feasibility study waters landing elementary school addition

Feasibility Study Waters Landing Elementary School Addition Prepared for Montgomery County Public Schools by The Lukmire Partnership Architects October 2011

WATERS LANDING ELEMENTARY SCHOOL ADDITION The Lukmire Partnership Feasibility Study Architects and Planners

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1. Table of Contents SECTIONS 1. Table of Contents .............................................................................................................................................................. i 2. Introduction .......................................................................................................................................................................1 3. Executive Summary ..........................................................................................................................................................3 I. Comparative Analysis of Options 1, 2 and 3 ..........................................................................................................8 J. Summary Table and Cost Comparison Options 1, 2 and 3...................................................................................9 4. Project Scope and Methodology ....................................................................................................................................11 5. Description of Goals and Objectives ...........................................................................................................................13 6. Existing Conditions ........................................................................................................................................................14 7. Description of Options ...................................................................................................................................................23 A. General ..................................................................................................................................................................23 B. Common Design Elements ....................................................................................................................................23 C. Option 1 ..................................................................................................................................................................28 D. Option 2 ..................................................................................................................................................................33 E. Option 3 ..................................................................................................................................................................38 8. Proposed Implementation Schedule .............................................................................................................................43 9. APPENDICES .................................................................................................................................................................44 Appendix A. Space Allocation Summary ....................................................................................................................45 Appendix B. Educational Specifications ....................................................................................................................46 Appendix C. Project Photographs ..............................................................................................................................61

WATERS LANDING ELEMENTARY SCHOOL ADDITION The Lukmire Partnership Feasibility Study Architects and Planners

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2. INTRODUCTION This feasibility study was conducted for Montgomery County Public Schools (MCPS) by The Lukmire Partnership Architects. Waters Landing Elementary School is located at 13100 Waters Landing Drive, Germantown, Maryland 20874. The work was performed under the direction of the MCPS Department of Facilities Management’s Division of Construction. FEASIBILITY STUDY PARTICIPANTS: Dr. Bill Poole Principal, Waters Landing Elementary School Ms. Denise Ackerman PTA President, Waters Landing Elementary School Ms. Kate Amin Teacher and Parent, Waters Landing Elementary School Ms. Rita Auth Paraeducator, Waters Landing Elementary School Ms. Justine Beachley Paraeducator and Parent, Waters Landing Elementary School Ms. Elizabeth Bogren Parent, Waters Landing Elementary School Mr. Scott Bogren Parent, Waters Landing Elementary School Ms. Jamie Breckenridge Neighbor Ms. Deidre Burr MCPS Ms. Wendy Cary Neighbor

Ms. Theresa Chamberlain Secretary, Waters Landing Elementary School Mr. Joe DeRosa Project Manager, Division of Construction, MCPS Ms. Diane Dowling Neighbor and Parent, Waters Landing Elementary School Mr. David Durbin Neighbor Ms. Dawn Durbin Ms. Melinda Elias Teacher, Waters Landing Elementary School Ms. Amanda Essein Parent, Waters Landing Elementary School Ms. Melissa Galuppi Teacher, Waters Landing Elementary School Ms. Jean Gries MCDOT Ms. Wendy Hayes Mr. Bobby Hoffmaster Teacher, Waters Landing Elementary School Ms. Adrienne Karamihas Facilities Planner, Dept. of Facilities Management, MCPS Ms. Katrina Harrigan Teacher, Waters Landing Elementary School Ms. Karen Karyshyn

WATERS LANDING ELEMENTARY SCHOOL ADDITION AND RENOVATION The Lukmire Partnership Feasibility Study Architects

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2. INTRODUCTION, Continued FEASIBILITY STUDY PARTICIPANTS Continued: Ms. Paige Kovach Teacher, Waters Landing Elementary School Ms. Bobbi Laydon Teacher, Waters Landing Elementary School Ms. Brooke Levey Parent, Waters Landing Elementary School Ms. Rachel Maisel Parent, Waters Landing Elementary School Mr. Matthew McCabe Parent, Waters Landing Elementary School Ms. Gina McCabe Parent, Waters Landing Elementary School Ms. June Miller Teacher, Waters Landing Elementary School Ms. Lucy Monroy PTA Officer, Parent, Waters Landing Elementary School Ms. Katia Nascimento Parent, Waters Landing Elementary School Ms. Karen O’Connor Parent, Waters Landing Elementary School Ms. Janelle Palmisano Teacher, Waters Landing Elementary School Mr. Peter Plant Teacher, Waters Landing Elementary School Mr. Joseph Pospisil MCDOT Ms. Jennifer Schrock Parent, Waters Landing Elementary School Mr. Michael Shpur Architect, Division of Construction, MCPS Ms. Ivy Sligh-Johnson Parent, Waters Landing Elementary School Ms. Jillian Storms School Facility, Waters Landing Elementary School Mr. Gary Tsimba Mr. Yi Chi Tung Teacher, Waters Landing Elementary School Mr. Brad Warner Teacher, Waters Landing Elementary School Ms. Patricia Williams Teacher, Waters Landing Elementary School Ms. Pam Wilson Parent, Waters Landing Elementary School Ms. Andi Zolt Parent, Waters Landing Elementary School Ms. Mary Zygmunt Teacher, Waters Landing Elementary School


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3. EXECUTIVE SUMMARY

A. PURPOSE The purpose of this feasibility study is to explore design alternatives and related costs for the addition to Waters Landing Elementary School. Three design alternatives are analyzed in response to the Educational Specification, objectives of the school and community, physical limitations of the existing building and site, and applicable codes and regulations. A preferred option as chosen by the Feasibility Study participants is designated as Option 1.

B. HISTORY

Waters Landing Elementary School is located at 13100 Waters Landing Drive, Germantown, Maryland 20874. The school was originally constructed in 1987. Student enrollment during the 2009-2010 school year was 628 and the capacity is 499. The existing structure is 86,162 square feet. There are 86 existing parking spaces. The existing site is 10 acres.

C. METHODOLOGY

An evaluation of the existing school was conducted by the design team of architects and engineers to understand the potentials and constraints of the school in order to plan an addition, complying with the Educational Specifications and Summary of Space Requirements, dated April 2010.

