by the elementary teachers. At the fourth and fifth grade levels, the same strategy is used for social studies and science curriculum; however, mathematics and language arts TAG coursework is ‘pulled out’ into a separate classroom. The typical class size for TAG is about 15-20 students, warranting the provision of a dedicated standard classroom that can be shared with other courses if needed. Additionally, TAG curriculum emphasizes project-based learning which may occasionally require use of ELA space or resource rooms along with the provision of storage for student projects.

At the middle school level, honors (TAG) classes are taught by the subject area teachers as part of their normal daily schedule; therefore, separate, individual TAG classrooms are not necessary. The TAG program does, however, include a dedicated TAG resource teacher who provides curriculum guidance and

instructional support to the individual subject area teachers. The TAG resource teacher may ‘float’ from class to class occasionally requiring the use of itinerant desk space in the classroom and, because of the emphasis on project-based learning, the TAG resource teacher may occasionally work with a small group of students in an ELA space or a resource room.

Early Childhood

ACPS does not currently provide universal pre-kindergarten programs and, at some schools, early childhood education is provided either through a state-funded grant (Virginia Preschool Initiative) or a federally-funded grant such as Head Start (provided by a community partner, The Campagna Center). At schools that house Head Start, classes can be held in standard pre-kindergarten or kindergarten classrooms as described in this document.

This document allocates three Head Start classrooms and three VPI classrooms for early childhood pre-kindergarten classrooms. Pre-kindergarten and kindergarten classrooms should be designed to be flexibly interchanged year to year, depending on enrollment needs. Consideration should also be given for designing select first grade rooms to also support early childhood needs to help with variances in enrollment patterns.

Visual and Performing Arts

ACPS has a strong arts focus in the elementary and middle school grades. Well-designed spaces need to support a vigorous curriculum and creative presentations. Art, music, and multipurpose classrooms should be shared by all grade levels for general class and small group instruction.

Patrick Henry will have two visual arts rooms: One dedicated to elementary-level grades and one dedicated to middle school-level grades but these spaces can also be shared to maximize schedule efficiency. Art rooms should support 2D and 3D instruction. The optimal location for the art room is on the ground floor with a northern daylighting orientation. Display areas in the corridor should allow for 2D and 3D projects.

There will be three performing arts spaces: general music, band, and a multipurpose performance venue (black box theatre). Like other larger ACPS schools, Patrick Henry will have one music teacher each for choral, band, and orchestra – not all full-time. Large practice and performance spaces are not provided for part-time programs, therefore the cafeteria stage may be used part of the day for orchestra practice or one of the other classes. A multi-purpose performance venue (black box theatre) will also act as a drama classroom (stage), a practice room, a large-group gathering space, and a community meeting space. The space should:

Have a flat floor suited for dance activity with flexible seating options and may have telescoping

seating for some portion of the room.

Appropriate acoustics, sound and lighting systems, which are critical to the room’s flexibility and

functionality If possible, the music suite should be located near the stage and instrument storage

should be shared between the band and orchestra.

Include chair and music stand storage.

Library Media Center and Learning Commons

The media center serves a dual role: Its traditional role as a gathering place for research and learning and a new role as a technological information base and learning hub. In this new role, the media center may house a wireless voice / video / data network, which runs throughout the entire building. This network enables the transmission of media services to the desktops of teachers and students without needing to physically enter the media center. The new library will use digital technology to enhance voice, video, and data communications within the school, among division facilities, and with distant-learning resources.

Today’s library is a learning place, not a warehouse space, and it must be a fluid environment―one that continually reinvents itself to remain relevant, that adapts to new knowledge of learning and new pedagogy. The concept of the library as a hushed, quiet space, where all students study individually and silently, sitting up straight on uncomfortable, wooden chairs is a concept that should have long ceased to exist.

Students have become accustomed to multimedia environments, working in groups, and multitasking. Libraries must be spaces where multiple activities can take place simultaneously. As research shows, there are many different learning styles for which the library should offer as many different types of environments as possible: Quiet study areas, group activity areas, spaces for individual and small group work, spaces for instruction, and spaces where students can listen to music.

Physical Education

To support the Patrick Henry Pre-K-8 school’s physical education program, a variety of indoor and outdoor areas are required. Outdoor physical education teaching areas should be located near the indoor gymnasium. Physical education facilities should be designed with a focus on community use during non-school hours, since there is a high demand for both indoor and outdoor facilities. ACPS offers formal physical education to elementary students twice a week. For larger schools this may mean two to four teachers are teaching in the gymnasium at the same time. At a safe 100-square-feet-per-student, larger schools need a full size gymnasium to accommodate the program. Physical education is offered to middle school students daily on a rotating quarterly schedule. Intramural sports are offered each season and use both indoor and outdoor space. Fixed seating requirements should seat the entire school enrollment in bleachers. To further support the physical education program and provide for after-school programs, larger schools should have a smaller multi-purpose space and a full locker room with four individual showers each.

Spaces will be shared between the school and the Patrick Henry Neighborhood Center in order to accommodate all the program participants on the site, whether it is during or after school hours.

Dining and Foodservice

The dining space(s) should accommodate one-third of the student capacity each lunch period. The dining area(s) should be warm and inviting spaces with plenty of natural light, pleasant acoustics, and multiple seating choices. The furniture should be age-appropriate, including serving lines’ heights, which may require having distinct areas for primary and intermediate students. It is proposed through creative design that dining area(s) should effectively house multiple functions including assemblies, community meetings, and potentially be used as learning areas. This educational specification recommends a common dining area sized to support three lunch periods. It does not assume a distributed dining model at this time.

The early childhood dining area should be located adjacent to the classrooms where it can also function as the ELA and an indoor play area in a fashion similar to the distributed dining concept. The dining area for grades one through eight should be much larger and designed as a more traditional centralized cafeteria adjacent to the kitchen.

This space should also include the school stage for performances. The key to a well-designed multi-purpose space is to consider the technology, acoustics, and layout very early in the design process. The Architect should consider the room volume, configuration, technology requirements, acoustics, and general layout as they relate to the stage and kitchen. These key design points can then be further enhanced by the selection of materials and a well-designed audio system.

The Department of School Nutrition Services is responsible for food preparation and delivery of food programs division-wide. Foodservices’ facilities should provide appropriate space for both ‘scratch’ and ‘warming’ kitchens with appropriate equipment. Appropriately- sized storage facilities should be provided to support healthy eating program offerings, which include breakfast, bag meals between bells, snacks, and supper. Architects should consider serving and dining areas that incorporate composting and recycling

facilities, home-like environmental qualities, breadth of flexible seating options, and design qualities that support visual and verbal communication between students and faculty.

Student Storage

In elementary schools, grade Pre-K through fifth, student cubbies are provided as built-in storage. The space required for this storage unit is included in the overall size calculated for these spaces. Grades below fifth grade do not typically rotate and are used more effectively like homerooms where all subjects are taught primarily out of one main classroom. Due to this, students should have space to store their personal effects in the space they occupy most of the day.

Students in grade six through eighth should be provided locker space for personal effects and school supplies. The lockers should be provided in the corridors adjacent the students grade level. The Educational Specifications currently assume the space needed for lockers is calculated in the grossing factor for the school. A dedicated space is not defined in the space program for lockers.

Site

A thoughtful, well-planned site design is just as important in designing a new facility as the spaces inside the building. For the sake of this project, which is a joint-use facility between both ACPS and RPCA, there is an additional section of this document dedicated to the physical site of the property. Please refer to that section to review requirements and guidelines with respect to items such as:

Vehicular traffic flows, pick-up, drop-off, and parking

Outdoor play space requirements

Other outdoor amenities

Building setbacks

Building scale and massing

Open space design and location

Conceptual Building Organizing

The careful organization of programmatic components during early design phases is critical for the success of a future school program. This conceptual building organization diagram for the campus provided earlier in the document illustrates relevant adjacencies for the Patrick Henry project. Additional program area specific adjacency diagrams are provided in the prototype elementary and middle school Ed Specs.

The rooms and spaces illustrated in the educational specification section of this document compose a number of program “clusters”. The school is a collection of these “clusters” organized according to adjacencies required to best support the educational mission of ACPS.

For most campuses in the city, site constraints and the presence of existing structures will limit the options available to control illustrating a learning environment characterized by flexibility, a sense of community for the students and teachers, and a safe, well supervised environment. As a new construction project, this organization for Patrick Henry should be sought as close as possible.

Academic clusters are located in the quiet areas of the building that can be isolated during off-hours. Noisier and shared programmatic clusters are grouped toward parking, public and play areas and allow for after-hours access. A single main entry is a specific determination of ACPS’s security plan and that entrance is supported by administration and family welcome center functions. Informal “break- out” or Extended Learning Areas happen throughout the building along with opportunities for distributed dining areas.

DESIGN PRINCIPLES

The following section provides executive summaries of the guiding design principles that should be applied to each space within Patrick Henry as taken from the governing district-wide Educational Specifications.

Furniture and Equipment

Classrooms vary in shape and size; therefore, the furniture should be flexible and accommodate a variety of classroom formats for both individual and group activities. Teachers and students should have storage space for personal belongings, papers, books, supplies, and teaching materials. To the extent possible, movable furnishings should be used, rather than fixed casework, to provide flexibility for future reconfiguration. Furniture should be selected for its ergonomic traits. Consideration should be given to its variability and adjustability to support diverse learning styles.

Technology

The facility will contain the latest in technology, and infrastructure should be provided to support wireless access to data and video throughout the building. It is intended that access to technology will be seamless and pervasive throughout the building with only the minimal number of hard drops needed to support voice, teaching stations, and wall-mounted devices. Technology infrastructure should support the concept that learning can happen anywhere and consider the possibility that a one-to-one student-to-device ratio may be implemented in the future. The specific tools and design guidance will be determined based on the best practices at the time of construction. Every learning area will be wired for teacher audio enhancement. Research into this cutting-edge technology suggests that student learning can improve in classrooms where the teacher’s voice is amplified and the classroom acoustics are designed to support voice clarity.

Universal Design

The entire facility will be accessible for students, staff, and visitors. This will be accomplished through judicious use of ramping and elevators with sufficient internal clearances for circulation, convenient bus/van loading and unloading, and nearby handicapped parking spaces. All elements of the Americans with Disabilities Act must be complied with, including wayfinding and signage, appropriate use of textures, and universal accessibility of all indoor and outdoor school facilities.

Safety and Security

ACPS wants to maintain an inviting and de-institutionalized environment, while simultaneously providing a safe environment for students, staff, and community. The organization of a building will have a major impact on student behavior and safety concerns. Architects should refer to Crime Prevention through Environmental Design (CPTED) strategies. All school locations should include a double-perimeter approach design that ensures every visitor is guided through a secure exterior door into a secure holding vestibule prior to gaining access to the main office. Visual access from the main office to the exterior vestibule is mandatory and every entrance to the school will have a CCTV IP camera. Architects should consult with the ACPS over the most current keying policy.

Family Engagement, Community Use, and Partnerships

ACPS serves a diverse community of families who have immigrated to the DC metropolitan area from all over the world. It is understandable that, for cultural reasons or due to language barriers, newcomers to the school may be hesitant to engage staff and may need additional support.

The Division provides Family and Community Engagement Centers (FACE) to welcome families and offer the additional resources that will help them succeed at selected sites. Patrick Henry will not have a FACE facility but will include a welcome center and parent room located near the main office.

Parent Teacher Associations

Flexible use space should be provided to accommodate the mission and program offerings of the PTA group. PTAs meet on a monthly schedule―typically during weekday evenings―and have 30 to 35 participants in attendance. PTA meetings include school board members, staff, parents, and on occasion the superintendent. PTAs offer volunteer after-school programs that require access to standard, flexible classrooms, the gymnasium, the media center, and the cafeteria. Consider co-locating the PTA with other partnership functions like volunteer center. PTA functions require dedicated storage space and direct interaction with the schools main office suite and staff.

Energy and Environmental Performance

ACPS is dedicated to renovating existing facilities or building new ones that meet or exceed Eco-City standards and City of Alexandria environmental performance standards. The ACPS desires to offer schools that teach faculty, staff, students, and the community the importance of environmental stewardship. Further, it believes quality architecture and high energy performance facilities positively impact the education of students and increase retention of staff and students. At this time, city development standards require compliance with LEED Silver certification standards for major construction projects. The ACPS seeks to exceed these minimum standards.

Materials and Finishes

ACPS believes high-quality architectural materials and finishes create an atmosphere that supports and inspires learning. All spaces should be conducive to teaching, provide a warm and welcoming feeling, and meet the principals of Evidence-Based Design (lighting, environmental / air quality, and acoustics). All materials must be highly durable and resilient yet support a creative learning environment. The ACPS is cognizant that materials should be reasonable in cost and not exuberant when considering budget and life-cycle costs of maintenance and upkeep. A sensible balance is necessary to maintaining budget and achieve the ACPS’ facility standards.

Operations and Mechanical

Mechanical systems that are climate-appropriate and responsive to the life cycle, maintenance, and efficiency expectations of ACPS should be provided, along with passive systems that pair with active systems and coordinate to achieve maximum efficiencies while coordinating with users to determine the location of universal and dedicated systems. ACPS requires individual facilities to operate under 20 kw / hr / sf by the year 2026. Please reference the district wide Educational Specifications for additional guidance regarding technology infrastructure requirements.

SUMMARY OF FACILITY SPACE REQUIREMENTS

The following section provides a summary of all spaces required within the school portion of Patrick Henry. It contains an overall summary of the school facility as well as individual space detail. Data is provided to serve as an overall guideline and architects should strive to meet the goals within 10 percent.

Core Academic #

Spaces SQFT Per Total SQFT

Head Start 3 1175 3525

Pre-Kindergarten w/ toilet & storage 3 1175 3525

Kindergarten w/ toilet & storage 4 1175 4700

Grades 1 4 900 3600

Grades 2 4 900 3600

Grades 3 4 900 3600

Grades 4 4 900 3600

Grades 5 4 900 3600

Shared Classroom Student Bathroom (1st thru 5th) 10 100 1000

Grades 6 2 900 1800

Grades 7 2 900 1800

Grades 8 2 900 1800

Science Lab 6/7/8 3 1200 3600

Shared Science Storage/Prep 1 300 300

World Language / TAG Classrooms 2 900 1800

Resource Classroom 3 250 750

Special Education Classrooms 2 600 / 900 1500

Shared Restroom 1 100 100

Speech Room 1 200 200

Storage 1 50 50

Extended Learning Area (distributed) w/ Storage 3 1200 3600

Professional Learning Team Areas / Teach Collaboration (distributed) 3 500 1500

Staff Bathrooms (distributed) 3 40 120

Subtotal 49,670

Specialty Areas #

Spaces SQFT Per Total SQFT

Arts Lab 2 1000 2000

Shared Art Storage / Prep 2 200 400

Kiln Room 1 75 75

General Music Classroom 1 1200 1200

Music Storage 2 100 200

Instrumental Music Room 1 1400 1400

Instrument Storage 1 400 400

Black Box Theater 1 2400 2400

Black Box Theater Storage 1 200 200

CTE/ w/ storage 1 1000 1000

Gymnasium (Basketball court with buffer and bleachers) 1 7400 7400

Locker Room/Restroom 2 700 1400

PE Storage 2 300 600

PE Office 2 100 200

Bike Storage 1 400 400

Outdoor Equipment Storage 1 400 400

Teacher Restroom/Shower 1 150 150

Multipurpose Room/Health Classroom / Fitness 1 1400 1400

Multipurpose Room Storage 1 200 200

Seating Storage 1 600 600

Subtotal 22,025

Shared Spaces # Rooms SQFT Total SQFT

Student Dining – Café / Multipurpose 1 4820 4820

Kitchen 1 1000 1000

Serving Area 1 1000 1000

Ware Washing 1 100 100

Walk-in Cooler & Freezer 1 100 100

Dry Storage 1 250 250

Staff Locker/Toilet 1 200 200

Manager's Office 1 120 120

Kitchen Receiving 1 300 300

Chair / Table Storage 1 400 400

Stage w/ storage 1 1100 1100

Community Partners/After-school Storage 1 200 200

Shared Storage Room 1 200 200

Media Center - Reading/Learning/Circulation 1 3374 3374

Storage 1 200 200

Shared Work Room / Office 1 200 200

Technical Processing Room 1 300 300

Break-out Room (small group meetings) 2 150 300

Device Storage/Charging Room 1 200 200

Subtotal 14,364

Administration/ Student Services # Rooms SQFT Total SQFT

Welcome Center/Lobby 1 1050 1050

Secretary & Reception Area 1 500 500

Parent Resource / Volunteer Center 1 200 200

PTO Storage 1 75 75

Principal’s Office 1 180 180

Conference Room 1 220 220

Student Record Storage & Safe 1 200 200

Assistant Principal’s Office (dispersed) 2 150 300

Lactation Room (dispersed) 1 100 100

Guidance Office/Itinerant Service Provider Office 3 100 300

Social Worker Office 1 150 150

Psychologist Office / Testing 1 200 200

Student Services Conference Room 1 200 200

Office, OT/PT/Itinerant Staff 1 250 250

Workroom / Copy Center / Mail Room 1 250 250

Supply Storage 1 100 100

Staff Bathroom 2 200 400

Book Storage 1 400 400

Health Suite:

Office / Private Meeting Room 1 100 100

Storage 1 25 25

Nurse's Office 1 125 125

Waiting / treatment 1 575 575

Cots 1 80 80

Toilet / Shower 1 80 80

Exam Room 1 100 100

Outside Program Storage 1 50 50

6,210

Building Support Spaces # Rooms SQFT Total SQFT

Workshop/Storage 1 750 750

Receiving & Loading Dock 1 700 700

Custodial Office 1 100 100

Janitor's Closets 3 30 90

Other: combined storage, restrooms, circulation, lockers, etc. Gross Gross Gross

1,640

TOTAL 93,909

Grossing Factor: 29.0%

Total SQFT: 121,119

Max Capacity: 964

Target Capacity: 888

PROGRAM DATA SHEETS

PATRICK HENRY PRE-K-8 SCHOOL

The following section provides a summary of the individual spaces required within the school portion of Patrick Henry. This detail has been taken directly from the ACPS Board approved prototype Ed Specs for elementary and middle schools. It may contain spaces that will not be included at Patrick Henry (e.g. traditional middle school spaces such as AVID, district wide centers not typical to every school such as FACE, or to support the distributed dining model such as a specific Early Childhood Learning dining room).

