DESIGN-BUILD SERVICES MARIE REED ELEMENTARY SCHOOL Solicitation … · 2015-09-10 · MARIE REED ELEMENTARY SCHOOL Solicitation #: ... Construction of the Project is scheduled to

GOVERNMENT OF THE DISTRICT OF COLUMBIA DEPARTMENT OF GENERAL SERVICES

DESIGN-BUILD SERVICES MARIE REED ELEMENTARY SCHOOL

Solicitation #: DCAM-15-CS-0164

Addendum No. 3 Issued: September 9, 2015

This Addendum Number 03 is issued by e-mail on September 9, 2015. Except as modified hereby, the Request for Proposals ("RFP") remains unmodified.

Item #1

Concept Design: A copy of the concept design for the project is attached.

Item #2

Existing Drawings: Drawings of the existing building are available for download at: https ://leftwichlaw.box.com/s/bft46e1i6phq82y1mtnazatfl 2005pti.

Item #3

Revised Form of Offer Letter and Disclosure Form: Revised versions of the Form of Offer Letter and Disclosure Form are attached.

Item #4

The bid date remains unchanged. Proposals are due by September 17, 2015 at 2:00 pm EDT. Proposals that are hand-delivered should be delivered to the attention of: Alicia Norris, Contract Specialist, at Frank D. Reeves Center, 2000 14th Street, NW, 8th floor, Washington, DC 20009.

- End of Addendum No. 3 -

GOVERNMENT OF THE DISTRICT OF COLUMBIA

DEPARTMENT OF GENERAL SERVICES

DESIGN-BUILD SERVICES

MARIE REED ELEMENTARY SCHOOL

Solicitation #: DCAM-15-CS-0164

Addendum No. 3

Issued: September 9, 2015

This Addendum Number 03 is issued by e-mail on September 9, 2015. Except as

modified hereby, the Request for Proposals (“RFP”) remains unmodified.

Item #1

Concept Design: A copy of the concept design for the project is attached.

Item #2

Existing Drawings: Drawings of the existing building are available for download at:

https://leftwichlaw.box.com/s/bft46e1i6phq82ylmtnazatf12005pti.

Item #3

Revised Form of Offer Letter and Disclosure Form: Revised versions of the Form of Offer

Letter and Disclosure Form are attached.

Item #4

The bid date remains unchanged. Proposals are due by September 17, 2015 at 2:00 pm EDT.

Proposals that are hand-delivered should be delivered to the attention of: Alicia Norris, Contract

Specialist, at Frank D. Reeves Center, 2000 14th

Street, NW, 8th

floor, Washington, DC

20009.

- End of Addendum No. 3 -

https://leftwichlaw.box.com/s/bft46e1i6phq82ylmtnazatf12005pti

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■ QUINN EVANS

ARCHITECTS

CONCEPT DESIGN REPORT MARIE H. REED COMMUNITY

LEARNING CENTER

SUBMITTED TO DISTRICT OF COLUMBIA

DEPARTMENT OF GENERAL SERVICES

31 JULY 2015 31 JULY 2015

concept design report MArie H. reed coMMUnitY

LeArning center

sUbMitted to district of coLUMbiA

depArtMent of generAL services

jluker

Draft

Project Description

Marie H. Reed Community Learning Center is located at 220118th Street, NW The existing building was constructed in 1977 and is approximately 140,000 square feet. The Marie H. Reed Elementary School occupies the great majority of the building. The current facility houses a swimming pool that is operated by the DC Department of Parks & Recreation which also shares other spaces with the elementary school. Three community partners provides daycare and healthcare services to the Adams Morgan community at the center. At present the school is an "open plan" facility and straddles Champlain Street, NW

The DC Department General Services and DC Public Schools has engaged Quinn Evans Architects for design services to renovate or modernize the Marie H. Reed Community Learning Center (the "Project"). It will be designed in such a way so as to achieve, at a minimum, LEED for Schools - Gold certification.

Scope & Schedule

Construction of the Project is scheduled to begin in spring 2016 and to be complete in August 2017, in time for the 2017-2018 School Year. To meet this deadline the Design Team is targeting the following interim submission dates:

Concept Design (This Report) in July 2015

Schematic Design in September 2015

Initial work with the CM Advisor in October 2015

Design Development in December 2015

Permit Documents in February 2016

Construction Documents in April 2016

Immediately following the work on this Report, the Design Team in collaboration with the DC Department of General Services, DC Public Schools and the School Improvement Team is proceeding with Schematic Design and we are planning to make presentations to the Community and the Commission of Fine Arts in September and October 2015.

Stakeholders

District of Columbia Public Schools (DCPS)

District of Columbia Department of Parks & Recreation (DPR)

Marie Reed Health Center - The Community of Hope

Children's Hospital - Marie Reed Clinic

Marie Reed Early Head Start

Advisory Neighborhood Commission iC (ANC iC)

Adams Morgan Community

School Improvement Team (SIT)

DC Department of General Services (DGS)

Client objectives

Quinn Evans Architects to bring this project to fruition within budget while meeting all programmatic requirements and responding to stakeholder goals.

Design Team

Architect: Quinn Evans Architects

Landscape Architect: Bradley Site Design, Inc.

Civil / Site Engineer: Wiles Mensch Corporation

Structural Engineer: SK&A Structural Engineers

MPE & FP Engineer: JVP Engineers

Strategic Engineering & Energy Modeling: In Posse

Acoustics, AV & IT: Convergent Technologies

Foodservice Design: Nyikos Associates

Hazardous Material Consultant: Apex Companies

Cost Estimating: Forella Group

Concept Design Report INTRODUCTION

Elementary schools promote personal

growth and a sense of identity within

these contexts:

R SELF

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31 JULY 2015 I DRAFT 3 FA Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 3

Concept Design Report

Project Description

Marie H. reed community Learning center is located at 2201 18th street, nW. the existing building was constructed in 1977 and is approximately 140,000 square feet. the Marie H. reed elementary school occupies the great majority of the building. the current facility houses a swimming pool that is operated by the dc department of parks & recreation which also shares other spaces with the elementary school. three community partners provides daycare and healthcare services to the Adams Morgan community at the center. At present the school is an “open plan” facility and straddles champlain street, nW.

the dc department general services and dc public schools has engaged Quinn evans Architects for design services to renovate or modernize the Marie H. reed community Learning center (the “project”). it will be designed in such a way so as to achieve, at a minimum, Leed for schools - gold certification.

Scope & Schedule

construction of the project is scheduled to begin in spring 2016 and to be complete in August 2017, in time for the 2017-2018 school Year. to meet this deadline the design team is targeting the following interim submission dates:

• concept design (this report) in July 2015

• schematic design in september 2015

• initial work with the cM Advisor in october 2015

• design development in december 2015

• permit documents in february 2016

• construction documents in April 2016

immediately following the work on this report, the design team in collaboration with the dc department of general services, dc public schools and the school improvement team is proceeding with schematic design and we are planning to make presentations to the community and the commission of fine Arts in september and october 2015.

Stakeholders

district of columbia public schools (dcps)

district of columbia department of parks & recreation (dpr)

Marie reed Health center – the community of Hope

children’s Hospital - Marie reed clinic

Marie reed early Head start

Advisory neighborhood commission 1c (Anc 1c)

Adams Morgan community

school improvement team (sit)

dc department of general services (dgs)

Client objectives

Quinn evans Architects to bring this project to fruition within budget while meeting all programmatic requirements and responding to stakeholder goals.

Design Team

Architect: Quinn evans Architects

Landscape Architect: bradley site design, inc.

civil / site engineer: Wiles Mensch corporation

structural engineer: sK&A structural engineers

Mpe & fp engineer: Jvp engineers

strategic engineering & energy Modeling: in posse

Acoustics, Av & it: convergent technologies

foodservice design: nyikos Associates

Hazardous Material consultant: Apex companies

cost estimating: forella group

Elementary schools promote personal growth and a sense of identity within these contexts:

COmmuNiTy

NATiON

FAmiLy

SELF

WOrLD

iNTrODuCTiON

Concept Design Report GREEN DESIGN STRATEGIES

The following list of sustainable design strategies shall be considered during

Schematic Design

Sustainable Sites • Use native plants • Green roof • Innovative and integrated storm water management best practices • Underground cistern or storage system • Garden

Living vertical wall

Water Efficiency • Low flow fixtures

Energy & Atmosphere • Employ photo-voltaic panels

Purchase power generated from renewable resources (sun, wind) Provide immediate feedback on energy use to facilitate student monitoring and learning

• Employ a waste water source heat pump system • Employ solar thermal panels for hot water

Material & Resources • Use of local materials wherever possible • Use of material containing recycled content wherever possible

Indoor Environmental Quality • Use of shading devices on west facade to minimize glare and solar gain. • Use of light shelves to bounce light further into spaces • Use of skylights to increase daylight in spaces

Innovation in Design • Alternative pool water treatment system (bromine)

RIPV AT ATRIUM SOUTH GLAZING

VERTICAL SWAGING AT WEST FACADE

STORM WATER MANAGEMENT

Sustainable Strategies Diagram

31 JULY 2015 I DRAFT 7 Paimi

Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 7

Concept Design ReportGrEEN DESiGN STrATEGiES

The following list of sustainable design strategies shall be considered during Schematic Design

Sustainable Sites• Use native plants• green roof• innovative and integrated storm water management best practices• Underground cistern or storage system• garden • Living vertical wall

Water Efficiency• Low flow fixtures

Energy & Atmosphere• employ photo-voltaic panels• purchase power generated from renewable resources (sun, wind)• provide immediate feedback on energy use to facilitate student monitoring

and learning• employ a waste water source heat pump system• employ solar thermal panels for hot water

material & resources• Use of local materials wherever possible• Use of material containing recycled content wherever possible

indoor Environmental Quality• Use of shading devices on west facade to minimize glare and solar gain.• Use of light shelves to bounce light further into spaces• Use of skylights to increase daylight in spaces

innovation in Design• Alternative pool water treatment system (bromine)

Sustainable Strategies Diagram

CONCEPT A - EXTERIOR

Enhancing the Image of Marie Reed

The Marie H. Peed Learning Center is a unique building within Adams Morgan that contributes to the history and character of the neighborhood. It represents the vision of a community that is dedicated to the health, welfare, and achievement of all of its residents regardless of age or background. The same goals that inspired the existing facilities are valid today. For this reason it is important to consider the reuse and renovation of the existing building as an alternative to the complete demolition and rebuild of the facility.

Concept A maintains the best of the past while looking to the future. Using the existing building as a framework for new spaces is not only an efficient use of resources but also represents the goals of the community - to build upon the values of the past. A renovation of the building will integrate new design goals such as environmental responsibility, acoustic needs, daylight and views that either were not fully met in the original design or have fallen into disrepair. The renovation approach will use the lessons learned from the existing facility to improve the design of the renewed building.

Responding to External Conditions

A large building that spans multiple blocks, Marie Peed Learning Center has a to address multiple circulation paths and neighborhood scales. On its east side, the building faces a primarily residential neighborhood with town-homes from the early 1900's. Ontario Pd which bounds the east of the site is relatively less trafficked by both pedestrians and automobiles. Concept A proposes that the school entry at this edge of the site be a secondary entry for younger children. Architecturally this entry and facade should be less pronounced and articulated at a smaller more residential scale.

Along the south-east, the site fronts a combination of industrial and commercial uses. In particular, the building edge along Old Morgan School Place is isolated from the majority of neighborhood due to the large, industrial type uses which bound the site. The concept design proposes the use of this building edge for back of house uses including entry to the underground parking, loading, and garbage collection. The southern facade along Old Morgan School Place will be designed to shield unwanted views of back of house functions. At the upper levels, the facade will be articulated in way appropriate for the school function.

Subdividing the site into east and west sections is Champlain Street. This axis through the site links a residential area to the north with a commercial area to the south. Currently serving the lower levels of the building and separated from the upper level school entries, it is the natural access for partners spaces that are located on the ground floor of the building.

The south-west facade overlooking the playing fields has sweeping views over the city. The facade here would take advantage of these existing views particularly at the upper levels that are dedicated for school use. Below at the ground level the facade would allow for strong visual connections between the recreation uses at the south end of the site and the recreation center uses at the lower level. The main entry to the recreation center will be located between the existing and new buildings. It will be adjacent to the transverse access across this portion of the site.

