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The Virgin Islands Department of Education embraces ALL students and empowers them to achieve their fullest potential. St. Croix Central High School A Fine Arts Magnet Program Bridging Documents Design Booklet www.newschoolsvide.com July 16, 2021 VIDE Student-Focused Goals Each student, by the end of kindergarten, will be socially, emo­ tionally and academically prepared for learning success. Each student will meet or exceed their annual targeted growth in core academic subjects. Each student will graduate with the technology, career, and personal competencies to succeed in careers, college and as citizens in a globally diverse world. VIDE Organization-Focused Goals VIDE will model effective, efficient and relevant processes and procedures to build a systemic approach to improving perfor­ mance so all students will receive a high quality education. Values Statement The VIDE believes our students are the nucleus of everything we do, and through high quality instruction, ALL students achieve their full­ est potential. We Value... Active Family & Community Engagement Adaptability Commitment Competency Continuous Professional Growth Honesty & Integrity Passion Proactivity Respect for the Unique Culture of the Virgin Islands Teamwork Scope & Overview The United States Virgin Islands Department of Education is an executive branch of the Government of the U.S. Virgin Islands mandated under Titles 3 and 17 of the Virgin Islands Code. It is the largest governmental entity in the Virgin Islands and it functions as both a Local Education Agency (LEA) and a State-level Education Agency (SEA). The Department is headed by a Commissioner at the SEA level and a District Superintendent at the two LEAs. The Department’s role as stipulated by Title 3, Chapter 7, Section 96, V.I. Code, encompasses the authority to exercise general control over the enforcement of laws relating to free public education in the Virgin Islands. Its responsibilities include the development, implementation and monitoring of instructional programs for all k-12 students and adult learners, as well as, provision of support services such as child nutrition, pupil transportation, library services, and the maintenance of educational facilities and offices under its purview. Services are provided at 33 buildings supporting 40 activity centers. It is through the combination of the general budget and federal funds that the Department is able to execute its programs and carry out its mandates under local and federal law. The Department employed a workforce of three thousand, one hundred twenty-four (3,124) employees which accounts for most of the funds received from the General Fund. From October 2009 to the end of FY 2010, there were two hundred eighteen (218) separations territory wide. In Fiscal year 2010, the Department endeavored to address the needs of the 15,493 students enrolled in the system. 1,176 students territory wide were identified as students with disabilities and 519 as English Language Learners. Of the 1,056 students who were enrolled in 12th grade, 912 earned high school diplomas and an additional 16 graduated with certificates of completion. INTRODUCTION Project Overview Design Team Outline Specifications: Table of Contents Colors and Textures of St. Croix USVI Vernacular Architecture VIDE Educational Vision Inquiry-Based Learning Enrollment and Capacity VISION FOR TOMORROW StxCentral Program Landscape Narrative USVI Plant Palette Site Athletics Narrative Illustrated Site Plan Architectural Narrative and Drawings Interior Design Narrative and Studies StxCentral Wall/Floor/Roof Assemblies StxCentral Conditioning Plans TECHNICAL NARRATIVES High Performance Design Narrative Civil Narrative Structural Narrative MEP Narratives IT/Security Narrative Audiovisual Narrative Acoustic Narrative Theatrical Narrative Food Service Narrative SCHEDULE 06 32 176 236 St. Croix Central High School A Fine Arts Magnet Program The Virgin Islands Department of Education embraces ALL students and empowers them to achieve their fullest potential. VIDE Bridging Documents A New Framework for Education Enabled by Architecture and Design Bridging Documents Design Booklet US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 6 We need the best for our kids. When you have a learning environment that is conducive, it’s better for our teachers, administrators, and most importantly our students. Governor Albert Bryan Jr. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 7 The United States Virgin Islands are a group of islands that collectively form a territory of the United States. The main is­ lands of St. Croix, St. John, and St. Thomas support a resident population of approximately 107,000 people. The Virgin Islands Department of Education (VIDE) supports all public schools on the islands, providing resources and leadership for more than 10,000 students territory-wide, across the St. Croix and St. Thomas/St. John school districts. In June of 2020, the Virgin Islands Department of Education, in conjunction with Witt O’ Brien’s and DLR Group, completed a comprehensive Educational Facility Master Plan for US Virgin Islands public schools. The upheaval and devastation of Hurricanes Irma and Maria in 2017 required new conversations around resiliency and student and community needs. Coupled with new funding opportunities provided by the Bipartisan Budget Act of 2018, the VIDE was po­ sitioned to plan for the replacement of infrastructure damaged by the storms to meet current industry standards. The master plan reduced 32 existing educational facility sites to 18 over a span of five years. The modernization of the existing Bertha C. Boschulte 6-8 to a PreK-8 School; the new construction of the Arthur A. Richards PreK-8 School, on the existing Evelyn M. Williams Elementary School site; and the new construction of the Charlotte Amalie High School were the first three projects to progress through design. The Julius E. Sprauve PreK-12 School on the island of St. John, and the new St. Croix Central High School were the next two projects to follow. St. Croix Central High School: Bridging Documents Bridging Documents have been developed for each of these facilities, that relate the findings of the master plan to formal, research based architectural design, for pricing studies in coordi­ nation with available FEMA funding. Bridging Documents have been crafted in three parts: 1. Outline Specifications Technical Requirements 2. Drawings Design Intent 3. Design Booklet Design Narratives and Concepts These documents outline design thinking focused on creating healthy, innovative spaces for teaching and learning, that align with national standards and VIDE values rooted in Equity and Inclusion, Health and Comfort, Resiliency and Systems, and Spaces and Resources. The outline specifications should be referenced for technical requirements and functional/equipment basis of design. The drawings should be referenced for overall design intent and the design booklet for design narratives and concepts. Bridging Documents Design Booklet Introduction Project Overview US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 8 The following list summarizes the variables studied and the assumed values which must be maintained in order to achieve a target EUI of 20-25 KBtu/SqFt/Yr and to meet the projects’ net zero goals: Window-to-wall ratio of 25% window/75% wall Orientation of the building with long axis east-west Increased cooling setpoint temperature and setback temperature Reduction in lighting power density to 0.5 W/SF or less Reduction in plug load density to 0.75 W/SF or less Increased r-value in walls and roof (r-19 walls, r-38 roof) Decreased u-value (.57) and Improved solar heat gain coefficient (.25) in windows Decreased solar absorptance of roof and walls Shading over windows equal to 1.5’ sunshade on east/south and west Daylight harvesting lighting sensors High-efficiency HVAC systems (including VRF system for each conditioned zone) Passive ventilation strategies in certain areas (spaces not used as classrooms or offices) Reduction in air infiltration between outside/inside or conditioned/unconditioned space Introduction Project Overview High Performance Design and Net Zero Energy High Performance Design and Net Zero Energy Per the Educational Facility Master Plan, to achieve the VIDE’s goal of 14-28 days of function off-grid after a hazard event, new and modernized facilities must be designed to be net zero energy ready. In order to assess the viability of achieving net zero energy for Bertha C. Boschulte PreK-8 School, Arthur A. Richards PreK-8 School, Charlotte Amalie High School, Julius E. Sprauve PreK-12 School, and St. Croix Central High School, energy models were constructed, various energy conservation measures applied, and the results assessed. St. Croix Central High School: Bridging Documents US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 9 If continued design development deviates from the standards established in these bridging documents, the design will require additional performance analysis including hygrothermal analysis (WUFI) and energy load calculations. Extensive studies in the following categories have informed design strategies for Bertha C. Boschulte PreK-8 School, Arthur A. Richards PreK-8 School, Charlotte Amalie High School, Julius E. Sprauve PreK-12 School, and St. Croix Central High School: Climate Analysis Daylighting Analysis Energy Analysis Solar Studies Thermal Comfort Analysis Reference the High Performance Design Narrative in this design booklet and Division 01 of the outline specifications for required net zero energy objectives and additional supporting data. Bridging Documents Design Booklet Vapor Barrier Insulation Cladding Structure Wall Assembly Best Practices: The dew point should occur outside of the vapor barrier. All cooling loads have been determined by these variables for ex­ terior wall assemblies and their designs strategically developed with thermal and passive conditioning strategies to balance conditioned and semi-conditioned space. (Reference the Me­ chanical Narrative in this design booklet for definitions of the assumed conditioning space types and the Conditioned Space Plans in the drawings for design intent.) In conjunction with the values listed (R/U-values and solar heat gain coefficient,) wall assemblies have been developed to call out exterior insulation and vapor barrier locations that put the dew point, and any potential condensation, outside of wall struc­ tures, to minimize potential for mold growth. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 10 St. Croix Central High School Design Team Roles and Responsibilities The work presented in this document reflects the dedication and investment of many contributors. The Witt O’Brien’s/DLR Group team recognizes those invested in this process and appreciates the continued focus and support of each contributor. VIDE Leadership Racquel Berry-Benjamin ............................................................................................. Commissioner of Education Dr. Dionne Wells-Hedrington ...................................................................................... Ed. D., VIDE Chief Operations Officer Chaneel Callwood-Daniels .......................................................................................... AIA, Architect of New School Construction Joseph Sibilly ............................................................................................................... Territorial Facilities Manager James Bernier .............................................................................................................. Director of Engineering Alan Fleming ................................................................................................................. Territorial Project Engineer United in Pride and Hope. Design Team US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 11 Experience is vital when you’re responsible for your community’s safety and welfare. We’ve prepared for and managed all types of disasters, from terrorism and cyber attacks to hurricanes and wildfires. Many of us have done so in government roles. Our effectiveness is built on front-line experience across national, state, territorial, tribal, and local governments. We’re currently helping the US Virgin Islands rebound from back-to- back Category 5 hurricanes in 2017. We’ve led response and recovery from virtually every major disaster over the past 20 years. We’ve built resilience in local communities from Hawaii to Virginia, from North Dakota to Texas—and around the world. www.wittobriens.com Brad Gair ............................................................................................................... Senior Managing Director Mark Pavluvcik .................................................................................................... Project Manager, Education Ralph Lawrence ................................................................................................... Director, SME Public Assistance Tim Snyder ........................................................................................................... SME Construction Earl Henrikson ..................................................................................................... SME Cost Estimating Brian Donovan ...................................................................................................... SME Cost Estimating Yvonne Tseng ...................................................................................................... SME Cost Estimating Educational Leadership Through the design process, the DLR Group/Witt O’Brien’s design team collaborated with the VIDE to lead focus groups in review of the ideas and strategies that informed this bridging docu­ ments deliverable. Dionne Donadelle ......................................................................................................... Territory Performing Arts Coordinator Sacha Alexander .......................................................................................................... VIDE Music Educator Niarus Walker ............................................................................................................... VIDE Visual Arts Educator Otis Gibbs ..................................................................................................................... VIDE Music Educator Design Team US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 12 DLR Group is a global design firm specializing in purposeful, sustainable architecture. DLR Group approaches educational design thoughtfully and holistically. Using survey data, pedagog­ ical research, and community engagement, DLR Group creates adaptable, budget-conscious spaces reflective of today’s collab­ orative, forward-thinking learning models. www.dlrgroup.com Pamela Loeffelman, FAIA, LEED AP............................................................................. K-12 Education Leader Jim French, FAIA........................................................................................................... Global K-12 Education Leader, Architect of Record Scott Pashia, AIA........................................................................................................... Senior Project Manager Lloyd Ramsey ............................................................................................................... Global Engineering Leader Premnath Sundharam, AIA WELL AP........................................................................... Global Sustainability Leader Peter Rutti, AIA ............................................................................................................. Theater Planning Consultant Taryn Kinney, AIA.......................................................................................................... K-12 Education Leader Marilyn Denison, Ed.D................................................................................................... K-12 Education Planner Shelly Engels Yancy, NCIDQ, IIDA................................................................................ Interior Designer Nathan Kegel, LEED AP................................................................................................. Building Performance Analyst Roger Chang, PE, LEED Fellow .................................................................................... Sustainability and Net Zero Expert Sean Avery, PE, LEED AP ............................................................................................. Electrical Engineer of Record Shawn Cochran, PE, LEED AP ...................................................................................... Mechanical Engineer of Record Frank Reppi, PE, SE ...................................................................................................... Structural Engineer of Record David Contag, PLA, ASLA ............................................................................................. Landscape Architect Josh Erhart, PLA, ASLA................................................................................................. Landscape Architect “Education Design” BD World Architecture 2019 #1 Architectural Firm to win the MacConnell Awards for Innovative School Design 3 Times 1st Employee-Owned We’re literally invested in your success. 100% School Projects in the Last Ten Years Total of 18M Square Feet Total Construction Value: $6.5 Billion 2,000+ #1 K-12 School Design Firm Building Design + Construction, 2019 #1 St. Croix Central High School Design Team Roles and Responsibilities Design Team US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 13 Laura Beth Cochran, AIA............................................................................................... Architect Ian Kilpatrick, AIA.......................................................................................................... Architect Paul Kweton, AIA........................................................................................................... Architect Jacob Laha, AIA............................................................................................................. Architect Ami Patel ....................................................................................................................... Designer Morgan Stafford, NCIDQ............................................................................................... Interior Designer Jillian Diffee ................................................................................................................. Interior Designer Nicole Huffert ............................................................................................................... Structural Designer Mark Kirby, PE, BCxP ................................................................................................... Mechanical Engineer Jonathan Draheim, PE, LEED AP BD+C ....................................................................... Mechanical Engineer Josh Wetzig, PE ............................................................................................................ Electrical Engineer Chad Hagan, PE, LEED................................................................................................... Electrical Engineer Mikki S. Kiger, LC.......................................................................................................... Lighting Designer Kaylene R. Campbell .................................................................................................... Lighting Designer Brandon Tran................................................................................................................. Electrical Designer Shane Showers ............................................................................................................. Electrical