Square footage or class size goals noted in the detailed space program and capacity model provided earlier in this document should be taken by the architect as guidance over what is listed on an individual data sheet as the detailed program is representative of the need for the Pre-K-8 program.

E-ACA /// CORE ACADEMICPRE-K/KINDERGARTEN CLASSROOMGRADES 1-5 CLASSROOMGRADES 1-5 EXTENDED LEARNING AREACLASSROOM BATHROOMRESOURCE CLASSROOMSTUDENT SERVICESOCCUPATIONAL/PHYSICAL/ITENERANT HOTELINGTEACHER COLLABORATION ROOMSTORAGE OUTDOOR STORAGE EARLY CHILDHOODART STORAGEEARLY CHILDHOOD LEARNING

Akabbani

Sticky Note

Unmarked set by Akabbani

47.FIG. 7.0 // CORE ACADEMIC ADJACENCY DIAGRAM

CLASSROOMBATHROOM

STORAGE

RESOURCECLASSROOM

CLASSROOMSTUDENT SERVICES

ITINERANTHOTELING

CLASSROOM

BATHROOMEXTENDED LEARNING

AREACLASSROOM STORAGE

EARLY CHILDHOODLEARNING

ART STORAGE

TEACHER COLLAB

CLASSROOMBATHROOM

CLASSROOM

CLASSROOM

BATHROOM

CLASSROOM

F2

F2

F3

F3

L5L10

F9

L1

F56

L3

F7

F6

L1 L2

L1 F4 F5

L4

STORAGE TOILET

L9

F8

L6

L7

F1

E-ACA /// PRE-K/ KINDERGARTEN CLASSROOM0’ 4’ 8’ 16’

size 1,175 SFcapacity 16-20 students (HS/PK/K) 2 teachers parents/ staff membersancillary spaces pre-k/ kindergarten restroom (50 SF) storage closet (100 SF)spatial relationships see illustration opposite page group classrooms for potential teaming locate coat cubbies near door locate at first floor for emergency prefer door to the outside from the classroom designate area for cot storage (stacked) centers in the classroom may include: housekeeping blocks library/books writing table art table sand and water tablesprogram activities whole group teacher directed small group one-on-one instruction cooperative learning discovery

L3 teacher work surface with mobile

storage and two chairs

L4 four drawer lateral file cabinet

L5 bound group rug (3, group area,

block area, and reading area)

L6 mobile shelving (various)

L7 teachers lockable wardrobe

(18” x 18”)

L9 learning center sets- sand/water

table, kitchen, art cart, etc.

L10 student desks

data drop

language arts inquiryplumbing double sink at two heights with drinking fountain and sink at child height with deep well at adult height wall mounted watercloset wall mounted lavatory

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving

F2 student cubbies (20)

F3 wall shelving (over cubbies)

F4 marker board (8 LF)

F5 tackable/magnet wall surface

F6 soap dispenser

F7 towel dispenser

F8 wall mounted interactive electronic

presentation device

F9 classroom sink

F56 30” itinerant/aid station

loose furnishings

L1 stackable/nesting chairs (18-20)

L2 stackable/nesting tables (4-5)

L8

L11

L1 L10

L1

L10

F7

F4

F8

F5

F3F2

E-ACA /// GRADES 1 - 5 CLASSROOM0’ 4’ 8’ 16’

SHAREDCLASSROOMBATHROOM

CORRIDOR

L4

F56

F5

F4 L3

L7

F6 L5

F1

F9

size 900 SFcapacity 22 students (1st – 2nd) 24 students (3rd – 5th) 2 teachers staff members guest speakers/volunteersancillary spaces restroomsspatial relationships see illustration opposite page group classrooms for potential teaming doorway into the commons area doorway into adjacent bathroom suite connecting to adjacent classroom locate coat cubbies near door two teaching/learning walls with student height marker boards and technology infrastructure consider outside ‘porches’ where feasible.program activities large group instruction small group instruction and group work computer instruction team teaching oral presentations testingplumbing sink with drinking fountain

LEGEND ///

fixed equipment


F2 student cubbies (20-22)


F4 marker board (on 2 walls, 16 LF each)


F6 soap dispensor

F7 towel dispensor


presentation device

F9 classroom sink

F56 30” itenerant/aid station

F62 sound enhancement system

loose furnishings


L3 teacher work surface with mobile storage

and two chairs


L5 bound group rug (up to grade 2)

L7 teacher’s lockable wardrobe (18”X18”)

L8 tall cabinet with shelves

L10 student desks (22-26)

L11 adjustable height bookshelves

data drop

0’ 4’ 8’ 16’

CORRIDOR

CLASSROOMCLASSROOM

CLASSROOM CLASSROOM

L13F5

F8

L1L18

F4

E-ACA /// GRADES 1-5 EXTENDED LEARNING AREA

size 600capacity 4-25 students 1-2 teachersancillary spaces grades K-5 classroom furniture storagespatial relationships integrated into circulation located within classroom clustersprogram activities small group learning centers story telling team activities and project based learning individual activities amphitheater kitchenette

LEGEND ///

fixed equipment (TBD based on age and

school preference) may include:




presentation device (optional)

loose furnishings

mixture of the following to support multiple

learning activities in multiple learning

configurations:

L1 stackable/nesting chairs

L13 small table(s)

L18 lounge chairs

size 100 SFcapacity 2 studentsancillary spaces 1-5 classroomsspatial relationships shared by two adjacent classroomsplumbing sink connection toilet connection

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F18 mirror

F19 toilet tissue holder

F20 bathroom accessories

F30 bathroom sink

E-ACA /// CLASSROOM BATHROOM 0’ 2’ 4’ 8’

F18 F18

F19 F20F19 F20

CLASSROOM 2CLASSROOM 1

F30

F7

F6

THIS PAGE IS LEFT BLANK INTENTIONALLY

E-ACA /// RESOURCE CLASSROOM0’ 4’ 8’ 16’

F8

F5

L3

L4

L7 L8 L1

L10

L1 L10

L11

F4

F1 F9

size 250capacity up to 15 students 2 or more staff membersancillary spaces n/aspatial relationships located within academic core areasprogram activities small group work independant instruction and work reading, math, speech, etc.

LEGEND ///

fixed equipment






presentation device

F9 classroom sink

loose furnishings









data drop

size 100 SFcapacity counselors psychologist social worker students and parents staff teachersancillary spaces staff restroomsspatial relationships near academic core areasprogram activities group and individual counseling/ learning student assessment

LEGEND ///

loose furnishings

L1 stackable/nesting chairs (4)



L12 admin workstation and chair

L13 small table

E-ACA /// STUDENT SERVICES 0’ 2’ 4’ 8’

L4

L12

L1

L13

L11

L1

THIS PAGE IS LEFT BLANK INTENTIONALLY

E-ACA /// OCCUPATIONAL / PHYSICAL / ITINERANT HOTELING0’ 4’ 8’ 16’

STORAGE

L4

L21

L1

F4

L15

F5

L4

L15F56

F56

size 400 SFcapacity itinerant up to 4 staffancillary spaces nonespatial relationships near student services near resource classroom used for speech near special needs classroom near FACE centerprogram activities therapy exercise assistive technology evaluation occupational and physical therapyenvironmental considerations electrical outlets for equipment wheelchair accessibility reinforcing structure in ceiling to support lift equipment

LEGEND ///

fixed equipment



F56 30”itinerant/aid station (4)

loose furnishings



L15 task chair (4)

L21 work table

E-ACA /// TEACHER COLLABORATION ROOM

F3

0’ 2’ 4’ 8’

STORAGE RESTROOM

M2

F5

L17

F4

L26

L19 L15

F57F1

F7F6

F9

F49

size 250 SFcapacity teachers teachers’ assitants parents/volunteersancillary spaces staff restroom storagespatial relationships near academic core classrooms access to staff restroom(s) from within access to storage from withinprogram activities team staff meetings lesson planning and grading scheduling appointments record keeping develop and review teacher materialsplumbing sink connection

LEGEND ///

fixed equipment


F4 marker board


F6 soap dispenser

F7 towel dispenser

F9 classroom sink

F49 lockers

F57 kitchenette

loose furnishings

L15 task chair (6)

L17 printer station

L19 conference table

L26 refrigerator

miscellaneous

M2 color printer

L6

F3 F28

F3 F3

size 200 SFcapacity staff membersancillary spaces n/aspatial relationships near core academic classroomsprogram activities storing and retrieving books/supplies

LEGEND ///

fixed equipment

F3 wall shelving (12” and 24” deep)

F28 base cabinets

loose furnishings

L6 mobile shelving

E-ACA /// STORAGE 0’ 2’ 4’ 8’

F3

size 200 SFcapacity staff membersancillary spaces n/aspatial relationships direct access to outdoors near early childhood classrooms direct access to interior corridorprogram activities storage of portable outdoor play equipment

LEGEND ///

fixed equipment

F3 wall shelving (10’-16’ total, 84” high, 12”,

24,” or 30” deep)

E-ACA /// OUTDOOR STORAGE EARLY CHILDHOOD

EXTERIOR

INTERIOR

0’ 2’ 4’ 8’

F3

F1

F1.1

F3

L4

E-ACA /// ART STORAGE 0’ 2’ 4’ 8’

ARTLAB

size 200 sfcapacity 1 teacherancillary spaces art labspatial relationships direct access to art lab visual access to art lab second storage room provided adjacent to early childood dining / ELA spaceprogram activities storage of equipment and supplies

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (paper

storage cabinets. one cabinet for

hazardous materials)

F1.1 casework

F3 wall shelving (18” deep, metal)

loose furnishings

L4 four-drawer lateral file cabinet

E-ACA /// EARLY CHILDHOOD LEARNING0’ 4’ 8’ 16’

ART PREP/ STORAGE

TABLE AND CHAIR

STORAGE

FOODWARMING

F8F4F5

L39

L41

size 2,000 SFcapacity Pre-K- Kindergarten: two lunch periods 3-6 staff membersancillary spaces ECE Classrooms Storage Art storagespatial relationships integrated into circulation located within classroom clustersprogram activities early childhood dining early childhood art small group learning centers story telling team activities and project based learning individual activitiesenvironmental considerations cleanable surfaces windows to provide ample natural light good sight lines to all areas of the room for supervision window treatment to darken room for AV presentation electric outlets for food serving equipment

LEGEND ///

fixed equipment

F4 marker board (two 8 LF boards with electric

outlet below)

F5 tackable or magnetic wall surface

F8 wall mounted, interactive, electronic

presentation device

loose furnishings

L39 cafeteria tables (tables and seating to

accomodate for 130 children ages 4-6)

L41 chair dollies

three sinks:adult hand washing, child hand

washing, utility

M-ACA /// CORE ACADEMICGRADES 6-8 CLASSROOMSCIENCE CLASSROOMSCIENCE PREP / STORAGETEACHER COLLABORATION ROOM (TCR)GRADES 6-8 EXTENDED LEARNING AREASTECHNOLOGY LAB / CTE LABFAMILY AND CONSUMER SCIENCES LABRESOURCE CLASSROOMSTUDENT SERVICESSTORAGEAVID CLASSROOM

45.FIG. 7.0 // CORE ACADEMIC ADJACENCY DIAGRAM

STORAGE

STORAGE

RESOURCESCLASSROOM

TECHNOLOGY EDUCATION LAB

BUSINESSTECHNOLOGY

EDUCATION LAB

FAMILY AND CONSUMER

SCIENCES LAB

ADMIN SUITE

(DECENTRALIZED)

SMALLGROUP

BREAKOUT

EXTENDED LEARNING

AREAS

TEACHER COLLAB

AVIDCLASSROOM

CLASSROOM

ACADEMIC CLUSTER (3)

TECHNOLOGY LABS

CLASSROOM

CLASSROOM

CLASSROOM

SCIENCECLASSROOM

SCIENCECLASSROOM

SCIENCECLASSROOM

SCIENCECLASSROOMSCIENCE

PREP/STORAGE

SCIENCE PREP/STORAGE

KEY ///

direct access

linked space

enclosed space

open/undefined space

L8

L11

L1 L2

F4

F8

F5

M-ACA /// GRADES 6-8 CLASSROOM0’ 4’ 8’ 16’

CORRIDOR

L4

F5

F4 L3

L7

F1

size 850 SFcapacity 20 -24 students teacher guest speakers/volunteersspatial relationships in team clusters near resource classroom near science classroomprogram activities large and small group instruction hands-on activities oral presentation team teaching computerized instructionenvironmental considerations comfortable rooms with pleasant décor that contribute to an atmosphere conducive to creativity. windows to provide natural light and egress. electrical outlets for equipment uniform lighting window treatment to darken room for AV presentations consider movable partitions and doors between classrooms to maximize flexibility provide transparency into extended learning areas

LEGEND ///

fixed equipment





presentation device

loose furnishings


L2 stackable/nesting tables (24)






data drop

0’ 4’ 8’ 16’

CORRIDOR

SCIENCE PREP/STORAGE

F4

F10

F6 F7

L1L71

L8

F11

L65

F9

L7

L4

L50

M-ACA /// SCIENCE CLASSROOM

size 1,200 SFcapacity 24 students teacher staffspatial relationships in team clusters near science Prep/Storageprogram activities large and small group instruction hands-on activities team teaching data collection and analysis laboratory work oral presentations computer simulations computerized instructionenvironmental considerations flow between classroom and lab activities should be seamless with good visibility of all lab stations uniform lighting rooms designed for ease of movement. students need to be able to move around the labs with chemicals, etc.,in a safe way lab table tops, floors, etc., need to be resistant to acids, heat, spills, etc. OSHA requirements maintained electrical outlets for equipment

windows to provide natural light and egress window treatment to darken room for AV presentations adequate ventilationplumbing plumbing connections 6 sinks all utiltities for teacher demonstration table safety chemical showers/eye wash stations floor drains

LEGEND ///

fixed equipment

F4 marker board (16 LF )

F6 soap dispenser

F7 towel dispenser

F10 teacher demonstration table (with desk)

F11 Science casework: base cabinets and

shelving per lab (no wall cabinets)

loose furnishings





L57 fire blanket

L65 adjustable height stool for teacher

L71 two-person adjustable height tables (12)

L72 goggle storage and sanitizer cabinet

data drop

0’ 2’ 4’ 8’

SCIENCECLASSROOM

SCIENCECLASSROOM

L26

L60

L58L59L57

F11

F40

F6F7

M-ACA /// SCIENCE PREP / STORAGE

size 360 SFcapacity 1-2 staff members student assistantsspatial relationships central to grade level science classroomsprogram activities general lab perparation set-up experiments store equipmentenvironmental considerations uniform lighting electrical outlets for equipment exhaust systemplumbing plumbing connections hook-up for ice maker sink

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F11 science casework: base cabinets and

shelving per lab (no wall cabinets)

F40 chemical storage cabinets

loose furnishings

L26 refrigerator with ice maker

L57 fire blanket

L58 autoclave (one per school)

L59 distiller (one per school)

L60 dishwasher

data drop

M-ACA /// TEACHER COLLABORATION ROOM 0’ 2’ 4’ 8’