On the west side of the site, the character is primarily commercial along the -18th Street corridor. This is the existing front door to the building as the majority of school

Rendering, 7978 Dedication of Marie Reed Community Learning Center Building Entries Diagram

Existing Structure

New Learning Communities

New Skylights

Concept Design Report NARRATIVE - CONCEPT DESIGN A

31 JULY 2015 I DRAFT 10 ri'Ami Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 10

Concept Design ReportNArrATiVE - CONCEPT DESiGN A

Rendering, 1978 Dedication of Marie Reed Community Learning Center

Existing Structure New Learning Communities New Skylights

ConCept A - eXteRIoR

Enhancing the image of marie reedthe Marie H. reed Learning center is a unique building within Adams Morgan that

contributes to the history and character of the neighborhood. it represents the vision of a community that is dedicated to the health, welfare, and achievement of all of its residents regardless of age or background. the same goals that inspired the existing facilities are valid today. for this reason it is important to consider the reuse and renovation of the existing building as an alternative to the complete demolition and rebuild of the facility.

concept A maintains the best of the past while looking to the future. Using the existing building as a framework for new spaces is not only an efficient use of resources but also represents the goals of the community - to build upon the values of the past. A renovation of the building will integrate new design goals such as environmental responsibility, acoustic needs, daylight and views that either were not fully met in the original design or have fallen into disrepair. the renovation approach will use the lessons learned from the existing facility to improve the design of the renewed building.

responding to External ConditionsA large building that spans multiple blocks, Marie reed Learning center has a to

address multiple circulation paths and neighborhood scales. on its east side, the building faces a primarily residential neighborhood with town-homes from the early 1900’s. ontario rd which bounds the east of the site is relatively less trafficked by both pedestrians and automobiles. concept A proposes that the school entry at this edge of the site be a secondary entry for younger children. Architecturally this entry and facade should be less pronounced and articulated at a smaller more residential scale.

Along the south-east, the site fronts a combination of industrial and commercial uses. in particular, the building edge along old Morgan school place is isolated from the majority of neighborhood due to the large, industrial type uses which bound the site. the concept design proposes the use of this building edge for back of house uses including entry to the underground parking, loading, and garbage collection. the southern facade along old Morgan school place will be designed to shield unwanted views of back of house functions. At the upper levels, the facade will be articulated in way appropriate for the school function.

subdividing the site into east and west sections is champlain street. this axis through the site links a residential area to the north with a commercial area to the south. currently serving the lower levels of the building and separated from the upper level school entries, it is the natural access for partners spaces that are located on the ground floor of the building.

the south-west facade overlooking the playing fields has sweeping views over the city. the facade here would take advantage of these existing views particularly at the upper levels that are dedicated for school use. below at the ground level the facade would allow for strong visual connections between the recreation uses at the south end of the site and the recreation center uses at the lower level. the main entry to the recreation center will be located between the existing and new buildings. it will be adjacent to the transverse access across this portion of the site.

on the west side of the site, the character is primarily commercial along the 18th street corridor. this is the existing front door to the building as the majority of school

Building Entries Diagram

Site Circulation

INTERNAL STREET

IMO In MI

LEARNING COMMONS

UNGER CHILDREN

MO .SI DE NTLAt IVATE

ACK YARD'

MI IMP

LEARNING COMMONS

Oi DER CI-1.11JDRE - COMMERCIAL

PI.1131.1C -'FRONT YARD°

PRIMARY

I

"YOUNGER CHILDREN"

VERTICAL CONNECTION

INTERMEDIATE "OLDER CHILDREN"

ri 31 JULY 2015 I DRAFT


CONCEPT A - EXTERIOR (Continued)

and recreation occupants enter from this direction. Concept A proposes using the natural grading of the site to create two distinct main entries for the school and recreation center. The entry to the school will be located in its current location. However, the new architectural expression at the entry will break the horizontal stacking of the overall building massing to clearly identify this as the primary entry to the school. A north-south internal circulation spine between these two entries will be expressed in the massing along the west facade.

The north facade of the building faces a primarily residential section of the neighborhood. This edge is the least prominent of all the edges as the grade rises at this end of the site. The architectural modifications of this edge would address the smaller scale of the adjacent neighborhood. Entries along this edge will be secondary and less prominent.

The predominant axis of the existing building is north-south. The building's largest surface areas face the eastern and western sun. This condition often creates a high level of solar heat can along the western face of the building. The design of the mechanical system can overcome this effect. However, to improve the energy efficiency of the building, the cladding can be designed to reduce heat gain on the west and southern faces. Shading that limits solar gain on the western face of the building will respond to the low angle of the sun late in the day. This could be expressed as vertical fins or screens. The smaller southern faces of the building will also be designed to reduce solar heat gain in the middle of the day. A potential design option would be horizontal light shelves. The design of all facades of the building will be considered with regard to solar orientation.

Communicating Sustainability

A complete sustainable building strategy includes a multitude of tactics including, but not limited to, energy efficiency, air quality, and water use reduction. The strategies employed are often hidden to the occupants of the building. However, in a learning environment, it is particularly important to implement techniques that are expressive and are reinforced throughout the built environment. The concept design proposes identifying a cohesive sustainability story that illustrates multiple sustainable methods for addressing an important environmental theme. This story or grouping of strategies should be graphically illustrated in a cohesive way both inside and outside the building.

In particular, the exterior cladding will address the following issues:

• Heat Island Effect

Site and Stormwater Management

Energy Efficiency

Daylight and Views

Acoustics

Marie H. Reed Community Learning Center District of Columbia Public Schools

Horizontal Building Circulation

SCHOOL ENTRY

I I ,,o . SCHOOL

ACCESS I I

TO DPR I I DPR/PARTNERS

Vertical Building Circulation

DPR/PARTNERS ENTRY

31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 11

and recreation occupants enter from this direction. concept A proposes using the natural grading of the site to create two distinct main entries for the school and recreation center. the entry to the school will be located in its current location. However, the new architectural expression at the entry will break the horizontal stacking of the overall building massing to clearly identify this as the primary entry to the school. A north-south internal circulation spine between these two entries will be expressed in the massing along the west facade.

the north facade of the building faces a primarily residential section of the neighborhood. this edge is the least prominent of all the edges as the grade rises at this end of the site. the architectural modifications of this edge would address the smaller scale of the adjacent neighborhood. entries along this edge will be secondary and less prominent.

the predominant axis of the existing building is north-south. the building’s largest surface areas face the eastern and western sun. this condition often creates a high level of solar heat can along the western face of the building. the design of the mechanical system can overcome this effect. However, to improve the energy efficiency of the building, the cladding can be designed to reduce heat gain on the west and southern faces. shading that limits solar gain on the western face of the building will respond to the low angle of the sun late in the day. this could be expressed as vertical fins or screens. the smaller southern faces of the building will also be designed to reduce solar heat gain in the middle of the day. A potential design option would be horizontal light shelves. the design of all facades of the building will be considered with regard to solar orientation.

Communicating SustainabilityA complete sustainable building strategy includes a multitude of tactics including,

but not limited to, energy efficiency, air quality, and water use reduction. the strategies employed are often hidden to the occupants of the building. However, in a learning environment, it is particularly important to implement techniques that are expressive and are reinforced throughout the built environment. the concept design proposes identifying a cohesive sustainability story that illustrates multiple sustainable methods for addressing an important environmental theme. this story or grouping of strategies should be graphically illustrated in a cohesive way both inside and outside the building.

in particular, the exterior cladding will address the following issues:

• Heat Island Effect

• Site and Stormwater Management

• Energy Efficiency

• Daylight and Views

• Acoustics


Site Circulation Vertical Building Circulation

Horizontal Building Circulation

YOUNG CHILDREN

OLDER CHILDREN

ADULT AND OLDER

CHILDREN

ConCept A - eXteRIoR (continued)

PLAZA/ PARK

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STRUCTURED PLAY

------'--- EXISTING ......,,----

t 1,.....,---- tDCP '61-"`• ; BUILDING 1 ENTRY sr,4'.'

••

ORGANIZED SPORTS

co

CI3

CALIFORNIA STREET NW

00% 1:

Envelope Design Criteria

The exterior cladding system will be determined based on a set of criteria that has been generated from the client program requirements and school/community input. The intent is to explore a series of cladding options that will be vetted based on their ability to meet these needs. Due to the scale of the building and the multitude of functions, a variety of systems will likely be employed. The criteria assessment will assist in determining where to best located the cladding options.

• Contextually appropriate for Adams Morgan neighborhood and Washington, DC

• Architecturally represents the building functions both at the whole building and space planning level.

• Ability to be hung or attached to either the existing or proposed structural system

• Contributes to sustainability of the whole building in the following categories:

o Energy Efficiency - including solar loading and insulation

o Local and Regional Materials

o Renewable Resources

o Daylight to interior spaces

o Acoustics

• Ease of maintenance and durability including impact resistance and graffiti removal

• Availability of manufacturers and installers

• Ease of phasing construction

• Budgetary constraints

• Bidding Requirements - US manufacturer, lead times, CBE requirements

Exterior cladding systems and materials currently under consideration include, but are not limited to:

• Terracotta Rain Screen

• Ceramic Tile Rain Screen, such as Porcelanosa

• Curtain Wall - Stick Built

• Curtain Wall - Unitized

• Sloped glazing system

• Prided glass for curtain wall systems and skylights

Metal screen panels with custom cut openings

Metal panel system, such as Alucobond, Sobotec

• Fiber Cement Panel rain screen system, such as Etemit

• Brick cavity wall

• Pre-cast concrete panels

NEW ROOFING AND INSULATION

RAINSCREEN WITH CONTINUOUS INSULATION

CURTAIN WALL WITH INSULATED GLAZING UNITS



CONCRETE STRUCTURE, EXISTING TO REMAIN

PATCH AND LEVEL CONCRETE SLAB


NEW CONCRETE SLAB ON GRADE



GRADE

Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 I DRAFT 12 Alma 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 12


Envelope Design Criteriathe exterior cladding system will be determined based on a set of criteria that has been generated from the client program requirements and school/community input. the intent is to explore a series of cladding options that will be vetted based on their ability to meet these needs. due to the scale of the building and the multitude of functions, a variety of systems will likely be employed. the criteria assessment will assist in determining where to best located the cladding options.

• contextually appropriate for Adams Morgan neighborhood and Washington, dc

• Architecturally represents the building functions both at the whole building and space planning level.

• Ability to be hung or attached to either the existing or proposed structural system

• contributes to sustainability of the whole building in the following categories:

o Energy Efficiency - including solar loading and insulation

o Local and Regional Materials

o Renewable Resources

o Daylight to interior spaces

o Acoustics

• ease of maintenance and durability including impact resistance and graffiti removal

• Availability of manufacturers and installers

• ease of phasing construction

• budgetary constraints

• bidding requirements - Us manufacturer, lead times, cbe requirements

Exterior cladding systems and materials currently under consideration include, but are not limited to:

• terracotta rain screen

• ceramic tile rain screen, such as Porcelanosa

• curtain Wall - stick built

• curtain Wall - Unitized

• sloped glazing system

• fritted glass for curtain wall systems and skylights

• Metal screen panels with custom cut openings

• Metal panel system, such as Alucobond, Sobotec

• fiber cement panel rain screen system, such as Eternit

• brick cavity wall

• pre-cast concrete panels

ORGANIZEDSPORTS

ENTRY

EDUCATION

DAYCARE

EXISTINGBUILDING

xx

x

x

x

x

x xx

x

DESIRE LINES

SITE BOUNDARY

SCHOOL ONLY ZONE DURINGDESIGNATED HOURS(DEFENSIBLE SPACE)

COMMUNITY BUFFER

LEGEND

SCALE 1”=100’

0 100 200 FT

x x x

18TH STREET NW

CHAMPLAIN STREET NW

FLOR

IDA

AVE

NW

CAL NROFI TEERTS AI NW

PUMPSTATION

STRUCTUREDPLAY

x

x

PLAZA/ PARK

EARLYCHILDHOOD

ONTARIO ROAD NW

DPR

DCPS

CIRC.FACILITY NODE


CONCEPT A - INTERIOR

Design Opportunities

The existing Marie Reed facility has a variety of unique characteristics that provide opportunities for a renovation of the building. The building has a large floor plate with wide column grid spacing. Floor to floor elevations are typically 12'-0" which is adequate to provide system routing through the ceilings and allow for typical ceiling heights in the 8'-o" to 9'-0" range. At the lower level, large spaces containing recreation spaces span multiple floors. These spaces provide the opportunity for reuse as recreation spaces or as infill for other, smaller scale functions. One of the defining features of the existing building is its open plan layout and central skylights at the upper level. Though a complete open plan learning space is currently not asked for in the education specifications, these areas provide opportunities for common spaces to be shared learning environments.

Concept A proposes replacing the barrel vault and clerestory with larger skylights that define central common spaces between more traditional classroom spaces. These central spaces will each have unique learning environments that will define the classroom neighborhoods which surround them.

In addition to the skylights that are the defining architectural elements of the upper level, the existing building has exterior patio areas adjacent to the entry at the west and the auditorium at the east. These spaces provide opportunities for clearly defined exterior learning spaces adjacent to interior classrooms.

Design Challenges

The existing Marie Reed facility is a large building that spans multiple blocks. Though the size of the building provides the ability to house multiple functions, it also provides a challenge for wayfinding and separation of uses within the space. Defining entries and functions through exterior massing and cladding design will be integral to articulating the multiple uses of the building. Additionally, creating a clear internal organization and connection points between functions will create a legible building that is easily accessed by its occupants.

The large floor plates which are an opportunity at the upper level also pose challenges at the lower levels where access to skylights are not available. The interior spaces may not have the desired access to daylight and views. Classrooms and core learning spaces will be placed at the perimeter to take advantage of natural light. Additionally, providing vertical openings between the upper and lower levels may provide shared daylight from the upper level skylights. These openings can also provide a visual connection and wayfinding opportunity within the space.

