camas school districtstaff.camas.wednet.edu/blogs/capitalprograms/files/... · 11/8/2011 · Camas, situated in eastern Clark County, has a fast-growing population of approximately

camas

school district

High School

Addition

Educational

Specification

December 2007

revised January 2008

D U L L O L S O N W E E K E S

a r c h i t e c t s i n c .



Camas School District | High School Addition | Educational Specification

Table of Contents

TABLE OF CONTENTS Introduction and Project Rationale Participants Page 1 Project Rationale Page 2 Community Data History and Process Page 3 Educational Specifications Work Plan and Schedule Page 4 Educational Plans District Goals Page 5 Committee’s Charge and Givens Page 6 Guiding Principles Page 7 General Building Considerations Page 8 Activity Areas Program Page 11 Planning Design Criteria Freshman Academy Page 15 Special Programs Page 16 Library Page 17 Project Lead the Way Academy Page 18 Health/Fitness & Athletics Page 20 Custodial and Maintenance Page 22 Technology Support Page 24

December 2007Page i



Camas School District | High School Addition | Educational Specification Introduction and Project Rationale | Participants

PARTICIPANTS

Ed Spec Team Carolyn Butler, Parent Cathy Carlson, Parent Chelsey Barret, Student Chris Clark, Resource Connie Gazow, Computers Dale Croswell, Physics Dick DeFrance, Camas School District (Capital Programs Manager) Elizabeth Palmer, Chemistry Ellise Anderson, Associate Principal Emma Sagor, Student Henry Midles, Life Skills Jennifer Dean, Science Joe Hallead, PE/Health/Coach John Begier, Custodial Jon Eagle, PE Julie Mathews, Math Karen Nicholson, Library Karen Wales, American Sign Language Kirk Faulkner, Parent Linda Barnes, Career/Tech Director Mark Gardner, Humanities Matt Chase, Math/Wrestling Mike Nerland, Superintendent Peggy Sutton, Parent Ramya Ramanathan, Student Richard Zimmermann, Principal Rick Jones, Resource Ron Wright, Science Rosemary Knapp, Library Scott Prevninger, PE/Basketball Coach Sharon Brown, Resource Stephanie Nicholson, Student Ted Buck, Associate Principal Terry Cavendar, Athletics Terry Cosentino, Associate Principal Tom Morris, Math Tom Sawyer, Wrestling Valerie Parbon, PE

Support Steve Olson, DOWA Keith Johnson, DOWA Renee Shelton, DOWA

December 2007Page 1



Camas School District | High School Addition | Educational Specification Introduction and Project Rationale | Project Rationale

PROJECT RATIONALE This Educational Specification has been developed for planning a new addition to Camas High School in the Camas School District. The addition will add additional capacity to the high school in classrooms space that will support the Freshman Academy and the Project Lead the Way program. In addition, the library reading room will be expanded to accommodate two classes’ simultaneous. The PE/Athletic facility is lacking a fitness room and the current wrestling room does not accommodate regulation mats. Therefore a new wrestling/dance room will be added and the existing wrestling room will be converted to a fitness room. The current training room is inadequate, so the addition will also accommodate a training room. The overall annual District-wide growth exceeds 5% annually over the next five years, and the growth in 9-12 enrollment is estimated at approximately 700 FTE during that time. The District, with an architectural / engineering consultant, prepared an overall Study and Survey including a physical assessment of all District facilities. This was completed and submitted to SPI in January, 2007.

December 2007Page 2



Camas School District | High School Addition | Educational Specification Community Data | History and Process

HISTORY AND PROCESS Camas, situated in eastern Clark County, has a fast-growing population of approximately 18,000. In the Spring of 2006 a Citizens Committee was formed by the District for purposes of evaluating the conditions of the District schools, evaluating growth projections, and identifying long term requirements for improvements. In September, 2006 recommendations were presented to the Board for a capital improvement program, and the bond issue passed in February, 2007.

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Camas School District | High School Addition | Educational Specification Community Data | Educational Specification Work Plan and Schedule

EDUCATIONAL SPECIFICATION WORK PLAN AND SCHEDULE

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Camas School District | High School Addition | Educational Specification Educational Plans | District Goals

DISTRICT GOALS Mission: The mission of the Camas School District is to provide students with the abilities to communicate effectively, use technology, reason, be self-confident, possess mental and physical health, and work effectively with others. In broader terms, our mission is to create a "learning community" where staff, students, and citizens are involved jointly in the advancement of knowledge and personal growth. "Camas Schools . . . a Tradition of Caring and Quality."