The methodology employed included a review of all available data and drawings related to the existing school and site, visits to the site, and meetings with the Feasibility Study participants and MCPS staff.

The design team developed multiple options illustrating expansion options and narrowed the choices based on the objectives of the Educational Specifications, impacts on school operation, physical limitation of the school and implications of construction phasing.


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3. EXECUTIVE SUMMARY, Continued D. SUMMARY

Waters Landing Elementary School has both a one story and two-story portion. The existing structure is constructed of non-combustible materials and is sprinklered. Exterior walls and interior partitions are primarily masonry. The structural system consists of steel framing with steel roof joists, elevated concrete slabs on metal deck and concrete floor slabs on grade. Currently, the circulation is problematic as the corridor system does not form a continuous “loop” around the existing gymnasium. All of the options provide a “loop” corridor system.

The site topography varies from an elevation of 492.00 at the north side (Waters Landing Drive) to 458.00 at the south

side, a 34’ difference, most of it between the school and the play fields. The bus loop is accessed from Waters Landing and the parent drop-off loop accessed from Locbury Drive. Currently, the site accommodates 86 parking spaces. All of the options include an additional 13 spaces located in the existing bus loop and a redesigned and lengthened student drop off loop to allow for more car stacking space. Existing play fields will remain as is, however, both hard and soft play areas will be relocated and new play equipment will be provided. Storm water management improvements and modifications will be required to accommodate the expanded building and revised site conditions.

Three options that meet the program requirements, along with their corresponding cost estimates, are presented in the

Description of this Study.

E. COMMON DESIGN ELEMENTS

All three options have the following common elements: • Adherence to the MCPS educational specifications

• A “loop” corridor system on both floors connecting both wings

• The kindergarten classrooms will be added to the end of the east wing of the school

• Existing softball fields are to remain

• Hard and soft play areas are to be relocated

• Additional parking spaces will be added to the existing bus loop

• The student drop off loop will be lengthened and redesigned


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3. EXECUTIVE SUMMARY, Continued F. UNIQUE ELEMENTS OF OPTION 1 (Preferred):

• This option is the simplest to phase • The natural light into the gym is maintained • This option has two added classrooms on the first floor and three on the second floor. • This option will require fill for the building footprint and a retaining wall to allow pedestrian access around the

building. • The addition square footage is the largest

Option 1 – Building and Site Cost

Site Cost $ 1,277,000 Building Cost $ 5,707,000

Total $ 6,984,000


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3. EXECUTIVE SUMMARY, Continued G. UNIQUE ELEMENTS OF OPTION 2:

• The addition requires the smallest square footage to accommodate the Educational Specifications.



Total $ 6,844,000


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3. EXECUTIVE SUMMARY, Continued H. UNIQUE ELEMENTS OF OPTION 3:

• Both existing exit stairs will be demolished and new wider exit stairs constructed.



Total $ 6,718,000


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3. EXECUTIVE SUMMARY, Continued I. COMPARATIVE ANALYSIS


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3. EXECUTIVE SUMMARY, Continued J. SUMMARY TABLE AND COST COMPARISON OPTIONS 1, 2 AND 3

Square Footage: Option 1 (Preferred) Option 2 Option 3 Existing 77,560 77,560 77,560New Construction 23,028 20,223 20,641Modernization Renovation Demolition (Total) 3,212 3,212 2,470Existing to Remain 74,348 74,348 75,090Total Gross Square Feet 97,376 94,571 95,731 Total Construction Cost $ 6,984,000 $ 6,844,000 $ 6,718,000 PDF Feasibility Study Cost Outline (000's) Construction Cost Estimate $ 6,984 Planning Cost $ 669 Contingency and Related Costs $ 774 Furniture and Equipment $ 400 Totals: $ 8,827

This cost estimate in this feasibility study is based on current construction market conditions for both building and site. The estimates will be revised to reflect current market conditions and prevailing construction costs when the project is included in the Capital Improvements Program Request for architectural and construction funding.


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3. EXECUTIVE SUMMARY, Continued K. CONCLUSIONS AND RECOMMENDATIONS

All of the options evaluated have the ability to resolve the programmatic deficiencies of the existing school, however, Options 2 and 3 will have more complex construction phasing issues to solve. In addition, the classroom addition in Option 3 was not well received by the school staff because of the long corridor created by the addition. All of the options create a loop corridor system connecting the two classroom wings and all options co-locate the kindergartens together. The most significant differences between the options include the functional relationship between the expansion spaces, the ease of construction phasing while the school remains in operation and the impacts on the site. Neither the participants nor the school staff liked Option 3 due to the visual impact of the long classroom corridor. While Options 1 and 2 received a favorable response, the logic of the floor plan and the ease of phasing the construction led the Feasibility Study Participants to recommend Option 1 be implemented. In accordance with the consensus of the Feasibility Study participants and MCPS staff, it is recommended that Option 1, as depicted herein, and its associated site improvements, be implemented. The overall function of the building and site is improved and all MCPS Program Requirements are fulfilled.


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4. PROJECT SCOPE AND METHODOLOGY

A. SCOPE AND INTENT The purpose of this Feasibility Study is to evaluate alternatives for the addition to Waters Landing Elementary School in order to provide Montgomery County Public Schools with sufficient data to determine the necessary scheduling and funding. Cost estimates for each option have been developed as a basis for comparison in the evaluation process. The Lukmire Partnership was selected to conduct the study. The student enrollment during the 2009-2010 school year in grades Kindergarten to 5 was 628 and the capacity is 499. The addition will increase the capacity to 702. The existing one and two story structure is 86,162 square feet on a site of 10 acres. The design team’s scope of work included an evaluation of the existing school and site with respect to the requirements of the Educational Specification and applicable codes and regulations. The objective of the evaluation was to determine the feasibility of adding space to the existing school and preparing design alternatives to provide a learning environment that is conductive to the instructional philosophy, visions and goals of the school and the community. In addition to collecting and reviewing available data, the Design Team participated in progress review meetings at the school with the school administration, MCPS staff and community representatives. As each design alternative was presented and reviewed by the Feasibility Study participants, comments were recorded and alternative schemes revised accordingly. The final approved options are presented herein with Option 1 recommended as the preferred scheme.