Interior Organization

Concept A proposes organizing the building vertically. Typically, partner and recreation functions will be located at the lower levels with dedicated, separate entrances. The upper levels will be slated for school functions. The entrance for the school will be maintained at the west,18th Street facade.

The ground floor west of Champlain Street will house the recreation functions of the building. A separate, identifiable entrance to the recreation function will be located at this level. The concept also proposes a possible pool addition to the west of the building. The shared gym space will bridge the school and recreation functions to the north.

Birdseye View of Site Looking Northeast

Sectional Perspective of Building

Food Lab Perspective

31 JULY 2015 I DRAFT 13 Mimi



ConCept A - InteRIoR

Design Opportunitiesthe existing Marie reed facility has a variety of unique characteristics that provide

opportunities for a renovation of the building. the building has a large floor plate with wide column grid spacing. floor to floor elevations are typically 12’-0” which is adequate to provide system routing through the ceilings and allow for typical ceiling heights in the 8’-0” to 9’-0” range. At the lower level, large spaces containing recreation spaces span multiple floors. these spaces provide the opportunity for reuse as recreation spaces or as infill for other, smaller scale functions. one of the defining features of the existing building is its open plan layout and central skylights at the upper level. though a complete open plan learning space is currently not asked for in the education specifications, these areas provide opportunities for common spaces to be shared learning environments.

concept A proposes replacing the barrel vault and clerestory with larger skylights that define central common spaces between more traditional classroom spaces. these central spaces will each have unique learning environments that will define the classroom neighborhoods which surround them.

in addition to the skylights that are the defining architectural elements of the upper level, the existing building has exterior patio areas adjacent to the entry at the west and the auditorium at the east. these spaces provide opportunities for clearly defined exterior learning spaces adjacent to interior classrooms.

Design Challengesthe existing Marie reed facility is a large building that spans multiple blocks. though

the size of the building provides the ability to house multiple functions, it also provides a challenge for wayfinding and separation of uses within the space. defining entries and functions through exterior massing and cladding design will be integral to articulating the multiple uses of the building. Additionally, creating a clear internal organization and connection points between functions will create a legible building that is easily accessed by its occupants.

the large floor plates which are an opportunity at the upper level also pose challenges at the lower levels where access to skylights are not available. the interior spaces may not have the desired access to daylight and views. classrooms and core learning spaces will be placed at the perimeter to take advantage of natural light. Additionally, providing vertical openings between the upper and lower levels may provide shared daylight from the upper level skylights. these openings can also provide a visual connection and wayfinding opportunity within the space.

interior Organizationconcept A proposes organizing the building vertically. typically, partner and recreation

functions will be located at the lower levels with dedicated, separate entrances. the upper levels will be slated for school functions. the entrance for the school will be maintained at the west, 18th street facade.

the ground floor west of champlain street will house the recreation functions of the building. A separate, identifiable entrance to the recreation function will be located at this level. the concept also proposes a possible pool addition to the west of the building. the shared gym space will bridge the school and recreation functions to the north.

Sectional Perspective of Building

Birdseye View of Site Looking Northeast

Food Lab Perspective

Concept Design Report CONCEPT DESIGN A

Perspective of Media Center

1

CONCEPT A - INTERIOR (Continued)

A multipurpose room will be located in the existing pool location. The visual barrier between the site and this space will be removed to create a connection between interior and exterior recreation functions. These visual connections between the lower site and interior recreation functions will create a welcoming space that supports the new recreation entry at this end of the building.

Across Champlain Street, partner functions including the daycare, clinic and WIC will be housed in the ground floor level of the east wing. An entry to the community clinic off of Champlain will be enhanced to create a welcoming entry that addresses the pedestrian scale. The partner functions that are accessible to the community at large will be clearly separated from the school functions above.

The top two floors of the building - first and second - bridge Champlain street with an internal connector. Due to the size and scale of the school function, the program best fits at these upper levels. The internal organization of the school will address adjacencies to entries and also clearly define school neighborhoods based on the grade level of core academic spaces.

Adjacent to the primary entry at the west, the administrative and cafeteria functions are proposed. Crossing the bridge to the first floor east wing, the early childhood neighborhood will be located. This location provides on grade access to exterior play spaces and also provides a strong connection to the administration. The east and west wings of the second floor will contain the lower and upper level neighborhood, respectively. Each wing will not only house the core academic functions but also supporting resource and special classrooms.

Internal Circulation

Three nodes, one at the east and two at the west, define the internal circulation of the proposed building. Each of these nodes connects vertical and horizontal circulation paths that knit the building and its multiple functions together.

At the west, the existing entry to the school continues to be an important node that welcomes students and connects the school and recreation functions. This becomes the main gate to the school where the administrative functions can oversee the entry from both the exterior and public recreation spaces. This node will be highly visible on the exterior through massing and cladding design.

To the south of the school entry, the entry to the recreation space becomes the second node in the west wing. It is connected to the school node with an internal circulation spine. This cascading spine connects the large scale recreation spaces along the west facade of the building.

At the east the vertical circulation that connects the two level of the school becomes an important third node. This space will be defined by the vertical circulation element. It should be visually connected and identifiable from the entry node at the west. In addition to providing vertical circulation functions, it will also bring daylight from the upper level skylights to the space below. The natural light is an important feature that will enliven the space and reinforce the architectural design - one which is characterized by its use and manipulation of daylighting elements.

Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 I DRAFT 14 Amid 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 14

Perspective of Media Center

Concept Design ReportCONCEPT DESiGN A

A multipurpose room will be located in the existing pool location. the visual barrier between the site and this space will be removed to create a connection between interior and exterior recreation functions. these visual connections between the lower site and interior recreation functions will create a welcoming space that supports the new recreation entry at this end of the building.

Across champlain street, partner functions including the daycare, clinic and Wic will be housed in the ground floor level of the east wing. An entry to the community clinic off of champlain will be enhanced to create a welcoming entry that addresses the pedestrian scale. the partner functions that are accessible to the community at large will be clearly separated from the school functions above.

the top two floors of the building - first and second - bridge champlain street with an internal connector. due to the size and scale of the school function, the program best fits at these upper levels. the internal organization of the school will address adjacencies to entries and also clearly define school neighborhoods based on the grade level of core academic spaces.

Adjacent to the primary entry at the west, the administrative and cafeteria functions are proposed. crossing the bridge to the first floor east wing, the early childhood neighborhood will be located. this location provides on grade access to exterior play spaces and also provides a strong connection to the administration. the east and west wings of the second floor will contain the lower and upper level neighborhood, respectively. each wing will not only house the core academic functions but also supporting resource and special classrooms.

internal Circulationthree nodes, one at the east and two at the west, define the internal circulation of the

proposed building. each of these nodes connects vertical and horizontal circulation paths that knit the building and its multiple functions together.

At the west, the existing entry to the school continues to be an important node that welcomes students and connects the school and recreation functions. this becomes the main gate to the school where the administrative functions can oversee the entry from both the exterior and public recreation spaces. this node will be highly visible on the exterior through massing and cladding design.

to the south of the school entry, the entry to the recreation space becomes the second node in the west wing. it is connected to the school node with an internal circulation spine. this cascading spine connects the large scale recreation spaces along the west facade of the building.

At the east the vertical circulation that connects the two level of the school becomes an important third node. this space will be defined by the vertical circulation element. it should be visually connected and identifiable from the entry node at the west. in addition to providing vertical circulation functions, it will also bring daylight from the upper level skylights to the space below. the natural light is an important feature that will enliven the space and reinforce the architectural design - one which is characterized by its use and manipulation of daylighting elements.

ConCept A - InteRIoR (continued)

LEGEND

DCPS-Core Academic Classrooms

aDCPS-Food Service

DCPS-Building Support

DCPS-Elective Classroom

DCPS-Administration

DCPS-Media Center

DPR-Recreation

Community Partners

Parking

Pool Plan

Marie H. Reed Community Learning Center

District of Columbia Public Schools

• • • • • • • • • • •

74

et

U I • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • V

STAIR TOILET 160 SF 170 SF

• • • • • • • • • • • • • • • • • • • • • • • • •

Nee

STAGE 370SF

GYMNASIUM 6360SF

RRIDOR 1600 SF

OUTSIDE STAIR TORAGE 160 SF 180 SF

POOL OVERL001 1090 SF

STAIR 1708F

LOCKER RM WOMEN

WARMI G 470 SF ITCHED! LOCKER RM - MEN

220 8' MULTI PURPOSE 460 SF

ROOM 99D SF FIRST AIL

100 SF

STAIR 47E 170 SF / a.

U BUILDING OUTLINE ABOVE

•

•

•

•

•

STAIR 160 SF

CORRIDO 280 SF

REEN ROO 370 SF

Ground Floor Plan


MARIE REED EARLY HEAD

START 1510 SF

MARIE REED HEALTH CLINIC

10980 SF

STAIR 120 SF

UTILITY 220 SF

UTILJTY 270 SFSTORAGE

510 SF

UTILITY 360 SF

UTILITY 890 SF

PARKING 9730 SF

AIR SF

UTILITY 2540 SF

UTILITY 40 SF

UTILITY 130 SF

50 SF STODIAL 160 SF UTILITY

30 SF MAINTENANCE 5

CUSTODIAL 1050 SF

Basement Plan MECHANICAL

560 SF

TOILET

STAIR 170 SF

160 SF

CHILDREN'S LOBBY - HOSPITAL - MARIE

CIRCULATION REED CUNIC 1190 SF 2060 SF )

UNEXCAVATED UNDER EXISTING AUDITORIUM W11 HIGH FOUNDATK

STORAGE STAIR 170 SF 160 SF

31 JULY 2015 1 DRAFT 15 LI 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 15

9730 SFPARKING

560 SFMECHANICAL

220 SFUTILITY

270 SFUTILITY

510 SFSTORAGE

360 SFUTILITY

890 SFUTILITY

2540 SFUTILITY

160 SFCUSTODIAL

40 SFUTILITY

30 SFUTILITY

50 SFUTILITY

130 SFUTILITY

60 SFSTAIR

120 SFSTAIR

820 SFSHOWER - MEN

170 SF

OUTDOORSTORAGE

170 SF

OUTDOORSTORAGE

100 SFCORRIDOR130 SF

RECEPTION610 SFLOBBY

980 SF

SHOWER -WOMEN

190 SFDPR OFFICE

1100 SFMECHANICAL

6360 SFPOOL

570 SFSTORAGE

970 SF

CORRIDOR -STAIR

Program Legend

CirculationDPR-RecreationParkingDPR - SUPPORTDCPS-Maintenance &CustodialDCPS-Mech, Elec, Toilets,Custodial Closets

1050 SF

MAINTENANCE &CUSTODIAL

170 SFSTAIR

160 SFSTAIR

NO. DESCRIPTION DATE

A

B

C

D

E

F

G

H

J

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L

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2121 WARD PLACE, NWFOURTH FLOORWASHINGTON, DC 20036

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SK-11A

POOL FLOORPLAN

OPTION A

Marie H.Reed

CommunityLearningCenter

07/08/15

REFERRED FROM: 1/16" = 1'-0"SK-11A1 POOL LEVEL OPTION A

9730 SFPARKING

560 SFMECHANICAL

220 SFUTILITY

270 SFUTILITY

510 SFSTORAGE

360 SFUTILITY

890 SFUTILITY

2540 SFUTILITY

160 SFCUSTODIAL

40 SFUTILITY

30 SFUTILITY

50 SFUTILITY

130 SFUTILITY

60 SFSTAIR

120 SFSTAIR

820 SFSHOWER - MEN

170 SF

OUTDOORSTORAGE

170 SF

OUTDOORSTORAGE

100 SFCORRIDOR130 SF

RECEPTION610 SFLOBBY

980 SF

SHOWER -WOMEN

190 SFDPR OFFICE

1100 SFMECHANICAL

6360 SFPOOL

570 SFSTORAGE

970 SF

CORRIDOR -STAIR

Program Legend

CirculationDPR-RecreationParkingDPR - SUPPORTDCPS-Maintenance &CustodialDCPS-Mech, Elec, Toilets,Custodial Closets

1050 SF

MAINTENANCE &CUSTODIAL

170 SFSTAIR

160 SFSTAIR


A

B

C

D

E

F

G

H

J

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SK-11A

POOL FLOORPLAN

OPTION A

Marie H.Reed


07/08/15

REFERRED FROM: 1/16" = 1'-0"SK-11A1 POOL LEVEL OPTION A

Program Legend

CirculationDPR-RecreationCommunity PartnersDPR - SUPPORTDCPS-Maintenance &CustodialDCPS-Mech, Elec, Toilets,Custodial Closets