What we believe about education: We believe that each student has worth and dignity as a human being and deserves to

be treated with respect in every situation.

We believe that effective education results from a cooperative effort of community members, parents, students, and staff.

We believe it is the school’s responsibility to provide varied, wide-open channels for communication among parents, community members, students and staff.

We believe students will do what is expected of them and will work to improve if consistently confronted with high expectations by adults who demonstrate true caring.

We believe that modeling is a powerful educational tool. We teach academic and behavioral excellence by demonstrating high quality performance.

We believe school must be a joyful place. Everyone works hard at being the best that they can be. Students laugh and smile, secure in knowing what is expected of them. The climate is happy and satisfying to all concerned.

December 2007Page 5



Camas School District | High School Addition | Educational Specification Educational Plans | Committee’s Charge and Givens

THE COMMITTEE’S CHARGE

• Develop the Educational Specifications for an addition to the existing Camas High School.

• Complete our work in a timely manner to allow the design process to commence winter 2008.

• Educational Specifications describe the size, configuration, space relationships for the new addition and how curriculum is to be delivered. Development of the Educational Specifications does not include the actual design of the addition. A future design team will be organized and charged with working with the Architects to design the additions in conformance with to the Educational Specifications.

THE GIVENS

• The CHS Ed Spec Committee reports to the School Board. • The Bond originally envisioned the following project elements:

• A building addition (or additions) totaling 20,000 square feet of new classroom and related support space (12 new classrooms).

• A building addition to the Library of 700 square feet. • A building addition (or additions) of 4,000 square feet for a multi-use PE space, plus

1,000 square feet for PE storage. • Interior remodel of the existing weight room and wrestling room to convert for training

and fitness room uses. • Interior remodel work in the men’s locker room to address functional problems, but

anticipating minor rework of plumbing. o The final Educational Specification needs to be completed and approved by

the School Board by the end of this year. o The Ed Spec Committee has identified these items as additional “Givens”:

• The Ed Spec process needs to be transparent with final decisions known and agreed upon by all involved.

• Maximizing functional usable space throughout the project needs to take precedence over “aesthetics” as related to meeting the budget.

• The women’s PE locker rooms have the same functional problems as the men’s side and need to be remodeled.

• Four portable buildings that were installed at CHS last summer provide classroom space required to meet current needs – there is no excess space that could potentially be “traded” in order to increase budget for the bond project by modifying the scope above.

• Ensure that needs and expectations identified in the final Ed Spec are communicated to, and in turn incorporated by the architectural project design team for the building.

• Hold some type of “town hall” or forum so the stakeholders at large can have an opportunity to learn about the Ed Spec and the process by which it was developed.

December 2007Page 6



Camas School District | High School Addition | Educational Specification Educational Plans | Guiding Principles

GUIDING PRINCIPLES

1. The project will be respectful of district stakeholders’ support for the bond by ensuring that project outcomes align with bond language such that expectations are exceeded.

2. The entire project process will be transparent in terms of planning, design, and decision

making such that the highest levels of district, design committee, and community-at-large support for the final project can be achieved.

3. Budgeted dollars will be spent wisely, and the project will be designed with the objective of providing maximum functional space in construction that is high-quality and durable.

4. The project components will maximize student safety in the new additions as well as in remodeled space.

5. The design program of new and remodeled spaces will remain within the budget established by the bond, and will provide facilities that meet all needs identified in the Educational Specification in terms of adequate space, educational program/curriculum, and overall functionality.

6. Building systems including but not limited to heating/cooling/ventilation, electrical power supply, communications, and technology will be designed to be cost efficient and to support educational and programmatic needs.

December 2007Page 7



Camas School District | High School Addition | Educational Specification General Building Considerations

GENERAL BUILDING CONSIDERATIONS

Building Image Establishing an addition that continues the design integrity if the existing building is important to this project however the function of the program is more important than design features. Overall Building Considerations Building Security:

1. Interior and exterior hiding places should be avoided 2. Off hours zones should be defined and non off hours zones be secured 3. Provide security devices or other system per district standards 4. The architect will advise as to options for building side security 5. Operable windows will be considered with security well planned 6. The security system is to be designed around the present district-wide system

Community Use:

1. Community use of the P.E./Athletic areas, Library is desired. Persons should only have access to this area and not other parts of the facility, however, toilet facilities need to be available within community zones.