Designer Ray Heintel, PE, RCDD .................................................................................................. ITDG: IT/Security Systems Specialist Mark Egbert .................................................................................................................. ITDG: IT Systems and Security Designer David Case, PLA............................................................................................................ Landscape Architect of Record, Logan Simpson Cullen Chapman ........................................................................................................... Logan Simpson Alex Buckley ................................................................................................................. Logan Simpson Raymond Berkeley........................................................................................................ Structural Engineer, Antillean Engineers Incorporated (AEI) Michael Penn, PE, ENV SP ........................................................................................... Civil Project Manager, Stanley Consultants Jesse Tisdale ................................................................................................................ Stanley Consultants Chad Newton ................................................................................................................ Stanley Consultants Carly Divine ................................................................................................................... Stanley Consultants Luke Green..................................................................................................................... Contract and Design Specialist, Advanced Foodservice Consulting Christy Hodnefield........................................................................................................ Advanced Foodservice Consulting St. Croix Central High School Collaborators: Design Team Rob Sherman................................................................................................................. ITDG: AV - Instructional Technology Specialist Michael Markley ........................................................................................................... ITDG: AV Systems Designer Patrick Barrett, ASTC.................................................................................................... Senior Theater Design Specialist Kascey Haslanger ........................................................................................................ ITDG: Senior Theater Design Specialist Andrew Nagel ............................................................................................................... ITDG: Senior AV Systems Designer David Manley, PE, LEED AP BD+C ............................................................................... ITDG: Senior Acoustician Logan Pippitt ................................................................................................................ ITDG: Acoustician US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 14 DIVISION 01 – GENERAL REQUIREMENTS 011000 SUMMARY 012300 ALTERNATES 012500 SUBSTITUTION PROCEDURES 012600 CONTRACT MODIFICATION PROCEDURES 012900 PAYMENT PROCEDURES 013100 PROJECT MANAGEMENT AND COORDINATION 013200 CONSTRUCTION PROGRESS DOCUMENTATION 013233 PHOTOGRAPHIC DOCUMENTATION 013300 SUBMITTAL PROCEDURES 014000 QUALITY REQUIREMENTS 014339 MOCKUPS 015000 TEMPORARY FACILITIES AND CONTROLS 016000 PRODUCT REQUIREMENTS 017300 EXECUTION 017419 CONSTRUCTION WASTE MANAGEMENT 017700 CLOSEOUT PROCEDURES 017823 OPERATION AND MAINTENANCE DATA 017839 PROJECT RECORD DOCUMENTS 017900 DEMONSTRATION AND TRAINING 019113 GENERAL COMMISSIONING REQUIREMENTS 019119.43 EXTERIOR ENCLOSURE COMMISSIONING 019119.44 COMPONENT COMMISSIONING REQUIREMENTS Outline Specifications Table of Contents Volume I DIVISION 00 - CONDITIONS OF THE CONTRACT *To be issued under separate cover. 000107 SEALS PAGE 000110 TABLE OF CONTENTS 001116 INVITATION TO BID 002113 INSTRUCTION TO BIDDERS 003132 GEOTECHNICAL DATA 004100 BID FORM 004313 BID SECURITY FORM 005200 AGREEMENT FORM 006113 PERFORMANCE AND PAYMENT BOND FORM 007200 GENERAL CONDITIONS OF THE CONSTRUCTION AGREEMENT Outline Specifications US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 15 Specifications DIVISION 02 – EXISTING CONDITIONS 024119 SELECTIVE DEMOLITION DIVISION 03 – CONCRETE 031000 CONCRETE FORMING AND ACCESSORIES 032000 CONCRETE REINFORCING 033000 CAST-IN-PLACE CONCRETE 033300 ARCHITECTURAL CONCRETE 033543 POLISHED CONCRETE FINISHING 033713 SHOTCRETE 034100 PRECAST STRUCTURAL CONCRETE DIVISION 04 – MASONRY 042200 CONCRETE UNIT MASONRY DIVISION 05 – METALS 051200 STRUCTURAL STEEL FRAMING 051213 ARCHITECTURALLY EXPOSED STRUCTURAL STEEL FRAMING 052100 STEEL JOIST FRAMING 053100 STEEL DECKING 054000 COLD-FORMED METAL FRAMING 055000 METAL FABRICATIONS 055113 METAL PAN STAIRS 057100 DECORATIVE METAL STAIRS 057113 FABRICATED METAL SPIRAL STAIRS 057300 DECORATIVE METAL RAILINGS 057500 DECORATIVE FORMED METAL DIVISION 06 – WOOD, PLASTICS, AND COMPOSITES 061053 MISCELLANEOUS ROUGH CARPENTRY 061600 SHEATHING 062023 INTERIOR FINISH CARPENTRY 062023.13 STAGE FLOOR CONSTRUCTION 064115 PHENOLIC ARCHITECTURAL CABINETS 066400 PLASTIC PANELING 067313 COMPOSITE PATIO DECKING 068313 RESIN COMPOSITE FABRICATIONS DIVISION 07 – THERMAL AND MOISTURE PROTECTION 071800 TRAFFIC COATINGS 071900 WATER REPELLENTS 072100 THERMAL INSULATION 072715 NONBITUMINOUS SELF-ADHERING SHEET AIR BARRIERS 074113.16 STANDING SEAM METAL ROOF PANELS 074113.16 FORMED METAL WALL PANELS 074243 COMPOSITE WALL AND SOFFIT PANELS 074293 ALUMINUM SOFFIT PANELS 074616 ALUMINUM SIDING 075323 ETHYLENE-PROPYLENE-DIENE-MONOMER (EPDM) ROOFING 075556 FLUID-APPLIED PROTECTED MEMBRANE ROOFING 077100 ROOF SPECIALTIES 077200 ROOF ACCESSORIES 078123 INTUMESCENT FIRE PROTECTION 078400 FIRESTOPPING 079200 JOINT SEALANTS Volume 2 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 16 DIVISION 09 – FINISHES 092116.23 GYPSUM BOARD SHAFT WALL ASSEMBLIES 092216 NON-STRUCTURAL METAL FRAMING 092900 GYPSUM BOARD 093013 CERAMIC TILING 095113 ACOUSTICAL PANEL CEILINGS 095400 METAL CEILINGS 095426 SUSPENDED COMPOSITE CEILINGS 096400 WOOD FLOORING 096513 RESILIENT BASE AND ACCESSORIES 096519 RESILIENT TILE FLOORING 096566 RESILIENT ATHLETIC FLOORING 096723 RESINOUS FLOORING 096813 TILE CARPETING 097200 WALL COVERINGS 098100 ACOUSTIC INSULATION 098430 SOUND-ABSORBING WALL AND CEILING UNITS 099100 PAINTING DIVISION 10 – SPECIALTIES 101100 VISUAL DISPLAY UNITS 101200 DISPLAY CASES 101414 REGULATORY SIGNAGE 101416 PLAQUES 101419 DIMENSIONAL LETTER SIGNAGE 102113.17 PHENOLIC-CORE TOILET COMPARTMENTS 102123 CUBICLE CURTAINS AND TRACK 102239 FOLDING PANEL PARTITIONS 102600 WALL AND DOOR PROTECTION 102800 TOILET, BATH, AND LAUNDRY ACCESSORIES 104116 EMERGENCY KEY CABINETS 104313 DEFIBRILLATOR CABINETS 104413 FIRE PROTECTION CABINETS Outline Specifications Table of Contents Volume 2 DIVISION 08 – OPENINGS 083113 ACCESS DOORS AND FRAMES 083213.13 MULTIPANEL SLIDING ALUMINUM-FRAMED GLASS DOORS 083313 COILING COUNTER DOORS 083323 OVERHEAD COILING DOORS 083344 OVERHEAD COILING FIRE CURTAINS 083473.13 METAL SOUND CONTROL DOOR ASSEMBLIES 083500 SIDE-FOLDING GRILLES 083513.13 MULTIPANEL FOLDING ALUMINUM-FRAMED GLASS DOORS 083600 PANEL DOORS 083613 SECTIONAL DOORS 084113 ALUMINUM-FRAMED ENTRANCES AND STOREFRONTS 084123 FIRE-RATED ALUMINUM-FRAMED ENTRANCES 084413 GLAZED ALUMINUM CURTAIN WALLS 084433 SLOPED GLAZING ASSEMBLIES 084523 FIBERGLASS-SANDWICH-PANEL ASSEMBLIES 085113 ALUMINUM WINDOWS 085673 ACOUSTICALLY RATED WINDOW ASSEMBLIES 087100 DOOR HARDWARE 087113 AUTOMATIC DOOR OPERATORS 088000 GLAZING 088300 MIRRORS 089119 FIXED LOUVERS Outline Specifications US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 17 Specifications DIVISION 10 – SPECIALTIES (CONT) 104416 FIRE EXTINGUISHERS 105129 PHENOLIC LOCKERS 107113 EXTERIOR SHUTTERS 107516 GROUND-SET FLAGPOLES DIVISION 11 – EQUIPMENT 111313 LOADING DOCK BUMPERS 113013 RESIDENTIAL APPLIANCES 114000 FOODSERVICE EQUIPMENT 115313 LABORATORY FUME HOODS 116113 THEATRICAL NETWORKED LIGHTING CONTROL 116116 THEATRICAL WIRING DEVICES 116119 THEATRICAL LIGHTING FIXTURES AND ACCESSORIES 116123 THEATRICAL DRAPERY AND TRACK 116129 TENSION GRID 116133 STAGE RIGGING SYSTEM 116136 CHAIN HOIST RIGGING SYSTEM 116143 PORTABLE PLATFORMS 116146 SCREW JACK INFILL PLATFORMS 116623 GYMNASIUM EQUIPMENT 116653 GYMNASIUM DIVIDERS 116800 PLAYGROUND EQUIPMENT 116803 ATHLETIC EQUIPMENT PLAY FIELD EQUIPMENT CUTSHEETS 119513 KILNS DIVISION 12 – FURNISHINGS 122413 ROLLER WINDOW SHADES 123553.23 PHENOLIC LABORATORY CASEWORK 123616 METAL COUNTERTOPS 123661 SIMULATED STONE COUNTERTOPS 126100 UPHOLSTERED FIXED AUDIENCE SEATING 126600 RETRACTABLE AUDIENCE SEATING 126613 TELESCOPING STANDS DIVISION 13 – SPECIAL CONSTRUCTION NOT USED DIVISION 14 – CONVEYING SYSTEMS 142100 ELECTRIC TRACTION ELEVATORS 142123.16 MACHINE ROOM-LESS ELECTRIC TRACTION ELEVATORS 144200 WHEELCHAIR LIFTS DIVISIONS 15 – 20 NOT USED US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 18 22 – PLUMBING (CONT) 220523.12 BALL VALVES FOR PLUMBING PIPING 220523.13 BUTTERFLY VALVES FOR PLUMBING PIPING 220523.14 CHECK VALVES FOR PLUMBING PIPING 220523.15 GATE VALVES FOR PLUMBING PIPING 220529 HANGERS AND SUPPORTS FOR PLUMBING PIPING AND EQUIPMENT 220548 VIBRATION AND SEISMIC CONTROLS FOR PLUMBING PIPING AND EQUIPMENT 220553 IDENTIFICATION FOR PLUMBING PIPING AND EQUIPMENT 220593 TESTING, ADJUSTING, AND BALANCING FOR PLUMBING 220716 PLUMBING EQUIPMENT INSULATION 220719 PLUMBING PIPING INSULATION 220800 COMMISSIONING OF PLUMBING 221113 FACILITY WATER DISTRIBUTION PIPING 221116 DOMESTIC WATER PIPING 221119 DOMESTIC WATER PIPING SPECIALTIES 221123 INLINE, DOMESTIC-WATER CIRCULATORS 221123.13 DOMESTIC-WATER PACKAGED BOOSTER PUMPS 221313 FACILITY SANITARY SEWERS 221316 SANITARY WASTE AND VENT PIPING 221319 SANITARY WASTE PIPING SPECIALTIES 221319.13 SANITARY