ABASTECIMIENTO DE AGUA - Solera apoyada sobre el nivel del terreno (TABLA E.3.)

CASO 1: Solera apoyada sobre el nivel del terreno (TABLA E.3.)

2.14. ABASTECIMIENTO DE AGUA

Half-size drawings.

One 30” by 42” color boards of site and floor plans for presentation to District’s staff.

Hardcopies and CD/DVD’s (include drawings) and the documents listed below, as applicable to project, and bundled as follows:

Basis of Design (Architectural, Civil, Landscaping, Structural, HVAC, Plumbing, Fire Protection, Food Services, Graphics-Signage, Theater), Preliminary Checklist of Offsite Work, (4.7 of this Guide) signed by the Architect and the Civil Engineer, Utilities and Easements, Preliminary Schematic Design Checklist (4.2 of this Guide) signed by the Architect, AE responses to Preliminary Schematic Design comments (Excel format),.

Cost Estimate and SP Diagrams and Area Calculations.

CHPS Scorecard, Record of application of Savings by Design Incentive Program and Renewable Energy Study.

Final Schematic Design Bundling:

One set of half-size drawings, one hardcopy of other documents and one CD/DVD to:

Bundle # 1: Asset Planning and Development/Design Manager.

Bundle # 2: Asset Planning and Development/Project Manager.

Bundle # 3: Design Standards.

Bundle # 4: Estimating.

Bundle # 5: Sustainability and Savings by Design.

Bundle # 6: Commissioning. (As applicable) Bundle # 7: Project Execution.

Bundle # 8: Food Facilities. (As applicable) One CD/DVD:

Bundle # 9: Asset Planning and Development/Regional.

Design Development Phase

Refer to 4.4, Submittal Requirements: Design Development.

Half-size drawings and full-size set.

One 20” by 30” (minimum size) perspective color rendering with mat and frame with glass (applicable for new buildings and major modernizations only), one full-size color copy, six 8-1/2” by 11” color copies and an electronic copy at a minimum of 300 dpi resolution. 24” by 36” minimum, color and material boards.

CD/DVD’s including drawings and documents listed below, as applicable to project, and bundled as follows:

Basis of Design (Architectural, Civil, Landscaping, Structural, HVAC, Plumbing, Fire Protection, Food Services, Graphics-Signage, Theater), Checklist of Offsite Work, (4.7 of this Guide) signed by the Architect and the Civil Engineer, Utilities and Easements, Preliminary Structural Calculations, Design Development Checklist (4.4 of this Guide) signed by the Architect, AE responses to Schematic Design comments (Excel format), and Specifications Table of Contents.

Proposed Deviation/Substitution Requests, if applicable.

Cost Estimate and SP Diagrams and Area Calculations.

HVAC Load Estimates, HVAC Calculations per CBC Energy Efficiency Standards, Plumbing Calculations, Lighting Calculations, Electrical Title 24 Compliance, Catalog Cut Sheets, CHPS Scorecard with supporting references, and Savings by Design.

Design Development Bundling:

One set of drawings, one hardcopy of other documents and one CD/DVD to:

Bundle # 1: Asset Planning and Development/Design Manager.

Bundle # 2: Asset Planning and Development/Project Manager.

Bundle # 3: Design Standards.

Bundle # 4: Estimating.

Bundle # 5: Sustainability and Savings by Design.

Bundle # 6: Commissioning. (As applicable) Bundle # 7: Project Execution.

Bundle # 8: Design Services.

Bundle # 9: Maintenance & Operations.

Bundle # 10: Food Facilities. (As applicable)

One full size set of drawings and two half-size set of drawings to:

Bundle # 11: Grants and Funding/CDE. (As applicable) One half size set of drawings to:

Bundle # 12: FACU.

50% Construction Documents Phase

Refer to 4.5, Submittal Requirements: 50% Construction Documents.

Half-size drawings and full-size set.