Finishes:

1. Match existing materials as appropriate 2. All toilet rooms shall be ceramic tile with accessible floor drains 3. Interior door sills should be flat so as not to inhibit the movement of equipment and

materials 4. Carpeting should be high-grade commercial type that will not unravel 5. Floors, if drained, must slope toward all floor drains 6. Blinds should be used to provide light control and to provide privacy where needed 7. Painted surfaces should be easily cleaned 8. Provide a durable wainscot material unless cost issues prohibit 9. Ceiling should be a minimum of 9’ where possible 10. Provide tackable surfaces where possible 11. Provide whiteboards in lieu of chalkboards

Overall Building Systems All building systems should tie into existing systems. Light fixtures and other devices should match or compliment existing building. Technology:

1. The following are related sections from district technology plan related to communications systems and technology:

a. Each instructional space should be provided with a minimum of four 20 Amp 110V/AC circuits that have integral surge suppression and noise filtering capacity built into the distribution panel. This enables each instructional space to support a minimum of six computers and one laser printer (at current CPU/monitor power requirements) without exceeding the recommended 80% capacity of the circuit.

December 2007Page 8




b. Each instructional space should be provided with a minimum of five amps of electrical service capacity for video monitors and audio-visual sources. Three rooms share one 20 Amp 110V/ AC circuit. This enables each instructional space to power one large video display, two audiovisual sources, and a portable LCD panel/projector or portable video projector.

c. All technology outlets should conform to the EIA/TIA requirement for copper and fiber termination which is double gang (4” x 4”) electrical box with minimum 2-7/8” depth. This enables any location to accommodate Category 6, and fiber terminations today or in the future.

d. All technology outlet locations should support a minimum of one computer station. A computer station consists of a CPU, monitor, speakers, and printer (four 110V AC outlets). Therefore, each technology location should have a minimum of two duplex AC outlets and a one-gang plate for communication outlets.

e. The district will provide a minimum of (one) one-inch conduit to each technology outlet location for cabling which is stubbed up into and ends in the ceiling space. We will provide nylon or plastic bushings for the end of each stub. For the data cabinet location, provide three one-inch conduits terminated in a double gang box and stubbed above the ceiling area. The location of the cabinet and a corresponding hole in the data cabinet casework requires close coordination with the casework provider.

f. Category 6 cable should be used for all cabling. Fiber should not be run to classrooms. Classrooms should not have a data cabinet. All voice and data runs should terminate at the nearest IDF.

g. Instructional spaces will provide for, as a minimum, a teacher’s workstation location, clustering of student workstations, an A/V cabinet, a video viewing device (TV or LCD projector), and technology outlets on any additional open wall space.

h. Where workstations are clustered: i. No printer - provide a minimum of thirty-six inches of counter space or

desktop area. ii. With printer - provide a minimum of forty-eight inches of counter

space or desktop area. i. The switching of instructional space lighting should be modified to enable

turning off a majority of the lights when a projection unit is in use. The area farthest from the projection screen is the area that should be left on.

j. Provide two, one and one-quarter inch sleeves from above the ceiling area through the hallway wall into the hallway ceiling area for connection of the room to a central cable tray system or cabling hanging system where applicable. Where a cable system does not run through the hallway ceiling, provide access from each room to the cable tray system.

k. All spaces where students and teachers can gather: gyms, cafeterias, conference rooms, etc., should be capable of supporting voice, video and data interfaces through wall outlets. Where those outlets are subject to damage (gyms, pools, etc.), provide outlets in boxes with lockable covers.

l. All offices should be capable of supporting voice and data interfaces. Certain offices, i.e. principal’s office, should be capable of supporting interfaces to a video system.

December 2007Page 9




m. Head end rooms should have sufficient AC power and HVAC capacity to handle voice, video, and data systems regardless of whether those systems are installed at this point.

December 2007Page 10



Camas School District | High School Addition | Educational Specification Activity Areas

ACTIVITY AREAS The following are the criteria based on each zone of the school. The criterion is based on all day focus groups sessions that the architect had with the potential users of the facility. This criterion is meant as a guideline and is not intended to provide all details of each zone.