360 SFSTORAGE

370 SFSTAGE

370 SFGREEN ROOM

1510 SF

MARIE REEDEARLY HEAD

START

170 SFSTORAGE180 SF

OUTSIDESTORAGE

170 SFTOILET

170 SFTOILET

10980 SF

MARIE REEDHEALTH CLINIC

2000 SF

CHILDREN'SHOSPITAL - MARIE

REED CLINIC

160 SFSTAIR

160 SFSTAIR

160 SFSTAIR

160 SFSTAIR

160 SFSTAIR

170 SFSTAIR

BUILDINGOUTLINE ABOVE

UNEXCAVATEDUNDER EXISTINGAUDITORIUM WITHHIGH FOUNDATIONS

170 SFSTAIR

160 SFSTAIR

460 SFLOCKER RM - MEN

470 SF

LOCKER RM -WOMEN

100 SFFIRST AID

220 SF

WARMINGKITCHEN

990 SF

MULTI PURPOSEROOM

6360 SFGYMNASIUM

1030 SFMECH

1090 SFPOOL OVERLOOK

1190 SF

LOBBY -CIRCULATION

1600 SFCORRIDOR

280 SFCORRIDOR


A

B

C

D

E

F

G

H

J

K

L

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GROUNDFLOOR PLAN

OPTION A

Marie H.Reed


07/08/15

REFERRED FROM: 1/16" = 1'-0"SK-11B1 GROUND FLOOR PLAN OPTION A

1308.00 SF

KINDERGARTEN -2

63

1308.00 SF

KINDERGARTEN -3

64

1542.29 SF

PRE K - 165

1147.50 SF

PRE K - 267

1168.75 SF

KINDERGARTEN -1

68

1168.75 SF

PRE SCHOOL - 169

7997.94 SF

CIRCULATION70

1168.75 SF

PRE SCHOOL - 371

3180.93 SF

MUSIC72

174.78 SF

AFTER CARECLOSET

74

190.00 SF

LAPTOP STORAGE79

176.22 SF

AFTER CARECLOSET

81

303.47 SF

COMMONS -PRE-K

83

1168.75 SF

PRE SCHOOL - 284

1168.75 SF

PRE K - 385

296.43 SF

COMMONS -PRE-S

86

174.06 SF

TOILET87174.06 SF

TOILET88

6260.82 SF

CAFETERIA90

Middle School Program Legend

DCPS-Core AcademicClassrooms

DCPS-Food Service



DCPS-Administration

908.52 SF

TEACHERRESOURCE

92310.48 SF

PARENTRESOURCE

93

1112.58 SF

ADMINISTRATION94

162.67 SF

TOILET95

159.28 SF

TOILET96

333.33 SF

RESOURCE97

162.17 SF

STAIR148

156.04 SF

STAIR149

150.14 SF

TOILET150

157.32 SF

TOILET151

155.89 SF

STAIR152

165.20 SF

STAIR153

165.57 SF

STAIR154

170.93 SF

STAIR155

163.53 SF

STAIR156

163.53 SF

STAIR157

545.85 SF

VESTIBULE158

2263.31 SF

CORRIDOR159

323.33 SF

OUTDOORSTORAGE

179

901.52 SF

FIFTH GRADE - 21

901.52 SF

FIFTH GRADE - 32

892.22 SF

WET LAB3

279.83 SF

STORAGE -PRIMARY

4

289.99 SF

RESOURCE -MATH

5

864.99 SF

FIFTH GRADE - 16

855.02 SF

FOURTH GRADE -3

7

908.33 SF

FOURTH GRADE -2

8

908.33 SF

FOURTH GRADE -1

9

901.52 SF

THIRD GRADE - 210

901.52 SF

THIRD GRADE - 311

906.06 SF

SECOND GRADE -2

17

906.06 SF

SECOND GRADE -1

18

904.39 SF

SECOND GRADE -3

19

880.06 SF

THIRD GRADE - 120

869.92 SF

FIRST GRADE - 221

880.06 SF

FIRST GRADE - 122

869.92 SF

FIRST GRADE - 323

1017.50 SF

VISUAL ARTS LAB24

894.17 SF

FOOD LAB25

137.50 SF

STORAGE26

63.25 SF

KILN27

154.38 SF

OFFICE28

154.38 SF

OFFICE29

166.75 SF

RESOURCE -FOURTH/FIFTH

30

525.44 SF

COMMONS -FOURTH

32

525.44 SF

COMMONS - FIFTH33

1766.75 SF

LIVING LAB34

742.91 SF

WORKROOM35

166.28 SF

RESOURCE -SECOND/THIRD

36

413.76 SF

COMMONS -THIRD

37

107.47 SF

STORAGE38

209.21 SF

CONFERENCEROOM

39

912.67 SF

PROJECT LAB40

1819.17 SF

READING ROOM41

261.09 SF

RESOURCE - ESL42

385.25 SF

COMMONS43

553.07 SF

RESOURCE -SPEECH

45

107.33 SF

AFTER CARECLOSET

46

305.52 SF

RESOURCE - ESL47

268.97 SF

STORAGE -INTERMEDIATE

48

190.00 SF

LAPTOP STORAGE49

304.00 SF

RESOURCE -READING

51660.00 SF

COMMONS -READING

52

154.26 SF

RESOURCE -FIRST

53529.24 SF

COMMONS -FIRST/SECOND

55

308.22 SF

RESOURCE - ESL56




DCPS-Media Center


DCPS-Administration

165.57 SF

STAIR57

176.22 SF

TOILET58

176.22 SF

TOILET59

165.57 SF

STAIR60

172.61 SF

TOILET61

172.61 SF

TOILET62

174.06 SF

TOILET98

174.06 SF

TOILET99

176.22 SF

TOILET100176.22 SF

TOILET101

4947.36 SF

PERFORMANCESPACE

102

285.67 SF

RECORDS ROOM160

48.95 SF

STORAGE161

48.95 SF

STORAGE162

48.58 SF

STORAGE163

48.58 SF

STORAGE164

47.87 SF

STORAGE165

47.87 SF

STORAGE166

56.34 SF

STORAGE167

56.34 SF

STORAGE168

162.17 SF

STAIR169

162.17 SF

STAIR170

163.53 SF

STAIR171

163.53 SF

STAIR172

165.57 SF

STAIR173

165.57 SF

STAIR174

362.13 SF

COMMONS175

4850.94 SF

CIRCULATION176

3541.05 SF

CIRCULATION177

326.63 SF

WELCOMECENTER

178

LeGenD

5037.08 SF

MULTI-PURPOSEROOM

103

5858.33 SF

GYMNASIUM104

962.90 SF

LOCKER ROOM -WOMEN

105

162.67 SF

TOILET106

159.28 SF

TOILET107


DCPS-Food Service


DPR-Recreation

Community Partners

956.15 SF

LOCKER ROOM -MEN

108

365.56 SF

STORAGE109

355.11 SF

STAGE110

412.56 SF

GREEN ROOM111

130.33 SF

FIRST AID CENTER112

1512.50 SF

DAY CARE113

174.78 SF

STORAGE114176.22 SF

STORAGE115

174.06 SF

TOILET116

174.06 SF

TOILET117

13487.11 SF

COMMUNITY OFHOPE

118

3831.83 SF

WOMEN INFANTS& CHILDREN

119

12507.93 SF

POOL120

697.67 SF

SHOWER -WOMEN

121

878.

67 S

F

SHO

WER

- M

EN12

2

441.22 SF

RECEPTION123

321.49 SF

DPR OFFICE124

147.25 SF

TOILET125

147.25 SF

TOILET126

323.53 SF

STORAGE127

321.49 SF

STORAGE128

441.22 SF

WARMINGKITCHEN

129

450.78 SF

UTILITY ROOM130

240.25 SF

CHEMICAL ROOM131

701.79 SF

STORAGE132

174.06 SF

OUTDOORSTORAGE

133

174.06 SF

OUTDOORSTORAGE

134

2793.45 SF

LOBBY135

128.82 SF

STAIR136

162.17 SF

STAIR137

117.62 SF

CORRIDOR138

117.62 SF

CORRIDOR139

104.50 SF

CORRIDOR140

158.79 SF

STAIR141

164.21 SF

STAIR142

163.53 SF

STAIR143

163.53 SF

STAIR144

155.89 SF

STAIR145

165.20 SF

STAIR146

194.06 SF

STAIR147




Basement Plan

9728.75 SF

PARKING181



Parking

556.04 SF

MECHANICAL182

220.21 SF

UTILITY183

271.50 SF

UTILITY184

509.50 SF

STORAGE185

363.17 SF

UTILITY186

888.56 SF

UTILITY187

2586.44 SF

UTILITY188

156.44 SF

UTILITY189

43.00 SF

UTILITY190

31.43 SF

UTILITY191

23.75 SF

TOILET192

45.68 SF

UTILITY193

130.64 SF

UTILITY194

58.06 SF

STAIR195

121.00 SF

STAIR196

122.81 SF

UTILITY197

35.67 SF

TOILET198

Pool Plan Ground Floor Plan

CH

Am

PLA

iN S

T N

W

CH

Am

PLA

iN S

T N

W

LEGEND • TOILET

- 170 SF •

TOILET

170 SF


• STAIR

• 160

PRE K-1 1540 SF STAIR

160 SF •

STAIR 160 SF

OUTDOOR STORAGE

320 SF

VESTIBULE 550 SF

CORRIDOR 3350 SF

NELCOMI

ADMINISTRATION CENTER 1530 SF 350 SF

COMMONS - PRE-K 300 SF

PRE K - 2 1150SF

PRE K - 3 1170 SF

KINDERGARTEN - 1

1170 SF

RESOURCE OP STORA E 330 SF 190 SF

KINDERGARTEN - 2

1310 SF

COMMONS - PRE-S 300 SF

PRE SCHOOL - 3 1170 SF



CIRCULATION 0000 SF

KINDERGARTEN - 3

1310 SF

AFTER CARE STAIR CLOSET 170 SF 170 SF

INSTRUMENT STORAGE

150 SF

TOILET 180 SF

FOURTH GRADE -

910 SF

FOURTH GRADE - 2

910 SF

COMMONS 390 SF

DECEJITRALIZED ADMIN 330 SF

LIVING LAB 1770 SF

iL

STAIR 170 SF

ESOURCE - ESL 310 SF

STORAGE 50 SF

•

COMMONS - FIRST/SECOND

530 SF

THIRD GRADE - 1 880 SF

SECOND GRADE -

910 SF

CIRCULATION 4850 SF

COMMONS READING

660 SF

THIRD GRADE - 2 900 SF

TOILET 180 SF

STAIR 170 SF

RESOURCE- SPEECH 550 SF

VISUAL ARTS LAB 1020 SF

I I STORAGE KILN

140 SF 60 SF

OFRCE 150 SF

TOILET • 170 SF

•

• STAIR

• 160 SF

•

SECOND GRADE - 3

900 SF

SECOND GRADE - 2

910 SF

RESOURCE- MATH 290 SF

WET LAB NO SF

FIFTH GRADE- 1 860 SF

COMMONS- FOURTH 590 SF

CIRCULATION 3540 SF

STAIR 160 SF

TOILET 170 SF

•

STORAGE STORAGE 50 SF 50 SF

LAPTOP STORAGE 190 SF

•

• •

RESOURCE SECONDITHIR

170 SF

THIRD GRADE- 3 900 SF

FOOD LAB NO SF

OMMONS - FIFTH 530 SF

STAIR 160 SF

FIFTH GRADE - 2 900 SF

FIFTH GRADE- 3 900 SF

TOILET 170 SF

RESOURCE-ESL 260 SF

FOURTH GRADE - 3

860 SF

STORAGE STORAGE 50 SF 50 SF

HA

MP

LA

IN S

T N

W

PERFO. MANCEj SPACE 495.1 SF

• •

• L •

•

TOILE -- 1

STORP lE PR MARY

280 LF

AFTER ;ARE CLOSET 1103F

RESCJIRCE - OURTH/FIFTH

176 SF

•

STORAGE 60 SF

270 SF

SOURCE -E! 310 SF

RESOURCE- READING

300 SF

PROJECT LAB 910 SF

READING ROOM 1820 SF

STORAGE - I1TERMEDIATE

STORAGE 50 SF

COMMONS 360 SF

•

•

CH

AM

PL

AIN

ST

NW


aDCPS-Food Service



DCPS-Administration

DCPS-Media Center

DPR-Recreation

Community Partners

Parking

•

•

•

STAIR 170 SF

PARENT TEACIER RESOURCE RESOURCE

310 SF 9101F

• STAIR

• 170 SF

•

• AFTER CARE

• CLOSET 180 SF

TOILET 170 SF

STAIR 160 SF

RESOURCE-FIRST 150 SF

FIRST GRADE - 3 070 SF

FIRST GRADE - 2 070 SF

STORAGE CONFERENCE

FIRST GRADE-1 880 SF

/ 110 SF 210 SF ROOM

COMMONS- THIRD 410 SF

TOILET 100

SF

100 SF

STAIR

STORAGE 60 SF

• • • • • • •

•

• •

• • •

• •

•

• •

•

•

V

KITCHEN SUITE &

CAFETERIA 3320 SF

[x]