DRAINS 221323 SANITARY WASTE INTERCEPTORS 221329 SANITARY SEWERAGE PUMPS 221413 FACILITY STORM DRAINAGE PIPING 221423 STORM DRAINAGE PIPING SPECIALTIES 221429 SUMP PUMPS 223300 ELECTRIC, DOMESTIC-WATER HEATERS 224213.13 COMMERCIAL WATER CLOSETS Outline Specifications Table of Contents Volume 3 Outline Specifications DIVISION 21 – FIRE SUPPRESSION 210513 COMMON MOTOR REQUIREMENTS FOR FIRE SUPPRESSION EQUIPMENT 210517 SLEEVES AND SLEEVE SEALS FOR FIRE-SUPPRESSION PIPING 210518 ESCUTCHEONS FOR FIRE-SUPPRESSION PIPING 210523 GENERAL-DUTY VALVES FOR WATER-BASED FIRE-SUPPRESSION PIPING 210529 HANGERS AND SUPPORTS FOR FIRE-SUPPRESSION PIPING AND EQUIPMENT 210548 VIBRATION AND SEISMIC CONTROLS FOR FIRE-SUPPRESSION PIPING AND EQUIPMENT 210553 IDENTIFICATION FOR FIRE-SUPPRESSION PIPING AND EQUIPMENT 210800 COMMISSIONING OF FIRE SUPPRESSION 211100 FACILITY FIRE-SUPPRESSION WATER-SERVICE PIPING 211116 FACILITY FIRE HYDRANTS 211119 FIRE DEPARTMENT CONNECTIONS 211200 FIRE-SUPPRESSION STANDPIPES 211213 FIRE-SUPPRESSION HOSES AND NOZZLES 211313 WET-PIPE SPRINKLER SYSTEMS 213216 DIESEL-DRIVE, VERTICAL-TURBINE FIRE PUMPS 213413 PRESSURE-MAINTENANCE PUMPS DIVISION 22 – PLUMBING 220516 EXPANSION FITTINGS AND LOOPS FOR PLUMBING PIPING 220517 SLEEVES AND SLEEVE SEALS FOR PLUMBING PIPING 220518 ESCUTCHEONS FOR PLUMBING PIPING 220519 METERS AND GAGES FOR PLUMBING PIPING US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 19 Specifications 224213.16 COMMERCIAL URINALS 224216.13 COMMERCIAL LAVATORIES 224216.16 COMMERCIAL SINKS 224223 COMMERCIAL SHOWERS 224233 WASH FOUNTAINS 224500 EMERGENCY PLUMBING FIXTURES 224716 PRESSURE WATER COOLERS DIVISION 23 – HEATING, VENTILATING, AND AIR CONDITIONING 230516 EXPANSION FITTINGS AND LOOPS FOR HVAC PIPING 230517 SLEEVES AND SLEEVE SEALS FOR MECHANICAL PIPING 230518 ESCUTCHEONS FOR HVAC PIPING 230519 METERS AND GAGES FOR HVAC PIPING 230523.11 GLOBE VALVES FOR HVAC PIPING 230523.12 BALL VALVES FOR HVAC PIPING 230523.13 BUTTERFLY VALVES FOR HVAC PIPING 230523.14 CHECK VALVES FOR HVAC PIPING 230523.15 GATE VALVES FOR HVAC PIPING 230529 HANGERS AND SUPPORTS FOR HVAC PIPING AND EQUIPMENT 230548 VIBRATION AND SEISMIC CONTROLS FOR HVAC 230553 IDENTIFICATION FOR HVAC PIPING AND EQUIPMENT 230713 DUCT INSULATION 230716 HVAC EQUIPMENT INSULATION 230719 HVAC PIPING INSULATION 230800 COMMISSIONING OF HVAC DIVISION 23 – HEATING, VENTILATING, AND AIR CONDITIONING (CONT) 230923.01 ENTERPRISE DIRECT DIGITAL CONTROL AND CAMPUS BUILDING AUTOMATION SYSTEM 230995 TRENDING, REMOTE MONITORING, AND DATA ANALYTICS 232113 HYDRONIC PIPING 232113.13 UNDERGROUND HYDRONIC PIPING 232116 HYDRONIC PIPING SPECIALTIES 232123 HYDRONIC PUMPS 233113 DUCTS 233115 NON-FIBROUS, CLOSED CELL, OUTDOOR DUCTWORK 233300 AIR DUCT ACCESSORIES 233423 HVAC POWER VENTILATORS 233439 HIGH-VOLUME, LOW-SPEED FANS 233533 LISTED KITCHEN VENTILATION SYSTEM EXHAUST DUCTS 233616 VAV SINGLE DUCT TERMINAL UNITS 233713 DIFFUSERS, REGISTERS & GRILLES 233716 FABRIC AIR-DISTRIBUTION DEVICES 233723 HVAC GRAVITY VENTILATORS 233813 COMMERCIAL-KITCHEN HOODS 236423.13 AIR-COOLED ROTARY-SCREW WATER CHILLERS 237313 CENTRAL STATION DEDICATED OUTSIDE AIR - AIR HANDLER 238219 TERMINAL HEATING & COOLING UNITS - BLOWER COIL UNITS DIVISIONS 24 – 25 NOT USED US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 20 DIVISION 26 – ELECTRICAL 260500 COMMON WORK RESULTS FOR ELECTRICAL 260513 MEDIUM-VOLTAGE CABLES 260519 LOW-VOLTAGE ELECTRICAL POWER CONDUCTORS AND CABLES 260526 GROUNDING AND BONDING FOR ELECTRICAL SYSTEMS 260529 HANGERS AND SUPPORTS FOR ELECTRICAL SYSTEMS 260533 RACEWAYS AND BOXES FOR ELECTRICAL SYSTEMS 260543 UNDERGROUND DUCTS AND RACEWAYS FOR ELECTRICAL SYSTEMS 260548.16 SEISMIC CONTROLS FOR ELECTRICAL SYSTEMS 260553 IDENTIFICATION FOR ELECTRICAL SYSTEMS 260573.13 SHORT-CIRCUIT STUDIES 260573.16 COORDINATION STUDIES 260573.19 ARC-FLASH HAZARD ANALYSIS 260800 COMMISSIONING OF ELECTRICAL SYSTEMS 260923 LIGHTING CONTROLS - WIRED, NETWORKABLE 261219 PAD-MOUNTED, LIQUID-FILLED, MEDIUM-VOLTAGE TRANSFORMERS 262213 LOW-VOLTAGE DISTRIBUTION TRANSFORMERS 262413 SWITCHBOARDS 262416 PANELBOARDS 262713 ELECTRICITY METERING 262726 WIRING DEVICES 262813 FUSES 263100 PHOTOVOLTAIC AND BATTERY ENERGY STORAGE SYSTEM 263100.11 ARTHUR RICHARDS PHOTOVOLTAIC AND BATTERY ENERGY STORAGE SYSTEM 263100.22 CHARLOTTE AMALIE PHOTOVOLTAIC AND BATTERY ENERGY STORAGE SYSTEM 263100.33 CENTRAL HIGH SCHOOL PHOTOVOLTAIC AND BATTERY ENERGY STORAGE SYSTEM 263100.44 SPRAUVE PK-12 PHOTOVOLTAIC AND BATTERY ENERGY STORAGE SYSTEM 263213.13 DIESEL-ENGINE-DRIVEN GENERATOR SETS 263323.11 CENTRAL BATTERY EQUIPMENT FOR EMERGENCY LIGHTING 263600 TRANSFER SWITCHES 264113 LIGHTNING PROTECTION FOR STRUCTURES 265119 LED INTERIOR LIGHTING 265213 EMERGENCY AND EXIT LIGHTING 265613 LIGHTING POLES AND STANDARDS 265619 LED EXTERIOR LIGHTING 265668 EXTERIOR ATHLETIC LIGHTING DIVISION 27 – COMMUNICATIONS 270500 COMMON WORK RESULTS FOR COMMUNICATIONS 270526 GROUNDING AND BONDING FOR COMMUNICATIONS SYSTEMS 270528 PATHWAYS FOR COMMUNICATIONS SYSTEMS 270536 CABLE TRAYS FOR COMMUNICATIONS SYSTEMS 271000 COMMUNICATION CABLING 271100 COMMUNICATION EQUIPMENT ROOM FITTINGS 274116 INTEGRATED AUDIOVISUAL SYSTEMS 275110 AUDIO-VIDEO INTERCOM AND ACCESS SYSTEM-VERSATILE 275313 WIRELESS CLOCK SYSTEM Outline Specifications Table of Contents Outline Specifications Volume 3 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 21 DIVISION 28 – ELECTRONIC SAFETY AND SECURITY 280513 CONDUCTORS AND CABLES FOR ELECTRONIC SAFETY AND SECURITY 280526 GROUNDING AND BONDING FOR ELECTRONIC SAFETY AND SECURITY 280528 PATHWAYS FOR ELECTRONIC SAFETY AND SECURITY 280544 SLEEVES AND SLEEVE SEALS FOR ELECTRONIC SAFETY AND SECURITY PATHWAYS AND CABLING 281300 ACCESS CONTROL 281600 INTRUSION DETECTION 282300 VIDEO SURVEILLANCE DIVISIONS 29 – 30 NOT USED DIVISION 31 – EARTHWORK 311000 SITE CLEARING 312000 EARTH MOVING DIVISION 32 – EXTERIOR IMPROVEMENTS 321216 ASPHALT PAVING 321311 AESTHETIC RETAINING WALL TREATMENTS 321313 CONCRETE PAVING 321316 DECORATIVE CONCRETE PAVING 321373 CONCRETE PAVING JOINT SEALANTS 321713 PARKING BUMPERS 321723 PAVEMENT MARKINGS 321726 TACTILE WARNING SURFACING 321816 PLAYGROUND CUSHIONED SURFACING 321819 COURT SURFACING 322000 RESILIENT TRACK SURFACING Specifications 322100 RUNNING TRACK TRENCH DRAIN SYSTEM 322200 SYNTHETIC TURF BASE CONSTRUCTION 322201 SYNTHETIC TURF SURFACING 323119 DECORATIVE METAL FENCES AND GATES 323200 RETAINING WALL SYSTEMS 323211 SITE CONCRETE RETAINING WALLS FORMING AND ACCESSORIES 323212 SITE CONCRETE RETAINING WALLS REINFORCING 323213 CAST-IN-PLACE SITE CONCRETE RETAINING WALLS 323214 SHOTCRETE FOR SITE CONCRETE RETAINING WALLS 328400 IRRIGATION 328402 SPORTS FIELD IRRIGATION 329010 NATURAL TURF PLAYING FIELD 329113 SOIL PREPARATION FOR ATHLETIC FIELDS 329300 PLANTING DIVISION 33 – EXTERIOR IMPROVEMENTS 333000 SANITARY SEWERAGE 333216 PACKAGED UTILITY WASTEWATER PUMPING STATIONS 334200 STORMWATER CONVEYANCE DIVISIONS 33 – 45 NOT USED DIVISION 46 – WATER AND WASTEWATER EQUIPMENT 465341 SEPTIC SYSTEMS AND INTERMITTENT SAND FILTRATION SYSTEM DIVISIONS 47 – 49 NOT USED US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 22 United States Virgin Islands Colors and Textures of St. Croix Mood Board:: History, Culture, and Colors of the Islands United States Virgin Islands: St. Croix We are the creators Of lyrical beauty We play so you can listen... “ Winifred “Oyoko” Loving Creative Callaloo I Danica M. David US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 23 General Introduction US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 24 Vernacular Architecture in the Islands Design Guidelines for a Vernacular Architecture Key components of architecture in the U.S. Virgin Islands from a historic perspective. Guiding Principle: Cultural, Local and Economic Competence and Resilience Planning, design and construction efforts will embody cultural, local and economic competence and resilience by: Vernacular architecture being incorporated into designs Local and M/WBE participation in design and construction being encouraged and tracked with goals. Vocational programs and opportunities for certification The design of the St. Croix Central High School campus is the result of divergent thinking that explored ways of recreating historic shapes, forms and materials through modern interpretations of key design principles exhibited in the historic Danish architecture of the islands. Referencing the Educational Facility Master Plan, the design team has integrated elements of the following 10 criteria that reflect historic design principles in the USVI. Vernacular Architecture in the Islands How has the Educational Facility Master Plan informed design and decision making for these bridging documents? Images Left to Right 1. Christiansted, St. Croix, Credit: Wikipedia Common Media 2. Downtown Christiansted, St. Croix 3. Historic Arcade King Street, Christiansted, St. Croix, Credit: Pinterest: Taller Larjas LLC 4. Claude O. Markoe Elementary School, Credit: DLR Group Site Visit, January 2020. 