Camas School District | High School Addition | Educational Specification High School Addition | Floor Area Program

FLOOR AREA PROGRAM












Camas School District | High School Addition | Educational Specification Planning Design Criteria | Freshman Academy Requirements

FRESHMAN ACADEMY REQUIREMENTS General Requirements

• Size similar to existing classrooms • Create classrooms in team teaching groupings • 4 general classrooms • Each pair of classrooms to have an operable wall

Functions

• Flexible for different types of instruction • Computers on perimeter walls

Location

• Close to existing classrooms Relationships

• Near teacher prep and other student/staff support spaces Storage

• Need 300 lockers along hallways • Classroom storage to match existing classrooms

Floors

• Carpet Walls

• Tackable wall surface covering to match existing • White boards on teaching wall • Projection screen

Windows

• Lots of natural light • Operable windows low and high for circulation

Plumbing, Power, Equipment

• Computers (15 per classroom) • Telephone • Document camera • One teacher’s desk, chair, and computer • Match existing

Special Conditions

• Space for recycling bin • Door with window

Size

• Classroom - each 970 sf




Camas School District | Elementary School Educational Specification Planning Design Criteria | Special Program Areas (SPED)

SPECIAL PROGRAM AREAS (SPED) Life Skills General Requirements

• Remodel existing Life Skills Room to enlarge and provide an adequate life skills kitchen facility.

Storage

• Adjustable shelves • Cabinets with doors

Floors

• Vinyl Flooring

Plumbing • Sink with hot and cold water and bubbler

Power Requirements

• Full spectrum lights • Wall outlets every 6 feet

Equipment

• Refrigerator • Stove / oven • Dishwasher • Washer • Dryer • LDC Projector • Projection Screen




Camas School District | Elementary School Educational Specification Planning Design Criteria | Library

LIBRARY General Requirements

• Enlarge existing reading room to allow for 2 full classrooms to use the library simultaneously

Functions

• Instruction – large enough for two classes • Accessing information quick and easy • Exposure to literature • Large/small group meetings • Reading for enjoyment

Storage

• Adjustable book shelving – low shelving for overall supervision of total area of library • Moveable book shelving

Floors

• Match existing Power Requirements

• Plenty of electrical outlets (floor and wall outlets evenly spaced) • Wireless access to data

Size

• Enlarge Library 600 sf




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Project Lead the Way Academy

PROJECT LEAD THE WAY ACADEMY General Requirements

• Engineering Design Computer Lab to place 30+ computers • Engineering Process Lab to place 30+ computers • Engineering Project Lab for small construction projects • Chemistry Lab (3) • Prep Room (2) • Space for LCD projector, printers, and scanner

Functions

• Instruction • Research • Testing

Location

Relationships • Close to classrooms

Storage

Floors Walls

• Tackable wherever possible • One 4 x 16 magnetic white board (can be used as screen) • Smart Board • Projection Screen

Windows Plumbing




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Project Lead the Way Academy

Power Requirements • Flexible lighting • Electrical outlets and shielded data ports in ceiling of technology lab • Plenty of electrical outlets (floor and wall outlets evenly spaced) • Electrical outlets every 8’ in technology lab • Data wiring for 40 workstations • Voice (phone) wiring • Electrical and data wiring in ceiling • Separate electrical circuits for every 3 workstations • Power for small power tools

Equipment

• 30 desktop or notebook computers with network wiring (security for testing) • 30 stereo headphones with volume control • One 4 x 16 magnetic white board (Smart Board) • Teaching workstation • B&W and color laser printers • LCD projector and cart or mounted on ceiling • Tables with cord gutters • PA system • 3D printer • Chemical resistant top tables

Special Conditions

• Adequate ventilation • Air conditioning • Slope to drains at emergency showers

Size

• Engineering Design Computer Lab 1000 sf • Engineering Process Lab 1000 sf • Engineering Project Lab 900 sf • Chemistry Lab (3) 1400 sf • Prep Room (2) 200 sf




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Health/Fitness and Athletics

HEALTH/FITNESS AND ATHLETICS General Requirements

• Wrestling/Dance Room • Training Room • Remodel boy’s and girl’s locker room to provide adequate supervision and safety • Remodel existing wrestling room into a weight room

Location

• Next to existing health and fitness area

Relationships • Easy access to parking and outdoor fields

Storage Wrestling

• Storage to facilitate mats • Storage for stereo system • Storage for small weight equipment for dance • Double lockable door Training Room • Storage for equipment and supplies • Double lockable door Locker Room Remodel • Boy’s Lockers:

o (200) 17” x 30” Lockers o (200) 6” x 30” o (396) 12” x 12”