F3STORAGE RESTROOM

M2

F5

L17

F4

L26

L19 L15

F57F1

F7F6

F9

F49

size 250 SFcapacity teachers teachers’ assitants parents/volunteersancillary spaces staff restroom storagespatial relationships near academic core classrooms access to staff restroom(s) from within access to storage from withinprogram activities team staff meetings lesson planning and grading scheduling appointments record keeping develop and review teacher materialsplumbing sink connection

LEGEND ///

fixed equipment


F4 marker board


F6 soap dispenser

F7 towel dispenser

F9 classroom sink

F49 lockers

F57 kitchenette

loose furnishings

L15 task chair (6)

L17 printer station

L19 conference table

L26 refrigerator

miscellaneous

M2 color printer

0’ 4’ 8’ 16’

CORRIDOR

CLASSROOM CLASSROOM

CLASSROOM CLASSROOM

L13

F5

F8 L1L18

F4

M-ACA /// GRADES 6-8 EXTENDED LEARNING AREA

size 1000 SFcapacity 4-25 students 1-2 teachersancillary spaces grades K-5 classroom furniture storagespatial relationships integrated into circulation located within classroom clustersprogram activities small group learning centers story telling team activities and project based learning individual activities amphitheater kitchenette

LEGEND ///

fixed equipment (TBD based on age and

school preference) may include:





loose furnishings

mixture of the following to support multiple

learning activities in multiple learning

configurations:


L13 small table(s)

L18 lounge chairs

TECHNOLOGYSTORAGE

0’ 4’ 8’ 16’

L1 L54L53

L3

L55

L4

F4

F81

F82

F8

L8

L7 L21

M-ACA /// TECHNOLOGY LAB / CTE LAB

size 1450 SFcapacity 20-24 students teacher guest speakers/ volunteersancillary spaces n/aspatial relationships project lab with 1) module-based technology stations around the periphery and 2) fabrication stations in the center (may include: rocketry, electronics, engineering, digital photography, graphic design, engine repair, etc.) storage- 300 SF program activities large and small group instruction hands-on activities oral presentation team teaching computerized instructionenvironmental considerations windows to provide natural light and egress electrical outlets for equipment uniform lighting window treatment to darken room for AV presentations rooms designed for ease of movement

and accessibility; students need to be able to move around the worktableslab features safety shower and eye wash with floor drain dust collection, and exhaust system 70 foot-candles of light a bench height ceiling mounted electric drops with automatic cord reel where appropriate emergency stop switches/buttonsstorage area storage for 2-3 mobile tool work centers

LEGEND ///

fixed equipment

F4 marker board (2 walls -8 LF each)



F81 goggle storage and sterilization with

adequate ventilation

F82 two sinks (6 ft apart) w/ clay traps; cabinetry

below

loose furnishings



L4 four-drawer file cabinet

L7 teacher’s lockable wardrobe

L8 tall cabinet with shelves (2-3)

L21 worktable

L53 computer-based module stations around

periphery with room for two students each

(10)

L54 work benches approximately 4’ x 4’ (5)

L55 48” wide tote tray cabinets for project

storage for 100 students

0’ 4’ 8’ 16’

STORAGESTUDENT KITCHEN

STUDENT KITCHEN

STUDENT KITCHEN

STUDENT KITCHEN

LAUNDRY

L26

L60

L86

L86L66

L67

L26

F4

L70

F87

F85

M-ACA /// FAMILY AND CONSUMER SCIENCES LAB

size 1450 SFancillary spaces storage laundryprogram activities large and small group instruction hands-on activities team teaching computerized instructionenvironmental considerations rooms designed for ease of movement and accessibility; students need to be able to move around the stations OSHA requirements maintained electrical outlets for equipment windows to provide natural light window treatment to darken roomfeatures (demonstration area) provide demonstration island with counter top, 9’L X 30”D X 34” H, sink and range double outlets on each end of the demonstration table and slant mirror. provide oven, counter and cabinet storage behind the island provide tall storage cabinet/pantry unit, lockable with adjustable shelves, 84” H X 36”W X 30” D magnetic marker board interactive board that does not interfere with demonstration island

kitchen equipment L26 refrigerator/freezer, 24 cu. ft. (each serves two kitchens) (2) L60 dishwashers (4) L66 range (4) , 30” w, front controls, timer,

visual light door, self-cleaning oven with exhaust hood

L67 microwaves- 1,200 watt, residential, under cabinet mount (4)

L68 refrigerator,commercial upright, frost- free 54” vertical hinge double doors,

minimum 46 cu. ft. stainless steel with shelving, lockable

L69 upright freezer, commercial, frost free, 30” W, vertical hinge single door, stainless steel with shelving, lockable

L70 ice maker, large capacity F86 double bowl stainless steel kitchen sink

with goose neck, swivel kitchen faucet and garbage disposal (HW/CW)

F87 full sized convection oven (each serves two kitchens)

student kitchen (4) laminate counter surface for kitchen work area. U-shaped kitchens are preferred- one ADA compliant lower cabinets; above counter cabinets: double doors, with adjustable shelves. no upper cabinets protruding into the room, must provide clear visual supervision of all kitchen spaces small magnetic marker board

computer tablet holder soap dispenser

towel dispenserplumbing 5 sinks eye wash stationstorage adjustable non-corrosive shelvinglaundry hook-up and vent for washer and dryer peg board/hooks for aprons cabinets for towels

LEGEND ///

fixed equipment

F4 marker board

F85 casework for dining equipment (dishes, table

cloths,etc.)

loose furnishings



L49 fire blanket

L56 trapezoid desks that fit 4-6 (24)

L64 first aid kit

L65 adjustable height stool for teacher

M-ACA /// RESOURCE CLASSROOM0’ 4’ 8’ 16’

L3

L4

L8 L1

L10

L7

L1 L10

L11

F1 F9

F8

F5

F4

size 600capacity up to 15 students 2 or more staff membersancillary spaces n/aspatial relationships located within academic core areasprogram activities small group work independant instruction and work reading, math, speech, etc.

LEGEND ///

fixed equipment






presentation device

F9 classroom sink

loose furnishings









data drop

M-ACA /// SMALL GROUP BREAKOUT 0’ 2’ 4’ 8’

size 250 sfcapacity staff and studentsancillary spaces n/aspatial relationships adjacent and access to academic classroomsprogram activities group projects meetings listening and viewing

LEGEND ///

fixed equipment


loose furnishings


L13 small table (2)

F4

L1

L13

L6

F3 F28

F3 F3

size 200 SFcapacity staff membersancillary spaces n/aspatial relationships near core academic classroomsprogram activities storing and retrieving books/supplies

LEGEND ///

fixed equipment


F28 base cabinets

loose furnishings

L6 mobile shelving

M-ACA /// STORAGE 0’ 2’ 4’ 8’

M-ACA /// AVID CLASSROOM0’ 4’ 8’ 16’

L61

L4

L12

L15

L20

L15

L62

F4

F4F49 F23

L12

L20

size 1500 SFcapacity 25 to 30 students teacher 4 to 5 tutorsancillary spaces attached tutor officespatial relationships near media center program activities advanced college preparation elective courses environmental considerations comfortable rooms with pleasant décor that contribute to an atmosphere conducive to creativity windows to provide natural light and egress electrical outlets for equipment uniform lighting window treatment to darken room for AV presentations consider movable partitions and doors between classrooms to maximize flexibility provide transparency into extended learning areas

LEGEND ///

fixed equipment

F4 marker board

F23 operable partition wall

F49 lockers (4)

loose furnishings

L4 four drawer file cabinet

L12 admin workstation

L15 task chair (30)

L20 executive chairs (4)

L61 two person table on casters

L62 resource media

data drop

MEDIA CENTERREADING / LEARNING / CIRCULATIONMEDIA PRODUCTION AREATECHNICAL PROCESSING ROOMCOMBINED OFFICE/WORKROOMDEVICE CHARGING ROOMSTORAGESMALL GROUP ROOM

69.FIG. 8.0 // MEDIA CENTER ADJACENCY DIAGRAM

READING /LEARNING /CIRCULATION

TECHNICAL PROCESSING

ROOM

CIRCULATIONDESK

VIEW VIEW

COMBINED OFFICE /

WORKROOM

SMALL GROUPROOM

DEVICECHARGINGROOM

SMALL GROUPROOM

STORAGE

KEY ///

direct access

linked space

enclosed space

open space

M3 M7

F44

F44

F44

F1.1

F45

F3

F3

L18 L18

L17 L21

L1

L1

L21

L21

F3

CORRIDOR

TECHNICALPROCESSINGROOM

DEVICE CHARGINGROOM

COMBINED OFFICE / WORKROOM

STORAGE

SMALLGROUP RM

SMALLGROUP RM

MC /// READING / LEARNING / CIRCULATION0’ 4’ 8’ 16’

size 3,900 sfcapacity 75 students 1 media specialist community patrons after school hoursancillary spaces technical processing room device charging room combined office/workroom storage small group roomspatial relationships circulation area located close to

entrance / exitprogram activities reading and research circulation of materials and resources

including online catalogs large group and small group instruction provide meeting areas for community,

staff, and parents dramatic reading and storytelling informal small group interactionenvironmental considerations recessed floor outlets at tables adequate ventilation lighting appropriate to task with switches

to dim separate zones of media center

environmental sound control:wall minimum: STC 45

ceiling minimum: CAC35 electrical outlets at entrance for future

security system electrical outlets at column locations windows to provide natural sunlight security of school when center is in use during after school hours ceiling height in proportion to room

dimensions open flow for traffic in reference/ professional/periodical areas electrical outlets in toe space of wall shelving window treatment to darken room for AV

presentation mix of lounge furniturefinishes flooring: carpet

LEGEND ///

fixed equipment F1.1 casework (circulation desk)

F3 marker board (in two locations, 8 LF ea) F44 library case work*F45 motorized projection screen

loose furnishings L1 stackable/nesting chairs (32-55 per student enrollment)L17 printer stationL18 lounge chairsL21 work table (6-10 with various heights)

miscellaneousM3 bar code readerM7 desktop computer (2)

data drop

*shelving calculations per 3’ shelves Picture thin: 20 books per foot /

60 books per shelf Standard size: 9 books per foot /

30 books per shelf Reference books: 6 books per

foot / 18 books per shelf Periodicals: 1 per foot for display

purposes

to calculate how many linear feet of shelving are required for a collection, take the total number of volumes and divide by the number of books per foot. For example, a primary collection of 5,000 volumes consisting of picture and thin books would require a total of 250 linear feet of shelving. shelves should only be two-thirds full. to allow for this, multiply the number of linear feet required by 1.33. example: 250 x 1.33=332.5 or 333 linear feet of shelving.*VA guidelines recommend free standingshelving 36” in height or less.

M2

F1L17 L13

L21M1 M5M4

M2

MC /// TECHNICAL PROCESSING ROOM 0’ 2’ 4’ 8’

READING/LEARNING/CIRCULATION

COMBINEDOFFICE/WORKROOM

size 450 sfcapacity 5 students 2 teachersancillary spaces reading/learning/circulation combined office/workroomspatial relationships n/aprogram activities scanning, digitizing, desktop publishing,

copying, and collatingenvironmental considerations uniform lighting with an appropriate visual

comfort level environmental sound control:

wall minimum: STC 45ceiling minimum: CAC 40

electrical outlets for equipment due to the changing nature of technology,

a media production room is to be designed for flexibility of use.

provide visual control from media center

LEGEND ///

fixed equipment


(peripheral counters with storage below)

loose furnishings

L13 small table (several and various, for

scanners and other equipment)

L17 printer station (2)

L21 work tables (2)

miscellaneous

M1 high speed and/or large format printers

M2 color printers

M4 photocopy machine

M5 digital scanner

M6 laminator

data drop

MC /// COMBINED OFFICE / WORKROOM 0’ 2’ 4’ 8’

M7 M7

F1

F3 F1.1F1 L11

L4L12 L12

L15

L21

READING /LEARNING /CIRCULATIONROOM

SMALL GROUPROOM

TECHNICALPROCESSINGROOM

size 500 sfcapacity media specialistsancillary spaces reading/learning/circulation small group roomspatial relationships adjacent and access to reading/ learning/circulation adjacent to and access to office adjacent to access to technical

processing room located behind circulation desk and wholeclass zoneprogram activities storage of materials storage of a/v materials and videotapes scanning digitizing

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (base

cabinets with power)

F1.1 casework (poster/map storage)

F3 wall shelving

loose furnishings

L4 four drawer lateral file cabinet (1-2)


L12 admin workstation (2)

L15 task chair (2)

L21 work table

miscellaneous

M7 desktop computer (2)

data drop

F3

L51

size 150 sfcapacity staffancillary spaces n/aspatial relationships adjacent and access to reading/learning

/circulationprogram activities overnight secure charging area for

laptops/tabletsenvironmental requirements secure metal door electrical oulets designed around a

‘parking’ strategy for 5-6 laptop charging carts

LEGEND ///

fixed equipment

F3 wall shelving (no lower shelves)

loose furnishings

L51 laptop charging cart (5-6)

MC /// DEVICE CHARGING ROOM 0’ 2’ 4’ 8’


F1

F3

F3

F3

F1 F1

F1 F1

size 250 sfcapacity staffancillary spaces n/aspatial relationships near core classroomsprogram activities storing and retrieving books / supplies

LEGEND ///

fixed equipment


F3 wall shelving (variety of 12” and 24” deep

shelving)

MC /// STORAGE 0’ 2’ 4’ 8’


F4

L1

L13

size 150 sfcapacity up to 8 personsancillary spaces n/aspatial relationships adjacent and access to reading / learning

/ circulation areaprogram activities group research projects meetings listening and viewing

LEGEND ///

fixed equipment


loose furnishings


L13 small table (2)

data drop

MC /// SMALL GROUP ROOM 0’ 2’ 4’ 8’

READING /LEARNING /CIRCULATIONROOM

COMBINEDOFFICE/WORKROOM

VA /// VISUAL ARTSART LABART STORAGE (AND PREP)KILN ROOM

85.FIG. 9.0 // VISUAL ARTS ADJACENCY DIAGRAM

KEY ///

direct access

linked space

enclosed space

open space

ART LAB

ARTSTORAGE

KILNROOM EXTERIOR

ART PATIO

M7

L73

L42

L3

L7

L8

L13

L74

F4

F2

F1

F1

F6 F6

F7

F35

F7

F35

F8

CORRIDOR

EXTERIORART PATIO

ARTSTORAGE

KILNROOM

VA /// ARTS LAB0’ 4’ 8’ 16’

size 1300 sfcapacity 20-24 students 1 teacher 1 student teachder parent volunteersancillary spaces kiln room art storagespatial relationships centrally located with convenient access

to core academic classrooms if two labs - one will be located in the

early childhood area and be furnished with age appropriatefurniture

direct access to art patio - with overhang adjacent and access to kiln roomprogram activities drawing, painting, and print making sculpture, model-making, collage, and

assembly ceramics-clay (age appropriate) computer graphics and mixed media work viewing prints/slids/movies/art videos individual and cooperative group work storage of supplies, projects, and small

equipmentenvironmental considerations uniform lighting/track and display lighting

windows to provide natural light and egress, preferably northern exposure include outlets on the wall above counter

spaces in raceway provide one ceiling hung, retractable electrical outlet window treatment to darken room for av

presentation is requiredfinishes ceiling:

exposed structure, painted with acoustical treatment

walls:painted concrete masonry units or

dry wallone tackable wall

plumbing 2 large, deep sinke (separated by at least 5 ft) plumbing connectionshvac manually controlled general exhaust

LEGEND ///

fixed equipment

F1 base wall cabinets and shelving (12 LF

of 30”high base cabinets w/wall cabinets

above paper storage cabinets. Two sinks

with different heights)

F2 student cubbies


F6 soap dispenser (at each sink)

F7 towel dispenser (at each sink)


presentation device

F35 hand sink

loose furnishings





L13 small table

L42 drying rack (40-80 slats)

L73 student tall stool (28)

L74 two-person tall art table (7)

miscellaneous

M7 desktop computer

data drop

M1

F3

F1

F1.1

F3

size 200 sfcapacity 1 teacherancillary spaces art labspatial relationships direct access to art lab visual access to art lab second storage room provided adjacent to early childood dining / ELA spaceprogram activities storage of equipment and supplies

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (paper

storage cabinets. one cabinet for

hazardous materials)

F1.1 casework

F3 wall shelving (18” deep, metal)

loose furnishings

L4 four-drawer lateral file cabinet

L4

VA /// ART STORAGE (AND PREP) 0’ 2’ 4’ 8’