5. A Typical Colonial 5-Foot Way in Christiansted, St. Croix, Credit: Foodwalkers.com 6. Building Structure in Christiansted, Credit: Foodwalkers.com US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 25 1. Topography & Site Orientation 2. A Civic Presence 3. An Arrival Sequence 4. Pathways, Patios & Courtyards 5. Volumes & Forms 6. Solids & Voids 7. Horizontals & Verticals 8. Punched Openings, Shutters & Curtain Walls 9. Light & Shadow 10. Scale, Materials, Texture & Color General Introduction US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 26 Educational Vision: Guiding Principles and Design VALUES A Changing Educational Vision for USVI Public Schools: School as Ignitor To fully enable the potential of human capital on the is­ land, school must become a place that ignites passion for life-long learning to serve each child holistically. School as Community The schools must build community within each campus, each neighborhood, each island, and within the Territories through an equitable use of resources grounded in the local context. School as Nexus Only then will schools become a nexus for an economic return using integrated best practices, improved opera­ tions, and the use of technology to track impact. A nexus becomes a two-way connection between the school system and the broader community. Educational Vision Guiding Principles and Design VALUES How has the Educational Facility Master Plan informed design and decision making for these bridging documents? VIDE has a unique opportunity at this crossroads to leverage resources by facing forward. VIDE’s educational vision for the territory is built upon nurturing success in the following areas.1 1. Student achievement 2. Organizational culture 3. Teacher and leader effectiveness The following guiding principles launched the community engagement used to further develop the Educational Facility Master Plan and its recommendations on the number, size, location and programming of USVI Public Schools. Whole child Equity Addressing the needs of all students and integrating technology Using technology to assess the impact of practices Health, safety, and security Cultural, local, and economic competence and resilience Integrated design, assessment, operation, and management Given the funding that is possible for Virgin Islands educational facilities, damaged or destroyed by Hurricanes Irma and Maria... now is the time...to change the footprint of education as we know it, to provide flexible learning and community spaces that support 21st century learning for all students. Chaneel Callwood-Daniels, VIDE Architect of New School Construction 1 Chaneel Callwood-Daniels, VIDE Architect of New School Construction USVI Meetings Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 27 VIDE Design VALUES Collaboration and visioning through the Educational Facility Master Plan informed conversations about the impact of the built environment on the user experience, considering expressed VIDE VALUES through a sustainability lens. The findings of the master plan identify four key VIDE values that relate to priorities of community, access, flexibility and adaptability, and maintenance. Equity and Inclusion Health and Comfort Resiliency and Systems Spaces and Resources These values have informed the design process and development of ideas for the new St. Croix Central High School. Equity and Inclusion Health and Comfort Spaces and Resources Resiliency and Systems VIDE VALUES for the built environment. Indoor Environmental Quality Ongoing Maintenance and Life Cycle Costs Passive Comfort and Durable Materials Flexibility and Adaptability Designed for Deconstruction Equitable Investment in Technology, Goods and Supplies Universal Design Community Access Access to Quality Education Building Resilience Emotional Resilience Community Resilience General Introduction US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 28 Lecturing Experiencing LAUNCH Reflecting Inquiring Evaluating Moving Collaborating ORGANIZATION Lecturing Inquiring Collaborating WORKSHOP Moving Inquiring Reflecting Evaluating Lecturing Collaborating Creating DEVELOPMENT ReflectingExperiencing Collaborating FEEDBACK Evaluating Presenting Experiencing FINAL PRODUCT/ PRESENTATION Inquiry-Based Learning Model VIDE Teaching and Learning Priorities: What teachers do and how they do it is critically important and has a profound impact on the quality of the educational experience for children. Building a common language and consistency in systems allows for high quality teaching and learning. Dr. Marilyn Denison, Educator, Educational Planner at DLR Group Through the Educational Facility Master Plan visioning process, the VIDE established the following priorities for teaching and learning throughout the territory. Inquiry-Based learning Authentic/real-world learning Interactive technology devices Flexible technology Outdoor learning Easily adapted/changed spaces Cyber safety Health and wellness/sustainability Inquiry-Based Learning in the USVI Inquiry-Based Learning in the USVI How has the Educational Facility Master Plan informed design and decision making for these bridging documents? US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 29 An Activity Approach to Programming: DLR Group facilitated a series of visioning workshops to infuse innovation and research into the VIDE’s approved industry standard space programs and identified priorities for teaching, learning, technology, space types, and security throughout the territory. A dynamic form of active learning that begins with inquiry, problems, or scenarios. Students then identify, inves­ tigate, and research issues and respond to challenges or complex problems. 1,000 SF Open Collaboration Space 850 SF Studio 800 SF Flex Studio 400 SF Maker Space 1,000 SF Outdoor Learning 600 SF Teacher Planning 400 SF Storage 200 SF Small Group 1,000 SF Science Lab Kindergarten Studio 1,200 SF PreK & Kindergarten Studio Open Collaboration Space SMALL GROUP ROOM SIZE 1,000 SF Open Collaboration Space Top Canyon View High School I Waddell, Arizona Bottom Center for Advanced Professional Studies I Overland Park, Kansas Archetypes of Space: The Educational Facility Master Plan looked to relevant research linking space, human emotional needs, and educational practice, with attention to David Thornburg’s Archetypes of Space. These archetypes spurred conversation around serving the whole child through different types of space. Cave Campfire Watering Hole Sandbox* Mountaintop Campfires in Cyberspace Primordial Metaphors for Learning in the 21st Century David Thornburg *The sandbox archetype is not original to David Thornburg’s Archetypes of Space. It was added by DLR Group to represent places that are designed for discovery and hands-on application. General Introduction US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 30 Enrollment Projections and Capacity Calculations The overall student population in USVI public schools was dras­ tically affected by impacts of Hurricanes Irma and Maria, and ultimately saw a reduction in enrollment at all age levels. Follow­ ing the aftermath of the hurricanes, overall island population and student enrollment has started to rebuild, but projections are still significantly lower than the previous all-time highs that drove the build out of many VIDE schools. The following summary outlines details about existing enroll­ ments and calculated capacities for a representative sample of elementary, middle, K-8, and high school programs. The functional capacity at the new St. Croix Central High School is 1,000 students and the maximum capacity is 1,200 students. Guiding Principle Using Technology to Assess the Impact of Practices Space will be provided that is adequate in relation to not only enrollment projections, but also suitable to support educational innovation and advancements for 21st century learning environ­ ments. Schools are nexus points that shape our communities which in-turn shape our schools. To strengthen this nexus it will be important to collect and maintain relevant data. St. Croix PreK-8 Enrollment 3,741 Students 4,490 Students 9-12 Enrollment 1,742 Students 2,178 Students SubTotal 5,483 Students 6,668 Students St. Thomas PreK-8 Enrollment 3,738 Students 4,486 Students 9-12 Enrollment 1,705 Students 2,132 Students SubTotal 5,443 Students 6,618 Students Total 10,926 Students 13,286 Students 2019-2020 Enrollment +20% PreK-8 Note: The assumption for a 20% increase in PreK-8 student enrollment is based on overall population growth and an anticipated recapture of students currently attending private schools. A 25% increase was calculated at the high school level. A 10% growth rate was also reviewed in conjunction with phasing and funding considerations. +25% 9-12 Enrollment and Capacity St. Croix Central High School Enrollment and Capacity US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 31 Districts\Schools PK KG 01 02 03 04 05 06 07 08 09 10 11 12 Total St. Thomas-St. John District 367 359 419 390 409 474 458 474 388 565 399 400 341 5,443 Jane E. Tuitt Elementary School 42 43 52 35 28 26 226 Joseph Gomez Elementary School 89 79 87 75 93 105 528 Joseph Sibilly Elementary School 25 22 28 34 42 41 45 237 Lockhart Elementary School 79 79 111 90 359 Ulla F. Muller Elementary School 50 60 58 78 64 68 86 464 Yvonne E. Milliner-Bowsky Elementary School 60 60 65 54 61 90 390 Julius E. Sprauve School 22 16 18 24 29 35 23 20 25 212 Bertha C. Boschulte Middle School 170 219 177 566 Addelita Cancryn School 92 109 134 235 186 756 Charlotte Amalie High School 345 241 240 193 1,019 Ivanna Eudora Kean High School 220 158 160 148 686 St. Croix District 30 386 380 397 399 430 479 430 429 381 561 393 367 421 5,483 Alfredo Andrews Elementary School 74 71 60 65 71 84 66 491 Juanita Gardine 49 31 42 38 38 55 37 41 34 365 Claude O. Markoe Elementary School 13 70 56 57 51 67 63 59 436 Eulalie Rivera 49 35 42 43 53 56 48 48 24 398 Lew Muckle Elementary School 33 42 50 63 35 66 44 333 Pearl B. Larsen 17 31 50 36 41 52 40 60 47 45 419 Ricardo Richards Elementary School 40 59 71 65 70 59 75 439 Arthur A. Richards 40 36 39 33 44 56 41 111 90 490 John H. Woodson Junior High School 182 188 370 St. Croix Central High School 277 185 174 187 823 St. Croix Educational Complex High School 284 208 193 234 919 Virgin Islands 30 753 739 816 789 839 953 888 903 769 1,126 792 767 762 10,926 Virgin Islands Department of Education Office of Planning, Research and Evaluation Public Schools Enrollment by Grade 2019-2020 (2/17/2020) General Introduction VISION FOR TOMORROW StxCentral Program Landscape Narrative USVI Plant Palette Site Athletics Narrative Illustrated Site Plan Architectural Narrative and Drawings Interior Design Narrative and Studies StxCentral Wall/Floor/Roof Assemblies StxCentral Conditioning Plans 32 34 52 58 62 64 68 136 158 166 How have the VIDE’s Design VALUES for the built environment informed the solutions and