concept design report
MARIE H. REED COMMUNITY
LEARNING CENTER
submitted to district of columbia
department of general services
31 JULY 2015
DRAFT
Concept Design Report
TABLE OF CONTENTS
page 3INTRODUCTION
page 4EXECUTIVE SUMMARY
page 10CONCEPT DESIGNS
page 23PROGRAM ANALYSIS
page 25
HISTORY
page 26EXISTING CONDITIONS
APPENDICES
appendix A ANC 1C RECOMMENDATIONS
appendix BFEASIBILITY REPORT SUMMARY
appendix CEDUCATION SPECIFICATIONS SUMMARY
appendix D
APPLICABLE CODES
appendix EPERMIT REVIEW MATRIX
appendix FCIVIL SURVEY
appendix GCIVIL NARRATIVE
appendix H
LANDSCAPE NARRATIVE
appendix ISTRUCTURAL NARRATIVE
appendix J
MECHANICAL, PLUMBING, ELECTRICAL & FIRE PROTECTION NARRATIVE
appendix KFOOD SERVICE NARRATIVE
appendix L
HAZARDOUS MATERIALS
appendix MCONCEPT DESIGNS CONSIDERED
appendix N
HISTORICAL DRAWINGS
appendix OPROJECT SCHEDULE
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 2
Concept Design Report
INTRODUCTION
Project Description
School Improvement Team (SIT)
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.
DC Department of General Services (DGS)
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.
Client objectives
Elementary schools promote personal
growth and a sense of identity within
these contexts:
Self
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.
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:
Civil / Site Engineer: Wiles Mensch Corporation
Family
Structural Engineer: SK&A Structural Engineers
MPE & FP Engineer: JVP Engineers
•
Concept Design (This Report) in July 2015
•
Schematic Design in September 2015
•
Initial work with the CM Advisor in October 2015
Acoustics, AV & IT: Convergent Technologies
•
Design Development in December 2015
Foodservice Design: Nyikos Associates
•
Permit Documents in February 2016
•
Construction Documents in April 2016
Strategic Engineering & Energy Modeling: In Posse
Hazardous Material Consultant: Apex Companies
Cost Estimating: Forella Group
Community
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)
Nation
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
World
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 3
Concept Design Report
EXECUTIVE SUMMARY
Purpose
Consistent with the Owner’s Program and Schedule for the Project, this report
presents results from the Concept Design Phase of the Project. The DC Department of
General Services and the Community requested that we develop and evaluate concept
designs intended to address at least 2 approaches to the Project, one focused on new
construction and another focused on major modernization. The purpose of this phase
is to develop and build consensus support for a Concept Design that includes a Site
Master Plan, Building Plans, Phasing Recommendations, Preliminary Cost Estimates, and
an updated Project Schedule.
Activity to Date
To this end, Quinn Evans Architects and our Consultant Team (the Design Team) have
led a series of 5 School Improvement Team (SIT) Meetings, a larger Neighborhood Work
Session and initiated the work on the following tasks:
Program Confirmation
Life Safety & Building Code Analysis
Leadership in Energy & Enviromental Design (LEED) Concept and Strategy
Development
Value Engineering Workshops
Preparation of an Environmental Impact Screening Form (EISF)
Survey of the Existing Facility
Geotechnical Investigations
Hydrant Flow Tests
Alternative Mechanical Systems Evaluation
Audio Visual and Acoustic Consultation
Prepare and Submit a Phase 1 Archaeological Survey
Concept Development
Findings – 2 Primary Approaches
Briefly stated, we have developed two approaches to the Project:
Concept Design A – Major Modernization – this design recommends repair and
reuse of the existing concrete structure and major utility connections, and near
complete replacement of the interior partitions, the building MEP systems and
the exterior envelope to better serve the school, recreation and community
partner programs. Further to complete the works, a comprehensive site renewal
project is needed enhance the Center’s place within the Adams Morgan
Community.
While phased construction within the existing building present challenges,
working with the existing structure presents significant advantages. This
approach retains the single, central community center program that was
established in 1978. Efficiencies of scale can be found with central utility
service, heating and cooling and other building services. Reuse of the existing
Marie H. Reed Community Learning Center
District of Columbia Public Schools
foundations saves labor, material and time; and the construction risks associated
with basement and foundation work are largely removed from the Project.