STAIR 160 SF

TOILET 160 SF

TOILET STAIR 160 SF 160 SF

WORKROOM 1050 SF

First Floor Plan

Second Poor Plan

31 JULY 2015 1 DRAFT 16 LI


900 SFFIFTH GRADE - 2


890 SFWET LAB

280 SF

STORAGE -PRIMARY

290 SF

RESOURCE -MATH


860 SF

FOURTH GRADE -3

910 SF

FOURTH GRADE -2

910 SF

FOURTH GRADE -1

900 SFTHIRD GRADE - 2


910 SF

SECOND GRADE -2

910 SF

SECOND GRADE -1

900 SF

SECOND GRADE -3


870 SFFIRST GRADE - 2



1020 SFVISUAL ARTS LAB

890 SFFOOD LAB

140 SFSTORAGE

60 SFKILN

150 SFOFFICE

150 SFOFFICE

170 SF


530 SF

COMMONS -FOURTH

530 SFCOMMONS - FIFTH

1770 SFLIVING LAB

1050 SFWORKROOM170 SF


410 SF

COMMONS -THIRD

110 SFSTORAGE

210 SF

CONFERENCEROOM

910 SFPROJECT LAB

1820 SFREADING ROOM

260 SFRESOURCE - ESL

390 SFCOMMONS

550 SF

RESOURCE -SPEECH

110 SF

AFTER CARECLOSET


270 SF


190 SFLAPTOP STORAGE

300 SF

RESOURCE -READING

660 SF

COMMONS -READING

150 SF

RESOURCE -FIRST530 SF



Program Legend

CirculationDCPS-Media CenterDCPS-Elective ClassroomDCPS-AdministrationDCPS-Core AcademicDCPS-Mech, Elec, Toilets,Custodial Closets

170 SFSTAIR

180 SFTOILET

180 SFTOILET

170 SFSTAIR

170 SFTOILET

170 SFTOILET

170 SFTOILET

170 SFTOILET

180 SFTOILET

180 SFTOILET

4950 SF

PERFORMANCESPACE

50 SFSTORAGE

50 SFSTORAGE

50 SFSTORAGE

50 SFSTORAGE

50 SFSTORAGE

50 SFSTORAGE

60 SFSTORAGE

60 SFSTORAGE

160 SFSTAIR

160 SFSTAIR

160 SFSTAIR

160 SFSTAIR

170 SFSTAIR

170 SFSTAIR

360 SFCOMMONS

4850 SFCIRCULATION

3540 SFCIRCULATION

330 SF

DECENTRALIZEDADMIN


A

B

C

D

E

F

G

H

J

K

L

M



1 2 3 4 5 6 7 8 9 10 11 12 13

REVISIONS

1 2 3 4 5 6 7 8 9 10 11 12 13

7/16

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5 1:

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SK-11D

SECONDFLOOR PLAN

OPTION A

Marie H.Reed


07/08/15

REFERRED FROM: 1/16" = 1'-0"SK-11D1 SECOND FLOOR PLAN OPTION A

1308.00 SF

KINDERGARTEN -2

63

1308.00 SF

KINDERGARTEN -3

64

1542.29 SF

PRE K - 165

1147.50 SF

PRE K - 267

1168.75 SF

KINDERGARTEN -1

68

1168.75 SF

PRE SCHOOL - 169

7997.94 SF

CIRCULATION70

1168.75 SF

PRE SCHOOL - 371

3180.93 SF

MUSIC72

174.78 SF

AFTER CARECLOSET

74

190.00 SF

LAPTOP STORAGE79

176.22 SF

AFTER CARECLOSET

81

303.47 SF

COMMONS -PRE-K

83

1168.75 SF

PRE SCHOOL - 284

1168.75 SF

PRE K - 385

296.43 SF

COMMONS -PRE-S

86

174.06 SF

TOILET87174.06 SF

TOILET88

6260.82 SF

CAFETERIA90



DCPS-Food Service



DCPS-Administration

908.52 SF

TEACHERRESOURCE

92310.48 SF

PARENTRESOURCE

93

1112.58 SF

ADMINISTRATION94

162.67 SF

TOILET95

159.28 SF

TOILET96

333.33 SF

RESOURCE97

162.17 SF

STAIR148

156.04 SF

STAIR149

150.14 SF

TOILET150

157.32 SF

TOILET151

155.89 SF

STAIR152

165.20 SF

STAIR153

165.57 SF

STAIR154

170.93 SF

STAIR155

163.53 SF

STAIR156

163.53 SF

STAIR157

545.85 SF

VESTIBULE158

2263.31 SF

CORRIDOR159

323.33 SF

OUTDOORSTORAGE

179

901.52 SF

FIFTH GRADE - 21

901.52 SF

FIFTH GRADE - 32

892.22 SF

WET LAB3

279.83 SF

STORAGE -PRIMARY

4

289.99 SF

RESOURCE -MATH

5

864.99 SF

FIFTH GRADE - 16

855.02 SF

FOURTH GRADE -3

7

908.33 SF

FOURTH GRADE -2

8

908.33 SF

FOURTH GRADE -1

9

901.52 SF

THIRD GRADE - 210

901.52 SF

THIRD GRADE - 311

906.06 SF

SECOND GRADE -2

17

906.06 SF

SECOND GRADE -1

18

904.39 SF

SECOND GRADE -3

19

880.06 SF

THIRD GRADE - 120

869.92 SF

FIRST GRADE - 221

880.06 SF

FIRST GRADE - 122

869.92 SF

FIRST GRADE - 323

1017.50 SF

VISUAL ARTS LAB24

894.17 SF

FOOD LAB25

137.50 SF

STORAGE26

63.25 SF

KILN27

154.38 SF

OFFICE28

154.38 SF

OFFICE29

166.75 SF


30

525.44 SF

COMMONS -FOURTH

32

525.44 SF

COMMONS - FIFTH33

1766.75 SF

LIVING LAB34

742.91 SF

WORKROOM35

166.28 SF


36

413.76 SF

COMMONS -THIRD

37

107.47 SF

STORAGE38

209.21 SF

CONFERENCEROOM

39

912.67 SF

PROJECT LAB40

1819.17 SF

READING ROOM41

261.09 SF

RESOURCE - ESL42

385.25 SF

COMMONS43

553.07 SF

RESOURCE -SPEECH

45

107.33 SF

AFTER CARECLOSET

46

305.52 SF

RESOURCE - ESL47

268.97 SF


48

190.00 SF

LAPTOP STORAGE49

304.00 SF

RESOURCE -READING

51660.00 SF

COMMONS -READING

52

154.26 SF

RESOURCE -FIRST

53529.24 SF


55

308.22 SF

RESOURCE - ESL56




DCPS-Media Center


DCPS-Administration

165.57 SF

STAIR57

176.22 SF

TOILET58

176.22 SF

TOILET59

165.57 SF

STAIR60

172.61 SF

TOILET61

172.61 SF

TOILET62

174.06 SF

TOILET98

174.06 SF

TOILET99

176.22 SF

TOILET100176.22 SF

TOILET101

4947.36 SF

PERFORMANCESPACE

102

285.67 SF

RECORDS ROOM160

48.95 SF

STORAGE161

48.95 SF

STORAGE162

48.58 SF

STORAGE163

48.58 SF

STORAGE164

47.87 SF

STORAGE165

47.87 SF

STORAGE166

56.34 SF

STORAGE167

56.34 SF

STORAGE168

162.17 SF

STAIR169

162.17 SF

STAIR170

163.53 SF

STAIR171

163.53 SF

STAIR172

165.57 SF

STAIR173

165.57 SF

STAIR174

362.13 SF

COMMONS175

4850.94 SF

CIRCULATION176

3541.05 SF

CIRCULATION177

326.63 SF

WELCOMECENTER

178

LeGenD

5037.08 SF

MULTI-PURPOSEROOM

103

5858.33 SF

GYMNASIUM104

962.90 SF

LOCKER ROOM -WOMEN

105

162.67 SF

TOILET106

159.28 SF

TOILET107


DCPS-Food Service


DPR-Recreation

Community Partners

956.15 SF

LOCKER ROOM -MEN

108

365.56 SF

STORAGE109

355.11 SF

STAGE110

412.56 SF

GREEN ROOM111

130.33 SF

FIRST AID CENTER112

1512.50 SF

DAY CARE113

174.78 SF

STORAGE114176.22 SF

STORAGE115

174.06 SF

TOILET116

174.06 SF

TOILET117

13487.11 SF

COMMUNITY OFHOPE

118

3831.83 SF


119

12507.93 SF

POOL120

697.67 SF

SHOWER -WOMEN

121

878.

67 S

F

SHO

WER

- M

EN12

2

441.22 SF

RECEPTION123

321.49 SF

DPR OFFICE124

147.25 SF

TOILET125

147.25 SF

TOILET126

323.53 SF

STORAGE127

321.49 SF

STORAGE128

441.22 SF

WARMINGKITCHEN

129

450.78 SF

UTILITY ROOM130

240.25 SF

CHEMICAL ROOM131

701.79 SF

STORAGE132

174.06 SF

OUTDOORSTORAGE

133

174.06 SF

OUTDOORSTORAGE

134

2793.45 SF

LOBBY135

128.82 SF

STAIR136

162.17 SF

STAIR137

117.62 SF

CORRIDOR138

117.62 SF

CORRIDOR139

104.50 SF

CORRIDOR140

158.79 SF

STAIR141

164.21 SF

STAIR142

163.53 SF

STAIR143

163.53 SF

STAIR144

155.89 SF

STAIR145

165.20 SF

STAIR146

194.06 SF

STAIR147




First Floor Plan Second Floor Plan

DN

1310 SF

KINDERGARTEN -2

1310 SF

KINDERGARTEN -3

1540 SFPRE K - 1

1150 SFPRE K - 2

1170 SF

KINDERGARTEN -1

1170 SFPRE SCHOOL - 1

8000 SFCIRCULATION


3020 SFMUSIC

170 SF

AFTER CARECLOSET

190 SFLAPTOP STORAGE

180 SF

AFTER CARECLOSET

300 SF

COMMONS -PRE-K


1170 SFPRE K - 3

300 SF

COMMONS -PRE-S

170 SFTOILET170 SF

TOILET

3320 SFCAFETERIA

Program Legend

CirculationDCPS-Food ServiceDCPS-Elective ClassroomDCPS-AdministrationDCPS-Core AcademicDCPS-Mech, Elec, Toilets,Custodial Closets

910 SF

TEACHERRESOURCE

310 SF

PARENTRESOURCE

1530 SFADMINISTRATION

330 SFRESOURCE

160 SFSTAIR

160 SFSTAIR

160 SFTOILET

160 SFTOILET

160 SFSTAIR

170 SFSTAIR

170 SFSTAIR

170 SFSTAIR

160 SFSTAIR

160 SFSTAIR

550 SFVESTIBULE

3350 SFCORRIDOR

320 SF

OUTDOORSTORAGE

1810 SF

KITCHEN SUITE &SUPPORT

350 SF

WELCOMECENTER

150 SF

INSTRUMENTSTORAGE


A

B

C

D

E

F

G

H

J

K

L

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SK-11C

FIRSTFLOOR PLAN

OPTION A

Marie H.Reed


07/08/15

REFERRED FROM: 1/16" = 1'-0"SK-11C1 FIRST FLOOR PLAN OPTION A

9728.75 SF

PARKING181



Parking

556.04 SF

MECHANICAL182

220.21 SF

UTILITY183

271.50 SF

UTILITY184

509.50 SF

STORAGE185

363.17 SF

UTILITY186

888.56 SF

UTILITY187

2586.44 SF

UTILITY188

156.44 SF

UTILITY189

43.00 SF

UTILITY190

31.43 SF

UTILITY191

23.75 SF

TOILET192

45.68 SF

UTILITY193

130.64 SF

UTILITY194

58.06 SF

STAIR195

121.00 SF

STAIR196

122.81 SF

UTILITY197

35.67 SF

TOILET198

CH

Am

PLA

iN S

T N

W

CH

Am

PLA

iN S

T N

W

Basement Plan

ICI


LEGEND


■ DCPS-Food Service



DCPS-Administration

DCPS-Media Center

-L-

DPR-Recreation

Community Partners

Pool Plan

Parking

Ground Floor Plan [1

n

First Floor Plan Second Floor Plan

31 JULY 2015 I DRAFT 17 ri'Ami Marie H. Reed Community Learning Center

District of Columbia Public Schools 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 17