ARTLAB

size 100 sfcapacity 1-2 personsancillary spaces art labspatial relationships direct access to art labprogram activities store 3d sculptural work house kiln equipmentenvironmental considerations ventilation controlled by a thermostat adequate ventilation with vents to the

outside for kiln electrical outlets for equipment lighting appropriate to task consider safety in plumbing room layout

LEGEND ///

loose furnishings

L44 kiln (28+” opening, 27” deep, and

ventilation)

L45 greenware shelving

L44

L45

VA /// KILN ROOM 0’ 2’ 4’ 8’

ARTLAB

PERFORMING ARTSINSTRUMENTAL MUSIC ROOM

(BAND AND ORCHESTRA)CHORAL ROOMORCHESTRA STORAGEINSTRUMENT STORAGECHORAL STORAGECHAIR STORAGESTAGE (CAFETORIUM)WING STORAGE

93.FIG. 10.0 // PERFORMING ARTS ADJACENCY DIAGRAM

STAGE

INSTRUMENTAL MUSIC ROOM

WING STORAGE

INSTRUMENT STORAGE

CHORAL ROOM

CHORAL STORAGE

INSTRUMENT STORAGE

CHAIR STORAGE

ORCHESTRASTORAGE

CAFETORIUM

KEY ///

direct access

linked space

enclosed space

open space

CORRIDOR CORRIDOR

ORCHESTRA STORAGE

BAND STORAGE

INSTRUMENTSTORAGE

F2

L32

M8

F1

L7

L8

L31L47

L3

F3

F4

F9

F82

F6 F7

PA /// INSTRUMENTAL MUSIC ROOM 0’ 4’ 8’ 16’

size 1400 sf for orchestra 1800 sf for bandcapacity 20-80 students 1 teacherancillary spaces instrument storage general storage/workroomspatial relationships near the choral room near the stage program activities individual, small, and group practice for

jazz, chamber ensembles, and other special ensembles

teaching and learning to read music performance of music green room for auditorium environmental considerations flat floor quiet HVAC system vision panels in doors to adjacent rooms oversize door opening to the outside 8’ double doors with removable mullions

throughout this area sound attenuation in walls electrical outlets for equipment high ceiling appropriate acoustical treatment windows to provide natural light

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (6 LF)

F2/3 student cubbies (35-40)/wall shelving

F4 marker board (16 LF, half with music staff

lines)

F6 soap dispenser

F7 towel dispenser

F9 classroom sink

F82 drinking fountain

loose furnishings



L8 tall cabinet with shelves (150 concert-sized

folio capacity)

L31 posture chair (60 for band, 30 for orchestra)

L32 conductor’s podium and stool

L47 music stand (60 for band, 30 for orchestra)

miscellaneous

M8 upright piano

CHORAL STORAGE

CORRIDOR

CORRIDOR

F4

L32

L3

M8

M9

F1 L29

L7

L8

L31L47

PA /// CHORAL ROOM 0’ 4’ 8’ 16’

size 1250 sfcapacity 40 students 1 teacherancillary spaces choral storage drinking fountainspatial relationships near the instrumental room near the stage provides access to choral storage program activities rehearsals, practice, and instruction sectional groups and solos community use green room for auditorium environmental considerations uniform lighting quiet HVAC system large doors appropriate acoustical treatment (not

extremely reverberant, nor designed acoustically as a square box)

high ceiling flat floor (no permanent risers) electrical outlets for equipment windows to provide natural light

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (6 LF)


loose furnishings



L8 tall cabinet with shelves (150 concert-sized

folio capacity)

L29 choral risers

L31 posture chair (40)

L32 conductor’s podium and stool

L47 music stand (20-40)

miscellaneous

M8 upright piano

M9 MIDI synthesizer (with music software and

audio enhancement equipment)

INSTRUMENTALMUSIC ROOM

F3

F3

F3

size 300 sfcapacity students teachersancillary spaces instrumental music roomspatial relationships near stageprogram activities storage and simple repair of accessories

and equipment

LEGEND ///

fixed equipment

F3 wall shelving (variety of 12” and 18” deep)

loose furnishings

L4 four drawer lateral file cabinet (2)

L4

PA /// ORCHESTRA STORAGE 0’ 2’ 4’ 8’

INSTRUMENTALMUSIC ROOM

F1.1

size 400 sfcapacity teacher studentsancillary spaces instrumental music roomspatial relationships n/aprogram activities storageenvironmental considerations n/dca

LEGEND ///

fixed equipment

F1.1 casework (adjustable open cubbies for

medium and small instruments)

PA /// BAND STORAGE 0’ 2’ 4’ 8’

size 200 sfcapacity student assistants teacherancillary spaces choral roomspatial relationships n/aprogram activities storage and simple repair of portable

choral risers, accessories, and equipment

LEGEND ///

fixed equipment

F3 wall shelving

loose furnishings


F3

L8

PA /// CHORAL STORAGE 8’ 0’ 2’ 4’

size 300 SFcapacity student assistants teacherancillary spaces cafetoriumspatial relationships near stage - may provide back of stage

accessprogram activities storing and retrieving chairs, portable

risers, podium, and pianoenvironmental considerations uniform lighting cleanable building surfaces accessibility for moving furniture both in

and out

LEGEND ///

loose furnishings


L2 stackable/nesting tables

L1 L2

PA /// CHAIR STORAGE8’ 0’ 2’ 4’

RAMP

F31 F32L32

M8L29 L37

CAFETORIUM

PA /// STAGE0’ 4’ 8’ 16’ 24’

size 1000 SFcapacity students (120) teachers parents/volunteers community membersancillary spaces gymnasium cafetorium music roomsspatial relationships adjacent and access to gymnasium near music rooms with ramp accessprogram activities student assembly/award programs theatrical/musical performances in-service conferencesenvironmental considerations electrical outlets for equipment stage to be no more than 21” above floor direct and convenient access to stage via

stairs/rampsfinishes flooring:

wood strip flooring for athletic applications

LEGEND ///

fixed equipment

F13 sound system

F31 stage curtains

F32 stage lighting (mounted to ceiling)

loose furnishings

L29 choral risers (mobile and folding)

L32 conductor’s podium and stool (with sound

system controls)

L37 dance barres

miscellaneous

M8 upright piano

data drop

PHYSICAL EDUCATIONGYMNASIUM / MULTIPURPOSEPUBLIC RESTROOMSPE OFFICEPE STORAGEMULTI-PURPOSE / AFTER SCHOOL SPACE

108.

GYMNASIUM

EXTERIOR

MULTI-PURPOSE SPACE

STORAGE HEALTH CLASSROOMS

PE STORAGE

OFFICE

OFFICE

PUBLIC RESTROOMS

VISITOR PARKING

EXTERIOR

KEY ///

direct access

linked space

enclosed space

open space

FIG. 11.0 // PHYSICAL EDUCATION ADJACENCY DIAGRAM

0’ 8’ 16’ 32’

F23

PE OFFICE CORRIDORCORRIDOR

OUTSIDE

MULTI-PURPOSE/AFTER SCHOOL SPACE

F88

F22

F22F4

L53

F4F24

MULTI-PURPOSE/AFTER SCHOOL SPACE

PE STORAGE

PE /// GYMNASIUM

size 6,500 SFcapacity 20-24 students per class 2-3 teachers parents and community members for meetings assemblies to accomodate at least 1/2 of the student bodyfinishes flooring: wood strip flooring for athletic applications or resilient athletic flooring base: vented resilient base ceiling: painted exposed structure on acoustical deck walls: painted conrete masonry units acoustical wall treatment and/or sound absorbing concrete masonry units padding on lower levelsspatial relationships near public restrooms access to outdoor physical education play areas near visitor parking

located with easy access to rest of school, but must be able to close off area for security during evening activities adjacent and access to PE office adjacent and access to PE storage

LEGEND ///

fixed equipment

F4 marker board (8 LF 2 sides of gym

with electrical outlet below)

F22 basketball goals (adjustable height,

ceiling hung or portable)

F23 operable partition- motorized

F24 climbing wall

F88 gym bleachers

loose furnishings

L53 portable sound system

adjacent to multi-purpose roomprogram activities athletic skills and leader games adaptive physical education student assemblies and programs lectures/teaching community useenvironmental considerations environmental sound control: wall minimum: STC 50 adequate sound control/acoustics clear height of 20’ from floor to nearest obstruction electrical outlets for equipment drinking fountain and open cubbies in adjacent lobby area structure, lighting, and ducts designed not to trap PE balls; wire gaurds on light fitures ceiling heights should be proportional to room volume

GIRLS

BOYS

F20

F50

F20F50

F7 F6

F18

F18

F7F6

CORRIDOR

PE /// PUBLIC RESTROOMS

Spaces to be determined by design professional based on the number of fixtures required.

size based on the sum of the program areas excluding building services, multiplied by 3.5% capacity based on size of program areaspatial relationships near student dining area near public use areas, such as media center and gymnasium near academic core area restrooms located in several areas throughout buildingprogram activities personal and health needs for the studentsplumbing wall mounted water closets wall mounted lavatories

or wash fountains appropriate height fixtures by age plumbing connections

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F18 mirror (24” x 60”)


F50 toilet partitions

NOTES //Where individual restrooms are provided in lieu of large group restrooms, refer to staff restroom.

PE /// PE OFFICE

M7

L4

L12

L11

0’ 2’ 4’ 8’

F4

F7F6

F18

F30

F20

F49

GYMNASIUM

size 150 SFcapacity 1-2 teachers student teachersancillary spaces gymnasium near adult restroomsspatial relationships adjacent and access to gymnasium near restroomsprogram activities ordering scheduling planning maintaining records meetingsplumbing wall mounted lavatory wall mounted water closet floor drains in restroom and shower

LEGEND ///

fixed equipment


F6 soap dispenser

F7 towel dispenser

F18 mirror (24” x 60”)


F30 bathroom sink

F49 lockers (2)

loose furnishings


L12 admin workstation and chair


miscellaneous

M7 desktop computer

data drop

PE /// PE STORAGE

F3

F3

size 250 SFcapacity 1-2 teachers student teachersancillary spaces gymnasium near direct access to exterior for access to outdoor equipmentprogram activities storageenvironmental considerations leave space below shelving on one wall for portable bins

LEGEND ///

fixed equipment


F21 pegboard (4 LF)

loose furnishings

L34 tumbling mats

L35 ball bins

L38 play equipment

0’ 2’ 4’ 8’

L38

L34

L35

F21

L35

GYMNASIUM

PE /// MULTI-PURPOSE / AFTER SCHOOL SPACE

OFFICE

F4

F4

0’ 4’ 8’ 16’

CORRIDOR

GYMNASIUM

GYMNASIUM

OUTSIDESTORAGE

size 1,500 SFcapacity students teachers and staff after school staff communityfinishes flooring: resilient athletic flooringspatial relationships near after school entrance to building near parking area adjacent and access to after school storage area adjacent to gymnasiumprogram activities back-up physical education teaching wellness area quiet area for students to play cards, work on homework, readenvironmental considerations elevated ceiling, +/- 18 LF uniform lighting flexibility of space adequate ventilatio and ceiling fans electrical outlets for equipment must be able to isolate from the rest of the school after hours drinking fountain in adjacent corridor windows to provide natural light

LEGEND ///

fixed equipment


loose furnishings

loose furnishings for after school staff TBD

data drop

LEGEND ///

fixed equipment

F1.1 casework (6 LF)


F5 tackable/magnet wall surface (4 LF)

loose furnishings

L19 conference table (with table technology

installations- VGA jacks, data outlets,

power outlets, etc.)

L20 executive chairs (10)

data drop

size 200 SFcapacity staff students parents visitorsancillary spaces n/aspatial relationships adjacent and access to counselor’s office adjacent to parent or welcome spaceprogram activities conferences with staff, students, parents,

and visitors IEP meetings

1

1

2

2

3

3

4

4HARD SURFACE

GROUP GAMES

BENCH

WALL / ENCLOSURE

WALL / ENCLOSURE

SWINGS

ACCESSIBLE SURFACE

SIDEWALK / PEDESTRIAN WALK

MODULAR PLAY STRUCTURE

SOFT SURFACE

FIG. 7.0 // PRE-K PLAYGROUND DIAGRAM

0’ 10’ 20’ 40’ E-PE /// PLAYGROUNDS

general requirements provide playground areas to allow for

difference in age, ability, and varying interests. follow applicable safety guidelines for different age groups.

pre-kindergarten to grade 1 play area (figure 7.0) plan for play activities that include

rocking, balancing, climbing, and sliding. include tables and chairs for age group Locate equipment with moving parts, at

the perimeter of the play area. use fence or planting beds to prevent children from inadvertently stepping into path of moving equipment.

primary play area (figure 7.2) design for grades 1 - 3. plan for play activities that include

rocking, swinging, balancing, climbing, and sliding.

plan for upper-body strengthening devices such as a parallel bar and

overhead ladder play equipment.

intermediate play area (figure 7.3) design for grades 4 - 5. intermediate play area may be combined

with primary play area and a ‘tot

track’ designed around both play areas Include an outdoor science classroom that

may include a garden. plan for 1 full basketball court (50 feet by

84 feet) or 2 half courts (50 feet by 42 feet).

soft surface play area // soft surfaces are provided under play

equipment and must be handicapped accessible. surfacing is to be a poured polyurethane surface. avoid using black surfacing.

accessibility standards (figure 7.1) plan for ramps and/or transfer points on

composite play structures for access to play components on elevated

decks. meet the Americans with Disabilities Act guidelines for percentage of components that are to

be accessible by ramp and by transfer deck. provide table and benches along accessible route. provide upper-body strengthening

devices as appropriate for age group

and amount of supervision.

RAMP

12”

22”

32”

16” 8”

RAMP

RAM

P

FIG. 7.1 //TYPICAL RAMP AND TRANSFER DECK

11

1

111

22

2

222

33

3

333

44

4

444

HARD SURFACE

BENCH

WALL / ENCLOSURE

SWINGS

ACCESSIBLE SURFACESIDEWALK / PEDESTRIAN WALK

MODULAR PLAY STRUCTURE

GROUP GAMES

TABLES

SOFT SURFACE

0’ 10’ 20’ 40’

FIG. 7.2 // PRIMARY PLAYGROUND DIAGRAM

111

3 3 3

222

4 4 4

HARD SURFACE

GROUP GAMES

WALL / ENCLOSURE

SOFT SURFACE

ACCESSIBLE SURFACE

TABLES

SIDEWALK / PEDESTRIAN WALK

COMPETITIVE SOCIAL PLAY EQUIPMENT

FIT COURT PLAY EQUIPMENT

FULL COURT BASKETBALL COURT

0’ 10’ 20’ 40’

FIG. 7.3 // INTERMEDIATE PLAYGROUND DIAGRAM

AD /// ADMINISTRATIONENTRANCE LOBBYWELCOME CENTER/VISITOR CHECK-INPRINCIPAL’S OFFICE

SECRETARYDIRECTOR OF COUNSELINGBUSINESS MANAGER/TREASURERREGISTRARSTAFF TOILETCONFERENCE ROOMADMINISTRATIVE WORKROOMPSYCHOLOGISTSOCIAL WORKEROT/PT/ITINERANTSTUDENT RESOURCE OFFICERDECENTRAILIZED ADMINISTRATION SUITE

RECEPTION (MAIL BOXES)RECORD STORAGEASSISTANT PRINCIPAL OFFICECOUNSELOR OFFICECONFERENCE ROOM

DEAN OF STUDENTSCONFERENCE ROOMHEALTH SUITE

OFFICEWAITING/TREATMENT AREACOTSSTORAGETOILET/SHOWER

SUPPLY STORAGEGENERAL STORAGEFACE CENTER

OFFICESTORAGE

123.FIG. 12.0 // ADMINISTRATION ADJACENCY DIAGRAM

WELCOME CENTER

EXTERIOR

ENTRANCELOBBY

FACE

GENERAL STORAGE

SUPPLYSTORAGE

SCHOOL-WIDEADMINISTRATION

SUITE

ACADEMICCLUSTER

STUDENT RESOURCE OFFICER

DEAN OF STUDENTS

DECENTRALIZEDADMINISTRATION SUITE

(PER GRADE)

HEALTH SUITE

KEY ///

direct access

linked space

enclosed space

open space

AD /// WELCOME CENTER

M7

L13

L18

L15

F5

F26

L21

0’ 4’ 2’ 8’

OFFICE

ENTRANCE

EXTERIOR

EXIT

size 600 SFcapacity administrative assistants visitors/parents studentsspatial relationships see illustration opposite page located inside the main administrative

area directly accessible from entry vestibule

near public restrooms maximize views to exterior and main entry public address alcove closet (lockable)program activities greeting visitors student waiting/pick up area workstation for administrative assistant second and final access control point

prior to accessing the main schoolsecurity check-point

LEGEND ///

fixed equipment


F26 reception counter (Finish carpentry)

loose furnishings

L13 small table (3)