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4. PROJECT SCOPE AND METHODOLOGY, Continued

B. METHODOLOGY

This Feasibility Study was developed with the following methodology:

• Review of available data and drawings of the existing school and site • Kick-off meeting with members of the Feasibility Study participants • Identification of the needs, goals and objectives of the school as well as a review of the Educational Specifications • Development of Design Options • Five progress meetings with the Feasibility Study participants, which included members of the school staff, the

PTA, the Community and MCPS staff. • Modifications of design options as a response to review comments • Designation of Option 1 as the preferred scheme by the Feasibility Study participants.


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5. DESCRIPTION OF GOALS AND OBJECTIVES The following are the primary goals and objectives established by the Principal, staff and the Feasibility Study participants to be addressed by the A/E design team and MCPS staff.:

A. SITE GOALS AND OBJECTIVES The modifications to the site shall:

- increase the parent drop off loop stacking area - increase the parking spaces from 86 to as close to 100 spaces as possible - provide hard and soft play areas to meet the educational specifications and replace any that are reduced in size, or

lost, due to the addition - retain the existing ball fields

B. BUILDING GOALS AND OBJECTIVES The addition shall:

- create a “loop” corridor circulation system connecting both classroom wings on both floors - add 3 kindergarten classrooms adjacent to the existing kindergarten “wing” - ensure that the construction can be safely phased while school remains in operation - provide flexibility to create grade level classroom groupings - provide an appropriate HVAC system


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6. EXISTING CONDITIONS Vicinity Map


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6. EXISTING CONDITIONS, Continued Existing Site Plan


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6. EXISTING CONDITIONS, Continued Existing First Floor Plan


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6. EXISTING CONDITIONS, Continued Existing Second Floor Plan


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6. EXISTING CONDITIONS, Continued

A. GENERAL Waters Landing Elementary School is located at 13100 Waters Landing Drive, Germantown, Maryland 20874. The existing site is 10 acres.

B. EXISTING SITE The Waters Landing Elementary School facility is located on a 10.0 acre paved lot at 13100 Waters Landing Drive in Germantown, Maryland. The site is bounded on the north by Waters Landing Drive, on the east by Locbury Drive and on the south and west by single family residential townhomes. There are currently 86 parking spaces on the property. The student drop-off is accessed from Locbury Drive, as is the staff and visitor parking. The bus loop is accessed from Waters Landing Drive. Site topography varies from an elevation of 492.00 at the north side (Waters Landing Drive) to 458.00 at the south side. The site has a steep slope between the school and the play fields. Currently, the site accommodates 86 parking spaces. All of the options propose an additional 13 spaces to be located in the existing bus loop and a revised student drop off loop to allow for more car stacking space. Existing play fields will remain as is, however, both hard and soft existing play areas will be relocated and new play equipment will be provided. Storm water management improvements and modifications will be required to accommodate the expanded building and revised site conditions.

C. EXISTING BUILDING Waters Landing Elementary School has both a one story kindergarten wing and a two-story classroom wing. The existing structure is constructed of non-combustible materials and is sprinklered. Exterior walls and interior partitions are primarily masonry. The structural system consists of steel framing with steel roof joists, elevated concrete slabs on metal deck and concrete floor slabs on grade.


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6. EXISTING CONDITIONS, Continued D. HEATING VENTILATION AND AIR CONDITIONING SYSTEMS

The original system, constructed in 1987, is a combination of 2-pipe unit ventilators serving the classrooms, and package DX rooftop units serving the media center, multi-purpose room and interior office spaces. The heating and cooling plant consists of a nominal 100 ton Trane air cooled chiller and two Kewanee 1,423 MBH gas fired steel tube boilers. There are two 250 GPM dual temperature pumps with one for stand-by operation, and two 80 GPM hot water pumps that serve terminal heater unit heaters and duct heating coils. The controls are a hybrid of DDC controllers with pneumatic actuators. The two story prefabricated classroom wing constructed in 1987 is served by self contained through-the-wall-unit ventilators (PTAC). The majority of the HVAC equipment was installed 23 years ago so the systems are quickly approaching the end of their useful life. Several problems with the existing systems were pointed out by the principal such as hot and cold spaces and PTAC unit ventilators that were not operational for unknown reasons. One major issue is that there are solid covers on the temperature sensors that are connected to the rooftop units that serve the media center, multi-purpose room and other areas making it impossible to read the actual room temperature. The principal stated a hot lamp has to be shined on the sensor covers so the system will react. A short term fix to this problem would be to install new sensor covers that have openings to the room. Other system repairs could be made to improve system operation as a temporary fix until a major HVAC renovation is accomplished.


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6. EXISTING CONDITIONS, Continued E. PLUMBING AND SPRINKLERS

1. Existing Plumbing Systems

The water supply enters the building in the sprinkler room located adjacent to the main entrance at the north side of the facility. The 8-inch water service splits in the sprinkler room into a 3-inch domestic service and a 6-inch fire line. Domestic water is distributed from this point to the plumbing fixtures located throughout the building. There is a gas-fired water heater located in the main mechanical room that supplies hot water to the facility. A re-circulating pump is located in the main mechanical room to assure hot water is available at all of the fixtures in a timely manner.

There is a 6-inch sanitary sewer that exits the building on the west side. There are multiple storm water exits that leave the building on the west, east and north sides of the facility.

The plumbing fixtures appeared to be in fair condition; however, they are not water conserving type and do not meet current code requirements.

2. Existing Fire Protection System

The building is protected by an automatic sprinkler system. There are two sprinkler zones with one for each floor. The zone, flow and tamper switches for each floor are located in the sprinkler room.


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F. ELECTRICAL

1. Existing Power Distribution System Normal power: The incoming electrical service originates at a PEPCO primary pad mounted transformer and terminates in the 480/277V, 3-phase, 4-wire, 2,000A switchboard equipped with 2,000A bolted pressure switch. The existing switchboard is located in main electrical room, and it is in fair to good condition. The switchboard serves 480/277V panelboards located throughout the school, distribution panel BR (serves mechanical equipment in adjacent Boiler room and equipment located on roof) and outdoor chiller. The 208/120V loads are served from 1600A switchboard MDP equipped with 1,500A main circuit breaker via 480/277V, 500KVA transformer. The 500KVA transformer and switchboard are located in main electrical room. The switchboard MDP serves numerous 208/120v panelboards located throughout the school.