CD/DVD’s including drawings and documents listed below, as applicable to project, and bundled as follows:

Updated Basis of Design (Architectural, Civil, Landscaping, Structural, HVAC, Plumbing, Fire Protection, Food Services, Graphics-Signage, Theater), Checklist of Offsite Work, (4.7 of this Guide) signed by the Architect and the Civil Engineer, Record Reports (utility company, public agency and fire department), Utilities and Easements, Storm Water Calculations, Structural Calculations, Design Development Checklist (4.5 of this Guide) signed by the Architect, AE responses to Design Development comments (Excel format), Specifications in

“Track” format and updated FACU’s Accessibility Survey Document.

Proposed Deviation/Substitution Requests, if applicable.

Cost Estimate and SP Diagrams and Area Calculations.

HVAC Load Estimates, HVAC Calculations per CBC Energy Efficiency Standards, Plumbing Calculations, Fire Protection Hydraulic Calculations, Lighting Calculations, Electrical Title 24 Compliance, Catalog Cut Sheets, CHPS Scorecard with supporting references, and Savings by Design Incentive Program

50% CD Bundling:

One set of drawings, one hardcopy of other documents and one CD/DVD to:

Bundle # 1: Asset Planning and Development/Design Manager.

Bundle # 2: Asset Planning and Development/Project Manager.

Bundle # 3: Design Standards.

Bundle # 4: Estimating.

Bundle # 5: Sustainability and Savings by Design.

Bundle # 6: Commissioning. (As applicable) Bundle # 7: Project Execution.

Bundle # 8: Low Voltage. (As applicable) Bundle # 9: Design Services.

Bundle # 10: Maintenance & Operations.

Bundle # 11: Food Facilities. (As applicable) One half size set of drawings to:

Bundle # 12: FACU.

One CD/DVD with CAD floor plans per 1.2 of this Guide, section G, 1, c.

Bundle # 13: Facilities Records Management.

100% Construction Documents Phase

Refer to 4.6, Submittal Requirements: 100% Construction Documents-DSA Submittal.

Half-size drawings and full-size set.

CD/DVD’s including drawings and documents listed below, as applicable to project, and bundled as follows:

Final Basis of Design (Architectural, Civil, Landscaping, Structural, HVAC, Plumbing, Fire Protection, Food Services, Graphics-Signage, Theater), Checklist of Offsite Work, (4.7 of this Guide) signed by the Architect and the Civil Engineer, Utilities and Easements, Final Structural Calculations, Design Development Checklist (4.6 of this Guide) signed by the Architect, AE responses to 50% CD comments (Excel format), Specifications in “Track” format and updated FACU’s Accessibility Survey Document. Signed checklists by Architect and Engineer for Submittal Requirements checklists for Civil (4.8), Plumbing (4.9), Mechanical (4.10) and Electrical (4.11).

Post Construction Storm Water Management Plan and Excel sheet for Waterboard Post

Construction Water Balance Calculator.

Cost Estimate and SP Diagrams and Area Calculations.

Final HVAC Load Estimates, Final HVAC Calculations and Title 24 Compliance, Final Plumbing Calculations, Fire Protection Hydraulic Calculations, Fire Alarm Calculation, Lighting Calculations, Electrical Title 24 Compliance, Catalog Cut Sheets (Plumbing, Mechanical, Electrical), CHPS Scorecard with supporting references, and Savings by Design Incentive Program.

DSA Application Form, DSA checklists (Structural and Fire Life & Safety), Testing and Inspection List, DSA Energy Review, Local Fire Authority Approval.

100% CD Bundling:

One set of drawings, one hardcopy of other documents and one CD/DVD to:

Bundle # 1: Asset Planning and Development/Design Manager.

Bundle # 2: Asset Planning and Development/Project Manager.

Bundle # 3: Design Standards.

Bundle # 4: Estimating.

Bundle # 5: Commissioning. (As applicable) Bundle # 6: Project Execution.

Bundle # 7: Low Voltage. (As applicable) Bundle # 8: Design Services.

Bundle # 9: Maintenance & Operations.

Bundle # 10: Food Facilities. (As applicable)

One set of drawings, one hardcopy of other documents, one CD/DVD and one copy of CHPS forma and backup information in a 3 ring binder to:

Bundle # 11: Sustainability Savings by Design.

One half size set of drawings to:

Bundle # 12: FACU.

One full-size set of drawings, one hardcopy of specifications and one CD/DVD to:

Bundle # 13: Inspections.