L15 task chair (2)

L18 lounge chairs (4-6)

L21 work table for check-in station

miscellaneous

M7 desktop computer

data drop

AD /// PRINCIPAL’S OFFICE

F5

M7

L20

L15

L4

L12L50

L7

L11

L16

0’ 2’ 4’ 8’

LEGEND ///

fixed equipment


loose furnishings



L11 adjustable height bookshelves (12 LF)


L15 task chair (4-6)

L20 executive chair

L50 small conference table

miscellaneous

M7 desktop computer

data drop

size 230 SFcapacity principalancillary spaces conference Roomspatial relationships near main entry near administrative assistant adjacent and access to conference room back door to secondary corridor, desirableprogram activities conferences with students, parents,

teachers, staff, and visitors curriculum development research and planning telephone communications dealing with personnel issues coordination of school and support

services

M7

0’ 2’ 4’ 8’ AD /// DIRECTOR OF COUNSELING / STUDENT SERVICE OFFICER

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity director of counseling ancillary spaces n/aspatial relationships may be located near Academic Core for

supervision may be located near administration suiteprogram activities conferences with parents student interaction conferences with individual teachers or

small groups telephone communications (private) research and planning coordination of school and support

services

M7

0’ 2’ 4’ 8’ AD /// BUSINESS MANAGER / TREASURER

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computerdata drop

size 150 SFcapacity business manager/treasurerancillary spaces n/aspatial relationships may be located near Academic Core for



services

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

AD /// REGISTRAR

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computerdata drop

size 200 SFcapacity registrarancillary spaces n/aspatial relationships may be located near Academic Core for



services

0’ 2’ 4’ 8’ AD /// STAFF TOILET

F20

F6

F1.1

F18

LEGEND ///

fixed equipment

F1.1 casework (wall cabinet)

F7 towel dispenser

F18 mirror


size 50 SFcapacity staffspatial relationships near welcome center near principal’s officeplumbing wall-mounted water closet wall-mounted lavatory plumbing connections floor drain

AD /// CONFERENCE ROOM

F1.1

F4

F5 F17

L20

L19

PRINCIPAL’S OFFICE

0’ 2’ 4’ 8’

LEGEND ///

fixed equipment



F5 tackable/magnet wall surface (8LF)

F17 audio/video recording and playback

equipment

loose furnishings

L19 Conference table (with table technology

installations-VGA jacks, data outlets,


L20 Executive chairs (12)

data drop

size 300 SFcapacity staffancillary spaces n/aspatial relationships near welcome center centrally located within administrative

area adjacent and access to principal’s officesprogram activities conferences with staff, students, parents,

and visitors

M4 M6 M1

M5

M2

0’ 2’ 4’ 8’

MAILROOM

AD /// ADMINISTRATIVE WORKROOM

F1.1

F1

F4

F5

F6 F7 F1.1

L15

L21

L17

LEGEND ///

fixed equipment


F1.1 casework (base/wall cabinets and

shelving)



F6 soap dispenser

F7 towel dispenser

loose furnishings

L15 task chair (4)

L17 printer station

L21 work table

miscellaneous

M1 high speed and/or Large format printers

M2 color printers

M4 photocopy machine

M5 digital scanner

M6 laminator

data drop

size 150 SFcapacity secretaries and administrators volunteers staffancillary spaces n/aspatial relationships near welcome center adjacent to mail roomprogram activities copying collating sorting of files preparing communications for mailing binding reports telephone communicationsplumbing plumbing connections sink,single/deep bowl

MD /// PSYCHOLOGIST

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 200 SFcapacity psychologistancillary spaces n/aspatial relationships may be located near Academic Core for



services

AD /// SOCIAL WORKER

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity social workerancillary spaces n/aspatial relationships may be located near Academic Core for



services

CORRIDOR

AD /// OCCUPATION / PHYSICAL / ITINERANT

F4

F5

L52

L24 L24L25

0’ 4’ 2’ 8’

LEGEND ///

fixed equipment


F5 tackable/magnet wall surface (flanking

marker board)

loose furnishings

L52 physical therapy table (8 LF)

data port

size 250 SFcapacity itinerant up to four staff membersancillary spaces n/aspatial relationships near student services conference room near speech near special needs classroom near FACE centerprogram activities therapy exercise assistive technology evaluation occupational and phyiscal therapyenvironmental considerations electrical outlets for equipment wheelchair accessibility reinforcing structure in ceiling to support

lift equipment

* student resource officer near academic cluster

AD /// STUDENT RESOURCE OFFICER

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity student resource officer ancillary spaces n/aspatial relationships may be located near academic cluster for

supervision may be located near decentralized

administration suite (per grade)program activities conferences with parents student interaction conferences with individual teachers or


services

size 150 SFcapacity staff facultyancillary spaces n/aspatial relationships adjacent to administrative workroom located in administrative area near academic

cluster (decentrallized admin suite per grade)

accessible from main corridorprogram activities delivery of general mail

LEGEND ///

fixed equipment

F1.1 casework - mail slots

12” wide x 6” high x 15” deep

(65, 80, 95 total slots) pass-through

cabinets below



data drop

0’ 2’ 4’ 8’

CORRIDOR

WORKROOM

AD /// RECEPTION (MAILBOXES)

* locate near academic cluster (decentralized administration suite per grade)

F1.1

F4

F5


size 100 SFcapacity secretaries staffancillary spaces n/aspatial relationships near main officeprogram activities storing of money and other valuable

items storage of files and records accessible to administration staff

LEGEND ///

loose furnishings

L4 four-drawer file cabinets (8-10 fireproof

file cabinets)

L13 small table

L15 chair

L22 safe

data drop

0’ 2’ 4’ 8’ AD /// RECORD STORAGE

L22 L4L4

L15

L13


AD /// ASST. PRINCIPAL’S OFFICE

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity assistant principal ancillary spaces n/aspatial relationships may be located near Academic Core for



services


AD /// COUNSELOR OFFICE

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 120 SFcapacity counselorancillary spaces n/aspatial relationships may be located near Academic Core for



services



F1.1

F4

F5 F17

L20

L19

ASSISTANTPRINCIPAL’S

OFFICE

0’ 2’ 4’ 8’

LEGEND ///

fixed equipment





equipment

loose furnishings





data drop



and visitors

* dean of students near academic cluster

AD /// DEAN OF STUDENTS

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity dean of studentsancillary spaces n/aspatial relationships may be located near Academic Core for



services


F4

F5 F17

L20

L19

F1.1

0’ 2’ 4’ 8’

LEGEND ///

fixed equipment





equipment

loose furnishings





data drop



and visitors

0’ 2’ 4’ 8’ AD /// HEALTH SUITE: OFFICE AREA

M7

F4

L4

L11

L15L12

L18

LEGEND ///

fixed equipment

F4 Marker board

loose furnishings

L4 Four-drawer file cabinet

L11 Adjustable height bookshelves

L12 Admin workstation

L15 Task chair

L18 Lounge chair

miscellaneous

M7 Desktop computer

data drop

size 100 SFcapacity Staff Students Parents Visitorsancillary spaces Treatment area Storage program activities Meeting area for students,parent or guardian Administrative activities by school nurse Private conversationsenvironmental conditions Independent temperature controls and operable window Health suites should comply with CDC requirements for number of air exchanges per hour to help prevent spreading illness Prefer not to have automated or low-flow sinks

0’ 2’ 4’ 8’ AD /// HEALTH SUITE: WAITING + TREATMENT AREA

L18WAITINGROOM

COTS

STORAGE

NURSE’SOFFICE

TOILET

OFFICE DENTAL ROOM

EXAM ROOMS

L13

L26

L24

L25

L1 F1.1

F25

F1

F6F7F5

deep sink with hands-free gooseneck hook-up for ice-maker for refrigerator

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (place for

refrigerator connected to back-up generator

F1.1 casework (seamless, non-porous counter)


F6 soap dispenser

F7 towel dispenser

F25 treatment cubicle curtain

loose furnishings


L13 small table

L24 mobile exam table

L25 nurse stool

L26 refrigerator (lockable)

size 150 SFcapacity 1 nurse studentsancillary spaces nurse’s office cots storage toilet/shower waiting/area office for partners dental roomspatial relationships near welcome center near lobby entranceprogram activities first aid consultation with students health screening medical treatments medication administration student resting while awaiting pick-up by

parent or guardianenvironmental conditions stain-resistant floor covering sink with hot and cold water adequate ventilation visual control to office/waiting or

welcome centerplumbing plumbing connections:

size 80 SFcapacity staff studentsancillary spaces located near the toilet in the health suiteprogram activities a resting place for students and staff

when feeling ill

LEGEND ///

fixed equipment

F25 treatment cubicle curtains

loose furnishings


L27 health suite cot (2)

0’ 2’ 4’ 8’ AD /// HEALTH SUITE: COTS

L1

L27

L27

L1 F25

size 25 SFcapacity staffancillary spaces office/waiting area (E-AD-15)program activities storing chemicals, equipment, and supplies environmental conditions security of equipment, supplies, and

medicines security of door

LEGEND ///

fixed equipment

F3 wall shelving (12” deep)


0’ 2’ 4’ 8’ AD /// HEALTH SUITE: STORAGE

F3

F3

0’ 2’ 4’ 8’ AD /// HEALTH SUITE: TOILET / SHOWER

F6

F1.1

F18

F7F20

LEGEND ///

fixed equipment

F1.1 casework: wall cabinet

F6 soap dispenser

F7 towel dispenser

F18 mirror (24”x60”)


size 80 SFcapacity staff studentsancillary spaces Located near the cots within the health

suiteplumbing wall mounted water closet (deep well) wall mounted lavatory shower plumbing connections floor drain

0’ 2’ 4’ 8’ AD /// FAMILY + COMMUNITY ENGAGEMENT CENTER

CONFERENCE& OFFICE

TEACHING SPACE

M7 M2F1.1 F1.1

F1 F6 F7

F4 F5F5

F8

F8

L4 L3

L26

L11

L21

L15

LEGEND ///

fixed equipment

F1 base/wall cabinets and shelving (place for

a refrigerator)

F1.1 casework (Wardrobe cabinet)

F1.1 casework (Storage cabinets)


F5 tack board (8 LF)

F6 soap dispenser

F7 towel dispenser

F8 wall-mounted, interactive, electronic

presentation device

loose furnishings


L11 adjustable height bookshelves (20 LF)-

workstation for computer/printer

L15 ten chairs

L18 lounge chairs

L21 two work tables (36” x 72”)

L26 refrigerator

miscellaneous

M7 desktop computer

data drop

size 350 SF capacity 8-10 parents 1- parent liaison volunteersancillary spaces n/aspatial relationships near lobby entrance adjacent parent liaison office with

connecting door* adjacent teaching space for up to 20 adjacent conference roomprogram activities small group meetings work area storage for personal items parent training private consultation parent employment research volunteer registrationplumbing sink w/ goose neck faucet

*Office for Parent liaison- see typical office

description

AD /// FACE CENTER: OFFICE

M7

0’ 2’ 4’ 8’

F4

L15

L50

L7

L11 L20 L4

L15 L12

LEGEND ///

fixed equipment

F4 marker board

loose furnishings






L20 executive chair


miscellaneous

M7 desktop computer

data drop

size 150 SFcapacity staffancillary spaces n/aspatial relationships may be located near Academic Core for



services

F1

F3

F3

F3

F1 F1

F1 F1

size 100 sfcapacity staffancillary spaces n/aspatial relationships near core classroomsprogram activities storing and retrieving books / supplies

LEGEND ///

fixed equipment


F3 wall shelving (variety of 12” and 24” deep

shelving)

AD /// FACE CENTER: STORAGE 0’ 2’ 4’ 8’


LEGEND ///

fixed equipment




loose furnishings




L15 task chair

L18 lounge chair

L22 safe

data drop

note: consult caregiver on the quantity of storage. larger spaces should be outfitted like a standard classroom (white board, tack board, technology)

size 250 SFcapacity staff coordinators of after school program parents/volunteersspatial relationships near public use spaces near Gymnasium and student dining

area/multipurpose access to main corridor near FACE centerprogram activities administrative duties storing and retrieving supplies and

equipment teaching/tutoring and counseling

STUDENT DININGDINING / MULTIPURPOSECHAIR AND TABLE STORAGESERVING AREACOOKING KITCHEN

FOOD PREP AREADRY FOOD STORAGEFREEZER / COOLERWARE WASHINGCLEANING STORAGELOCKERS / TOILET

FOOD SERVICE OFFICE

181.FIG. 13.0 // STUDENT DINING ADJACENCY DIAGRAM

KEY ///

direct access

linked space

enclosed space

open space

STUDENT DINING AREA / MULTIPURPOSE

STAG

E

FOOD PREP AREA

SERVING AREA

CHAIR TABLE

STORAGE

FOOD SERVICE OFFICE

TOILETLOCKERS SHARED

OUTDOOR LOADING

DECK

DRY FOOD STORAGE

FREEZER / COOLER

CLEANING STORAGE

WARE WASHING

EXTERIOR

STAGEBAND PIT(STEPPED)

BACK STAGE FITS (120)

FOOD PREP ANDSERVING AREA

CONTROLBOOTH

L1

L1

L2

L2

SEE LEGENDINFORMATION

FOR F65

L40

L41

F4

F64F4

F65

F64L40

CHAIR STORAGE

SD /// DINING / MULTIPURPOSE (GRADES 6-8)0’ 4’ 8’ 16’ 24’

size 6,500 SFcapacity 1/3 of the projected capacity per lunch period 3-6 staff members members of community (after hours)configuration consider two spaces - primary and intermediate – with separate serving lines alternatively, consider a flexible wall varies, see tableancillary spaces serving area (E-SD-3B) stage (optional) band pit includedspatial relationships centrally located to office area, classrooms, and media center near parking and entry to building near food lab classroom (consider overhead rolling door)program activities student dining school and community programs meetings and activitiesenvironmental considerations electrical outlets for student use; consider some peripheral counters with power provide a sound system

provide large motorized projection screen with ceiling mounted projector configure larger spaces to manage sound and for multiple users; configure serving lines for conversational voice higher than normal ceiling height if feasible, provide patio for outside seating options cleanable building surfaces windows to provide ample natural light good sight lines to all areas of the room for supervision window treatment to darken room for AV presentation; this is required if the stage is located in this area outlets and data ports for salad bar and point of sale locations; flush to ground with cover

LEGEND ///

fixed equipment

F4 marker board on two walls - 16 LF

each

with electric outlet below

F64 filtered water fountain w/ bubbler

and

goose neck bottle filler

F65 recycling center (work with food

service

staff on location and design)

loose furnishings

L1 tables and seating to accommodate

1/3 of school capacity (vary seating

options) varying heights

L2 student chairs

L41 dollies to move furniture

L40 point of sale stations

data drop

SD /// CHAIR AND TABLE STORAGE 0’ 4’ 8’ 16’

L41L1 size 600 SFcapacity n/aancillary spaces student dining area / multipurpose spatial relationships adjacent and access to student dining area / multipurpose may provide back of stage accessprogram activities storageenvironmental considerations uniform lighting cleanable and resilient building surfaces accessibility for moving furniture in and out

LEGEND ///

loose furnishings

L1 stackable/nesting chairs (stacked)

L41 chair dollies

SERVING 1

SERVING 1

F42

F42

SD /// SERVING AREA 0’ 2’ 4’ 8’

size 1000 SFcapacity students staff communityancillary spaces student dining area / multipurpose kitchenspatial relationships within student dining area / multipurpose or food preparation area beginning of serving line should be near entry door of students dining area / multipurpose open to food preparation areaprogram activities serve food

*serving line configuration and design will bedetermined in consultation with School Nutrition Services

LEGEND ///

fixed equipment

F42 drop-in individually controlled heated

electric food wells and full service sneeze

guard (student height) with over shelf

F47 drop-in self-contained refrigerated cold

pan for side items (counter and sneeze

guards are lower than normal for better

viewing and service to middle school

students)

SD /// COOKING KITCHEN

FOOD SERVICE OFFICE

DRY FOOD STORAGE

DINING /MULTIPURPOSE

CLEANING STORAGE FREEZERCOOLER

PREP

PREP

0’ 2’ 4’ 8’

size see tablecapacity students staffancillary spaces student dining area / multipurpose spatial relationships near loading dock to permit truck access to docking and storage areas (site specific) adjacent and access to student dining area / multipurpose near dumpsters cafeteria serving arrangement

program activities prep food serve food storage point of sale (in the dining area associated with the serving area)

environmental considerations durable seamless flooring proper ventilation of space to remove cooking odors cleanable building surfaces

F38

F33

F69

F34 F41

F68

F67

F66

F37

F36

F35

F39

F40

F3

DRY FOOD STORAGE

DINING /MULTIPURPOSE

CLEANING STORAGE FREEZERCOOLER

FOOD SERVICE OFFICE

SD /// FOOD PREP AREA 0’ 2’ 4’ 8’ 16’

size 2000 SFcapacity staffancillary spaces kitchen spatial relationships adjacent to student dining area multipurpose open to serving areaprogram activities prepare foodenvironmental considerations uniform lighting proper ventilation of space to remove cooking odors cleanable building surfaces electrical/plumbing / mechanical connections for food service equipment

finishesflooring easy clean, non-slip flooring - single surface poured or rolled flooring base resilient base ceiling cleanable, suspended, acousticac

walls epoxy-painted concrete masonry unitsplumbing connections to food service equipment plumbing and gas connections hand washing lavatory floor drains food preparation sink with adjacent trash

binHVAC supply/return air system independent temperature control kitchen canopy exhaust system air conditioning electrical duplex receptacles connections to food service equipment single-level switching clock central sound system

LEGEND ///

fixed equipmentF3 storage shelvingF33 pot washing sinks F34 food preparation sinks F35 hand sinks with adjacent trash binF36 work tables F37 warming/holding/cabinets F38 refrigeration/reach-ins F39 mop washing sink

F40 lockable chemical storageF41 exhaust hood systems, including

fire suppression F66 combi ovenF67 convection steamer F68 range, with oven F69 ware washing machine with

appropriate accessories (tables, booster heater, disposer, etc.)