outcomes for the St. Croix Central High School Campus Fine Arts Program? Equity and Inclusion Space model that provides distributed space for the arts in every campus building with support for Inquiry-Based Learning at all grade levels. Site design that provides equitable access to campus resources and outdoor learning. Health and Comfort Diversity of spaces for collaboration and respite. Sustainable design for natural cooling and daylighting. Resiliency and Systems Thoughtful use of materials for hurricane resistance and reduced maintenance. Net zero ready infrastructure. Spaces and Resources Flexible spaces that can change to accommodate different arts activities with consideration for large and small scale performance. Vision for Tomorrow Image: Virgin Islands Department of Education Social Media St. Croix Educational Complex Marching Band Facebook, January 10, 2017 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 34 StxCentral Program Summary *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 35 St. Croix Central High School Program Summary Vision for Tomorrow USVI Fine Arts Magnet High School Program Program Area Max Capacity Functional Capacity Utilization Factor 1.0 Administration 9,590 2.0 Core Academic 45,110 864 749 87.5% 3.0 Fine Arts Spaces 54,225 365 273 75.0% "Other Shared Spaces 4.0 Commons Building 12,825 5.0 Physical Education, Press Box, and JROTC 25,125 27 14 50% 6.0 Building Support 1,950 Total Useable Area (Net Square Feet- NSF): 1,256 1,036 General Building Area: Walls, Partitions, Mech. Elec., Circulation: (20% of Gross SF) Total Building Area (Gross Square Feet- GSF): *Additional Covered Outdoor Learning Spaces TOTAL BUILDING AREA WITH OUTDOOR LEARNING 5% of Net SF 7,441 193,473 25% of Net SF 37,206 186,031 Revised 07/15/2021 900 Target Capacity 148,825 *Based on Industry standards that include outdoor circulation *All new builds should be refined and reduced by 10% in order to meet budgetary requirements *Other Shared Spaces” @ 50% 1,200 Students 1,000 Students US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 36 St. Croix Central High School 1.0 Administration 1.1 Administration Offices Main School Lobby 1 600 600 Open Office Space 1 1,000 1,000 Principal's Secretary Office 1 150 150 Principal Office 1 200 200 Assistant Principal Office 1 150 150 Principal's Conference Room 1 250 250 Conference Room 1 350 350 Workroom 1 350 350 Break Room 1 350 350 SRO Office 1 125 125 Monitors' Office 1 200 200 ISS Room 1 450 450 ISS Restroom 1 75 75 Toilet 2 75 150 Security (Technology) Room 1 75 75 Book Room 1 200 200 IT Office 1 125 125 Mother's Room 1 100 100 Parent Center 1 375 375 Family Restroom 1 65 65 MDF 1 150 150 Subtotal 5,490 1.2 Counselor Suite 1 Reception/Waiting (Shared with Health) 1 200 200 Counselors Office 1 150 150 Clerk Office 1 150 150 Registrar Office 1 150 150 Vault/Records 1 300 300 Conference Room 1 275 275 Storage Room 1 100 100 Subtotal 1,325 1.3 Counselor Suite 2 Counselors Office 2 130 260 Registrar Office 1 145 145 Conference Room 1 145 145 Subtotal 550 Description of Department, Program, or Unit # of Units Unit Area (nsf) Total Area (nsf) Requirement StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 37 Vision for Tomorrow Description of Department, Program, or Unit # of Units Unit Area (nsf) Total Area (nsf) Requirement 1.4 Health Clinic Waiting (Shared with Counseling) 1 200 200 Treatment/Cot Area 1 450 450 Office 1 250 250 Exam Room 2 100 200 Storage 1 50 50 Toilet 1 75 75 Subtotal 1,225 1.5 Special Education Suite SPED Clerk/Itenerant 1 300 300 SPED Records Room 1 100 100 SPED Chair Office 1 200 200 SPED Office 1 200 200 Conference Room 1 200 200 Subtotal 1,000 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 38 St. Croix Central High School Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 2.0 Core Academic 2.1 Learning Suites Learning Suite 1 Learning Suite 1-- Classroom 9 850 7,650 9 27 243 213 Learning Suite 1-- SPED (Self-Contained Classroom) 1 850 850 1 27 27 24 Learning Suite 1-- Science Lab 2 1,200 2,400 2 27 54 47 Learning Suite 1-- Science 1 1,000 1,000 1 27 27 24 Chem Prep Room 1 200 200 2D Art Room 1 1,700 1,700 1 27 27 20 2D Art Storage 1 300 300 Flex Studio 1 850 850 1 27 27 24 Open Collaboration Space/ArtsSpace 1 3,700 3,700 1 27 27 24 Small Group Instruction 1 150 150 Distance Learning 1 150 150 Teacher Planning 1 1,025 1,025 Mother's Room 1 100 100 Staff Restroom 1 60 60 Learning Suite Storage 1 325 325 Learning Suite Storage 1 75 75 Student Restrooms (Gang) 2 400 800 Student Restrooms (Private) 2 50 100 Custodial Closet 1 65 65 Mechanical 1 350 350 MEP/ITAV Mezannine 1 350 350 IDF 1 80 80 Outdoor Learning Space StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 39 Vision for Tomorrow Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station Learning Suite 2 Learning Suite 2-- Classroom 9 850 7,650 9 27 243 213 Learning Suite 2-- SPED 1 850 850 1 27 27 24 Kitchenette 1 350 350 Kitchenette Pantry 1 100 100 Shared Laundry Room 1 100 100 Restroom 1 200 200 Learning Suite 2-- Science Lab 2 1,200 2,400 2 27 54 47 Learning Suite 2-- Science 1 1,000 1,000 1 27 27 24 Chem Prep Room 1 200 200 3D/Ceramics Art Room 1 1,500 1,500 1 27 27 20 3D Art Storage 1 150 150 Kiln 1 150 150 Flex Studio 1 850 850 1 27 27 24 Open Collaboration Space/ArtsSpace 1 3,700 3,700 1 27 27 24 Small Group Instruction 1 150 150 Distance Learning 1 150 150 Teacher Planning 1 1,025 1,025 Mother's Room 1 100 100 Staff Restroom 1 60 60 Learning Suite Storage 1 325 325 Learning Suite Storage 1 75 75 Student Restrooms (Gang) 2 400 800 Student Restrooms (Private) 2 50 100 Custodial Closet 1 65 65 Mechanical 1 350 350 MEP/ITAV Mezannine 1 350 350 IDF 1 80 80 Outdoor Learning Space Subtotal 45,110 864 749 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 40 St. Croix Central High School Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 3.0 Fine Arts Spaces 3.1 Music Jazz/Chamber Studio 1 1,000 1,000 1 20 20 15 Storage 1 125 125 Practice Room (Option for one to serve as office.) 2 125 250 Steel Pan Studio 1 1,100 1,100 1 30 30 23 Practice Room (Option for one to serve as office.) 2 225 450 Choir Room 1 1,400 1,400 1 41 41 30 Choir Office/Practice 1 100 100 Choir Uniform Storage 1 250 250 Choir Music Storage/Library 1 250 250 Practice Room 1 75 75 Distance Learning 1 150 150 1 15 15 11 Piano/Keyboard Studio 1 1,200 1,200 1 15 15 11 Practice Room (Option to serve as office.) 1 125 125 Piano Storage 1 125 125 Piano Room 1 125 125 Ensemble Room 1 400 400 1 15 15 11 Ensemble Room 1 275 275 Band/Orchestra Learning Hall 1 2,800 2,800 1 54 54 41 Percussion Room/Storage 1 550 550 Instrument Storage 1 850 850 Band/Orchestra Office 1 350 350 Band/Orchestra Uniform Storage 1 250 250 Band/Orchestra Music Library 1 250 250 Teacher Work Center 1 475 475 Conference Room 1 150 150 Faculty Lockers/Showers 1 125 125 Restrooms 2 350 700 MEP/ITAV Mezannine 1 1,000 1,000 Outdoor Covered Area Subtotal 14,900 54 41 StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 41 Vision for Tomorrow Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 3.2 Visual Arts/Dance Dance Studio 1 2,900 2,900 1 41 41 30 Storage 1 325 325 AV 1 175 175 Quelbe Dance Studio 1 1,900 1,900 1 30 30 23 *Shares Dance Storage Spaces Large Gallery 1 850 850 Drama Movement Learning Center 1 1,600 1,600 1 27 27 20 AV 1 25 25 Metals Lab 1 900 900 1 15 15 11 Storage 1 150 150 Printmaking Lab 1 950 950 1 15 15 11 Teacher Work Center 1 475 475 Conference Room 1 150 150 Faculty Lockers/Showers 1 125 125 Storage 1 200 200 1 30 30 23 Student Art Lockers 1 500 500 Laundry 1 100 100 Restrooms 2 350 700 Custodial 1 75 75 1 30 30 23 MEP/ITAV Mezannine 1 1,000 1,000 Outdoor Covered Area 1 0 0 Subtotal 13,100 187.5 141 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 42 Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 3.3 Theater Lobby 1 1,200 1,200 Ticket Booth 1 75 75 Concessions 1 250 250 Concessions Storage 1 100 100 Flexible Performance Theater (Levels 01 and 02) 1 6,800 6,800 1 27 27 20 Stage 1 1,600 1,600 Retractable Bleacher Storage 1 300 300 Control Booth 1 250 250 Lighting Rack Room 1 100 100 AV Rack Room 1 175 175 Sound/Light Locks 4 150 600 Outdoor Stage 1 1,100 1,100 Outdoor Amphitheater 1 Scene Shop 1 1,100 1,100 Stage & Scene Storage (Props & Furniture) 1 500 500 Tool Storage 1 250 250 Music Stand Chair and Audience Chair Storage 1 200 200 Multipurpose Sewing Lab (Costume Lab/Laundry) 1 1,100 1,100 1 27 27 20 Costume /General Storage 1 400 400 Career Center 1 500 500 Audio Recording Studio 1 500 500 Sound Lock Vestibule 1 Audio Recording Control Room 1 Audio Recording Booth 1 Lighting Lab/Sound & Light Storage 1 700 700 1 15 15 11 Artist/Teacher ADA Dressing Room (With ADA Toilet) 1 275 275 Women's Dressing/Make-up Room 1 500 500 Women's Lockers/Showers 1 450 450 Men's Dressing/Make-up Room 1 500 500 Men's Lockers/Showers 1 450 450 Audience Restrooms 2 350 700 Piano Storage 1 75 75 Custodial 1 75 75 MEP/IT/AV Support Spaces 1 1,250 1,250 Subtotal 22,075 69 52 St. Croix Central High School StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 43 Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 4.0 Commons Building 4.1 Shared Resources and Food Service Cafeteria Dining 1 4,300 4,300 Outdoor Eating Area Digital Library 1 1,000 1,000 Digital Maker Space 1 800 800 1 27 27 14 Digital Maker Space Storage 1 175 175 Distance Learning 1 225 225 Serving Area and Kitchen 1 3,100 3,100 Grab & Go Serving Area 1 Dishwashing Room 1 Kitchen Receiving 1 Office 1 75 75 Dry Storage 1 250 250 Walk-In Freezer/Walk-In Cooler 1 525 525 Break Room 1 250 250 Break Room Toilet 1 50 50 Servery Storage 1 175 175 Utility 1 125 125 Commons Building Restrooms 2 350 700 Fire Riser 1 50 50 MEP/IT/AV Support Spaces 1 1,025 1,025 Subtotal 12,825 Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 44 Description of Department, Program, or Unit Max Capacity Functional Capacity # of Units Unit Area (nsf) Total Area (nsf) Requirement # of Teacher Stations # of Students per Teaching Station 5.0 Physical Education, Press Box, and JROTC 5.1 Physical Education Gymnasium (Primary Shelter) 1 13,225 13,225 1 27 27 14 Concessions 1 200 200 Restrooms 2 425 850 Spectator Family Restroom 1 75 75 Laundry Room 1 100 100 Custodial 1 50 50 Womens Locker Room 1 800 800 Womens Showers/Restrooms 1 250 250 Womens Coaches Office 1 150 150 Womens Coaches Restroom 1 75 75 Mens Locker Room 1 800 800 Mens Showers/Restrooms 1 250 250 Mens Coaches Office 1 150 150 Mens Coaches Restroom 1 75 75 MEP/IT/AV Support Spaces and Storage 1 3,300 3,300 Subtotal 20,350 27 14 5.2 Press Box Press Box Rooms (10 Seating Positions) 5 125 625 5 27 135 101 Subtotal 625 135 101 5.3 JROTC *Existing shooting range to remain. Coordinate any improvements with owner. JROTC Classroom 2 1,000 2,000 2 27 54 41 JROTC Changing Rooms 2 250 500 JROTC Armory 1 400 400 JROTC Uniform Storage 1 600 600 JROTC Office 2 75 150 Student Restrooms 2 250 500 Outdoor Drill Space Subtotal 4,150 54 41 St. Croix Central High School StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 45 Description of Department, Program, or Unit # of Units Unit Area (nsf) Total Area (nsf) Requirement 6.0 Campus Support 6.1 Utility Building Emergency Electrical 1 875 875 Electrical 1 550 550 Mechanical 1 375 375 Fire Pump 1 150 150 Subtotal 1,950 7.0 Site 7.1 Site Parking for 280 (196 Student Spaces and 84 Staff) *24 of which are accessible. Field and Track Grandstand (Seatingfor 500 Min) Vision for Tomorrow *Pre-fabricated Utility Building *Additional coordination needed in next phase of design to specify a small pre-fabricated utility building for protection of lift station equipment at South end of site. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 46 St. Croix Central High School What might these spaces in the program look like? Supporting Characteristics 1. Flexible furnishings as affordances supporting choice and control. 2. Include vertical writing surfaces supporting thinking out loud opportunities. 3. Furnishings that have multiple heights encourage postural changes. SIZE 1,000 SF Open Collaboration Space Topeka Center for Advanced Learning and Careers I Topeka, Kansas Arts/Performance Characteristics 1. Large tables allow for enhanced areas to create art. 2. Open areas for music practice. 3. Near-by storage for supplies. 4. Easily reconfigurable to host variety of impromptu critiques, performances, and rehearsals. StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 47 Maker Space Supporting Characteristics 1. Access to multiple tools encourages personal responses to figuring out solutions. 2. Adding vertical writing surfaces encourages thinking out loud opportunities SIZE 400 SF Missouri Innovation Campus I Lee’s Summit, Missouri Top: Center for Advanced Professional Studies I Overland Park, Kansas Bottom: Dickinson Middle School I Dickinson, North Dakota Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 48 Outdoor Learning Space Supporting Characteristics 1. Connections to nature calms the mind and restores a sense of wellbeing. Classroom Supporting Characteristics 1. Different configurations allows for student agency over where and how they choose to engage. 2. Providing different venues allows for a range of learning activities from focused to larger- group. SIZE 850 SF CAPACITY 25-30 Students St. Croix Central High School What might these spaces in the program look like? Maury Elementary School I Washington DC Meeker Elementary School Remodel I Greeley, Colorado Arts/Performance Characteristics 1. Visibility to nature inspires creativity. StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 49 Flex Classroom Supporting Characteristics 1. Visual connections allows for learning to be on display. 2. Multiple furnishings and vertical writing tools encourage individuals to work in different group sizes. SIZE 800 SF CAPACITY 25-30 Students Small Group Space Supporting Characteristics 1. Small-group spaces encourages learners to dig deeper into particular issues. 2. Adding acoustic properties means active engagement noises are more contained. 3. Adding options to think out loud are important in visualizing ideas. SIZE 200 SF CAPACITY 4-6 Students Vision for Tomorrow Ottawa High School Additions and Renovations I Ottawa, Kansas Omaha Central High School I Omaha, Nebraska Arts/Performance Characteristics 1. Increased number of vertical pin-up surfaces allow for impromptu critiques and art shares. Arts/Performance Characteristics 1. Bold colors stimulate creativity. 2. Enhanced acoustics offer areas for individual or one-on- one musical practice. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 50 Teacher Planning Space SIZE 450 SF CAPACITY 10-12 Faculty Yorkville Teacher Center for Innovation I Yorkville, Illinois Science Lab Supporting Characteristics 1. Lab spaces are high discovery zones, with lots of experimentation. Here permission is given to experiment. 2. Demonstration is key to help students see what there discovery sessions should look like. SIZE 1,000 SF CAPACITY 27 Students St. Croix Central High School What might these spaces in the program look like? Inspiration View Elementary I Colorado Springs, Colorado Supporting Characteristics 1. A variety of seating and zones for relaxing, planning and collaborating with peers. StxCentral Program Summary US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 51 Vision for Tomorrow Arts Lab Supporting Characteristics 1. Multiple furnishings at different heights encourages learners to move to areas that support what they need to do at that time. 2. Visual changes in heights of furnishings allows for changes in behavior from focused to small-group interactions. SIZE 850 - 1,200 SF CAPACITY 25 Students Image Below: Salina Central High School I Salina, Kansas Image Right: Eastwood High School I El Paso, Texas Arts/Performance Characteristics 1. Flexible mobile furnishings allow for individual or group art. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 52 Landscape Development Areas: 1 Harmony Walk 2 North Parking Lot/Parent Drop-off/Harmony Promenade 3 Stadium Play Field and Stadium Court 4 Entry Court 5 Harmony Walk Interlude 6 Exterior Gathering 7 Theater Amphitheater 8 South Parking Lot 9 General Landscape Areas Landscape Design Objectives: Develop a plant palette consisting of regionally appropriate, low water use, low maintenance, disease and pest resistant plant materials that are visually interesting and attractive To develop a theme that: celebrates the performing arts focus of the school, incorporates local and native materi­ als, and works hand in glove with the architecture and civil engineering to create a visually strong project with a unique “sense of place” To create a school site that is cost effective, easy to main­ tain and whose visual impact builds off of the architecture and greater site design To create shade at the nodes where students gather through the use of trees. To develop a safe, functional and visibly accessible site through landscape view corridors To use plant materials that are tough enough to resist the stresses inherent to schools To take advantage of the site’s unique location To celebrate the conditions that make this site unique Landscape Narrative Landscape Narrative St. Croix Central High School Image: Virgin Islands Department of Education Social Media Ivanna Eudora Kean High School Marching Band Facebook April 1, 2016 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 53 Harmony Walk The site hardscape, walkways and seating are designed as rectangular shaped “keys” that loosely emulate the keys on a piano keyboard laid out in a loose “sonic wave” pattern. The theme is manifested by juxtaposing the rectangular keys next to one another but offsetting them in such a way that they form a sinuating wave that moves throughout the site. This wave rep­ resents both the technical and harmonic sound waves produced by music. The tempo changes throughout the walk, with the more active “people places” utilizing smaller scale elements in Allegro, or up tempo rhythm and the areas of less activity utilizing larger scale elements in Adagio, or down tempo rhythm. The keys are stretched and extended into the exterior gather­ ing spaces and buildings throughout the project, symbolizing the magical way that music can unify and bring people closer together. The hardscape flatwork of the Harmony Walk is intended to be colored via a penetrating stain with vibrant colors in high profile areas and areas of the building entries and more muted colors use throughout the balance of the site. Concrete seat walls will “rise up” from the hardscape bands that represent the darker sharp and flat keys on a piano keyboard and will match the color, texture and finish of those bands. Landscape will be integrated into the area by creating voids amongst the Harmony Walk keys for the placement of plant material. Shade will be accomplished through the use of shade trees and adjacent building overhangs. North Parking Lot/ Parent Drop-Off/Harmony Promenade The parent drop-off has been provided via a dedicated drive separated from the rest of the parking lot. This is intended to minimize pedestrian and vehicle interactions and therefore potential conflicts. Where pedestrians cross the drives, “speed tables’ have been provided to given prominence to foot traffic and to serve as a visual and physical cue. A pedestrian walkways of a minimum width of eight feet has been provided for students to exit vehicles onto and allow for safe, free movement from the drop-off area and into the campus. The drop-off walkway leads directly to the entry court, Adminis­ trative building and gymnasium and then onto the greater site. The Harmony Walk theme and landscaping will be extended into the north parking lot in keeping with the project goal of having the user experience start the moment pedestrians and/ or vehicles enter the project site. A strong north-south pedes­ trian spine will be established to create