One full-size set of drawings and two half-size sets of drawings to:

Bundle # 14: Grants and Funding/CDE. (As applicable) One full-size set of drawings and one CD/DVD to:

Bundle # 15: Constructability.

One CD/DVD with information indicated below:

Bundle # 16: Facilities Records Management:

SP-Diagrams in AutoCAD .dwg format, showing all levels, rooms, and, in addition roof levels;

fully dimensioned according to LAUSD standards (exterior facing wall to centerline of interior wall). Indicate room name and number of each space – room identifiers should match those provided on any schedules e.g. equipment, finishes. Perimeter lines of building levels, rooms and roofs shall be edited as closed P-lines (polygon lines). For existing facilities projects with partial floor reconfigurations, drawings should show new configurations accurately placed within floor and building boundaries

Site plan in AutoCAD .dwg format, showing all utility lines, meters, emergency shut-off valves, property lines, building perimeters, athletic fields, playgrounds, parking and paving edges.

Freeze layers containing information not applicable to this submittal. Perimeters from which areas can be defined shall be edited as closed P-lines without overlaps. Utility lines shall be edited as P-lines.

DSA Submittal Package

Refer to 4.6, Submittal Requirements: 100% Construction Documents.

Half-size drawings and full-size sets..

CD/DVD’s including drawings and documents listed for 100% CD-DSA Submittal, as applicable to project, including AE responses to 100% CD comments (Excel format), and bundled as follows:

DSA Submittal:

All materials required for a complete DSA submission and one CD/DVD to:

Bundle # 1: Asset Planning and Development/Design Manager.

One set of drawings, one hardcopy of other documents, and one CD/DVD to:

Bundle # 2: Asset Planning and Development/Design Manager.

Bundle # 3: Asset Planning and Development/Project Manager.

Bundle # 4: Design Standards.

Bundle # 5: Estimating.

Bundle # 6: Inspection.

Bundle # 7: Maintenance & Operations.

Bundle # 8: Design Services.

“As-Built” Record Drawings Submittal Package

Refer to Section 1.2, P, “As-Built” Record Drawings of this Guide.

Book Two General Criteria

2.1. S

CHOOL

B

UILDING

D

ESIGN

... 33

2.2. S

ITE

D

ESIGN

... 63

2.3. V

EHICULAR

A

CCESS AND

P

ARKING

... 83

, A

... 60

2.1 SCHOOL BUILDING DESIGN

A. I

NTRODUCTION

The following standards complement the Facilities Space Program and the Educational Specifications, and deal with general planning and design issues.

B. G

ENERAL

R

EQUIREMENTS

1. District Criteria

The guidelines and criteria of this chapter must be closely coordinated with those of the “Educational Specifications.”

2. Referenced Codes and Standards

a. Legislative and regulatory requirements affecting schools in California include:

1) Title 5 of the California Code of Regulations (especially Sections 14001 and 14030).

2) Title 24 of the California Code of Regulations (State Building Code).

3) Title 22 of the California Code of Regulations for Children’s Centers.

4) American with Disabilities Act (Public Law 101-336, Title II).

5) Education Code Section 39113.5 for “before and after-school Child Care Programs”.

3. General Planning Requirements

a. High Schools and Middle Schools shall be planned and designed in accordance with the “Planning

& Design Guidelines for Small Learning Communities” for Los Angeles Unified School District Secondary Schools (Available on LAUSD Website):

http://www.laschools.org/employee/design/fs-studies-and-reports/file?file_id=310551421

b. Pest Management.

1) Review the District’s “Integrated Pest Management Practices” manual and refer to Section 2.2, “Site Design,” for more specific criteria.