FOOD PREP AREA

F12

size 500 SFcapacity n/aspatial relationships near supply storage/receiving adjacent and access to food prep areaprogram activities storage

LEGEND ///

fixed equipment

F12 rust resistant 24” deep shelving and

dunnage racks

SD /// DRY FOOD STORAGE 0’ 2’ 4’ 8’

FOOD PREP AREA

F9.2

size 500 SFcapacity n/aancillary spaces kitchen spatial relationships adjacent and access to food prep area near the supply storage/receiving environmental considerations ventilation for refrigeration machinery equipment floor to be flush with adjacent kitchen floor electrical service for refrigeration equipment

LEGEND ///

fixed equipment

F9.2 rust resistant 24” deep shelving and

dunnage racks

COOLER FREEZER

0’ 2’ 4’ 8’ SD /// FREEZER / COOLER

size 300 SFcapacity n/aancillary spaces kitchen spatial relationships pass-through into student dining area/ multipurpose for tray drop-off adjacent and access to food prep areaenvironmental considerations proper ventilation of space to remove steam and condensation cleanable building surfacesplumbing connections to food service equipment three compartment sink floor drain

LEGEND ///

fixed equipment

F12 rust resistant 24” deep shelving and

dunnage racks

NOTE //This is an example of a ware washing area. Food service equipment will vary from school to school; confirm requirements with ACPS Food Service Department.

STUDENT DINING / MULTIPURPOSE

F12

SD /// WARE WASHING 0’ 2’ 4’ 8’

F70

F9.2

size 100 SFcapacity food service staffancillary spaces kitchen spatial relationships adjacent and access to kitchen program activities storing chemicals and equipmentenvironmental considerations cleanable building surfaces sensors for spilled chemicals adequate exhaust/ventilation

LEGEND ///

fixed equipment

F9.2 rust resistant shelving for chemicals

F70 mop rack

SD /// CLEANING STORAGE 0’ 2’ 4’ 8’

size 300 SFcapacity food service personnelancillary spaces kitchen program activities space for the storage of towels, aprons, etc. space to allow food staff personnel to take breaks

LEGEND ///

fixed equipment

F71 12” wide x 12” deep x 72” high tack board (4 LF)

F49 lockers

loose furnishings

L1 (4-6) chairs

L2 (30”x60”) table

KITCHEN TOILET

F49

F71 L1

L2

SD /// LOCKERS / TOILET 0’ 2’ 4’ 8’

size 120 SFcapacity food service manager food service staffancillary spaces kitchen program activities scheduling staff evaluations/discipline/meetings

LEGEND ///

fixed equipment


loose furnishings

L3 desk


L15 ergonomic task chair


data drop

F71

L11 L4 L4

L3 L15

SD /// FOOD SERVICE OFFICE 0’ 2’ 4’ 8’

MAINTENANCE & CUSTODIALSUPPLY STORAGE / RECEIVINGTOILET / SHOWER / LOCKERSCUSTODIAL OFFICE

201.FIG. 14.0 // MAINTAINENCE & CUSTODIAL ADJACENCY DIAGRAM

SUPPLY STORAGE / RECEIVING

BUILDING CIRCULATION

SERVICE COURTYARD

CUSTODIAL OFFICE

TOILETSHOWERLOCKER

TOILETSHOWERLOCKER

KEY ///

direct access

linked space

enclosed space

open space

SERVICE COURTYARD

CORRIDOR

CUSTODIAL OFFICE

TOILET / SHOWER

F3

F3

F3 L36

L41L46

MC /// SUPPLY STORAGE / RECEIVING 0’ 2’ 4’ 8’

size varies, see tablecapacity maintainence personnelspatial relationships adjacent and access to loading dock area and service courtyard access to corridor adjacent and access to custodial office adjacent and access to toilet/shower/locker roomprogram activities loading and unloading storage of furniture, materials for special events, paper, and general suppliesplumbing plumbing connections service sinkenvironmental considerations supplemental heating source double door with removable mullions overhead door to service courtyard

LEGEND ///

fixed equipment

F3 storage shelving, 84” high x 36” deep

loose furnishings

L36 flammables storage container

L41 dollies and lifts

L46 step ladder

data drop

F14

F29

F19F7

F74F54

F14F6F18

F59

F49

MC /// TOILET / SHOWER / LOCKERS0’ 2’ 4’ 8’

size 100 SFcapacity maintainence and custodial staffspatial relationships adjacent and access to supply storage/ receiving program activities showering changing clothesplumbing wall-mounted water closet wall-mounted lavatory ADA shower controls and head floor drains - in restroom and shower plumbing connections

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F54 locker bench

F14 (36” and 42”) grab bars

F18 (24” x 60”) mirror

F19 toilet tissue holder

F29 ADA shower accessories

F49 lockers

F59 shower curtain and rod

F74 coat hook

CORRIDOR

SUPPLY / STORAGE / RECEIVING

F71

L15

L4

L3

L4

L15

L3

L11

L11

MC /// CUSTODIAL OFFICE0’ 2’ 4’ 8’

size 150 SFcapacity maintainence and custodial staff building engineerspatial relationships adjacent and access to supply storage/ receiving access to corridorprogram activities conferences with staff and other visitors telephone calls paperwork

LEGEND ///

fixed equipment


loose furnishings

L3 desk



L15 errgonomic task chair

BUILDING SUPPORTLARGE GROUP RESTROOMSCUSTODIAL CLOSETELECTRICAL CLOSETTECHNOLOGY CLOSETCORRIDORSMECHANICAL / ELECTRICAL SPACE DECKSTORAGE AREACENTRAL STORAGE AREALOADING / RECEIVING AREASTAFF RESTROOMFAMILY RESTROOMCOMPUTER STORAGE

211.FIG. 15.0 // BUILDING SUPPORT ADJACENCY DIAGRAM

LARGE GROUP RESTROOMBUILDING

** LOCATED THROUGHOUT BUILDING

** LOCATED THROUGHOUT BUILDING

CORE ACADEMICSACCESS TO

ALL BUILDING OCCUPANTS

TEACHER PREP AREAS / WORKROOMSADMINISTRATION

PUBLIC AREAS[ STUDENT DINING

GYMMEDIA CENTER ]

CUSTODIALCLOSET

STAFFRESTROOM

FAMILY RESTROOM

KEY ///

direct access

linked space

enclosed space

open space

GIRLS

BOYS

F20

F50

F20F50

F7 F6

F18

F18

F7F6

BS /// LARGE GROUP RESTROOM0’ 2’ 4’ 8’

Spaces to be determined by design professional based on the number of fixtures required.

size based on the sum of the program areas excluding building services, multiplied by 3.5% capacity based on size of program areaspatial relationships near student dining area near public use areas, such as media center and gymnasium near academic core area restrooms located in several areas throughout buildingprogram activities personal and health needs for the studentsplumbing wall mounted water closets wall mounted lavatories

or wash fountains appropriate height fixtures by age plumbing connections

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F18 mirror (24” x 60”)


F50 toilet partitions

NOTES //Where individual restrooms are provided in lieu of large group restrooms, refer to staff restroom.

F3

F39

size 30 SFcapacity n/aspatial relationships near large group restroomsprogram activities space for storage of custodial supplies throughout the buildingplumbing service sink or floor drain sink plumbing connections

LEGEND ///

fixed equipment

F39 mop sink

F3 wall shelving

BS /// CUSTODIAL CLOSET 0’ 2’ 4’ 8’

BS /// ELECTRICAL CLOSET

F80

Spaces to be determined by design professional.

size 30 SFcapacity n/aprogram activities space for electrical wiring and panels

LEGEND ///

fixed equipment

F80 electrical panel

0’ 2’ 4’ 8’

8’-0” MINIMUM

8’-0

” MIN

IMUM 6”

MIN

36” M

IN

36” MIN 36” MIN

size 0-75,000 SF = 8’ x 8’ minimum 75,00-150,000 SF = (1) 8’ x 10’ and 8’ x 8’ 150,000 SF plus = (2) 8’ x 10’ and 8’ x 8’capacity n/aprogram activities space for technology needs

LEGEND ///

loose furnishings

L52 telecommunications rack (6” organizers

between all racks)

data drop

NOTES //This is an example of a telecommunications room. The equipment and layout will vary form school district to school district.

L52

BS /// TECHNOLOGY CLOSET 0’ 2’ 4’ 8’

corridors shall be a minimum of 8 feet wide; some areas of natural light is desirable; the designer should minimize long corridors lined with classroom doors

extended learning areas are in addition to the minimum above and must not intrude into the egress pathway. Seating areas in extended learning areas must meet fire code.

lobbies are in addition to the circulation requirement.

instructional and activity areas shall be accessible by corridors without passing through another instructional or activity area.

the corridors are to meet the egress requirements of applicable codes.

stairs, ramps, and elevators are included under the corridor category.

it is recommended that stairs in multi-story buildings not be enclosed unless required by code. However, such a design should not allow students to lean over railings or put arms/legs through posts.

program activities circulation spacevestibules area of vestibules to be included within area allotted for corridors width of vestibules can be no less than minimum width of adjacent corridor. provide recessed vinyl floor mats (recommend 15 LF of surface mats in addition to vinyl mats) provide automatic door operator on one leaf of main entrance/exit door and related vestibule doorplumbing drinking water coolers with gooseneck faucet for water bottles

fixed equipment

F51 fire extinguisher

F52 recessed floor mats

F53 digital boards

F71 tack board

F72 3D displays

BS /// CORRIDORS


size based on the sum of the program areas, excluding building services, multiplied by 6.9%capacity based on size of program areaprogram activities space for mechanical and electrical equipmentspatial relationships accessible for maintenance and repair access to outside isolate from main area of building near loading/receiving area near custodial area

NOTES //1. This is an example of a mechanical room.

The equipment and layout will varydepending upon the heating, ventilating, andair conditioning system used.

2. A penthouse is considered a mechanicalroom.

EXTERIOR

0’ 4’ 8’ 16’BS /// MECH / ELECTRICAL SPACE DECK

F3


size 250 SFcapacity n/aprogram activities space for storage of outdoor custodial equipmentspatial relationships near custodial office near custodial workroom direct access to outdoors

LEGEND ///

fixed equipment

F3 wall shelving (10’-16’, depth may vary)

EXTERIOR

BS /// OUTDOOR STORAGE AREA 0’ 4’ 2’ 8’

F3CORRIDOR

BS /// CENTRAL STORAGE AREA 0’ 4’ 2’ 8’

Space to be determined by design professional.

size 500 SFcapacity n/aspatial relationships near loading/receiving area direct access to building circulationprogram activities Storage for paper products, utensils, supplies, etc., to be used throughout the entire buildingenvironmental considerations uniform lightingfinishesflooring: resilient tile flooringbase: resilient baseceiling: exposed structurewalls: painted concrete masonry units fire suppression fire supression systemHVAC exhaust air system supplemental heat as required

electrical single level switching fluorescent lighting duplex receptacles electronic safety and security life safety devices per code

LEGEND ///

fixed equipment

F3 wall shelving (26’-32’, depth may vary)

NOTES //1. Finishes/features: refer to ________ for

specification references.2. Ranges shown indicate quantities for the

smallest and largest possible room size.

F73

EXTERIOR

BS /// LOADING / RECEIVING AREA 0’ 4’ 2’ 8’


size 120 SFcapacity n/aspatial relationships near food service spaces near central storage area near mechanical room adjacent to loading dockprogram activities delivery of materials and goods to be used throughout the buildingfinishesflooring: sealed concretebase: resilient baseceiling: exposed structurewalls: painted concrete masonry units fire suppression fire supression systemplumbing drain at pitHVAC exhaust air system supplemental heat as required

electrical single level switching fluorescent lighting duplex receptacles leveler

LEGEND ///

fixed equipment

F73 loading dock levelers and dock bumpers


specification references.2. Refer to Chapter 3, Section 3201 for site

vehicular circulation requirements.

BS /// STAFF RESTROOM

F20

F7

F20

F20

F20 F20F6F18

0’ 2’ 4’ 8’

size 50 SFcapacity 1 personspatial relationships near academic core classrooms near teacher prep area/workroomprogram activities personal and health needs for teachers, staff, and other individualsenvironmental considerations uniform lighting environmental sound control - wall minimum STC 53 ceiling minimum CAC 35, NRC 0.40 moisture and stain resistant finishesfinishesflooring: ceramic tilebase: resilient base optional - ceramic mosaic tile or porcelain tileceiling: suspended, acousticalwalls: painted concrete masonry unitsfire suppression fire supression systemplumbing wall-mounted water closet

wall-mounted lavatory plumbing connections floor drainHVAC exhaust air system supplemental heat as requiredelectrical single level switching fluorescent lighting duplex receptacles levelercommunications central sound systemelectronic safety and security life safety devices per code

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F18 mirror (24” x 60”)


NOTES //1. Extend walls above ceiling to deck above

for security and acoustical reasons.2. Provide staff restrooms for both men and

women.3. Each pair of staff restrooms should be

distributed throughout the building atappropriate locations.

BS /// FAMILY RESTROOM0’ 2’ 4’ 8’

F20

F20F18 F20

F20 F20 F77

F7

F6 F78

size 75 SFcapacity 2 peoplespatial relationships located in the administrative area, but accessible to all building occupantsprogram activities personal, health, and handicap needs for all building occupantsenvironmental considerations uniform lighting environmental sound control - wall minimum STC 53 ceiling minimum CAC 35, NRC 0.40 moisture and stain resistant finishesfinishesflooring: ceramic tilebase: resilient base optional - ceramic mosaic tile or porcelain tile or resinous flooringceiling: suspended, acousticalwalls: painted concrete masonry unitsfire suppression fire supression systemplumbing wall-mounted water closet

wall-mounted lavatory plumbing connections floor drainHVAC exhaust air system supplemental heat as requiredelectrical single level switching fluorescent lighting (1) duplex receptaclecommunications central sound systemelectronic safety and security life safety devices per code

LEGEND ///

fixed equipment

F6 soap dispenser

F7 towel dispenser

F18 mirror (24” x 60”)


F77 mounted child seat

F78 child changing station


specification references.

F3

0’ 4’ 2’ 8’BS /// COMPUTER STORAGE


size 400 SFcapacity n/aancillary spaces technology storagespatial relationships near loading/receiving area direct access to building circulation adjacent to technology storageprogram activities storage for computers during breaks/ summers to secure hardware during cleaning, repairs, construction, etc.environmental considerations uniform lightingfinishesflooring: resilient tile flooringbase: resilient baseceiling: exposed structurewalls: painted concrete masonry units fire suppression fire supression system

HVAC exhaust air system supplemental heat as requiredelectrical single level switching fluorescent lighting duplex receptacles electronic safety and security life safety devices per code

LEGEND ///

fixed equipment

F3 wall shelving (26’-32’, depths may vary)


specification references.2. Ranges shown indicate quantities for the

smallest and largest possible room size.3. Confirm with the District of ColumbiaPublic Schools’ technology education specialist for requirements for each school.

PATRICK HENRY RECREATION CENTER

PROGRAM SPACE SPECIFICATIONS

INTRODUCTION

Purpose

The Recreational Program Space Specifications shall be applied to the recreation center portion of the new Patrick Henry building in the same way the Educational Specifications get applied to the Pre-K-8 school portion. They shall serve as a both a planning guide for the project architect and a benchmarking tool for all project stakeholders. Though not as robust in philosophical approach and design principles as the Educational Specifications, they still provide adequate details for proposed spaces while leaving ample flexibility for creativity and options in design by the architects. They are meant to define expectations among project stakeholders but not limit creativity.