Concept Design B – Construction of a New School & Recreation Center & Selective
Renovation – this design recommends demolition of the existing Marie Reed
Building west of Champlain Street, construction of a completely new school and
recreation center building on the existing soccer play-field, and renewal of the
existing Marie Reed Building east of Champlain Street to serve the community
partner programs. Then to complete the works, a major site reconstruction
and renewal project is needed to re-establish and enhance its place within the
Adams Morgan Community.
Respecting the significance of the site, our Team developed a series of site
strategies designed to maintain and enhance the central plaza and recreation
programs. As a central open space, the Marie Reed Site is as important to the
Adams Morgan Community as the DuPont Circle is to the DuPont neighborhood,
and as important as Canal Park is to the Capitol Riverfront neighborhood. Given
the importance of the public space and the advantages in regards a phased
construction process, our team recommends that the best new construction
option would be place the new building on the existing soccer/playfield. This
approach mirrors the construction process that was undertaken in 1978 when the
current Marie Reed was constructed upon open land adjacent to the Morgan
School and then the Morgan School was demolished to create playfields.
new building, a period of intense demotion and earth work is needed to prepare the
site. And while placing the new Building on the existing soccer field allows for continued
occupancy of the existing building during construction; there is a risk the remnants from
the original Morgan school will interfere with the new foundation work. Briefly stated the
Concept B - New Building(s) approach presents additional risk and requires significantly
more time and resources to complete than Concept A – Major Modernization.
Findings – Survey & Study Results
Consistent the Feasibility Study dated 10.10.13; this Report recommends Major
Modernization of the existing Marie Reed Learning Center Building. The Design Team,
the School Improvement Team and the Community are now more confident that with
comprehensive work, the existing structure can be redeveloped to serve the Project
Program. Following is a brief summary of the Concept Phase survey and Study findings.
•
Program Confirmation – both proposed Concept Designs largely meet
programmatic requirements defined by the Education Specifications.
•
Life Safety & Building Code Analysis – A preliminary life safety and building
code analysis has been completed, the design will be develop to meet current
life safety and building codes.
•
LEED Concept and Strategy Development – Preliminary sustainable concept
and strategies have been explored, the project will be designed to meet LEED
Gold certification
•
Value Engineering Workshops – Preliminary cost analysis have been developed,
value engineering is and will be integral to the design process to assure that the
Project can be completed with the allocated funds
•
Preparation of an EISF – Documentation required to complete the Environment
Impact Screening Form is underway.
•
Survey of the Existing Facility – Preliminary survey of the existing facility has
been perform, more detail surveys will be performed during the design process
•
Geotechnical Investigations – Geotechnical borings and report will be
performed once the design is solidified
•
Hydrant Flow Tests – The needed Hydrant Flow Tests will be applied for in
August 2015.
•
Alternative Mechanical Systems Evaluation – Multiple system are being
evaluated in regards to efficiency, initial and lifecycle costs.
•
Audio Visual and Acoustic Consultation – AV and acoustical strategies will be
implemented as design progresses.
•
Prepare and Submit a Phase 1 Archaeological Survey – the required survey will
be initiated in August 2015.
Concept A: Major Modernization – Recommended Approach
Concept A seeks to maintain the best of the past while looking to the future. Using the
existing building as a framework for the facility addresses several key project objectives:
a reduced construction impact, efficient use of existing resources and inspired way to
celebrate the community history. The proposed major modernization will function as a
new building in regards to the full range of design objectives including: environmental
responsibility, appropriate acoustic separations, daylight and views. Further, we intend
to draw upon lessons learned from over thirty years of ongoing operation to improve the
design of the renewed building.
One of the defining features of the existing building is its open plan layout and central
skylights at the upper level. Respecting the acoustic and operational value associated
with distinct classrooms, we proposed to ring the central areas with “traditional”
classrooms, and then with skylights enhance the central areas to create inspired, shared
learning environments. Replacing the existing concrete barrel vaults with a new steel
and glass clerestory structure will transform the central spaces with refreshed, indoor/
outdoor feeling that would be very expensive to replicate in new construction. In
summary, working with the existing concrete frame enables a running start to the project
and facilitates development of an inspired new school environment.