First Floor Plan

Pool Plan

Basement Plan

Second Floor Plan

Ground Floor Plan

1308.00 SF

KINDERGARTEN -2

63

1308.00 SF

KINDERGARTEN -3

64

1542.29 SF

PRE K - 165

1147.50 SF

PRE K - 267

1168.75 SF

KINDERGARTEN -1

68

1168.75 SF

PRE SCHOOL - 169

7997.94 SF

CIRCULATION70

1168.75 SF

PRE SCHOOL - 371

3180.93 SF

MUSIC72

174.78 SF

AFTER CARECLOSET

74

190.00 SF

LAPTOP STORAGE79

176.22 SF

AFTER CARECLOSET

81

303.47 SF

COMMONS -PRE-K

83

1168.75 SF

PRE SCHOOL - 284

1168.75 SF

PRE K - 385

296.43 SF

COMMONS -PRE-S

86

174.06 SF

TOILET87174.06 SF

TOILET88

6260.82 SF

CAFETERIA90



DCPS-Food Service



DCPS-Administration

908.52 SF

TEACHERRESOURCE

92

310.48 SF

PARENTRESOURCE

93

1112.58 SF

ADMINISTRATION94

162.67 SF

TOILET95

159.28 SF

TOILET96

333.33 SF

RESOURCE97

162.17 SF

STAIR148

156.04 SF

STAIR149

150.14 SF

TOILET150

157.32 SF

TOILET151

155.89 SF

STAIR152

165.20 SF

STAIR153

165.57 SF

STAIR154

170.93 SF

STAIR155

163.53 SF

STAIR156

163.53 SF

STAIR157

545.85 SF

VESTIBULE158

2263.31 SF

CORRIDOR159

323.33 SF

OUTDOORSTORAGE

179

901.52 SF

FIFTH GRADE - 21

901.52 SF

FIFTH GRADE - 32

892.22 SF

WET LAB3

279.83 SF

STORAGE -PRIMARY

4

289.99 SF

RESOURCE -MATH

5

864.99 SF

FIFTH GRADE - 16

855.02 SF

FOURTH GRADE -3

7

908.33 SF

FOURTH GRADE -2

8

908.33 SF

FOURTH GRADE -1

9

901.52 SF

THIRD GRADE - 210

901.52 SF

THIRD GRADE - 311

906.06 SF

SECOND GRADE -2

17

906.06 SF

SECOND GRADE -1

18

904.39 SF

SECOND GRADE -3

19

880.06 SF

THIRD GRADE - 120

869.92 SF

FIRST GRADE - 221

880.06 SF

FIRST GRADE - 122

869.92 SF

FIRST GRADE - 323

1017.50 SF

VISUAL ARTS LAB24

894.17 SF

FOOD LAB25

137.50 SF

STORAGE26

63.25 SF

KILN27

154.38 SF

OFFICE28

154.38 SF

OFFICE29

166.75 SF


30

525.44 SF

COMMONS -FOURTH

32

525.44 SF

COMMONS - FIFTH33

1766.75 SF

LIVING LAB34

742.91 SF

WORKROOM35

166.28 SF


36

413.76 SF

COMMONS -THIRD

37

107.47 SF

STORAGE38

209.21 SF

CONFERENCEROOM

39

912.67 SF

PROJECT LAB40

1819.17 SF

READING ROOM41

261.09 SF

RESOURCE - ESL42

385.25 SF

COMMONS43

553.07 SF

RESOURCE -SPEECH

45

107.33 SF

AFTER CARECLOSET

46

305.52 SF

RESOURCE - ESL47

268.97 SF


48

190.00 SF

LAPTOP STORAGE49

304.00 SF

RESOURCE -READING

51660.00 SF

COMMONS -READING

52

154.26 SF

RESOURCE -FIRST

53529.24 SF


55

308.22 SF

RESOURCE - ESL56




DCPS-Media Center


DCPS-Administration

165.57 SF

STAIR57

176.22 SF

TOILET58

176.22 SF

TOILET59

165.57 SF

STAIR60

172.61 SF

TOILET61

172.61 SF

TOILET62

174.06 SF

TOILET98

174.06 SF

TOILET99

176.22 SF

TOILET100176.22 SF

TOILET101

4947.36 SF

PERFORMANCESPACE

102

285.67 SF

RECORDS ROOM160

48.95 SF

STORAGE161

48.95 SF

STORAGE162

48.58 SF

STORAGE163

48.58 SF

STORAGE164

47.87 SF

STORAGE165

47.87 SF

STORAGE166

56.34 SF

STORAGE167

56.34 SF

STORAGE168

162.17 SF

STAIR169

162.17 SF

STAIR170

163.53 SF

STAIR171

163.53 SF

STAIR172

165.57 SF

STAIR173

165.57 SF

STAIR174

362.13 SF

COMMONS175

4850.94 SF

CIRCULATION176

3541.05 SF

CIRCULATION177

326.63 SF

WELCOMECENTER

178

LeGenD

5037.08 SF

MULTI-PURPOSEROOM

103

5858.33 SF

GYMNASIUM104

962.90 SF

LOCKER ROOM -WOMEN

105

162.67 SF

TOILET106

159.28 SF

TOILET107


DCPS-Food Service


DPR-Recreation

Community Partners

956.15 SF

LOCKER ROOM -MEN

108

365.56 SF

STORAGE109

355.11 SF

STAGE110

412.56 SF

GREEN ROOM111

130.33 SF

FIRST AID CENTER112

1512.50 SF

DAY CARE113

174.78 SF

STORAGE114176.22 SF

STORAGE115

174.06 SF

TOILET116

174.06 SF

TOILET117

13487.11 SF

COMMUNITY OFHOPE

118

3831.83 SF


119

12507.93 SF

POOL120

697.67 SF

SHOWER -WOMEN

121

878.

67 S

F

SHO

WER

- M

EN12

2

441.22 SF

RECEPTION123

321.49 SF

DPR OFFICE124

147.25 SF

TOILET125

147.25 SF

TOILET126

323.53 SF

STORAGE127

321.49 SF

STORAGE128

441.22 SF

WARMINGKITCHEN

129

450.78 SF

UTILITY ROOM130

240.25 SF

CHEMICAL ROOM131

701.79 SF

STORAGE132

174.06 SF

OUTDOORSTORAGE

133

174.06 SF

OUTDOORSTORAGE

134

2793.45 SF

LOBBY135

128.82 SF

STAIR136

162.17 SF

STAIR137

117.62 SF

CORRIDOR138

117.62 SF

CORRIDOR139

104.50 SF

CORRIDOR140

158.79 SF

STAIR141

164.21 SF

STAIR142

163.53 SF

STAIR143

163.53 SF

STAIR144

155.89 SF

STAIR145

165.20 SF

STAIR146

194.06 SF

STAIR147



9728.75 SF

PARKING181



Parking

556.04 SF

MECHANICAL182

220.21 SF

UTILITY183

271.50 SF

UTILITY184

509.50 SF

STORAGE185

363.17 SF

UTILITY186

888.56 SF

UTILITY187

2586.44 SF

UTILITY188

156.44 SF

UTILITY189

43.00 SF

UTILITY190

31.43 SF

UTILITY191

23.75 SF

TOILET192

45.68 SF

UTILITY193

130.64 SF

UTILITY194

58.06 SF

STAIR195

121.00 SF

STAIR196

122.81 SF

UTILITY197

35.67 SF

TOILET198

re.

SCHOOL YEAR 01 (2015-10)

SUMMER 1


SUMMER 1


SUMMER 2


re.

SCHOOL YEAR 01 (2015-10) SCHOOL YEAR 01 (2015-10)

(COMMUNITY PARTNERS: POTENTIAL OFFSITE)

(CLASSROOM


0.‘


SUMMER 2

Proposed SCHOOL YEAR 03 (2017-18)



SUMMER 2

SUMMER 2 Phase 2 SCHOOL YEAR 03 (2017-18)

Phase 3 SCHOOL YEAR 03 (2017-18)

Concept Design Report CONCEPT DESIGN - PRELIMINARY

LEGEND

Core Academic

Recreation

Children's Hospital

Health Center

Parking/Support/Share

Under Construction


SUMMER 2

Existing SCHOOL YEAR 03 (2017-18) Phase 1

SUMMER 1 SUMMER 1

SUMMER 1

31 JULY 2°15 I DRAFT 25 ri'Ami Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 25

1 8 T H S T R E E T

C H A M P L A I N S T R E E T

S O C C E R F I E L D

Core Academic

L E G E N D

Phase 1

Recreation

Children’s Hospital

Health Center

Parking/Support/Shared Circ.

Under Construction

SUMMER 1

SCHOOL YEAR #1 (2015-16)

SUMMER 2



1 8 T H S T R E E T



Core Academic

L E G E N D

Existing

Recreation


Health Center


Under Construction

SUMMER 1


SUMMER 2



1 8 T H S T R E E T



Core Academic

L E G E N D

Phase 1

Recreation


Health Center


Under Construction

SUMMER 1


SUMMER 2



1 8 T H S T R E E T



Core Academic

L E G E N D

Phase 2

Recreation


Health Center


Under Construction

SUMMER 1


SUMMER 2



( C L A S S R O O M T R A I L E R S :2 N D - 5 T H G R A D E )

( C O M M U N I T Y P A R T N E R S :P O T E N T I A L O F F S I T E )

1 8 T H S T R E E T



Core Academic

L E G E N D

Phase 3

Recreation


Health Center


Under Construction

SUMMER 1


SUMMER 2



1 8 T H S T R E E T



Core Academic

L E G E N D

Proposed

Recreation


Health Center


Under Construction

SUMMER 1


SUMMER 2



Concept Design ReportCONCEPT DESiGN - PrELimiNAry

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f

21.24

B p/_

7,57 ,r; 7‘, 45 ;

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4

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4

.35 1 3a 8 1 3a

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5(iArtIIR1 DAi Aj AV FAT

Concept Design Report HISTORY

Historical Context

By the 1960s, the Morgan School, which dated back to 1902, was showing signs of wear and tear. In 1967, civil strife and riots rocked the nation, prompting the adoption of federal initiatives to revitalize and strengthen the impacted communities.

In 1972, plans for a new school to replace the Morgan School were developed and embraced by the Adams Morgan Community. This new school was envisioned as a stronghold in the neighborhood and function as a center for learning and community activity. The Washington firm of Fry and Welch was hired to design the new school. Construction began in 1972 and by 1977, the Marie H. Reed Community Center opened it doors to serve the community.

The building has two wings on either side of Champlain, connected with an overhead bridge across Champlain. It houses an elementary school, a health clinic, a daycare and a swimming pool. The building and its associated site occupies several city lots, and even extends into historic Happy Hollow Park to the north.

Happy Hollow Park has been in existence since the early 1900s, and has grown in size over time through various land transactions. In 1920, the park doubled in size when then Secretary of War Newton D. Baker granted permission to the District Commissioners to use the land surrounding the nearby pumping station. In the 1930s an exterior children's pool was added to the north of the pumping station.

The design of the school portion of the Marie H. Reed building reflected progressive educational ideologies of the sixties and seventies. Informal, flexible teaching models, championed by John Holt and Paul Goodman, were popular at the time. As a result, the second floor of the building, where a majority of the classrooms are located were designed without permanent walls. Each wing of the building is essentially one big room. Temporary, movable partitions were part of the original design to divide the room if needed.

Designed in what architectural historians would call the Brutalist style, the building is marked by heavy concrete beltcourses, and tall, narrow slit windows. The exterior is clad with masonry, reinforcing the structure's visual heaviness. Barrel vaults crown each of the wings and function as clerestory windows to allow light into the classroom spaces.

The community center was named after Bishop Marie H. Reed (1915-1969). She was an active member of the community, serving as the first chairman of the Morgan Community School Board in 1967, a member of the Adams Morgan Planning Council, and the Vice Chairman for the Adams Morgan Community Council. Bishop Reed attended Armstrong and Cardozo High School, Howard University and completed her ministry studies at Saint Ann's Spiritual School in Baltimore.

Bishop Reed was an exemplary leader of the community, uniting disparate parts of the community The Marie H. Reed community is a symbol of the integrated, collaborative spirit of the Adams Morgan neighborhood and remains, to this day, a central, important destination.

Neighborhood Map, ?960s Pumping Station

Morgan School, 1930s

Marie H. Reed community center

IE Fir EEO COMMUNITY LEARNING COTTER

31 JULY 2015 I DRAFT 26 ri'Ami Marie H. Reed Community Learning Center


Morgan School, 1930s

Neighborhood Map, 1960s

Marie H. Reed community center

Pumping Station

Concept Design Report

Historical Context

by the 1960s, the Morgan school, which dated back to 1902, was showing signs of wear and tear. in 1967, civil strife and riots rocked the nation, prompting the adoption of federal initiatives to revitalize and strengthen the impacted communities.

in 1972, plans for a new school to replace the Morgan school were developed and embraced by the Adams Morgan community. this new school was envisioned as a stronghold in the neighborhood and function as a center for learning and community activity. the Washington firm of fry and Welch was hired to design the new school. construction began in 1972 and by 1977, the Marie H. reed community center opened it doors to serve the community.

the building has two wings on either side of champlain, connected with an overhead bridge across champlain. it houses an elementary school, a health clinic, a daycare and a swimming pool. the building and its associated site occupies several city lots, and even extends into historic Happy Hollow park to the north.

Happy Hollow park has been in existence since the early 1900s, and has grown in size over time through various land transactions. in 1920, the park doubled in size when then secretary of War newton d. baker granted permission to the district commissioners to use the land surrounding the nearby pumping station. in the 1930s an exterior children’s pool was added to the north of the pumping station.

the design of the school portion of the Marie H. reed building reflected progressive educational ideologies of the sixties and seventies. informal, flexible teaching models, championed by John Holt and paul goodman, were popular at the time. As a result, the second floor of the building, where a majority of the classrooms are located were designed without permanent walls. each wing of the building is essentially one big room. temporary, movable partitions were part of the original design to divide the room if needed.

designed in what architectural historians would call the Brutalist style, the building is marked by heavy concrete beltcourses, and tall, narrow slit windows. the exterior is clad with masonry, reinforcing the structure’s visual heaviness. barrel vaults crown each of the wings and function as clerestory windows to allow light into the classroom spaces.

the community center was named after bishop Marie H. reed (1915-1969). she was an active member of the community, serving as the first chairman of the Morgan community school board in 1967, a member of the Adams Morgan planning council, and the vice chairman for the Adams Morgan community council. bishop reed attended Armstrong and cardozo High school, Howard University and completed her ministry studies at saint Ann’s spiritual school in baltimore.

bishop reed was an exemplary leader of the community, uniting disparate parts of the community the Marie H. reed community is a symbol of the integrated, collaborative spirit of the Adams Morgan neighborhood and remains, to this day, a central, important destination.