Project Planning

During the planning phase of a project, this document will be used to understand and develop future project scopes of work and budgets. It will be included in project procurements to ensure that interested vendors receive, in clear and uniform communications, the intent of a project and can therefore provide well informed responses to meet actual project needs. While the unique site locations of all buildings may necessitate floor plan modifications, the program and space requirements should be modified only as allowed within the parameters of this document.


During the implementation phase this document shall be used for quality control, allowing RPCA to measure project deliverables against the stated benchmarks and standards. Design deliverables and construction will be reviewed for compliance with the standards and goals stated herein with a goal of meeting benchmarks by 10 to 15 percent. Additionally, the space specifications will help provide the foundational support for project decisions during implementation as responses can be measured against their responsiveness to them.


The space specifications serve as a valuable aid in the turnover of the facility to staff, administrators, and other occupants. It is a user-friendly document that allows people outside of the design and construction professions to understand the building and the intent of its spaces.

PLANNING CONCEPTS

The following sections provide a summary of the numerous planning and survey efforts that have informed the current program of spaces for the new Patrick Henry Recreation Center. Detailed descriptions of each space are included later in the document.

2008 Feasibility Study

In 2006, the City of Alexandria determined that the existing recreation center no longer met community needs. In 2008 the Department of Recreation, Parks, and Cultural Activities (RPCA) and the Department of General Services (DGS) initiated a feasibility study to renovate and expand the center. Through that study, the public identified a need for:

A larger gymnasium

Additional multipurpose space

An adult fitness room

Space for seniors and teens

Additional programming space

Indoor running / walking lanes

The study also found that existing building support systems, utilities, building materials and functions were either at the end of their useful life or not compliant with current codes and required full replacement. The study recommended renovating and expanding the existing recreation center to 16,000 square feet, while maintaining the existing connection to the school. An additional full-sized, 7,000 square foot gymnasium was also proposed for a later phase (note, however, that a new school was not contemplated at that time).

Following completion of the 2008 recreation center study, the Alexandria City Public School Division (ACPS) determined that the school building and related capacity would also need to be studied. ACPS and DGS then moved forward in unison to ensure the two projects were planned and implemented in a coordinated manor.

2014 Facility Needs Assessment

In 2014, the City of Alexandria and RPCA hired the market research firm ETC Institute to survey 3,000 random households throughout the city by mail, web, and phone to help determine potential outdoor and indoor facilities to improve or develop the existing Patrick Henry facility. Key findings from the survey include:

A desire for outdoor walking/biking trails, walking / running lanes, natural areas, and wildlife

habitats

A desire for indoor swimming, exercise/fitness space, and a walking / running lanes

Little use of the tennis courts for registered programs

A full copy of the executive summary report can be accessed at:

http://www.alexandriava.gov/uploadedFiles/recreation/parks/FinalPHExecutiveSummary17Sep14.

pdf

2015 Feasibility Study

In fall of 2014, ACPS and DGS hired Sorg Architects of Washington, DC, to perform a joint feasibility study for modernizing both facilities. Development of the study involved staff from ACPS, an interdepartmental team of DGS and RPCA staff, and community stakeholders. The feasibility study included an analysis of existing and proposed programs, site plan development options, constructability, potential phasing, and estimate construction costs. RPCA aimed to ensure the plan for a new recreation facility responded programmatically to both the current community’s needs, and the future needs related to a projected increase in the school enrollment. The study examined the feasibility of both a neighborhood center approach as well as a larger community center to accommodate the needs determined by the previous studies. A full copy of the feasibility study can be found at:

http://www.alexandriava.gov/uploadedFiles/recreation/parks/FinalPHExecutiveSummary17Sep14.pdf

http://www.alexandriava.gov/uploadedFiles/recreation/parks/FinalPHExecutiveSummary17Sep14.pdf

http://www.alexandriava.gov/uploadedFiles/recreation/parks/DRAFTPHFeasabiltyStudy8June2015.pdf

2015 City Council Action

On June 23, 2015, the Alexandria City Council approved RPCA’s recommendation to move forward with designing a new neighborhood recreation center to address the needs of the immediate surrounding community with the intent to demolish the existing recreation building. The recommendation was based on the neighborhood center’s ability to address all the needs expressed in the previous planning studies while staying with the city’s capital improvement budget for making enhancements to the Patrick Henry facility. The neighborhood recreation center approach has a market focus of a one-mile radius surrounding the Patrick Henry site, in addition to Patrick Henry school students and families.


The following section provides executive level narrative summaries of the recreational program space areas. Detailed descriptions of each space within a program area is provided later in this document.

Indoor Running / Walking Lanes

The running path will run the periphery of the flex court with a running surface of three lanes at four feet wide and will support the indoor walking and running needs.

Flex Court

The flex court will run 50 feet wide by 84 feet long and utilize the running path around its periphery as run-off space. The flex court is a smaller alternative to a full size gymnasium and can host several different activities and programs throughout the day including:

Social sports and league sports, to include dodgeball, volleyball, futsal, and basketball. Social

sports will take place on a court, usually on weekday evenings between 6 p.m. and 9 p.m., and

will be one of the facility’s major revenue drivers.

Basketball practice, which is currently over capacity requiring some teams to practice at other

facilities. Youth basketball practice takes place between the months of December and March and

runs on weekday nights from 6 p.m. to 9 p.m. and on weekends.

Pickleball is a fast-growing sport among Alexandria seniors. It is played on a badminton-sized

court with a slightly modified tennis net. Pickleball will be played during the day on weekdays in a

space that can accommodate a badminton-sized court.

After-school programs or out-of-school-time programs such as the following:

o Power-On out-of-school-time programs

o Power-Up programs

o Power Play

o Therapeutic recreation


Multipurpose Room

The multipurpose room will consist of three separate 1000 square foot rooms with movable partitions to host an array of activities and programs from fitness to training and community enrichment classes, such as the following:

Senior fitness classes

Fitness classes / dance and creative movement

Community enrichment

Community meetings

After school programs

Crafts Room

The craft space will host programs such as Tots Art and music, senior’s arts and crafts activities, and after-school activities. Therefore, this space should have appropriate flooring materials that are easy to clean, and dedicated space for sinks and storage. The space will be used by approximately 15 people at a time during weekdays.

Weight and Fitness Room

The fitness room will be approximately 1200 square feet and outfitted for weightlifting and fitness activities with athletic flooring, fitness equipment, and machines.

Soft Play Room

The soft play room will be approximately 700 square feet and can accommodate about 15-20 children between the ages of three and seven at a given time. The room would include different soft play structures and areas.

Use of School Spaces

As mentioned in the first section of this document, the concept of shared usage is an important element of the Patrick Henry project. While the spaces described above will be dedicated solely to recreation center activity during the day, it is anticipated the RPCA will make regular use of the following spaces inside the school building:

Gymnasium (7,400 SF)

Multi-purpose room (1,500 SF)

Black-box theatre (2,400 SF)

Outdoor Space

Outdoor space amenities are a critical element of many recreation centers and Patrick Henry is no exception. Please refer to the SITE section of this document for information related to outdoor spaces to be used for recreational program offerings.

SUMMARY OF FACILITY SPACE REQUIREMENTS

The following section provides a summary of all spaces required within the recreation center portion of Patrick Henry. Data is provided to serve as an overall guideline and architects should strive to meet the goals within 10 to 15 percent. [Again, we want to include the “Survey Results” from the January 13 mtg]

PROGRAM DATA SHEETS

PATRICK HENRY RECREATION CENTER

LOBBY

DESCRIPTION Open area with view to the various exercise areas and entrance(s) to the facility. PURPOSE For greeting, receiving, and registering guests to the recreation center. USAGE Access Point(s) One external public access point to the building; one internal, controlled access point between the school and the recreation center Interior Access Control Electronic locking system Location/Relationship At an intersecting shared location that provides supervision of the public and school access points Occupancy Hours Occupied during all business hours Occupancy Numbers TBD SIZE Net Programmed Area 500 sf Minimum Dimensions Flexible Minimum Height 12’ MATERIALS Ceiling TBD. Acoustical tile or painted gypsum Walls TBD. Sound-attenuating properties and sound absorption tiles, wall graphics Floor Resilient rubber (by Nora or approved equal) Doors Translucent panel doors Interior Windows TBD Exterior Windows Required SYSTEMS Lighting Adjustable Technology Wireless access Audio TBD Telephone VOIP and intercom system Additional Electrical Distribute outlets to accommodate multiple occupant devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed Reception desk Movable Community furniture COMMENTS The lobby is envisioned as a shared entrance to the recreation center for

community members, neighbors, staff, and the adjoining school.

ADMINISTRATIVE OFFICES

DESCRIPTION Cluster of six private offices. PURPOSE For administrative tasks and meeting with staff, parents, and community members USAGE Access Point(s) From within the building; two means of entry/exit; one entrance near the lobby Interior Access Control Keyed; lockable from either side Location/Relationship Close to the lobby and main entrance, adjacent to

the admin storage room Occupancy Hours Varied Occupancy Numbers Up to six people SIZE Net Programmed Area 700 sf; approximately 115 sf per office Minimum Dimensions Flexible Minimum Height 10’ MATERIALS Ceiling Acoustical tile or painted gypsum Walls TBD. Sound-attenuating properties and sound- absorption tiles, wall graphics Floor Carpet Doors TBD. Allow for visibility (to see if it is occupied) as well as privacy (i.e., vision panel cover) Interior Windows TBD Exterior Windows Required SYSTEMS Lighting Adjustable natural and artificial light sources Technology Wireless connectivity Audio TBD Telephone VOIP and intercom system Additional Electrical Provide outlets for multiple devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed Locking casework and desk Movable Desk, chair, guest chair, and file cabinets COMMENTS Internal to the administrative suite must be a storage room of at least 150 sf

INDOOR RUNNING / WALKING LANES

DESCRIPTION Three-lane walking and running path along the perimeter of the flex court. PURPOSE For community exercise and multifunction activities, including running and

walking. USAGE Access Point(s) From within the building; two means of entry/exit Interior Access Control Open space Location/Relationship Central to the recreation facility Occupancy Hours Occupied during all business hours Occupancy Numbers TBD SIZE Net Programmed Area 3,792 sf Minimum Dimensions Minimum four-foot wide lanes; minimum three lanes Minimum Height 12’ MATERIALS Ceiling Open frame construction Walls Impact-resistant drywall Floor Durable rubber flooring Doors N/A Interior Windows Clearstory light boxes Exterior Windows TBD SYSTEMS Lighting LED high-efficiency fixtures, impact-resistant; provide adequate light levels, shadow-free illumination with good color quality. Technology Wireless access Audio AV system Telephone Intercom system Additional Electrical Appropriately located outlets for instructional devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed TBD Movable TBD; potential open-air fitness components in the half -round ends of the flex court, between the lanes and court COMMENTS Open-air fitness components must not present elements of danger or risk to

students of all ages who will use the flex court and running / walking lanes.

FLEX COURT

DESCRIPTION Multiuse, flexible programming court PURPOSE For programming the majority of activities such as after-school programs, youth basketball leagues / practice, soccer, touch-football, and social sports. USAGE Access Point(s) From within the building; two means of entry/exit Interior Access Control Open space Location/Relationship Central to the recreation facility Occupancy Hours Occupied during all business hours Occupancy Numbers TBD SIZE Net Programmed Area 4,200 sf Minimum Dimensions 50’ x 80’ Minimum Height Double height volume MATERIALS Ceiling Open-frame construction Walls Impact resistant drywall Floor Durable rubber flooring Doors N/A Interior Windows Clearstory light boxes Exterior Windows TBD SYSTEMS Lighting LED high-efficiency fixtures, impact-resistant; provide adequate light levels, shadow-free illumination, with good color quality Technology Wireless access Audio AV system Telephone Intercom system Additional Electrical Appropriately located outlets for instructional devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed Floor sleeves/sockets for volleyball, pickle ball, badminton; suspended, folding basketball goal Movable Typical gym equipment, TBD COMMENTS Reference the “Park Facilities Standards Manual” for additional details. Adjacent to the flex court must be a storage room of at least 306 sf.

MULTI-PURPOSE SPACE

DESCRIPTION A flexible space that is programmable for different programs and activities PURPOSE Community enrichment classes, fitness classes, creative movement classes, senior fitness classes, meeting rooms, and the like. USAGE Access Point(s) From within the building Interior Access Control Keyed Location/Relationship Separated from other two multi-purpose rooms via operable partition wall Occupancy Hours 9:00 a.m. – 9:00 p.m. Occupancy Numbers 50 SIZE Net Programmed Area 1000 sf Minimum Dimensions Flexible Minimum Height 10’ MATERIALS Ceiling Acoustic tile or painted gypsum Walls TBD Floor Rubber flooring (by Nora or approved equal) Doors Allow for visibility (to see if it is occupied) and privacy Interior Windows TBD Exterior Windows TBD SYSTEMS Lighting Adjustable Technology Smartboard, TV, Wi-Fi, data projection and screen Audio AV conferencing capabilities Telephone VOIP and intercom system

Additional Electrical Distribute outlets to accommodate multiple occupant devices

Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed Base cabinets Movable Partition wall COMMENTS Three multipurpose rooms of at least 1,000 sf, each of which can accommodate up to 24 users. At least two of the rooms should be conjoined with an operable partition separating them to create one larger room capable of accommodating peak demand for any single activity.

CRAFTS ROOM

DESCRIPTION Stand-alone room dedicated to arts, crafts, and music PURPOSE Dedicated to arts, crafts, and music USAGE Access Point(s) From within the building Interior Access Control Keyed Location/Relationship Potentially adjacent to the multi-purpose room Occupancy Hours 9:00 a.m. to 9:00 p.m. Occupancy Numbers 20 SIZE Net Programmed Area 650 sf Minimum Dimensions Flexible Minimum Height 10’ MATERIALS Ceiling Acoustic tile or painted gypsum Walls TBD Floor Rubber flooring (by Nora or approved equal) Doors Allow for visibility (to see if it is occupied) as well as privacy Interior Windows TBD Exterior Windows TBD SYSTEMS Lighting Adjustable Technology Smartboard, TV, Wi-Fi, data projection, and screen Audio AV conferencing capabilities Telephone VOIP and intercom system

Additional Electrical Distribute outlets to accommodate multiple occupant devices

Additional HVAC TBD Additional Plumbing Multiple wash sinks EQUIPMENT Fixed Base cabinets Movable Potential for partitions wall COMMENTS

WEIGHT AND FITNESS ROOM

DESCRIPTION A properly outfitted room for the activity of weight lifting and personal fitness PURPOSE Adult fitness with weight equipment and machines USAGE Access Point(s) Near main entrance / check-in desk Interior Access Control Paid / controlled access Location/Relationship On an exterior wall with views to both the interior and exterior spaces Occupancy Hours 9:00 am – 9:00 pm Occupancy Numbers 20 SIZE Net Programmed Area 1200 sf Minimum Dimensions Flexible Minimum Height 10’ MATERIALS Ceiling TBD Walls Impact-resistant drywall / windows Floor Rubber floor Doors Glass doors Interior Windows Visibility to the interior Exterior Windows Visibility to the exterior SYSTEMS Lighting LED high-efficiency fixtures, impact-resistant; provide adequate light levels, shadow-free illumination, with good color quality. Technology Wireless access Audio AV system Telephone Intercom system Additional Electrical Appropriately located outlets for fitness devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed TBD Movable Fitness equipment / machines COMMENTS Closed areas with controlled access

SOFT PLAY

DESCRIPTION Soft play room offers a clean play environment designed for children ages five and younger PURPOSE Professionally-supervised space to provide exercise for children and shared play zones loaded with soft toys and activities

USAGE Access Point(s) Interior access Interior Access Control Secured controlled access Location/Relationship Near entrance, visible from multiple locations in the facility Occupancy Hours 9:00 a.m. – 8:30 p.m. Occupancy Numbers 15 - 20 SIZE Net Programmed Area 650 sf Minimum Dimensions Flexible Minimum Height 10’ MATERIALS Ceiling TBD Walls Impact-resistant dry wall / windows Floor Sports / play rubber flooring Doors TBD Interior Windows Visibility to the interior Exterior Windows TBD SYSTEMS Lighting Flexible Technology Wireless access Audio AV system Telephone Intercom system Additional Electrical Appropriately located outlets for fitness devices Additional HVAC TBD Additional Plumbing TBD EQUIPMENT Fixed TBD Movable Soft play equipment

WARMING KITCHEN

DESCRIPTION A small kitchenette space for the recreation center staff PURPOSE A space for recreation center employees to store, heat up, and prepare food and drinks USAGE Access Point(s) Interior access Interior Access Control Controlled access, potentially through office Location/Relationship Accessed through or near the recreation center office Occupancy Hours 9:00 a.m. – 9:00 p.m. Occupancy Numbers TBD SIZE Net Programmed Area 100 sf Minimum Dimensions TBD Minimum Height TBD MATERIALS Ceiling TBD Walls TBD Floor TBD Doors Standard door Interior Windows TBD Exterior Windows TBD SYSTEMS Lighting TBD Technology TBD Audio TBD Telephone TBD Additional Electrical Distribute outlets to accommodate multiple appliances Additional HVAC TBD Additional Plumbing Sink, dishwasher, water hookup for refrigerator and coffee dispenser EQUIPMENT Fixed Base cabinets, sink Movable Refrigerator, microwave and other kitchen

appliances COMMENTS This is a 100 sf room used to warm or prepare food. It does not have cooking equipment that would require a hood or fire extinguishing system. Some may have dishwashers. The area would also usually provide for beverage dispensing, including coffee urns.