Concept B New Building(s): No further Development
Replacement of the existing Marie Reed Structure with new buildings presents an array
of construction challenges. Demolishing the existing concrete frame building requires
powerful and high capacity heavy equipment; tons of concrete must be broken into
manageable chunks and trucked off site and the resulting holes must be filled with
compacted soil before we begin new construction. Then prior to development of the
Next Steps
Given Approval of this Concept Design Submission, the Design Team will continue
work on a Schematic Design that is largely consistent with and improves upon the
Recommended Concept A presented herein.
31 JULY 2015
| DRAFT 4
Concept Design Report
SITE DESIGN PRINCIPLES
Place
•
Project a unique sense of place and identity to school community and the
community at large
•
Create a sense of arrival that defines entry
•
Provide design elements of defensible spaces on the site
•
Provide a diversity of gathering places that supports small and large groups
•
Provide spaces for all student populations, including specials needs
Play
•
Provide multi-sensory environments that stimulate well being and promote
exploration and discovery
•
Provide both active play and recharging environments in which students can
take respite during outdoor time
Landscape
•
Provide indigenous, sustainable plant selections that accommodate seasonal
and temporal change
•
Use the vertical changes of the site as opportunities for creative solutions
•
Seamlessly integrate sustainable practices and storm-water management into
the design
Learning
•
Provide landscape environments which support outdoor teaching and
learning
•
Landscaping should reinforce narratives about natural systems, stewardship,
and connectivity with nature
Lincoln Center, NYC
Normal, IL
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 5
Concept Design Report
BUILDING DESIGN PRINCIPLES
Community
•
Organization of program spaces to support the school’s existing culture of
collaboration and promote interdisciplinary learning
•
School to support engagement by the parents, community, and industry
leaders and role models
•
Spaces should be flexible to support both school time and after-school
activities, enabling community partners to be culturally integrated into the
school
Learning
•
Learning environments to cultivate and inspire a passion for lifelong learning
in preparation for the 21st century workplace
•
Furnishings and technology are carefully considered for various modes of
learning
•
Student galleries to provide opportunities to personalize their respective
learning communities, fostering a positive school culture
•
Manifest the dual language program in the design
Pride
•
Promote a sense of identities - Community, Neighborhood, School, Grades,
Classes and Student places
•
Display of student work provides an understanding of the standards of
exemplary work, and fosters a sense of pride and ownership
•
Promote sustainability, a sense of stewardship and global awareness as a
shared value for the community and the school in a manner that reinforces
the educational curriculum
Fitness
•
Feedback loops promote educational achievement, physical fitness, and
sustainable literacy
•
Through athletics and kinesthetic activities, the school to support learning
and physical fitness
Creativity
•
The cafeteria and student commons to promote positive social interactions
and support formal and informal student expression through dance, art,
spoken word, and music
•
The school should support visual and performing arts - both traditional and
emerging media - with adequate facilities to create and share art
Environment
•
Provide a safe and secure environment that supports the policies and
procedures developed by DCPS and the School
•
Provide circulation and adjacencies that foster daily routines and sequence
of activities
•
Provide universal design throughout
•
Provide daylighting and visual access to exterior
•
Provide thermal comfort
•
Provide access to outdoor space
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 6
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)
Marie H. Reed Community Learning Center
District of Columbia Public Schools
Sustainable Strategies Diagram
31 JULY 2015
| DRAFT 7
Concept Design Report
PRECEDENT STUDY
Case Study - Claire T. Carney Library
Claire T. Carney Library, located at the University of Massachusetts Dartmouth, was
originally designed by Paul Rudolph between 1962 and 1974. It is of the same era in
history as Marie Reed (1971-1977), and of a similar building style. In 2013, the building
underwent a transformative renovation that enhanced the interior environment,
increased daylight and visual connection to the exterior, all while respecting the
quintessential character of the original building.
Before Renovation
Marie H. Reed Community Learning Center
District of Columbia Public Schools
After Renovation
31 JULY 2015
| DRAFT 8
Concept Design Report
ANC 1C
RECOMMENDATIONS
ANC
RECOMMENDATIONS
Celebrate the Community
•
REFRESH AND EXPAND THE RECREATIONAL FACILITIES
Embrace the ideas expressed in the Advisory
Refresh and expand the recreational facilities
• Provide
for soccer,
swimming and
gymnasium
facilities
Neighborhood Commission
1C Marie
Reed Vision
•
Provide for soccer, swimming and gymnasium facilities
Statement of 20 •
AprilProvide
2015.
playgrounds, tennis and• related
game courts
Provide playgrounds, tennis and related game courts
• Provide needed support facilities• – restrooms
and
lockers
Provide needed
support
facilities – restrooms and
Provide a better sense of center, a town square
•
DEVELOP AN EXCELLENT ELEMENTARY SCHOOL FACILITY
lockers
Improve the facility presence and provide improved
Fulfill
the community
DCPS Educational
Specifications
access for DCPS,•DPR
and other
partners.