SIte BoUnDARY

HiSTOry

Concept Design Report EXISTING SITE OBSERVATIONS

A - Soccer Field B - Garden Boxes

C - East Playground D - North Playground

Existing Site Plan

E - West Playground & Flexible Space F - Handball Court

G - Basketball Court H - Front Entry

ORGANIZED

0

SI

ENTRY ..

iLEXIBLEr. SPACE

GROUND:, . -----

L ORGAN!

SPORT

CALIFORNIA STREET NW

Marie Reed Elementary School

The main entrance to the Elementary School is on the East side of 18th Street. It is access through a large plaza that serves as a school and community gathering place.

Marie Reed Recreation Center

The Department of Recreation operates multiple sport courts/fields activities on the site:

• Basketball Courts - two lighted blacktop asphalt basketball courts are located at the northwest portion of the site. Utilized by the Elementary School as part of the play yard during school hours and by the community during non-school hours.

• Tennis Courts - two lighted painted asphalt tennis courts are located at the southwest portion of the site. Utilized by the community.

• Soccer Field - one lighted artificial grass soccer field. Constructed in 2013 by City Soccer in the Community backed by Manchester City Football Club and the Embassy of the United Arab Emirates.

Marie Reed Aquatic Center

Entrance to the Aquatic Center is on the east side Champlain St behind an alcove, which poses security issues.

Happy Hollow Children's Pool

Entrance to the Children's Pool is off of the west side of Champlain St behind a chain link fence.

Marie Reed Health Center

Entrance to the Health Center is off of the east side of Champlain St.


Entrance to the Clinic is on the east side of Champlain St.


Entrance to the Early Head Start is on the east side of Champlain St.

Marie H. Reed Community Learning Center District of Columbia Public Schools 31 JULY 2015 I DRAFT 30 31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 30

Existing Site Plan

H - Front Entry

B - Garden Boxes

D - North Playground

F - Handball Court

A - Soccer Field

C - East Playground

G - Basketball Court

E - West Playground & Flexible Space

SITE BOUNDARY

SCHOOL ONLY ZONE DURINGDESIGNATED HOURS(DEFENSIBLE SPACE)

COMMUNITY BUFFER

LEGEND

SCALE 1”=100’

0 100 200 FT

x x x

ORGANIZEDSPORTS

ENTRY

PLAY-GROUND

EARLYCHILDHOOD

PLAYGROUND

PLAY-GROUND

EXISTINGBUILDING

PUMPSTATION

ORGANIZEDSPORTS

FLEXIBLESPACE

ENTRY

18TH STREET NW

CHAMPLAIN STREET NW

FLOR

IDA

AVE

NW

LAC NROFI TEERTS AI WN

ONTARIO ROAD NW

OLD MORGAN SCHOOL PL

WYOMING AVE

KALORAMA RD

POWER SUBSTATION

A

F

E

G

B

C

D

H

Concept Design ReportEXiSTiNG SiTE OBSErVATiONS

marie reed Elementary School

the main entrance to the elementary school is on the east side of 18th street. it is access through a large plaza that serves as a school and community gathering place.

marie reed recreation Center

the department of recreation operates multiple sport courts/fields activities on the site:

• basketball courts - two lighted blacktop asphalt basketball courts are located at the northwest portion of the site. Utilized by the elementary school as part of the play yard during school hours and by the community during non-school hours.

• tennis courts – two lighted painted asphalt tennis courts are located at the southwest portion of the site. Utilized by the community.

• soccer field - one lighted artificial grass soccer field. constructed in 2013 by city soccer in the community backed by Manchester city football club and the embassy of the United Arab emirates.

marie reed aquatic Center

entrance to the Aquatic center is on the east side champlain st behind an alcove, which poses security issues.

Happy Hollow Children’s Pool

entrance to the children’s pool is off of the west side of champlain st behind a chain link fence.

marie reed Health Center

entrance to the Health center is off of the east side of champlain st.

Children’s Hospital - marie reed Clinic

entrance to the clinic is on the east side of champlain st.

marie reed Early Head Start

entrance to the early Head start is on the east side of champlain st.

Open Floor Plan/Shared Gathering Space

Amphitheater

Concept Design Report EXISTING BUILDING OBSERVATIONS


The Center is an under-noticed civic center of Adams Morgan that provides educational, recreational, as well as health and human services to the community. The Marie H. Reed Elementary School is the largest entity within the Center. It shares some facilities with the Department of Parks & Recreation including the Recreation Center, the Aquatic Center and the Children's Pool. The Health Center and the Children's Hospital Clinic provide health and human services. The Early Head Start provides daycare services.

The building was constructed in 1977 and is showing the age of a 38 year old facility. Designed in the Brutalist architectural style, the building's robust concrete structure supports an exterior enclosure of heavy brick panels and narrow glass windows. The exterior walls are un-insulated and windows are single glazed rendering the exterior enclosure non-compliant with current energy codes. Punctuating an otherwise flat roofscape are unique barrel vaults fitted with large arched windows at the ends. Mechanical, Plumbing and Electrical systems are inefficient and near their useful lives. Though select MPE components have been replaced, there are much more efficient systems available today.

Marie Reed Elementary School

The Elementary School's mission is to prepare each student for academic, social, and personal success by providing a safe and nurturing standards-based learning environment. With the open plan layout, there are deep interior spaces with minimal separation between teaching areas. Lack of and/or limited eye-level windows result in limited and almost nonexistent views. Interior finishes are fatigued and are in need of replacement. Egress components and toilets do not meet current accessibility standards.

Department of Parks & Recreation (DPR)

The DPR operates three major programs at the center:

Marie Reed Recreation Center: The Recreation Center programs target school-aged children, however, there are programs for teen and adults. The center consists of a gymnasium and support offices.

Marie Reed Aquatic Center: The Aquatic Center includes a pool with six 25-yard lap lanes, 2 Suitmate dryers, a digital pace clock and a dedicated aqua fitness lane. It offers American Red Cross swimming lessons. It is a traditional rectangular pool that is heavily used and there is a demand for more lanes for fitness training. The facility does not meet current accessibility standards. Pool deck space is limited with pool accessories being stored on deck as well as on seating areas. South facing glazing provide natural daylight, wall-pack lights provide artificial lighting.

Happy Hollow Children's Pool: The Children's Pool is an outdoor facility that provides young children with a friendly alternative to larger outdoor pools. It is a traditional rectangular pool that it heavily used during the season. The facility does not meet current accessibility standards. Located off of Champlain Street, it somewhat secluded from 18th St.

Marie Reed Health Center

The Community of Hope operates the Health Center. It provides primary medical healthcare, dental care, behavioral healthcare, women's gynecological health services, prenatal care, pediatric care, HIV/AIDS testing, adult and child physicals, young adult clinic and offer assistance in choosing and signing up for health insurance.


The Children's National Health System operates the Special Supplemental Nutrition Program for Women, Infants and Children (WIC). It provides tailored food packages (milk, cheese, eggs, cereal, beans/peanut butter), whole grain choices, soy milk for children and mothers if needed, special formulas for infants and nutrition supplements for children and mothers, including fruit and vegetable checks for women and children, Farmers Market checks during summer, and infant formula if needed. The WIC program provides all of its clients with one on one nutrition counseling, breastfeeding counseling and referrals to peer counselors and lactation specialists, referrals to other social services and primary care and prenatal services.


The United Planning Organization operates the Early Head Start program. UPO directly provides center-based services to Early Head Start and Head Start children and families. The UPO state-licensed and approved early education centers incorporate evidence-based, national early learning curricula to provide children the jumpstart they

need to thrive as productive citizens.

Clerestory Windows

31 JULY 2015 I DRAFT 31 Mimi



Concept Design ReportEXiSTiNG BuiLDiNG OBSErVATiONS

marie H. reed Community Learning Center

the center is an under-noticed civic center of Adams Morgan that provides educational, recreational, as well as health and human services to the community. the Marie H. reed elementary school is the largest entity within the center. it shares some facilities with the department of parks & recreation including the recreation center, the Aquatic center and the children’s pool. the Health center and the children’s Hospital clinic provide health and human services. the early Head start provides daycare services.

the building was constructed in 1977 and is showing the age of a 38 year old facility. designed in the Brutalist architectural style, the building’s robust concrete structure supports an exterior enclosure of heavy brick panels and narrow glass windows. the exterior walls are un-insulated and windows are single glazed rendering the exterior enclosure non-compliant with current energy codes. punctuating an otherwise flat roofscape are unique barrel vaults fitted with large arched windows at the ends. Mechanical, plumbing and electrical systems are inefficient and near their useful lives. though select Mpe components have been replaced, there are much more efficient systems available today.

marie reed Elementary School

the elementary school’s mission is to prepare each student for academic, social, and personal success by providing a safe and nurturing standards-based learning environment. With the open plan layout, there are deep interior spaces with minimal separation between teaching areas. Lack of and/or limited eye-level windows result in limited and almost nonexistent views. interior finishes are fatigued and are in need of replacement. egress components and toilets do not meet current accessibility standards.

Department of Parks & recreation (DPr)

the dpr operates three major programs at the center:

Marie Reed Recreation Center: the recreation center programs target school-aged children, however, there are programs for teen and adults. the center consists of a gymnasium and support offices.

Marie Reed Aquatic Center: the Aquatic center includes a pool with six 25-yard lap lanes, 2 Suitmate dryers, a digital pace clock and a dedicated aqua fitness lane. it offers American red cross swimming lessons. it is a traditional rectangular pool that is heavily used and there is a demand for more lanes for fitness training. the facility does not meet current accessibility standards. pool deck space is limited with pool accessories being stored on deck as well as on seating areas. south facing glazing provide natural daylight, wall-pack lights provide artificial lighting.

Happy Hollow Children’s Pool: the children’s pool is an outdoor facility that provides young children with a friendly alternative to larger outdoor pools. it is a traditional rectangular pool that it heavily used during the season. the facility does not meet current accessibility standards. Located off of champlain street, it somewhat secluded from 18th st.

marie reed Health Center

the community of Hope operates the Health center. it provides primary medical healthcare, dental care, behavioral healthcare, women’s gynecological health services, prenatal care, pediatric care, Hiv/Aids testing, adult and child physicals, young adult clinic and offer assistance in choosing and signing up for health insurance.

Children’s Hospital - marie reed Clinic

the children’s national Health system operates the special supplemental nutrition program for Women, infants and children (Wic). it provides tailored food packages (milk, cheese, eggs, cereal, beans/peanut butter), whole grain choices, soy milk for children and mothers if needed, special formulas for infants and nutrition supplements for children and mothers, including fruit and vegetable checks for women and children, farmers Market checks during summer, and infant formula if needed. the Wic program provides all of its clients with one on one nutrition counseling, breastfeeding counseling and referrals to peer counselors and lactation specialists, referrals to other social services and primary care and prenatal services.

marie reed Early Head Start

the United planning organization operates the early Head start program. Upo directly provides center-based services to early Head start and Head start children and families. the Upo state-licensed and approved early education centers incorporate evidence-based, national early learning curricula to provide children the jumpstart they need to thrive as productive citizens.

Amphitheater

Clerestory Windows

Open Floor Plan/Shared Gathering Space

■ Core Academic

Recreation Gtr. Aquatic Ctr. & Children's Pool

■ Health Center and Children's Hospital Clinic

■ School Auditorium

Parking/Support

Early Head Start

LEGEND

School Entries

DPR Entries

— — 3 Clinic Entry

Daycare Entry

Low Ceiling in the Gym 'Alley" Cross Site Connection


District of Columbia Public Schools

Concept Design Report EXISTING BUILDING OBSERVATIONS

Lack Of Proper Trash Disposal And Access

Lack of Parking

Lack of Visual Access to the Outside World

Shared Gathering Space

Abundant Natural Light

Large Skylight

31 JULY 2015 I DRAFT 32 M'Ami

Primary Instruction Area

Early Childhood

Primary Instruction Area

Medi. ( Amnia PrrrnElrY

CIF Instruction Area School Auditonum

Existing Entries & Building Organization

Parting

31 JULY 2015 | DRAFTMarie H. Reed Community Learning CenterDistrict of Columbia Public Schools 32

Concept Design ReportEXiSTiNG BuiLDiNG OBSErVATiONS

Existing Entries & Building Organization

Lack of Visual Access to the Outside WorldLow Ceiling in the Gym

Lack of Parking Abundant Natural Light

Lack Of Proper Trash Disposal And Access Shared Gathering Space

“Alley” Cross Site Connection Large Skylight

Attachment A

[Offeror's Letterhead]

[Insert Date]

District of Columbia Department of General Services 2000 14th Street, NW Washington, D.C. 20009

Att'n: Mr. Christopher Weaver Acting Director

Reference: Request for Proposals Design-Build Services — Marie Reed Elementary School

Dear Mr. Weaver:

On behalf of [INSERT NAME OF BIDDER] (the "Offeror"), I am pleased to submit this proposal in response to the Department of General Services' (the "Department" or "DGS") Request for Proposals (the "RFP") to provide design-build services for Marie Reed Elementary School. The Offeror has reviewed the RFP and the attachments thereto, any addenda thereto, and the proposed Form of Contract (collectively, the "Bid Documents") and has conducted such due diligence and analysis as the Offeror, in its sole judgment, has deemed necessary in order to submit the Offeror's Bid in response to the RFP. The Offeror's proposal, the Preconstruction Fee and the Design-Build Fee (as defined in paragraph A) as well as the General Conditions Budget (as defined in paragraph B) are based on the Bid Documents as issued and assume no material alteration of the terms of the Bid Documents (collectively, the proposal, the Preconstruction Fee, the Design-Build Fee and the General Conditions Budget are referred to as the "Offeror's Bid.").