2) Birds (pigeons, gulls, others) are a persistent and provoking maintenance problem for the District, as well as a health and sanitary hazard. Exercise care in the design of all exterior facades and structures to eliminate roosting or nesting of birds. Any protrusions architectural, structural or otherwise that are greater than 1 ½” shall be protected with bird deterrent devices or be designed to be bird unfriendly. Use of sonic or other electronic bird deterrents shall not be used since they are not effective. Ornithologists have determined that birds hear at or near the same frequency as humans.

a) Do not use exposed truss members, flanged beams, cantilevered beams or other elements that provide such roosting. Important everywhere, it is especially so in Lunch Shelters.

b) Where essential building elements may provide such roosts, such as solar shades or light shelves, open ladders where necessary, entry covers, security devices, and similar structures, minimize the risks by sloping the element, providing, open uninviting surfaces, installing edge barriers, and similar measures.

c) This is an important District concern, and must be addressed at both the Schematic Design and Design Development stages, together with the elements of concern described above.

c. Room Access

1) Do not provide entry to any room through another room – for example, a low-voltage electrical room through a power electrical room.

2) Exceptions are teachers’ workrooms from classrooms, administrators’ private offices from an open work room, or smaller rooms serving a general kitchen area.

d. Building Access

1) At all building entrances, provide shelter from stormy weather (rain, hail, ice, etc.) by providing overhead cover with appropriate roof drainage.

2) At all such access, provide non-slip floor (walking) surfaces to improve safety when wet or icy. CHPS requires a walk-off mat at building entrances.

3) The entrance to the school needs to be expressed architecturally to clearly define a point of entry. Entrance shall be adjacent to the administrative offices for entry control. Signage and electronic display marquee may complement entrance design.

4) Visitors shall enter the school site through the administration area, after registering with the school staff. The Educational Specifications provides layouts to meet this critical security concern.

e. Energy and Sustainability

1) The principles of sustainable design and energy conservation, as embodied in these requirements and in the CHPS criteria, represent important District goals, and shall be applied in all aspects of school planning and design, including building orientation and configuration, envelope and fenestration selection, and selection of building systems and equipment. (See section 2.4 “Environment and Sustainability”).

f. Educational Specifications

1) Refer to the Educational Specifications for additional criteria and suggested space layouts and to other sections of this Guide for items such as lighting, acoustics, finishes, air quality, communications, etc.

C. F

^UNCTIONAL

R

EQUIREMENTS

– A

DMINISTRATION

1. Administration Unit

a. The Administration Unit provides core-area space for staff functions; provides spaces for interaction between staff, parents and students; and serves as the main public entry to the school.

b. Spaces and functional needs include:

1) Private offices for principal, assistant principals, and other appropriate staff.

2) Open office for clerical assistants, volunteer workers, computer operators.

3) Public lobby with a waiting/seating area and a counter control which separates the lobby from the back-of-house clerical operations. This is the control point for visitor access to the site.

4) Counter heights appropriate to the population age at both standing and wheelchair levels.

5) Seating and writing surfaces for staff or students to fill out forms.

6) Conference space for staff meetings, staff-teacher conferences or visitors.

7) Staff/faculty work room(s) for copying, assembling and binding, and for ample storage of supplies, sized and equipped appropriately for the school size.

8) Spaces for office supplies, reprographics equipment, staff and teachers’ mail boxes, LAN central location, radio receiver/transmitter equipment, and additional spaces as programmed, such as police offices, athletic director’s office, etc.

9) Public payphones in compliance with accessibility requirements. These phones shall be located in an accessible route, mounted at 48” maximum above finished floor to the highest operable part to accommodate forward reach.

10) Adult toilet rooms for principal, staff and visitors.

11) Mail boxes shall be provided at the rate of 1.5 times the number of classrooms. Size shall be 4”h x 12”w x 15”d each, with an area for larger boxes at each location. In small learning communities provide mail boxes in satellite administration office at the same rate. Total number of mail boxes required may be divided between the satellite administration office(s) and the main administration office, proportional to the number of classrooms each serve (or number of staff for Main Administration).

c. Location:

1) As the main entrance to the school campus, the Administration Unit must be prominently located and directly accessible to the public. This unit, together with Counseling and Health, may need after-hour or weekend accessibility, and should be secured against access to other school areas.

2. Counseling and Attendance Unit

a. The Unit functions as an integral part of counseling and guidance programs, and as a service center for families dealing with enrollment, transfers, transportation and work permits.

Counselors confer with students and parents, administer psychological examinations, and maintain files and records for each student. The Attendance Office maintains attendance records and students’ files. (The unit functions partly as an accounting department.)

b. Spaces and functional needs for this unit typically include:

1) Counselors’ offices with work area, guest seating, computer workstation and window.