Develop an excellent elementary school facility
PROVIDE PLACE FOR COMMUNITY
USE
•
Fulfill the DCPS Educational Specifications
Consider Alternatives
• Support community meetings
• Support adult learning
•
Renovate
•
Build new
•
A (hybrid) combination: some renovation and some new
construction
•
• Support performance events
Provide place for community use
•
Support community meetings
•
Support
adult learning
PROVIDE EXPANDED SPACE FOR
THE WOMEN
INFANTS AND
•
Support performance events
ConfirmCHILDREN
adequate funding and
assure quality renewal
PROGRAM
• Support s provided to over 200 clients each month
Provide expanded
the and
Women,
and Children
• Support the synergistic relationship
betweenspace
the for
WIC
theInfants
Community
Develop a “green” building
program (WIC)
of Hope
•
Provide comfort
•
•
•
Support provided to over 200 clients each month
•
•
Support the synergistic relationship between the WIC
Apply best practices in regards to environmental
and theOF
Community
Hope
SUPPORT EXPANDED DEVELOPMENT
THEofEARLY
CHILDresponsibility
HOOD LEARNING CENTER
Assure energy efficiency
Support expanded development of the early childhood
Provide clear physical delineations
• Support growth beyond the current
16 child limit.
learning center
•
•
•
Support growth beyond
current 16 HEALTH
child limit
MAINTAIN AND EXPAND THE COMMUNITY
OFtheHOPE
Define aCENTER
place for the Elementary School, the
Define appropriate entrance locations and boundaries
between facilities
Maintain and expand the Community of Hope health center
Recreational Facilities
and the Health
Facilities
anddesigned
• Provide
a facility
well
to accommodate over 13,600 patient visits
other Partners
•
Provide a facility well designed to accommodate over
per year
13,600 patient visits per year
• Anticipate growth
Honor history for facility to serve as a “civic heart”
•
•
Anticipate growth
CONSIDER AND ALLOW FOR DEVELOPMENT OF A NEW
Consider and allow for development of a new branch library
BRANCH LIBRARY
Celebrate the re-conceptualization of Adams Morgan as
a place that has embraced a diverse racial, cultural, and
socio-economic community
•
Anticipate of
future
funding
and development
• Anticipate future funding and development
a new
branch
library of a new
branch library
• In the meantime, assure that quiet reading spaces are provided for within
Minimize disruption during construction
•
In the meantime, assure that quiet reading spaces are
the existing Elementary School and provided
Community
Center
for within
the existing Elementary School and
•
Maintain continuity of programs to the greatest extent
feasible
•
Build quickly
District of Columbia Public Schools
Marie H. Reed Community Learning Center
Marie Public
ReedSchools
Elementary School
District of Columbia
Community Center
DRAFT
| DRAFT
31 JULY 2015
9
Concept Design Report
NARRATIVE - CONCEPT DESIGN A
Concept A - eXTERIOR
Enhancing the Image of Marie Reed
The 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.
Rendering, 1978 Dedication of Marie Reed Community Learning Center
Building Entries Diagram
Responding to External Conditions
A 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
Existing Structure
Marie H. Reed Community Learning Center
District of Columbia Public Schools
New Learning Communities
New Skylights
31 JULY 2015
| DRAFT 10
Concept Design Report
NARRATIVE - CONCEPT DESIGN A
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.
YOUNG
CHILDREN
OLDER
CHILDREN
Horizontal Building Circulation
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.
ADULT AND
OLDER
CHILDREN
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
Marie H. Reed Community Learning Center
District of Columbia Public Schools
Vertical Building Circulation
31 JULY 2015
| DRAFT 11
Concept Design Report
NARRATIVE - CONCEPT DESIGN A
LEGEND
Contextually appropriate for Adams Morgan neighborhood and Washington,
x
x
x
SCHOOL ONLY ZONE DURING
DC
•
Architecturally represents the (DEFENSIBLE
building functions
SPACE)both at the whole building
and space planning level.