The Offeror's Bid is as follows:

A. The Preconstruction Fee is:

The Design-Build Fee is:

$

$

The Offeror acknowledges and understands that the Preconstruction Fee and the Design-Build Fee are firm, fixed prices and other than as permitted in the Form of Contract will not be subject to further adjustment. The Offeror also acknowledges that forty (40%) of the Design-Build Fee is at-risk, and the selected Offeror will only be entitled to such amount as set forth in the Form of Contract.

B. The estimated cost of the Offeror's general conditions (the "General Conditions Budget") is set forth below. The General Conditions Budget consists of the following elements: Cost of construction staff (only field staff are reimbursable) $

Attachment A

[Offeror’s Letterhead]

[Insert Date]

District of Columbia Department of General Services 2000 14th Street, NW Washington, D.C. 20009

Att’n: Mr. Christopher Weaver Acting Director

Reference: Request for Proposals Design-Build Services – Marie Reed Elementary School

Dear Mr. Weaver:

On behalf of [INSERT NAME OF BIDDER] (the “Offeror”), I am pleased to submit this proposal in response to the Department of General Services’ (the “Department” or “DGS”) Request for Proposals (the “RFP”) to provide design-build services for Marie Reed Elementary School. The Offeror has reviewed the RFP and the attachments thereto, any addenda thereto, and the proposed Form of Contract (collectively, the “Bid Documents”) and has conducted such due diligence and analysis as the Offeror, in its sole judgment, has deemed necessary in order to submit the Offeror’s Bid in response to the RFP. The Offeror’s proposal, the Preconstruction Fee and the Design-Build Fee (as defined in paragraph A) as well as the General Conditions Budget (as defined in paragraph B) are based on the Bid Documents as issued and assume no material alteration of the terms of the Bid Documents (collectively, the proposal, the Preconstruction Fee, the Design-Build Fee and the General Conditions Budget are referred to as the “Offeror’s Bid.”).

The Offeror’s Bid is as follows:

A. The Preconstruction Fee is: $

The Design-Build Fee is: $

The Offeror acknowledges and understands that the Preconstruction Fee and the Design-Build Fee are firm, fixed prices and other than as permitted in the Form of Contract will not be subject to further adjustment. The Offeror also acknowledges that forty (40%) of the Design-Build Fee is at-risk, and the selected Offeror will only be entitled to such amount as set forth in the Form of Contract.

B. The estimated cost of the Offeror’s general conditions (the “General Conditions Budget”) is set forth below. The General Conditions Budget consists of the following elements: Cost of construction staff (only field staff are reimbursable) $__________

Mr. Christopher Weaver [DATE] Page 2

Fringe Benefits associated with field staff costs $ Payroll taxes and payroll insurance associated with field staff costs $ Staff costs associated with obtaining permits and approvals $ Out-of-house consultants $ Travel, Living and Relocation expenses $ Job vehicles $ Field office for CM including but not limited to: $

• Trailer purchase and/or rental • Field office installation, relocation and removal • Utility connections and charges during the Construction Services phase • Furniture • Field offices for the Office and Program Manager • Office supplies

Office equipment including but not limited to: $ • Computer hardware and software • Fax machines • Copy machines • Telephone installation, system and uses charges

Job radios $ Local delivery and overnight delivery costs $ Field computer network $ First aid facility $ Progress photos $ Printing cost for drawings, bid packages, etc. $ Other (please itemize) $

Total General Conditions Budget $

The Offeror acknowledges and understands that the General Conditions Budget will be incorporated into the contract and that the Offeror will not be permitted to exceed the General Conditions Budget for General Conditions Costs unless it first obtains the written approval of the Department.

C. In addition, the Offeror hereby represents that, based on its current rating with its surety, the indicated cost of a payment and performance bond is [INSERT PERCENTAGE].

The Offeror's Bid is based on and subject to the following conditions:

1. The Offeror agrees to hold its proposal open for a period of at least one hundred and twenty (120) days after the date of the bid.

2. Assuming the Offeror is selected by the Department and subject only to the changes requested in paragraph 5, the Offeror agrees to enter into a contract with the Department on the terms and conditions described in the Bid Documents within ten (10) days of the notice of the


Fringe Benefits associated with field staff costs $__________ Payroll taxes and payroll insurance associated with field staff costs $__________ Staff costs associated with obtaining permits and approvals $__________ Out-of-house consultants $__________ Travel, Living and Relocation expenses $__________ Job vehicles $__________ Field office for CM including but not limited to: $__________

• Trailer purchase and/or rental • Field office installation, relocation and removal • Utility connections and charges during the Construction Services phase • Furniture • Field offices for the Office and Program Manager • Office supplies

Office equipment including but not limited to: $__________ • Computer hardware and software • Fax machines • Copy machines • Telephone installation, system and uses charges

Job radios $__________ Local delivery and overnight delivery costs $__________ Field computer network $__________ First aid facility $__________ Progress photos $__________ Printing cost for drawings, bid packages, etc. $__________ Other (please itemize) $__________ Total General Conditions Budget $________________

The Offeror acknowledges and understands that the General Conditions Budget will be incorporated into the contract and that the Offeror will not be permitted to exceed the General Conditions Budget for General Conditions Costs unless it first obtains the written approval of the Department.

C. In addition, the Offeror hereby represents that, based on its current rating with its

surety, the indicated cost of a payment and performance bond is [INSERT PERCENTAGE].

The Offeror’s Bid is based on and subject to the following conditions: 1. The Offeror agrees to hold its proposal open for a period of at least one hundred and twenty (120) days after the date of the bid. 2. Assuming the Offeror is selected by the Department and subject only to the changes requested in paragraph 5, the Offeror agrees to enter into a contract with the Department on the terms and conditions described in the Bid Documents within ten (10) days of the notice of the


award. In the event the Offeror fails to do so, the Department shall have the right to levy upon the Offeror's bid bond.

3. Both the Offeror and the undersigned represent and warrant that the undersigned has the full legal authority to submit this bid form and bind the Offeror to the terms of the Offeror's Bid. The Offeror further represents and warrants that no further action or approval must be obtained by the Offeror in order to authorize the terms of the Offeror's Bid. In addition to any other remedies that the Department may have at law or in equity, the Department shall have the right to levy upon Bidder's Bid Bond in the event of a breach of this paragraph 3.

4. The Offeror and its principal team members hereby represent and warrant that they have not: (i) colluded with any other group or person that is submitting a proposal in response to the RFP in order to fix or set prices; (ii) acted in such a manner so as to discourage any other group or person from submitting a proposal in response to the RFP; or (iii) otherwise engaged in conduct that would violate applicable anti-trust law.

5. The Offeror's proposal is subject to the following requested changes to the Form of Contract: [INSERT REQUESTED CHANGES. OFFERORS ARE ADVISED THAT THE CHANGES SO IDENTIFIED SHOULD BE SPECIFIC SO AS TO PERMIT THE DEPARTMENT TO EVALUATE THE IMPACT OF THE REQUESTED CHANGES IN ITS REVIEW PROCESS. GENERIC STATEMENTS, SUCH AS "A MUTUALLY ACCEPTABLE CONTRACT" ARE NOT ACCEPTABLE. OFFERORS ARE FURTHER ADVISED THAT THE DEPARTMENT WILL CONSIDER THE REQUESTED CHANGES AS PART OF THE EVALUATION PROCESS.]

6. The Offeror hereby certifies that neither it nor any of its team members have entered into any agreement (written or oral) that would prohibit any contractor, subcontractor or sub-consultant that is certified by the District of Columbia Office of Department of Small and Local Business Enterprises as a Local, Small, Resident Owned or Disadvantaged Business Enterprise (collectively, "LSDBE Certified Companies") from participating in the work if another company is awarded the contract.

7. This bid form and the Offeror's Bid are being submitted on behalf of [INSERT FULL LEGAL NAME, TYPE OF ORGANIZATION, AND STATE OF FORMATION FOR THE OFFEROR].

Sincerely,

By: Name: Title:

Mr. Christopher Weaver [DATE] Page 3 award. In the event the Offeror fails to do so, the Department shall have the right to levy upon the Offeror’s bid bond. 3. Both the Offeror and the undersigned represent and warrant that the undersigned has the full legal authority to submit this bid form and bind the Offeror to the terms of the Offeror’s Bid. The Offeror further represents and warrants that no further action or approval must be obtained by the Offeror in order to authorize the terms of the Offeror’s Bid. In addition to any other remedies that the Department may have at law or in equity, the Department shall have the right to levy upon Bidder’s Bid Bond in the event of a breach of this paragraph 3. 4. The Offeror and its principal team members hereby represent and warrant that they have not: (i) colluded with any other group or person that is submitting a proposal in response to the RFP in order to fix or set prices; (ii) acted in such a manner so as to discourage any other group or person from submitting a proposal in response to the RFP; or (iii) otherwise engaged in conduct that would violate applicable anti-trust law. 5. The Offeror’s proposal is subject to the following requested changes to the Form of Contract: [INSERT REQUESTED CHANGES. OFFERORS ARE ADVISED THAT THE CHANGES SO IDENTIFIED SHOULD BE SPECIFIC SO AS TO PERMIT THE DEPARTMENT TO EVALUATE THE IMPACT OF THE REQUESTED CHANGES IN ITS REVIEW PROCESS. GENERIC STATEMENTS, SUCH AS “A MUTUALLY ACCEPTABLE CONTRACT” ARE NOT ACCEPTABLE. OFFERORS ARE FURTHER ADVISED THAT THE DEPARTMENT WILL CONSIDER THE REQUESTED CHANGES AS PART OF THE EVALUATION PROCESS.] 6. The Offeror hereby certifies that neither it nor any of its team members have entered into any agreement (written or oral) that would prohibit any contractor, subcontractor or sub-consultant that is certified by the District of Columbia Office of Department of Small and Local Business Enterprises as a Local, Small, Resident Owned or Disadvantaged Business Enterprise (collectively, “LSDBE Certified Companies”) from participating in the work if another company is awarded the contract. 7. This bid form and the Offeror’s Bid are being submitted on behalf of [INSERT FULL LEGAL NAME, TYPE OF ORGANIZATION, AND STATE OF FORMATION FOR THE OFFEROR]. Sincerely, By: ____________________ Name: ____________________ Title: ____________________

Attachment B

The Offeror and each of its principal team members, if any, must submit a statement that discloses any past or present business, familiar or personal relationship with any of the following individuals:

A. D.C. Department of General Services

Christopher Weaver Camille Sabbakhan Latrena Owens Jeff Bonvechio

Acting Director General Counsel Chief of Staff Deputy Director, Capital Projects and Facilities Management

Please identify any past or present business, familiar, or personal relationship in the space below. Use extra sheets if necessary.

B. Leftwich, LLC

Thomas D. Bridenbaugh


C. Brailsford & Dunlavey, Inc. McKissack & McKissack, P.C.


This is to certify that, to the best of my knowledge and belief and after making reasonable inquiry, the above represents a full and accurate disclosure of any past or present business, familiar, or personal relationship with any of the individuals listed above. The undersigned acknowledges and understands that this Disclosure Statement is being

Page 1 of 2 Page 1 of 2

Attachment B

The Offeror and each of its principal team members, if any, must submit a statement that discloses any past or present business, familiar or personal relationship with any of the following individuals:

A. D.C. Department of General Services

Christopher Weaver Camille Sabbakhan Latrena Owens Jeff Bonvechio

Acting Director General Counsel Chief of Staff Deputy Director, Capital Projects and Facilities Management

Please identify any past or present business, familiar, or personal relationship in the space below. Use extra sheets if necessary. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Leftwich, LLC

Thomas D. Bridenbaugh


C. Brailsford & Dunlavey, Inc. McKissack & McKissack, P.C.


This is to certify that, to the best of my knowledge and belief and after making reasonable inquiry, the above represents a full and accurate disclosure of any past or present business, familiar, or personal relationship with any of the individuals listed above. The undersigned acknowledges and understands that this Disclosure Statement is being

submitted to the False Claims Act and that failure to disclose a material relationship(s) may constitute sufficient grounds to disqualify the Offeror.

OFFEROR:

By: Name: Title: Date:

Page 2 of 2 Page 2 of 2

submitted to the False Claims Act and that failure to disclose a material relationship(s) may constitute sufficient grounds to disqualify the Offeror. OFFEROR: By: _______________________________________ Name: _______________________________________ Title: _______________________________________ Date: _______________________________________