2) Student Waiting Area with controlled supervision, shared with Attendance Unit.

3) Work room and guest waiting area for the Psychologist’s Office.

4) Interview and Testing Stations.

5) Other workstations as programmed.

6) Enclosed bulletin board outside the unit in a highly visible location.

c. Location: Counseling and Attendance activities are integrated into the Administration Unit adjacent to the Health Unit (Secondary Schools). These functions are reduced and combined in the Administration Unit at elementary schools.

3. Health Unit

a. A centrally located Health Unit provides health services to students, storage for students’ health records, and information for use by teachers, counselors, school administrators and aides.

Student privacy and confidentiality are important when accessing health services.

b. Spaces and functional needs for this unit typically include:

1) Nurse’s desk within the health office.

2) Cot Room. At elementary schools provide a viewing window from the Administration’s clerical area to the Cot Room.

3) Accessible restroom within the health office, provide a space for a changing table (3’X7’) for high school and middle school.

4) Student waiting area.

5) Private storage within the health office for medical supplies and students’ special medical devices and medications.

6) Exam space for visiting healthcare professionals.

7) Ten-foot long eye exam lane.

8) First aid area with lockable cabinets and space for a refrigerator.

c. Location: Adjacent to the main Administration Unit, with accessibility for the public.

4. Faculty and Staff Lounge

a. The Faculty and Staff Lounge provide space for relaxation, private work, meetings, and dining when a separate faculty dining room is not available or convenient.

b. Spaces and functional needs for this unit typically include:

1) Ample seating and table space, sized appropriately for the school.

2) Sink, tack board, and space/utilities for a refrigerator, coffee station, microwave, and vending machine.

c. Location: Centrally and conveniently located, often near food service in elementary schools, and near the Administration Unit in middle and high schools.

D. F

^UNCTIONAL

R

EQUIREMENTS

– C

^LASSROOMS

1. General Education Classrooms

a. Classrooms are the most important single element in the school. They must be designed to flexibly accommodate varied activities and future technologies. Designs should reflect concern for the way children work and learn in the room. Adaptability of the room to various grade levels is provided through selection and arrangement of furnishings.

b. Size: The standard classroom size is 960 square feet unless the Facilities Program provides an alternative size. Whenever braced frames, entry alcoves or mechanical shafts are used, the classroom dimensions shall be increased as needed in either direction in order to maintain a gross square footage between a minimum of 954 square feet and a maximum of 966.

c. Flexibility: Consider measures to allow some classrooms to be easily altered in size or shape at reasonable cost (for example, to accommodate changes in class-size policy).

d. Outdoor study areas: Consider for Elementary School Classroom clusters.

e. Storage units: Provide as shown in Educational Specifications. The top shelf of units shall not exceed 72” in height.

f. All elementary school classrooms must have sinks, soap dispensers and paper towel dispensers.

g. Location: Classrooms are laid out in groups, in linear form or clusters, accessed either by external walks and balconies or by internal corridors. They need convenient access to the library/ media center especially, as well as to administration, multipurpose/ food service, and physical education or playground areas.

2. Small-Group Instruction Areas

a. Small group instruction areas are sometimes provided in the vicinity of the classrooms – typically one for each four to six general classrooms, as programmed -- to allow for various collaborative learning opportunities as appropriate within the regular education program.

b. Space and functional needs: Minimum size of 480 sf. Provide tables and chairs for small group activities, tack- and white-boards, computer stations, and extra storage space for special materials.

c. Location: Close to groups of classrooms, with windows into classrooms for supervision.

d. Small group instruction areas are not included in the computation of classroom size unless as integral parts of the classroom, visually supervised by a teacher from the classroom.

3. Year-Round Education Needs:

a. Define specific space for off-track teachers’ storage cabinets.

b. Provide additional storage for supplies and projects for off-track students.

c. Provide adequate work surfaces in the space, including a counter.

4. Kindergarten Classrooms

a. The Kindergarten unit is specialized and self-contained so that children may participate in active and varied learning experiences. Space and furnishings should provide flexibility for a variety of

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