• Girls’ Lockers: o (100) 17” x 30” Lockers o (300) 6” x 30” o (396) 12” x 12”

• PE Storage • Athletic Storage

Floors

• Resilient wood flooring with wrestling mats over • Concrete in training room • Slope to drain in training room

Walls Wrestling/Dance

• Mirrors on two walls • Marker board • Phone, intercom, and thermostat in a place where they can’t be damaged • Tackable surface close by




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Health/Fitness and Athletics

Training Room • Sink w/ hot and cold water • Ice machine • Markerboard • Tackable surface close by • Outlets at 60” a.f.f. • Large power screen

Ceiling

• High enough for dance routines in Wrestling/Dance Windows

• Natural light band near ceiling in new addition Plumbing

• 2 drinking fountains near Wrestling/Dance Power Requirements

• Covered plugs if possible (floor) • Wiring for PA system with CD and stereo on Wrestling/Dance • Wall outlets near mike jacks • Intercom • Telephone • Clock in both training room and wrestling/dance

Equipment

• Whiteboard in all rooms • (2) Taping tables in Training Room • (2) Treatment Tables in Training Room • (1) Whirlpool area in Training •

Special Conditions

• Adequate ventilation (consider separate mechanical zone)

Size • Wrestling/Dance 4000 sf • Training Room 1000 sf




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Custodial and Maintenance

CUSTODIAL AND MAINTENANCE General Requirements

• Strong exit doors and closures that can take abuse • Low maintenance • General storage / custodial mop sinks • Janitor closets with water distributed throughout school, wide enough for autoscrubber,

mop bucket, eye wash station, area for charging battery operated equipment • Good communication system

Functions

• Cleaning and sanitation energy management • Minor maintenance managing the custodial program • Bulk storage • Disposing of refuse and recycling material • Access to maintain mechanical equipment

Location

• Centrally Located

Relationships • Smaller janitor closets, near gymnasium, and classroom pods • Some closets near restroom

Storage

• Paper • Custodial supplies • HVAC filters supply

Floors

• Walk-off mats – exterior doors • No sheet vinyl • High quality concrete floor framing • Concrete with floor drains in custodial room • Ceramic tile in restrooms (dark grout) • Floor drain

Walls

• Corridor walls hard surface (wood paneling) but tackable • Tackboard in classrooms • Marker boards • Hard surface, washable




Camas School District | High School Addition | Educational Specification Planning Design Criteria | Custodial and Maintenance

Windows • Stock anodized aluminum windows with standard hardware/glazing • Easy to open – no odd locks • No odd tints • Properly flash and install windows/caulk and seal • Provide natural lighting for custodial work area

Plumbing

• Floor sinks for janitor closets • Hose bib in student restrooms • Drains for washouts and overflows • Floor drains in student restrooms

Power Requirements

• To code • Exterior outlets every 100’ • Flexible for future • Adequate corridor outlets over 50’ • Outlets every 10’ in classrooms • Data connection for custodial

Equipment

• Ability to use power scrubbing equipment Special Conditions

Size

• Custodial rooms 60 sf




Camas School District | Elementary School Educational Specification Planning Design Criteria | Site Requirements

TECHNOLOGY SUPPORT General Requirements

• No general requirements Functions

• Storage of computer distribution system for the building. Location

• IDFs distributed every 185 meters from nearest MDF/IDF Relationships

• MDFs and IDFs should be connected to each other using fiber optic connections • Related to the service function of the school away from main entry if possible, with easy

access to classroom communities Floors

• Technology MDF/IFG – tile

Walls • Tackable wall surface covering on all walls

Windows

• No requirement

Plumbing • No requirement

Power Requirements

• To code • Electrical outlets and separate electrical circuits to support all equipment • Backup uninterruptible power

Equipment

• Racks, network switches, routers, backup uninterruptible power, etc. Special Conditions

• Adequate wireless network coverage for entire building with access points connected to wired network using Category 6 cabling

• Separate electrical circuits for every 3 workstations throughout site • Separate electrical circuits for every 4 ceiling outlets • Building should be appropriately designed to distribute streaming audio and video to all

instructional areas Size

• IDF rooms 100 sf


Documents

camas school districtstaff.camas.wednet.edu/blogs/capitalprograms/files/... · 11/8/2011 · Camas, situated in eastern Clark County, has a fast-growing population of approximately