Emergency power: The 480/277V, 30 KW emergency generator and 60A automatic transfer switch are located in the Boiler room. The generator serves 480/277V emergency panel located in main electrical room. The 208/120V emergency loads are served from 120/208V panel located in the same room. The emergency loads include emergency lighting, fire alarm and communications equipment. The emergency generator is tested every two weeks and it is in good operational condition.

2. Lighting

The interior lighting in the entire school consists of recessed 2’ x 4’ lensed troffers equipped with outdated T8 fluorescent lamps. The lighting fixtures in Gymnasium are metal halide pendant fixtures. All lighting fixtures are originally installed equipment. The lenses are starting to turn yellow. The switching of the lighting is not in compliance with the energy code, requiring at least 50% of the lights to be switched separately. The exterior site lighting consists of cut-off HID fixtures (shoe box type) mounted on 25’ high steel poles and utility wall-pack fixtures mounted on building exterior walls.


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G. FIRE ALARM The original fire alarm system was replaced about 2-years ago with a new addressable, class B system manufactured by Fire-Lite. The main fire alarm panel is located in the building manager office and it has voice evacuation equipment. Voice evacuation system is installed in the Gymnasium and Multi Purpose room (assembly occupancies). Notification devices in the rest of the school consists of horn/strobe devices, which in majority of the areas are ceiling mounted. The Graphics Annunciator panel is located in the front lobby. The Fire Alarm system is in very good condition, and has capacity for future expansion.

H. PA/CLOCKS/TELEPHONES AND COMMUNICATION SYSTEMS

Existing Public Address and Master Clock System: The system originates at the main sound console (Rauland “telecenter”) located in the main office. Each classroom, library, and gym has 1 to 2 speakers and a “push-to-call” switch. Speakers are also located in each corridor. System clocks are installed in every classroom. All equipment is in good shape. The system can be easily expanded to accommodate the new additions. The existing Verizon telephone service terminates in the Utility D-Mark cabinet located in the main communication (MDF) room on the 1st floor. The same room contains telephone/network equipment cable racks. All cables are 4-pair, UTP, cat 5e cables. Telephone/data outlets are located throughout the entire school. The communication outlets in the classrooms are in accordance with MCPS guidelines. The quantity of telephone outlets in the office areas appears to be adequate.


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7. DESCRIPTION OF OPTIONS

A. GENERAL Three conceptual options have been developed in response to the MCPS Educational Specifications and goals of the

Feasibility Study participants. All three options propose a two story classroom addition and a one story kindergarten classroom addition. The Option 3 classroom addition is located on the existing paved play area outside the gym towards the east corner of the building and includes three classrooms on the first floor and two on the second floor. The Option 2 classroom addition has the same qualities listed above for Option 3; however, it has a smaller footprint and allows for natural day lighting into the gymnasium. Option 2 and Option 3 are complex in terms of construction phasing as a result of the existing and proposed stair locations. Option 1 is the simplest option to phase and provides for natural light into the gymnasium. Option 1 includes two classrooms on the first floor and three on the second floor. Option 1 has the largest footprint and will require fill for the building footprint.

It is anticipated that site improvements will be required to include ESD to the maximum extent practicable in order to treat all areas inside the limits of disturbance. After all ESD efforts are exhausted and the site has still not been able to reach a hydrologic state of “woods in good condition,” then structural practices may be permitted as determined by Montgomery County Department of Permitting Services. Potential ESD stormwater management practices for the site include both micro-scale practices and alternative surfaces. Micro-scale facilities could include the utilization of bio-swales and micro-bioretention facilities around the parking areas. Alternative surfaces would include a vegetative roof on any building addition in order to partially treat the impervious roof area as well as permeable pavements. Permeable pavements would be utilized wherever new parking and drive aisles are proposed, except in areas of heavy loading, such as fire lanes, bus loops and areas of significant fill.

B. COMMON DESIGN ELEMENTS

1. Building • Adherence to the MCPS educational specifications

• A “loop” corridor system on both floors connecting both wings

• The kindergarten classrooms will be added to the end of the east wing of the school


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7. DESCRIPTION OF OPTIONS, Continued

2. Playfields The play fields will remain, however, new handicapped access will be provided.

3. HVAC System HVAC System Options

Several options were considered for the type of HVAC system to use for the project. These include: • Self-contained VAV rooftop units with hot water heating coils to serve new additions. • VRV system with dedicated outdoor air system. • Two-pipe system with dedicated outdoor air system to serve classrooms and package gas fired rooftop

units for non-classroom spaces. Upgrade existing chilled and hot water plant for increased loads. • Four-pipe unit ventilators with dedicated outdoor air system for classrooms and package gas fired

rooftop units for non-classroom spaces. Upgrade existing chiller and hot water plant for increased loads. • Water source heat pump system with dedicated outdoor air system. Consider geothermal in lieu of

cooling tower and boiler system. Proposed HVAC System There is a proposed HVAC renovation for the existing school that may occur in several years which would affect the HVAC design approach for the new construction. If the renovation and construction of the additions were accomplished at the same time, a more integrated design approach could be achieved. However, based on meetings with MCPS personnel it appears that the construction will occur before the existing building HVAC renovation can be accomplished. For this reason, it has been determined that a stand alone system is best suited for this project. Of the two stand alone systems identified above, the VAV rooftop system with hot water heat is the preferable system to MCPS.

The new classroom and kindergarten additions will each be served by gas fired package variable air volume units. The two story classroom addition will be served by a 40-ton unit and the kindergarten classroom will have a 20-ton unit. Each unit will have a supply and relief fan, DX cooling, MERV 13 filters, gas heating and DDC controls by the unit manufacturer.


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3. HVAC System, Continued There will be one fan powered VAV box with hot water heating coil for each classroom. The hot water for the heating coils will be tied to the existing boiler system. It is anticipated that the existing boilers are large enough to serve the new construction. The existing hot water pumps will be replaced with two new pumps with one for stand-by operation. New hot water piping will be extended from the boiler plant to the new additions to serve the VAV boxes.

The controls for the VAV terminals will be furnished by the rooftop unit manufacturer. There will be an interface with the existing DDC system to enable/disable the RTU and also provide various alarm and temperature reset functions.