•
Ability to be hung or attached to either the existing or proposed structural
system
COMMUNITY BUFFER
FACILITY NODE
x
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
STRUCTURED
PLAY
CIRC.
x
DCPS
EDUCATION
EXISTING
BUILDING
x
Bidding Requirements - US manufacturer, lead times, CBE requirements
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
200 FT
x
ET NW
•
18TH STREET NW
Exterior cladding systems and materials currently under consideration include, but
are not limited to:
x
ORGANIZED
SPORTS
W
•
x
EN
Budgetary constraints
AV
Ease of phasing construction
•
x
DPR
CALIFORNIA STREET NW
IDA
•
x
STRE
Availability of manufacturers and installers
PLAIN
•
PLAZA/
PARK
CHAM
Ease of maintenance and durability including impact resistance and graffiti
removal
100
PUMP
STATION
ENTRY
•
0
EARLY
CHILDHOOD
FLO
R
•
x
DESIGNATED HOURS
x
x
x
ROA
•
DAYCARE
D NW
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 theSITE
scaleBOUNDARY
of the building and the multitude of
functions, a variety of systems will likely be employed. The criteria assessment will
DESIRE
assist in determining where to best located
theLINES
cladding options.
ARIO
ONT
Envelope Design Criteria
SCALE 1”=100’
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 12
Concept Design Report
NARRATIVE - CONCEPT DESIGN A
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’-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 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.
Birdseye View of Site Looking Northeast
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.
Sectional Perspective of Building
Marie H. Reed Community Learning Center
District of Columbia Public Schools
Arts & Sciences Commons Perspective
31 JULY 2015
| DRAFT 13
Concept Design Report
CONCEPT DESIGN A
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.
Perspective of Media Center
Marie H. Reed Community Learning Center
District of Columbia Public Schools
31 JULY 2015
| DRAFT 14
LITY
89
4 SF
33
44
55
ConceptUTILITY
Design Report
58.06 SF
195
66
77
88
LEGEND 168
Middle School Program Legend
STAIR
56.34 SF
141
STORAGE
191
10
10
2
TOILET
194
CONCEPT DESIGN
A
UTILITY
130.64 SF
STORAGE
99
1
11
11
3
12
12
13
13
4
5
6
115
DCPS-Core Academic
Classrooms
158.79
SF
176.22 SF
AFTER CARE
UTILITYCLOSET 167
DCPS-Food Service
198
Middle School Program Legend
35.67 SF
TOILET
UTILITY
DCPS-Core
Academic
Middle School
Program
Legend
DCPS-Elective
Classrooms Classroom
192
DCPS-Food Service
43.00
DCPS-Building
SupportSF
DCPS-Administration
UTILITY
UTILITY
270
270 SF
SF
K
11
12
vv202
202298
298
6700
6700
ff 202
202298
298
6666
6666
WWW.QUINNEVANS.COM
WWW.QUINNEVANS.COM
197
UTILITY
UTILITY
890
890 SF
SF
J
PARKING
PARKING
9730
9730 SF
SF
UTILITY
UTILITY
2540
2540 SF
SF
STAIR
170 SF
LOCKER RM WOMEN
470 SF
WARMING
KITCHEN
LOCKER RM - MEN
460 SF
220 SF
MULTI PURPOSE