PATRICK HENRY SITE AMENITIES

SPECIFICATIONS

INTRODUCTION

Purpose

These specifications for site amenities shall be applied to the entire site of the new Patrick Henry School and Recreation Center in the same way the Educational Specifications get applied to the Pre-K-8 school portion and the Recreation Space Specifications get applied to the recreation portion. They shall serve as a both a planning guide for the project architect and a benchmarking tool for all project stakeholders. Though not as robust in philosophical approach and design principles as the Educational Specifications, they still provide adequate details for proposed site amenities while leaving ample flexibility for creativity and options in design by the architects. They are meant to define expectations amongst project stakeholders but not limit creativity.

Project Planning

During the planning phase of a project, this document will be utilized to understand and develop future project scopes of work and budgets. It will be included in project procurements to ensure that interested vendors clearly understand the owner’s requirements for the project and therefore will provide well informed responses to meet actual project needs. While the unique site locations of all buildings may necessitate site plan modifications, the program and space requirements should be modified only as allowed within the parameters of this document.


During the implementation phase this document shall be used for quality control, allowing ACPS and RPCA to measure project deliverables against the stated benchmarks and standards. Design deliverables and construction will be reviewed for compliance with the standards and goals stated herein. Additionally, the Space Specifications will help provide foundational support for project decisions during implementation as responses can be measured against their responsiveness to them.


These Space Specifications can also serve as a valuable aid in the turnover of the facility to staff and administrators and other occupants. It is a user-friendly document that allows people outside of the design and construction professions to understand the building, site, and the intent of the outdoor amenities.

PLANNING CONCEPTS

The following section provides a summary of the numerous planning and survey efforts that have informed the site amenity program needs for the new Patrick Henry Campus. It will also describe some of the planning concepts the architect must consider when going through the site design process to ensure the property’s outdoor spaces support the needs and uses of both the school and recreation center.

2014 Facility Needs Assessment

In 2014, the City of Alexandria and RPCA hired the market research firm ETC Institute to survey 3,000 random households throughout the city by mail, web, and phone to help determine potential outdoor and indoor facilities that would improve or develop the existing Patrick Henry facility. Key findings from the survey include:

A desire for outdoor walking/biking trails, walking / running lanes, natural areas, and wildlife habitats

A desire for outdoor fitness stations

A desire for tennis/basketball courts

A desire for indoor swimming, exercise/fitness space, and a walking / running lanes

A desire for multipurpose sports fields

A full copy of the executive summary report is included in this document at

http://www.alexandriava.gov/uploadedFiles/recreation/parks/FinalPHExecutiveSummary17Sep14.pdf.

2015 Feasibility Study and Open Space

In fall of 2014, ACPS and DGS hired Sorg Architects of Washington, DC, to perform a joint feasibility study for modernizing both facilities. Development of the study involved staff from ACPS, an interdepartmental team of DGS and RPCA staff, and community stakeholders. The feasibility study included an analysis of existing and proposed programs, site plan development options and goals, constructability, potential phasing, and estimated construction costs. The study responded programmatically to both the current community’s needs, as well as the future needs related to the exterior site program. It also examined the feasibility of accommodating the needs determined by the previous studies.

The Architects will need to find solutions that satisfy the various desires found in the 2015 study that relate to site design. The study articulates the desire to minimize parking as a spatial focus while minimizing the impact of motor-vehicles on the site. The study also finds that RPCA and ACPS desire to maintain the maximum amount of natural open space for the community to access as outdoor recreation areas during non-school hours. Tree canopy on the site should be maximized to support the “Urban Forestry Master Plan.”

A full copy of the feasibility study can be found at: http://www.alexandriava.gov/uploadedFiles/recreation/parks/DRAFTPHFeasabiltyStudy8June2015.pdf

Occupied Site and Phased Construction

Construction of the new Patrick Henry Campus will impact many people including teachers, staff, the teachers, nearby community, and regular patrons of the recreations center. Siting of the new school and new recreation center is a design challenge caused by the requirement to maintain full operations of the adjacent school structure during construction. Due to the site constraints and no alternative swing space for students and teachers, the site must remain occupied during construction. The health and safety of all occupants are critical to the success of this project. The architects are responsible for anticipating and planning the construction phases of this project to ensure controls and procedures are established that provide due protection to the occupants of the existing facility.

At the appropriate time during construction, it is anticipated that all functions will switch from the existing facilities to the new facilities, at which time the old facilities will be demolished. The site program discussed in this section is the guideline for developing the new site.

Crime Prevention through Environmental Design (CPTED)

To maintain an inviting and de-institutionalized environment, while simultaneously providing a safe environment for students, staff, and community, architects should reference CPTED strategies when considering security design.

“Crime Prevention through Environmental Design (CPTED) is defined as a multi-disciplinary approach to deterring criminal behavior through environmental design. CPTED strategies rely upon


the ability to influence offender decisions that precede criminal acts by affecting the built, social and administrative environment.” – International CPTED Association

Site Circulation

Site circulation should be organized for safety and efficiency. This should be accomplished through careful separation of vehicular traffic, including the separation of school buses, parents, staff, and recreation patrons. Particular consideration should be given to the following to provide safe passage to pedestrian traffic.

Sufficient amount of space should be provided to allow parents to drop off students in a kiss-and-

ride que without congesting adjacent streets. All play areas should be protected from vehicular and

pedestrian traffic so students can be assured of a safe and secure environment on the entire school

site.

Shading elements should be considered along with outdoor learning areas and garden.

The Virginia Department of Education Guidelines recommend that each school “site have areas

that can be developed to provide the minimum number of play areas required for physical

education.” The spaces listed in this document, with the exception of full-size athletic fields, meet

the recommendations outlined in the DOE Guidelines.

o Alexandria school sites are urban in nature and most current and future sites cannot

accommodate the recommendations outlined in the DOE Guidelines or the ACPS

Educational Specifications. However, Patrick Henry will accommodate non-structured or

natural play areas as well as at least one playground.

Architects should endeavor to design this project in a way that will maximize available natural open

space. Ideally, all elementary schools will be designed to accommodate one multi-use field play

area that conforms to the state guidelines mentioned above.

ACPS’ transportation provides services to 5,800 students daily. At school facilities where space can be provided for school bus parking, it is critical to orient buses in the parking lot in such a way that they can never reverse out of a parking space. Bus parking loops should be planned in a manner similar to that of bus depot parking areas.

If a bus parking loop must be used, parallel, double-wide parking during loading and unloading should be avoided, as this increases danger to the students. It is important to note that most ACPS schools are located in densely-populated neighborhoods and many students either walk to school or receive rides from parents. The Patrick Henry site is anticipated to have enough site available to provide the ideal bus parking arrangement discussed in the Educational Specifications.

At the middle school level, grade six through eight, the current ACPS policy is to provide transportation only for students living more than 1.5 miles from their designated school site.

Due to the high percentage of students arriving by alternate means, designers should be careful to separate parking lots and school bus loading areas from each other and from student drop-off areas and pedestrian walkways. Furthermore, the use of bicycles should be encouraged by providing bike racks in quantities at a minimum consistent with LEED guidelines.

See the tables on the following page for estimated quantities for school-dedicated parking and bus loop conceptual design. Final parking requirements will be impacted by factors such as zoning, site constraints,

and the absence or presence of other modes of transportation. In addition, shared parking between the school and the recreation center will be evaluated during the design process as part of the required Parking Management Plan. The architect must coordinate this at the time of design and it should be noted that ACPS and the City offer incentives to encourage carpooling and the use of mass transit by staff.

The Neighborhood Recreation Center will be provided dedicated space within the shared parking lot used for both facilities. Alexandria zoning requirements typically require one parking space for each 200 square feet of floor area for recreation centers. Traffic circulation within the lot should ensure adequate space for motor-vehicles to easily park and pull-out of spaces. This shared parking facility should be separate from student and pedestrian traffic and designed in such a way that students do not cross in-front of traffic to gain access to the building. Patrons should have a reasonably short distance to travel between the parking facility and the recreation center.

Planning Calculation: Bus Loop Conceptual Diagram:

Students 964

Teachers 52

Ancillary Staff 19

Administration 10

Custodial / Maintenance 6

Food Service 8

Projected Staff Parking: 95

Projected Visitor Parking: 19

Projected Bicycle Racks: 2

Parking & Bicycle Rack Planning Capacity Assumptions:

Student Capacity use max capacity for planning calculation due to enrollment projections

Staff Counts:

Teacher Capacity assume 1- FTE will be assigned per teaching station in capacity model 1 per TS

Ancillary Staff includes teaching aides, media center specialist, special education staff, etc. 2% of students

Administration includes principals, secretarial, itinerant staff, etc. 1% of students

Custodial / Maintenance includes full-time staff for regular school hours 1 per 150 students

Food Service assume full service kitchen, meals served to 80% of student capacity 1 per 100 meals

Visitor Parking assume as percent of student capacity 2% of students

Bicycle Racks assume support teachers, staff, and students 5% of student & staff

The overall number of parking spaces will be determined during the formal Development Site Use Plan (D SUP) process to include evaluation of both zoning requirements and a shared parking plan between ACPS and RPCA as described above.

The project Architect will also be provided with a formal traffic study commissioned by the project team in the fall of 2015 to incorporate its findings into the design of site circulation. This study was performed prior to the Architect selection, in part, to examine the feasibility of keeping all vehicular access points on Taney Avenue similar to the current facility.

Site Management

RPCA is a partnership program that uses shared ACPS facilities for after-school programming. RPCA operates the majority of playing fields, courts, parks, and playgrounds adjacent to Alexandria schools. When funds are available to enhance the campus or grounds of the school, architects should coordinate and consider RCPA’s requirements for playgrounds, courts, fields, and gymnasium spaces, per the joint ACPS/RPCA Facility & Outdoor Maintenance & Use agreement, which can be accessed at https://www.alexandriava.gov/uploadedFiles/recreation/parks/ApprovedMOU_COA_ACPS.pdf.

Site Lighting

Site lighting of community spaces such as the nature trail, paved courts, and athletic fields should be provided. The lighting systems at the paved courts and the athletic field should connect to the city’s existing infrastructure to ensure wireless control and programming. Lighting on the athletic field and the paved courts should also have player-activated switches that activate the light system for a period of time agreed upon by the community and the City. Specifications for path lighting and athletic facility lighting are outlined in the Park Facility Standards Manual. Lighting designs will be reviewed through the DSUP process and as a result may change.

Stormwater Management

Like many other municipalities in the DC metro area, the City of Alexandria has adopted new guidelines that require construction projects to treat and/or retain increased amounts of stormwater runoff. Design features such as green roofs, rainwater recirculating cisterns, and bioretention planting beds have become increasingly common on new projects, and require property owners to carefully consider the retention capabilities, financial costs, and physical space needed to accommodate such features.


The following section provides executive level narrative summaries of the site program space areas.

School Site Amenities

The following site amenities are presumed to be operated and maintained by ACPS and used primarily by ACPS.

Play Areas

Age-specific play area for multiple age groups should be included in the site design. All play areas should meet current city code for safety standards and provide ADA-accessible equipment for equal access for all users. The Virginia Department of Education Guidelines recommend that each school “site have areas that can be developed to provide the minimum number of play areas required for physical education.”

https://www.alexandriava.gov/uploadedFiles/recreation/parks/ApprovedMOU_COA_ACPS.pdf

The design of the school site should accommodate non-structured or natural play areas as well as at least one playground for each age groups. Architects should endeavor to design the new school in a way that it will maximize both natural and programmed outdoor space.

Required play areas to be included in the full playground design:

Pre-kindergarten Playground (Pre-K - 1)

o Hard surface for group games

o Soft surface with modular play structure, swings, etc.

o Applicable walkways and enclosures

Intermediate Playground (2nd - 5th)

o Hard surface for basketball and group games

o Soft surface with competitive social play equipment, fit court play equipment,

tables, benches, etc.

o Applicable benches, tables, walkways, walls, and enclosures

Efforts should be used to maximize site efficiency and uses between these age appropriate play

areas. It is assumed that the intermediate play areas may be combined with the primary play area.

Hard surface courts to serve immediate playground needs to be shared with RPCA. Please

reference Elementary Ed Specs Figure 7.0 – 7.3 for details.

Similar to the approach described requiring flexibility in design of early childhood classroom spaces,

the Architect shall maintain similar flexibility with respect to the age designations for school

playgrounds throughout the schematic design stage.

Outdoor Classroom

If site constraints allow, include an outdoor science classroom that includes a garden.

Recreation Site Amenities

Toddler Playground

A small playground for toddlers shall be located adjacent to the recreation center for children ages 0 to 3 and their parents. It shall be secured with fencing to maintain separation from the school facility and its playgrounds. The ground surface shall be soft and all play equipment shall be age-appropriate.

Shared Site Amenities

The following site amenities are presumed to be operated and maintained by RPCA and used available for use by ACPS during the school day.

Paved Court

At least one paved court, 80’ x 53’, which is shared between the two facilities, should be provided. RPCA has established specifications for all paved courts to include basketball and tennis courts.

The Park Facility Standards Manual can be found at the following link: https://www.alexandriava.gov/uploadedFiles/recreation/parks/Park%20Facilities%20Standards%20Manual.pdf

https://www.alexandriava.gov/uploadedFiles/recreation/parks/Park%20Facilities%20Standards%20Manual.pdf

https://www.alexandriava.gov/uploadedFiles/recreation/parks/Park%20Facilities%20Standards%20Manual.pdf

Multi-use Field

The Patrick Henry site is large enough to support a natural or turf grass, multiuse field. Architects should consider including in the design a field that overlays a baseball diamond which can accommodate sports such as football, soccer, field hockey, and lacrosse. An approximate size of at least 315’ x 210’ is desired. The baseball diamond is expected to have a short field. If possible, the field should meet Virginia High School standards for fields.

Fitness and Nature Trail

A trail shall be designed as part of the site for community use, including during school days. The fitness trail shall encompass the entire building and contain a number of intermediate stations that promote exercise activity through a combination of signage and exercise equipment. The trail stay within the extents of the Patrick Henry property, but also promote a natural means of access into the wooded area north of the property. The trail will provide the community the opportunity to walk or run through the site and will also provide a safe walking route to the school and the recreation center. The RPCA Park Facility Standards Manual outlines the desired specifications for both paved and stone dust nature trails. All nature trails in Alexandria should achieve ADA accessibility with slopes less than five percent.

Natural Open Space

While working to accommodate all of the specific program areas listed above, the project designers shall also be mindful of the need for natural open areas. The Patrick Henry community currently enjoys informal activities such as “pick-up” sports games and simple friendly gatherings which are often best accommodated by space which is not designed for specific activity.

Public Art Installation

The Alexandria Office of Arts (part of RPCA) desires to have a purposefully-designed art installation that provides community art on the Patrick Henry site. The installation must be thoughtfully designed and approved by the Office of the Arts. The architect will be expected to coordinate with ACPS, RPCA, and the selected artist(s) to ensure that public artwork is properly woven into the design of the facility.

SUMMARY OF SITE AMENITY REQUIREMENTS

The following section provides a summary of all spaces required within the site of the Patrick Henry Campus. Data is provided to serve as an overall guideline.

Site Circulation Bus Loop Parent Kiss-and-Ride ACPS Staff Parking ACPS Visitor Parking RPCA Staff Parking RPCA User Parking Student and Pedestrian Walk Ways ACPS Learning and Play Areas Primary Playground Intermediate Playground Outdoor Classroom/Garden (w/ shading) RPCA Play Areas Toddler Playground Shared Amenities Paved Court (80’ x 53’) Multi-use Field (315’ x 210’) Fitness and Nature Trail Public Art Installation

acps: patrick henry pk8 -...

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