4. Electrical System a. NORMAL POWER

The existing 480/277V, 2,000A switchboard has enough capacity to accommodate new loads associated with the school expansion. The new electrical closet will be provided in the new 2-story, 10-classroom addition. The new 200A circuit breaker will be installed in the available space at existing 2,000A switchboard. The new 480/277V panel will be served from this breaker. The 208/120V circuits will be connected to the new 208/120V panel, which will be sub-fed from the 480/277V panel via 75KVA dry-type transformer. The kindergarten addition will be served from the new 208/120V panel. This panel will be recessed in the corridor wall, and it will be fed from existing 208/120V switchboard MDP. A separate breaker and feeder at the main switchboard will be provided to serve the new roof-top unit on roof. Quantities and locations of the outlets within the classrooms will be in accordance with requirements as outlined in the MCPS guidelines.


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4. Electrical System, Continued b. Emergency Power

The existing emergency generator has enough capacity to support additional life safety loads (emergency lighting) in the 2-story addition. Also, 1-receptacle in each classroom will be connected to emergency circuit to satisfy requirements of MCPS guidelines. The new circuits will be extended to existing emergency panels in main electrical room, which have spare circuit breakers or spaces to accommodate additional circuits.

c. Lighting

Lighting fixtures in the classrooms will utilize pendant direct/indirect fluorescent fixtures equipped with T5 fluorescent lamps and electronic ballasts. Each classroom will receive a ceiling mounted occupancy sensor and double switching. The row of fixtures in front of the classroom will be switched separately. Fixtures in the corridors will utilize recessed 2’ x 4’ lensed fluorescent fixtures equipped with T5 fluorescent lamps. Every fourth fixture in the corridor will be connected to emergency circuit. Also, each classroom will have 1-recessed downlight connected to emergency circuit. All lighting will be in compliance with latest MCPS requirements.

d. Fire Alarm System

The new addressable initiation (manual pull stations and flow switches) and notification (horn/strobe combination) devices will be provided to satisfy requirements of all applicable codes and MCPS guidelines. Each classroom will receive ceiling mounted combination horn strobe device. All new devices will be connected to existing fire alarm control panel located in the building manager office on 1st floor. The existing Fire Alarm Graphics Annunciator Panel will be modified to reflect new additions.

e. Public Address and Master Clock System

1-PA speaker and 1-push-to-talk switch will be installed in each classroom. Additional PA speakers will be provided in the new corridors. New circuits (home runs) will run to existing PA console in the main office.


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4. Electrical System, Continued f. CATV system

The existing CATV system service will be extended into new areas. New coaxial cables and TV outlets will be provided in each classroom.

g. Telephone and Data/networking system

The new communication closet will be provided in 2-story addition. New 75 pair, cat 5e UTP riser cable will connect new closet and existing main frame room on 1st floor. New data/voice outlets and 1” empty conduit stub-up into ceiling space will be provided in each classroom.


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C. OPTION 1 – DESCRIPTION (Preferred) Option 1 consists of a single story kindergarten classroom addition and a two story classroom addition. The location and design of the kindergarten addition is consistent in all options and is the preferred layout of the Waters Landing staff. The Option 1 classroom addition is located along the south east elevation of the existing school. The addition includes two classrooms on the first floor and three on the second floor. This addition can be phased in construction relatively simply because of the existing and proposed stair locations. However, because this option locates the addition on the site beyond the existing hard play area, fill material will need to be imported for the building footprint.


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7. DESCRIPTION OF OPTIONS, Continued Proposed Site Plan Option 1


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7. DESCRIPTION OF OPTIONS, Continued Proposed First Floor Plan

Option 1


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7. DESCRIPTION OF OPTIONS, Continued Proposed Second Floor Plan

Option 1


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7. DESCRIPTION OF OPTIONS, Continued OPTION 1 - ADVANTAGES

- This option is the simplest to phase in construction. - This option provides natural light into the gymnasium. - This option has two added classrooms on the first floor and three on the second floor. This is preferred by the staff and the principal regarding flexibility for the grade level grouping possibilities.

OPTION 1 - DISADVANTAGES - This option is the largest square footage. - This option will require fill for the building footprint and an additional retaining wall to allow pedestrian access around the building.


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D. OPTION 2 - DESCRIPTION Option 2 consists of a single story kindergarten classroom addition and a two story classroom addition. The location and design of the kindergarten addition is consistent in all options and is the preferred layout of the Waters Landing staff. The Option 2 classroom addition is located towards the east corner of the building and includes three classrooms on the first floor and two on the second floor. The addition connects both classroom wings.


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7. DESCRIPTION OF OPTIONS, Continued Proposed First Floor Plan Option 2


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7. DESCRIPTION OF OPTIONS, Continued Proposed Second Floor Plan Option 2


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- This option will be built on already “disturbed” level ground and will not require fill for the building footprint. - This option adds classrooms with the smallest square footage. - This option provides natural light into the gymnasium.

OPTION 2 - DISADVANTAGES - This option has three added classrooms on the first floor and two on the second floor. The school staff has identified this as a disadvantage regarding the flexibility for the grade level grouping possibilities. - This option has complex construction phasing issues to solve. - The option locates all the classrooms at the end of one wing.


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7. DESCRIPTION OF OPTIONS, Continued E. OPTION 3 – DESCRIPTION

Option 3 consists of a single story kindergarten classroom addition and a two story classroom addition. The location and design of the kindergarten addition is consistent in all options and is the preferred layout of the Waters Landing staff. The Option 3 classroom addition is located on the existing hard play area outside the gymnasium and includes three classrooms on the first floor and two on the second floor.

The design seeks to locate the entire addition on the hard play area. As a result it takes its shape from that of the hard play area and results in extending the existing classroom corridor. This creates less flexibility in the number of classrooms that can be grouped in any one grade level.


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7. DESCRIPTION OF OPTIONS, Continued Proposed First Floor Plan Option 3


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7. DESCRIPTION OF OPTIONS, Continued Proposed Second Floor Plan Option 3


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- This option will be built on already “disturbed” ground and will not require fill for the building footprint.

OPTION 3 - DISADVANTAGES - This option has three added classrooms on the first floor and two on the second floor. The school staff has identified this as a disadvantage regarding the flexibility for the grade level grouping possibilities. - This option has complex construction phasing issues to solve. - This option does not provide natural light to the gymnasium. - The option locates all the classrooms at the end of one wing.