ROOM
990 SF
FIRST AID
H
UTILITY
UTILITY
40
40 SF
SF
UTILITY
UTILITY
130
130 SF
SF
CUSTODIAL
CUSTODIAL
160
160 SF
SF
UNEXCAVATED
UNDER EXISTING
AUDITORIUM WIT
HIGH FOUNDATIO
GREEN ROOM
370 SF
182
556.04 SF
BUILDING
OUTLINE ABOVE
CORRIDOR
280 SF
MECHANICAL
F
MARIE REED
HEALTH CLINIC
10980 SF
100 SF
MAINTENANCE
MAINTENANCE&&
CUSTODIAL
CUSTODIAL
1050
1050 SF
SF
Basement Plan
MECHANICAL
MECHANICAL
560
560 SF
SF
STORAGE
360 SF
SHOWER
SHOWER-WOMEN
WOMEN
980
980 SF
SF
CORRIDOR
1600 SF
E
POOL FLOOR
PLAN
OPTION A
Program
Program Legend
Legend
MECHANICAL
MECHANICAL
1100
1100 SF
SF
Circulation
Circulation
POOL
POOL
6360
6360 SF
SF
POOL OVERLOOK
1090 SF
DPR-Recreation
DPR-Recreation
D
DPR
DPR OFFICE
OFFICE
190
190 SF
SF
STAIR
160 SF
STORAGE
STORAGE
170
170 SF
SF
Community Partners
DPR - SUPPORT
STAIR
170 SF
DCPS-Mech,
DCPS-Mech, Elec,
Elec, Toilets,
Toilets,
Custodial
Custodial Closets
Closets
C
STAIR
160 SF
DPR-Recreation
DCPS-Maintenance
DCPS-Maintenance &
&
Custodial
Custodial
STAIR
STAIR
160 SF
SF
OUTDOOR
OUTDOOR160
STORAGE
170 SF
Circulation
DPR
DPR -- SUPPORT
SUPPORT
CORRIDOR
CORRIDOR
100
100 SF
SF
OUTSIDE
STORAGE
180 SF
Program Legend
MECH
1030 SF
Parking
Parking
STAIR
STAIR
170
170 SF
SF
OUTDOOR
OUTDOOR
STORAGE
STORAGE
170
170 SF
SF
CHILDREN'S
HOSPITAL - MARIE
REED CLINIC
2000 SF
LOBBY CIRCULATION
1190 SF
STAGE
370 SF
GYMNASIUM
6360 SF
STORAGE
STORAGE
570
570 SF
SF
RECEPTION
RECEPTION
130
130 SF
SF
STAIR
160 SF
UTILITY
UTILITY
30
30 SF
SF
G
Community
Partners
DCPS-Building
Support
DCPS-Administration
Marie H.
Reed
Community
Learning
Center
STAIR
160 SF
STAIR
STAIR
60
60 SF
SF
UTILITY
UTILITY
50
50 SF
SF
CORRIDOR
CORRIDOR-STAIR
STAIR
970
970 SF
SF
TOILET
170 SF
MARIE REED
EARLY HEAD
START
1510 SF
Middle School
ProgramClassroom
Legend
DPR-Recreation
DCPS-Elective
SHOWER
SHOWER--MEN
MEN
820
820 SF
SF
TOILET
170 SF
STORAGE
STORAGE
510
510 SF
SF
122.81 SF
Parking
STAIR
160 SF
UTILITY
UTILITY
360
360 SF
SF
UTILITY
DCPS-BuildingCenter
Support
DCPS-Media
10
164.21 SF
174.78 SF
23.75 SF
190
9
2121
2121WARD
WARDPLACE,
PLACE,NW
NW
FOURTH
FOURTHFLOOR
FLOOR
WASHINGTON,
WASHINGTON,DC
DC 20036
20036
STAIR
STAIR
STAIR
155
L
120
120 SF
SF
74
193
56.34
SF
STORAGE
170.93 SF STAIR
UTILITY
UTILITY
174.78 SF 114
45.68 SF
220
220 SF
SF
142
TOILET
DCPS-Building Support
8
176.22 SF
STORAGE
31.43 SF
LOBBY
LOBBY
610
610 SF
SF
7
100
M
CHAMPLAIN ST NW
SF
SF
22
DCPS-Maintenance &
Custodial
STAIR
160 SF
DCPS-Mech, Elec, Toilets,
Custodial Closets
07/08/15
07/08/15
C:\Users\jbecker\Documents\Marie Reed Programming V2015_jbecker.rvt
T
165.57 SF
901.52 SF
STAIR
Pool Plan
LEVEL
LEVEL OPTION
OPTION A
A
FERRED
FERREDFROM:
FROM:
Marie H. Reed Community Learning Center
Public Schools
22 District of Columbia
33
44
55
66
77
7/16/2015 1:49:35 PM
ET
ARE
901.52 SF
2586.44 SF
CHAMPLAIN ST NW
SF
SF
REVISIONS
REVISIONS
NO.
NO.
B
DESCRIPTION
DESCRIPTION
DATE
DATE
Ground Floor Plan
1
A
SK-11B
GROUND FLOOR PLAN OPTION A
1/16" = 1'-0"
88
99
1
SK-11A
REFERRED FROM:
10
10
2
11
11
3
12
12
4
31 JULY 2015
13
13
5
6
7
8
9
10
| DRAFT 15
11
12
LITY
89
4 SF
3
4
5
ConceptUTILITY
Design Report
58.06 SF
195
6
7
194
191
TOILET
198
Middle School Program Legend
35.67 SF
TOILET
UTILITY
DCPS-Core
Academic
Middle School
Program
Legend
DCPS-Elective
Classrooms Classroom
192
DCPS-Building Support
DCPS-BuildingCenter
Support
DCPS-Media
Middle School
ProgramClassroom
Legend
DPR-Recreation
DCPS-Elective
Parking
4
12
5
13
6
7
8
2121 WARD PLACE, NW
FOURTH FLOOR
WASHINGTON, DC 20036
23.75 SF
STAIR
160 SF
UTILITY
ADMINISTRATION
1530 SF
WELCOME
CENTER
350 SF
197
v 202 298
6700
f 202 298
6666
WWW.QUINNEVANS.COM
STAIR
170 SF
TOILET
170 SF
PRE K - 1
1540 SF
164.21 SF
COMMONS PRE-K
300 SF
K
PARENT
RESOURCE
310 SF
CORRIDOR
3350 SF
PRE SCHOOL - 3
1170 SF
PRE K - 2
1150 SF
J
PRE K - 3
1170 SF
PRE SCHOOL - 2
1170 SF
STORAGE
50 SF
KINDERGARTEN 1
1170 SF
H
PRE SCHOOL - 1
1170 SF
RESOURCE
LAPTOP STORAGE 330 SF
190 SF
RESOURCE - ESL
260 SF
556.04 SF
MUSIC
3020 SF
KINDERGARTEN 2
1310 SF
FOURTH GRADE 2
910 SF
FOURTH GRADE 1
910 SF
COMMONS
390 SF
CIRCULATION
8000 SF
F
STAIR
170 SF
FOURTH GRADE 3
860 SF
KINDERGARTEN 3
1310 SF
12
OFFICE
150 SF
OFFICE
150 SF
STORAGE
140 SF
KILN
60 SF
TOILET
180 SF
AFTER CARE
CLOSET
170 SF
STAIR
170 SF
INSTRUMENT
STORAGE
150 SF
RESOURCE READING
300 SF
RESOURCE - ESL
310 SF
STAIR
170 SF
FIFTH GRADE - 1
860 SF
DCPS-Elective Classroom
DCPS-Core Academic
STAIR
160 SF
DCPS-Mech, Elec, Toilets,
Custodial Closets
7
FIRST GRADE - 1
880 SF
FIFTH GRADE - 2
900 SF
FIFTH GRADE - 3
900 SF
CONFERENCE
ROOM
210 SF
COMMONS READING
660 SF
RESOURCE SECOND/THIRD
170 SF
THIRD GRADE - 2
900 SF
COMMONS THIRD
410 SF
WORKROOM
1050 SF
STAIR
170 SF
THIRD GRADE - 3
900 SF
TOILET
180 SF
STORAGE
60 SF
Circulation
DCPS-Media Center
DCPS-Elective Classroom
DCPS-Administration
STAIR
160 SF
TOILET
170 SF
STORAGE
110 SF
Program Legend
RESOURCE FOURTH/FIFTH
170 SF
COMMONS - FIFTH
530 SF
DCPS-Core Academic
DCPS-Mech, Elec, Toilets,
Custodial Closets
TOILET
170 SF
STAIR
160 SF
First Floor Plan
6
CIRCULATION
3540 SF
COMMONS FOURTH
530 SF
DCPS-Administration
TOILET
160 SF
CIRCULATION
4850 SF
STORAGE
60 SF
AFTER CARE
CLOSET
110 SF
DCPS-Food Service
TOILET
160 SF
FIRST GRADE - 2
870 SF
TOILET
180 SF
FOOD LAB
890 SF
RESOURCE FIRST
150 SF
FIRST GRADE - 3
870 SF
WET LAB
890 SF
STORAGE PRIMARY
280 SF
Circulation
C
PROJECT LAB
910 SF
THIRD GRADE - 1
880 SF
PERFORMANCE
SPACE
4950 SF
STORAGE INTERMEDIATE
270 SF
STAIR
160 SF
READING ROOM
1820 SF
FIRST
FLOOR PLAN
OPTION A
RESOURCE MATH
290 SF
Program Legend
D
SECOND GRADE 1
910 SF
COMMONS
360 SF
LAPTOP STORAGE
190 SF
LIVING LAB
1770 SF
KITCHEN SUITE &
SUPPORT
1810 SF
SECOND GRADE 2
910 SF
SECOND GRADE 3
900 SF
DECENTRALIZED
ADMIN
330 SF
RESOURCE - ESL
310 SF
RESOURCE SPEECH
550 SF
E
TOILET
170 SF
VISUAL ARTS LAB
1020 SF
AFTER CARE
CLOSET
180 SF
CAFETERIA
3320 SF
TOILET
170 SF
Marie H.