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8. PROPOSED IMPLEMENTATION SCHEDULE


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9. APPENDICES

Appendix A – Space Allocation Summary

Appendix B – Educational Specifications

Appendix C – Project Photographs


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APPENDIX A – Space Allocation Summary


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APPENDIX B - Education Specifications

Waters Landing Elementary School Addition Educational Specifications

Feasibility Study April 2010

Montgomery County Public Schools Rockville, Maryland 20850


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INTRODUCTION

□ This document describes the facilities that are needed for the Waters Landing Elementary School Addition educational program. The descriptions provide the architect with important guidelines and will be used by staff representatives when reviewing drawings for the facility.

□ The program capacity for this school will be 740 when the addition is complete.

□ The educational specifications are divided into three sections. • The first section, the space summary, lists the type of spaces and square footage required when the project is complete. • The second section describes the general design, location, and specific requirements for each type of space in accordance with

Montgomery County Public Schools (MCPS) standards. • The third section identifies any additional program requirements for the school that were identified by the Feasibility Study

participants.

□ The architect should show the location for relocatable classrooms, should they be required in the future. These units should be sited in a location where it will not cause conflict with the constructability of a future addition. The necessary utility connections, i.e. electrical power, fire alarm, public address, and data should be provided near the future location of relocatable classrooms.

□ The architect will provide a space summary comparison between the programmed space requirements and the proposed after each phase of the project including but not limited to the feasibility study, schematic design, design development, and final design phase.

□ For all new schools and modernizations, the project will be designed for LEED Silver certification by the United States Green Building Council (USBGC) under the LEED for Schools guidelines. If this project is a classroom addition, the certification requirement applies only if the addition doubles the existing building footprint. If this project is a building renovation, the certification requirement applies only if the renovation alters more than fifty percent of the existing building gross floor area.


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GENERAL PLANNING CONSIDERATIONS In the general planning of this building, special consideration is to be given to the following comments and instructions:

□ The architect is expected to be compliant with all national, state and local fire safety, life safety, and health code regulations and to follow applicable rules of the State Interagency Committee on School Construction.

□ The building is to be accessible to the disabled within the meaning of the latest edition of the Americans with Disabilities Act and to conform to all the latest requirements of the Americans with Disabilities Act Accessibility Guidelines (ADAAG) as published by the U.S. Architectural and Transportation Barriers Compliance Board. (The regulation can be found at http://www.access-board.gov/adaag/html/adaag.htm). In addition to the ADAAG, the Maryland Accessibility Code (COMAR.05.02.02) revised in 2002 also is required for public schools. (The regulation can be found at http://mdcodes.umbc.edu/dhcd2/Title05.pdf)

□ The facility is to reflect an appealing visual, acoustic, and thermal environment and is to be properly furnished and equipped. Well-chosen colors and textures are to be used. Lighting must meet current standards and provide adequate levels.

□ High quality materials are to be used in the construction. The architect should refer to the MCPS Design Guidelines.

□ The first impression of a building is important. The main entrance to the school should have a clear and inviting identity, and the entrance area should be designed and landscaped to emphasize its importance. A covered walkway from the bus loading area to the front door is desirable. The design of the main lobby area needs to convey a feeling of warmth and welcome. The inclusion of a lighted showcase in which children's work can be displayed is recommended.

□ The design of the building and grounds must provide for a secure environment for students and staff. Isolated areas should be minimized and natural surveillance encouraged by eliminating visual barriers.

□ For security purposes, all doors into classrooms, conference rooms, offices etc. must have a sidelight window with shades.

□ Water coolers should be provided throughout the school.

□ Every teaching station, support space, and core area must be wired for computer, CCTV, and telephone, along with adequate electrical supply in compliance with Maryland Sate design guidelines for Technology in Schools and the MCPS Office of the Chief Technology Office (OCTO) guidelines. Facilities must be adaptable to accommodate rapid development in high technology and its equipment since educational program and organization in this field are dynamic. Space and power supply must be flexible to meet these changing needs.


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□ Core spaces such as the cafeteria, gymnasiums, and instructional media center should be easily accessible for community use and secure from the rest of the building after school hours.

□ An MCPS-designed alarm system will provide security for this facility. The architect will provide for this system in consultation with the Division of Construction staff.

□ Building code requirements call for less than fifty percent of interior corridor space to be used for displaying flammable materials. Display areas can be provided by a 5’ x 5’ bulletin board per classroom or an equivalent amount of space in a larger area. Please refer to the Division of Construction for specific standards.

□ Students should have ADA compliant access to the play areas from the multipurpose room. Play areas are to be protected from any vehicular traffic. Unobstructed supervision of play areas from one central area is desirable.

□ The school is to be air-conditioned except for the gymnasium and kitchen. Careful placement of glass is required to avoid excess heat gain in occupied areas.

□ Some windows must be operable in each space in the building. Transmission of radiation through windows into various portions of the plant is to be considered in relation to heating and ventilating and in relation to planning the building for air conditioning. All instructional spaces should have windows, preferably exterior windows. If the design does not permit exterior windows, windows onto corridors should be provided.

□ Zoning the plant for heating and air-conditioning should be related to after-hours use of various areas such as offices, gymnasium, multipurpose room, and the instructional media center. Appropriate location of parking, corridor barriers, and toilet rooms is necessary for after-hours use. Some classrooms nearby the multipurpose room should be zoned for after hour use as well.

□ The architect should refer to MSDE’s 2006 Classroom Acoustic Guidelines to address the acoustical qualities for classrooms. In addition, the architect should refer to American National Standard, Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools (ANSI S12.60-2002) for additional information.

□ Noise and distracting sounds are to be minimized. In areas such as the multipurpose room and classrooms, which may be used for meetings and adult education, the sound of operating fans for ventilation should not interfere with instruction.

□ Adult restrooms should be provided in accordance with the latest code requirements. Adult restrooms in elementary schools will be unisex.


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□ Spaces that serve no real educational function, such as corridors, should be limited while at the same time assuring an easy to supervise and smooth flow of pupil traffic to and from the instructional media center, multipurpose room, gymnasium, specialized centers, and support rooms.