Reed
Community
Learning
Center
STAIR
170 SF
STAIR
170 SF
TEACHER
RESOURCE
910 SF
182
STORAGE
50 SF
TOILET
180 SF
MECHANICAL
DN
5
11
STORAGE
50 SF
COMMONS FIRST/SECOND
530 SF
122.81 SF
Marie H. Reed Community Learning Center
District of Columbia
Public Schools
2
3
4
10
STORAGE
50 SF
COMMONS PRE-S
300 SF
VESTIBULE
550 SF
STAIR
160 SF
9
STAIR
160 SF
STAIR
160 SF
G
Community
Partners
DCPS-Building
Support
DCPS-Administration
11
L
174.78 SF
DCPS-Food Service
OUTDOOR
STORAGE
320 SF
3
STAIR
155
TOILET
170 SF
74
193
56.34
SF
STORAGE
170.93 SF STAIR
STAIR
174.78 SF 114
45.68 SF
160 SF
142
115
DCPS-Food Service
43.00
DCPS-Building
SupportSF
DCPS-Administration
10
STORAGE
AFTER CARE
UTILITYCLOSET 167
DCPS-Core Academic
Classrooms
158.79
SF
176.22 SF
190
2
176.22 SF
LEGEND 168
31.43 SF
Middle School Program Legend
STAIR
STORAGE
56.34 SF
141
9
100
M
CONCEPT DESIGN UTILITY
A
130.64 SF
STORAGE
1
TOILET
OOR PLAN OPTION A
D FROM:
8
CHAMPLAIN ST NW
SF
SF
2
C:\Users\jbecker\Documents\Marie Reed Programming V2015_jbecker.rvt
T
165.57 SF
901.52 SF
STAIR
7/16/2015 1:50:06 PM
ET
ARE
901.52 SF
2586.44 SF
CHAMPLAIN ST NW
SF
SF
STORAGE 07/08/15
50 SF
STORAGE
50 SF
REVISIONS
B
NO.
DESCRIPTION
DATE
Second Floor Plan
A
SECOND FLOOR PLAN OPTION A
1
SK-11D
8
1/16" = 1'-0"
1
SK-11C
REFERRED FROM:
9
2
10
3
11
4
12
5
13
6
7
8
9
10
31 JULY 2015
| DRAFT 16
11
12
SF
SF
ET
ARE
T
SF
SF
LITY
89
4 SF
901.52 SF
2586.44 SF
165.57 SF
901.52 SF
STAIR
195
ConceptUTILITY
Design Report
58.06 SF
TOILET
100
194
CONCEPT DESIGN
A
UTILITY
130.64 SF
STORAGE
191
LEGEND 168
31.43 SF
Middle School Program Legend
STAIR
STORAGE
56.34 SF
141
115
DCPS-Core Academic
Classrooms
158.79
SF
176.22 SF
176.22 SF
STORAGE
AFTER CARE
UTILITYCLOSET 167
155
74
193
56.34
SF
STORAGE
170.93 SF STAIR
174.78 SF 114
45.68 SF
142
TOILET
DCPS-Food Service
198
Middle School Program Legend
35.67 SF
TOILET
UTILITY
DCPS-Core
Academic
Middle School
Program
Legend
DCPS-Elective
Classrooms Classroom
192
DCPS-Building Support
190
DCPS-Food Service
43.00
DCPS-Building
SupportSF
DCPS-Administration
DCPS-BuildingCenter
Support
DCPS-Media
STAIR
174.78 SF
164.21 SF
23.75 SF
UTILITY
Basement Plan
197
122.81 SF
Middle School
ProgramClassroom
Legend
DPR-Recreation
DCPS-Elective
Community
Partners
DCPS-Building
Support
DCPS-Administration
Pool Plan
Parking
MECHANICAL
Ground Floor Plan
182
556.04 SF
First Floor Plan
Marie H. Reed Community Learning Center
District of Columbia Public Schools
Second Floor Plan
31 JULY 2015
| DRAFT 17