□ Carpeting should be limited to the principal’s office, assistant principal’s office and conference room in the administration suite and the main reading room of the instructional media center.

□ All instructional, resource, or office spaces that students may occupy should be designed with either a sidelight or glass panel in the door and must be able to be supervised from the corridor or an adjacent space. Doors should be provided between classrooms whenever possible, however, expensive folding walls should be carefully considered as they are rarely utilized.

□ The classrooms should be designed to accommodate various size groups. Each classroom should be readily adaptable for group work, various presentation formats, and should have maximum connectivity to outside resources.

□ The shape of the classroom and the design of built-in features and storage areas should provide optimum net usable floor area. Elongated rooms and features that protrude into floor area, limiting flexibility, are to be discouraged. Rectangular shaped classrooms are preferred.

□ Metal adjustable shelving is to be provided in all building storage closets.

□ All plan reviews will be coordinated through the Division of Construction.

□ Special consideration must be given to energy conservation including total life-cycle costs. The current Maryland State Department of General Service (DGS) requirements will be applied as design criteria. Life-cycle cost accounting in accordance with DGS criteria is required.


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DESCRIPTION OF FACILITIES Please refer to the summary of spaces in the front of this document for the square foot requirements for each space described below. Square-foot allocations should be considered the standard to be followed, although minor deviations are permitted. Prekindergarten/Kindergarten Classroom

□ If the school has a Head Start program, the classroom should be designed as a prekindergarten/kindergarten classroom.

□ Each room should allow flexibility in creation of activity areas and to provide for individualized instruction through arrangement of the "centers" approach.

□ An area should be designated for placement of a 12’ by 15’ area rug over the finished floor.

□ A 100 square foot walk-in storage closet and 150 square feet of general storage (casework throughout the classroom) is needed.

□ When possible there should be interconnecting interior doors between all kindergarten and pre-kindergarten rooms.

□ All prekindergarten rooms should have an outside door or be directly accessible to the outside and convenient to the main entrance of the school building.

□ The prekindergarten classrooms require a separate and fenced outdoor play area that must be adjacent to the classroom. If the school does not have a prekindergarten program than the outdoor play area should be master planned so that it can be added on at a later time. The prekindergarten play area should include a 40’x40’ paved play area and a 40’x40’ mulched area.

□ The computers should not be located next to a whiteboard where magnets might damage the hardware and software. Glare from the windows on the computer screens should be eliminated as much as possible. Security for the computers should be planned in consultation with the MCPS Division of Construction (DOC). Computer/technology wiring must be in accordance with MSDE/MCPS standards.

□ Every classroom must have computer outlets for five student workstations and one teacher workstation. The building information and communications distribution system and other aspects of the building design must comply with the February 2002 revision of the MSDE Maryland Public School Standards for Telecommunications Distribution Systems.


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□ The main teaching wall layout should be in accordance to DOC construction standards.

□ A sink with a drinking fountain must be provided, with cabinets above and below.

□ In a non class-size reduction school, the built-in student wardrobe area must provide 28 individual compartments to store students’ belongings. The architect is to refer to the DOC construction standards for a typical cubby design. Lockers in the classroom may be considered for the kindergarten classrooms.

□ In a non class-size reduction school, the built-in student wardrobe area must provide 24 individual compartments to store students’ belongings. The architect is to refer to the DOC construction standards for a typical cubby design. Lockers in the classroom may be considered for the kindergarten classrooms.

□ A total of 20 feet of tackboard and 10 feet of magnetic whiteboard should be installed at eye-level height for small children, with tack stripping along walls for display of student work.

□ Each room must have a toilet room that is accessible from within the room and easily accessible from outside. The toilet room will contain a standard height toilet, a sink with child-height mirror, and soap and towel dispensers that are accessible to small children. The light switch should automatically turn on the vent fan.

□ Each classroom should be equipped with window blinds per the MCPS design guidelines.

□ Battery operated clocks will be installed. The clock should not be mounted behind the projection screen.

□ All classrooms should be equipped with a handicapped accessible sink with drinking bubbler.

□ A full-length mirror should be installed.


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STANDARD CLASSROOM □ Each room must have an open classroom area with moveable furniture.

□ 150 square feet of casework storage is needed in the classroom.

□ The computers should not be located next to a whiteboard where magnets might damage the hardware and software. Glare from the windows on the computer screens should also be eliminated as much as possible. Security for the computers should be planned in consultation with the MCPS Division of Construction (DOC). Computer/technology wiring must be in accordance with DOC/MSDE/OSTA standards.

□ Every classroom must have computer outlets for 5 student workstations and 1 teacher workstation. The building information and communications distribution system and other aspects of the building design must comply with the latest edition of MSDE Maryland Public School Standards for Telecommunications Distribution System.

□ Approximately 30 to 35 linear feet of magnetic white board and 20 to 24 linear feet of tackboard, both with tack strips and map rails above the boards, should be installed in each classroom. White boards should be located so as to reduce glare. Tack strip is needed on all available walls. The architect should refer to the DOC construction standards for the main teaching wall layout.

□ Thirty built-in individual compartments in the wardrobe area for storing student personal property are required. The architect should refer to the DOC construction standards for a typical cubby design for grades K-1 and grades 2-5. Lockers in the hallway may be used in place of the classroom cubbies.

□ If lockers are designed for storing individual student property, the architect should design the facility with 700 lockers if the core capacity is 640 and 815 lockers if the core capacity is 740.

□ All classrooms should be equipped with a handicapped accessible sink with drinking bubbler.

□ A storage area is needed to hold at least two science kits (approximate 27" x 17" x 12" each) and one math kit in each classroom.

□ General storage space must be built in and must accommodate 24- by 36-inch paper and a 4-drawer file cabinet. Each classroom must include 48 linear feet of built-in adjustable shelving.

□ A small lockable teacher's wardrobe must be provided, as per DOC construction standards.

□ Designated shelf space, not near a window, for an aquarium/terrarium with nearby electrical outlet, is desirable.


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□ Each classroom should be equipped with window blinds. The specifications for the window blinds will be provided by DOC.

□ Each classroom should be equipped with a retractable projection screen (7’ x 7’). The projection screen should not be mounted near any emergency lighting tracks. All areas of the screen should be illuminated and readable when the lights are dimmed.

□ Electrical and data outlets should be provided in the ceiling for a ceiling mounted LCD projector.

□ Battery operated clocks will be installed. The clock should not be mounted behind the projection screen.

□ Shelving or cabinetry should be provided in every teaching station for the VCR and television. A school may choose to place the television and VCR on a cart. Appropriate CCTV receptacles and a duplex outlet should be provided nearby for the operation of the TV and VCR. Placement of the TV should be to maximize student viewing and not be unduly influenced by exterior or interior extraneous light.

□ A school may consider reducing the size of each classroom to create small break-out rooms in the school. The number and design of these breakout rooms may be determined by school and MCPS staff. Special Education

Resource Room □ Each room must have whiteboard, tack board, open and closed lockable storage, open shelving, counter space, and a lockable teacher

wardrobe. Room for a teacher's desk, lockable file cabinet, and assorted-sized furniture with adjustable legs should be provided.

□ The resource room should be wired for 3 computer workstations.

□ The resource room must contain a sink with counter space.

Spatial Needs Special Education Resource Room Occupational Therapy/Physical Therapy (OT/PT) Room


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Occupational Therapy/Physical Therapy (OT/PT) Room

□ Each room must have whiteboard that is mounted two feet off the floor.

□ A tack board, open and closed lockable storage, open shelving, and a lockable teacher wardrobe are required.

□ A sink with counter space is required in the OT/PT room.

□ Room for a teacher's desk, lockable file cabinet, and assorted-sized furniture with adjustable legs should be provided.

□ The OT/PT rooms should be wired for access to one computer workstation each.

□ The OT/PT requires a ceiling mounted hook for a swing. The OT/PT room requires lockable storage with sufficient area to house large gross motor equipment (minimum of 35 square feet) such as therapy balls, scooter boards, walkers, balance beams, ramps, etc.

Support Room The following rooms will provide for individual and small-group instruction as needed for the entire student body.

Spatial Needs Testing/Conference Room ESOL Classroom

□ These rooms should be centrally located, with easy access to the office and conference room and to toilet rooms that can accommodate the physically disabled.

□ The rooms must be well ventilated.

□ Each room must have whiteboard, tack board, open and closed lockable storage, open shelving, counter space, and a lockable teacher wardrobe. Room for a teacher's desk, lockable file cabinet, and assorted-sized furniture with adjustable legs should be provided.

□ Sufficient electrical outlets are to be provided. Quadruplex outlets may be utilized where feasible.


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Testing/Conference Room

□ School and/or central office staff test individual students or small groups of students. Typical testing includes psychological, diagnostic, vision/hearing, gifted, and makeup testing for required standardized tests. This room also will be used to accommodate post-test conferences with teachers and/or parents.

□ This room needs acoustical treatment as well as video, voice, and data outlets.

ESOL Classroom

□ Some students receive small group instruction in English as a second language for one or two periods a day.

□ This classroom requires a sink. Staff Development Area

Spatial Needs Staff Development Office Reading Specialist Office Training/Conference Room

Staff Development Office

□ The staff development area should be located near the classrooms.

□ The office should include one workstation.

□ This office needs a whiteboard, tack board, closet, and video, voice, and data outlets.


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Reading Specialist Office

□ The staff development area should be located near the classrooms.

□ The office should include one workstation.

□ This office needs a whiteboard, tack board, closet, and video, voice, and data outlets.

Training/Conference Room

□ This room will be used for staff training needs.

□ This room should include ample shelving for training materials.

□ The room should be able to comfortably accommodate up to 12 participants seated around a conference table.

□ A whiteboard and tack board should be installed.

□ The wiring for an overhead LCD projector should be provided. Building Service Facilities

Spatial needs General Storage Building Service Closets

General Storage

□ Flexible shelving to accommodate books, teaching aids, large size (24" x 36") paper, and other instructional supplies is required.

□ Good lighting and easy access to materials being stored are required.

□ Electrical outlets, upgraded lighting and ventilation must be provided in all large storage rooms for future flexibility.


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Building Service Closets

□ At a minimum, there should be a building service closet for each 19,000 gross square of the facility. In addition, there should be a building service closet on each floor and each wing of the facility.

□ The closets should be a minimum of 25 sq. ft.

□ The building service closet must accommodate a minimum of one utility cart.

□ The closet requires shelving for cleaning supplies.

□ The closet requires a floor mop sink with hot and cold running water and a floor drain.

□ A mop/broom holder is required.

□ Where feasible, closet doors should swing outward in order to maximize the storage area and provide easier access to items within the closets.


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Site Requirements Physical Education Instructional Site Requirements

□ The site should be designed to provide a clear view of all play areas and to facilitate supervision from one location.

□ Protective fencing may need to be provided near heavily wooded areas, busy streets, steep hills, parking lots and turnaround areas.

□ Metal drains/grates should not be located in the playing fields and paved play.

□ Paved areas and fields must be as level as possible. Water should not collect on paved areas

□ The items described below are for a school with a site meeting the 12-acre requirement. At schools with smaller sites, the architect is to work with MCPS staff, including the Physical Education Curriculum Coordinator, Safety Director, and school staff to determine layout of the play areas. The outdoor physical educational instructional space should not be compromised for playground equipment.

Softball Fields

□ Two softball fields should be provided with the following design requirements:

□ 250' radius, with a soccer field superimposed should be provided if possible. See below for the soccer field dimensions.

□ The site size will determine the number and dimension of the softball fields.

□ Softball fields should have metal benches protected by fencing for each team's use.

□ The fencing and benches should not interfere with soccer field usage.

□ The softball backstops (2) shall be in diagonal corners of the field or in corners on the same side. See diagram in Architect's Guide provided by Division of Construction.

□ Softball infields are not skinned for elementary schools. However, one field may be skinned if it does not significantly impact the soccer playing area.


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Soccer

□ The site size will determine the size of the soccer fields. The elementary school size soccer field is 150'x240' however the minimum size field should be 105' x 180'.

□ No permanent goals or temporary goals should be installed on the soccer fields.


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APPENDIX C - Project Photographs

Picture A Picture B


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APPENDIX C - Project Photographs, Continued

Picture A Picture B

feasibility study waters landing elementary school addition

Documents