a safe, enjoyable and easily understood procession through the parking lot to the main school campus. Seat walls provide a place for students to rest as they wait to be picked. Trees will provide shade to make the area more comfort­ able in the heat of the day. The site offers an opportunity for a long queuing distance for drop-off eliminating challenges with vehicles backing up onto adjacent streets. Vision for Tomorrow The performing arts focus of St. Croix Central High School is reflected and celebrated via the musically themed “Harmony Walk.” US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 54 Landscape Narrative Cont. Landscape Narrative St. Croix Central High School Permaculture Gardens The permaculture garden is located at the end of the main north­ west courtyard just south of the gymnasium and serves as the visual terminus to the space. The design approach for the permaculture gardens will follow the three main ethics provided through the Permaculture Associ­ ation within the Virgin Islands; including Earth Care, People Care, and Fair Shares. Permaculture focus points: 1. Sustaining an environment for those to come in future genera­ tions; 2. Helping others meet their basic needs of water, nutri­ tion, shelter, etc.; 3. Distribute resources fairly among people, animals and plants; 4. Work with nature – not against it The gardens will follow the three ethics as guiding principles and the ultimate goals of the gardens will be to propagate native and endangered plants of the US Virgin Islands and endeavor to build an appreciation of native plants among students, staff, parents and the community as a whole. Built amenities that will be located in the garden are steel frame trellises, raised planter beds, seating nodes and garden paths. An outdoor learning area will provide focused learning opportu­ nities for garden users. Storage for garden equipment, tools and materials is planned to be accommodated via a small shed located within the garden area. On-Site Irrigation No permanent, underground irrigation is intended for this school site. The option of temporary irrigation will be explored later in the design process should concerns arise regarding establish­ ment concerns, etc.. Stadium Play Field and Stadium Court A full scale stadium play field and track with grandstands are planned at the north of the site, just west of the north parking lot. The Stadium Court, located south of the stadium and north of the gymnasium, is designed to integrate the stadium with the greater school site as well as serve as an informal gathering space for athletic participants. The Harmony walk theme will be extended into the Stadium Court and turned ninety degrees to give the space an interesting visual twist. The strong north- south connection between the gym and stadium will be reflected in the orientation of the Harmony Walk keys. Seating in the form of concrete seat walls will be provided in the Stadium Court and shade will be provided via trees. Landscape will be integrated into the area by creating voids amongst the Harmony Walk “keys” in the same manner as the rest of the Harmony Walk. ADA access and spectator areas are planned in amenity areas for the field. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 55 Vision for Tomorrow Entry Court The entry court receives all patrons to the school coming from the north parking lot and community walkways. All walkways are ADA accessible. The entry court will be the point of departure for patrons as it collects and then directs them toward the stadium to the west, Administration Building immediately to the east or all other cam­ pus destinations to the south. Enhanced landscape will beautify the entry court and have a passive wayfinding function as it will draw attention to the entry node. Seat walls will offer respite to students waiting for their parents and friends and it’s orientation toward the drive will allow students to converse without losing focus on nearby vehicles. Trees will shade this seating area to add to the user’s comfort. Harmony Walk Interlude The Harmony Walk Interlude is the exterior space set between the Theater and Commons Buildings and while it’s at the conflu­ ence of a number of different routes of travel through the site, it will offer a lushly landscape respite from the intense activities going on in the adjacent buildings. The area will be in keeping with the Harmony Walk theme. Bistro style seating along with concrete tiers and benches set amongst the architecture and landscape areas will offer students places to congregate. Architectural shade canopies and adjacent trees will provide shade. Exterior Gathering The exterior gathering nodes serve as both information congre­ gating places for students and outdoor classrooms. They are similar in design to the Interlude but their locations on-site in areas off the main path in lower traffic areas make them ideally suited for focused learning. The hardscape and seating follow the Harmony Walk theme as the keys reach out from the main path to tie in and create these slightly more private nodes. Node seating occurs as portions of the flat and sharp keys rise up to vertical seating height. Shade will be provided via a combination of trees and adjacent building overhangs. Node areas are buffered from adjacent buildings by enhanced landscape areas. The architectural “Follies” are brightly colored, open structures that serve as gathering spaces for creative collaboration, respite and social interaction. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 56 Landscape Narrative St. Croix Central High School Landscape Narrative Cont. General Landscape Areas The design approach for the General Landscape areas will be to respond to the natural grade of the existing site and further the theme of the Harmony Walk. Trees will help to define open spaces and provide shade in courtyards, gathering nodes and along walkways. Shrubs, accents and groundcovers will be used in highly visible areas to enhance the user’s experience throughout the site. Visual screening will be used in maintenance/”back of house” areas where needed. Areas where the building roof drains are placed will have angular rock or scuppers for efficient drainage on site. Mature size of plant material is to be considered with the place­ ment of each and every plant. Low maintenance, disease and pest resistant, durable plant materials are planned to be used in these spaces in keeping with the approach for the rest of the project site. Nature Park The design of the area at the southwest portion of the campus is intended to be a “Nature Park”. The space consists of curvi­ linear walks, seat walls and plant material that are unique to the site’s linear geometry of the Harmony Walk. The plant material will consist of natural and endangered plants of the US Virgin Islands and will be the landing place for the native plants culti­ vated in the Permaculture Gardens at the north courtyard of the project. Theater Amphitheater The Harmony Walk keys extend all the way to the west and integrate the Theater Amphitheater, quite possibly through the Theater building. The keys travel up the tiered amphitheater and into the adjacent maintenance drive to the west. The amphithe­ ater is an architectural feature works with the natural grade of the site and is built into the slope of the hill. The landscape surrounding the stair is intended to create a “nes­ tled” feeling and make the amphitheater space function as both independent outdoor learning space as well as seating focused on the building functions/events taking place in the Theater building directly to the east. Nearby trees will provide shade to patrons as well as partially screening views from adjacent areas and site areas beyond. South Parking Lot The South Parking Lot’s theme is identical to the north parking lot in that the intention is to extend the Harmony Walk keys out into the lot and create a promenade for users to experience the essence of the project from the moment they pull into the parking lot. Landscape will be extended into the parking lot, especially along the Harmony Walk keys, in order to make the walk more pleas­ ant. A gathering node will be created north of the lot as a sort of South Entry Node and it will collect and then disperse users to all campus points north around the site. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 57 Vision for Tomorrow Trees Autograph Tree – Clusia rosea Bay Rum – Pimenta racemose Black Olive – Budica buceras Broom Palm – Thrinaz parviflora Casha – Acacia macracantha Christmas Palm – Adonidia merrillii Cigar Box Cedar – Cedrela odorata Divi-divi – Pinia coriaria Dog Almond – Andira inermis Famboyant – Delonix regia Genip – Melicoccus bijugatus Gumbo Limbo – Bursera simaruba Hat palm – Sabal causiarum Ironwood – Krugiodendron ferrerum Jamacian Caper – Capparis cynophallophora Kapak – Ceiba pentandra Lignum-Vitae – Guaiacum officinale Locust Berry – Byrsonima lucida Mammee Apple – mammea Americana Mango – Mangifera indica Mangrove – Rhizophora Maria (Galba) – Calophyllum calaba Maricao – Byrsonima ‘spicata Masitc – Pistacia lentiscus Mesple (Sapodilla) – Manilkara zapota Monkey No Climb – Hura crepitans Orange Manjack – Cordia rickseckeri Pink Cedar (Pink Poui) – Tabebuia heterophylla Queen Palm - Syagrus romanzoffiana Rose Apple – Eugenia jambos Royal Palm – Roystonea borinquena Satinwood – Zanthoxylum flavum Seagrape – occoloba uvifera Soapberry – Sapindus saponaria Sugar Apple – Annona squamosal Tamarind – tamarindus indica Tyre Plam – Coccothrinax argentea Wild Cinnamon – Canella winterana Willow Bustic – Dipholis salicifolia Yellow Cedar – Tecoma stans Yellow Prickle – Zanthoxyllum monophyllum Understory Bougainvillea – Bougainvillea Bougainvillea “Miss Alice – Bougainvillea glabra Bread and Cheese – Pithecellobium unguis-cati Catch and Keep – Acacia retusa Century Plant – Agave missionum Christmas Bush – Comocladia dodonaea Dog Caper – Capparis flexuosa Frangipani – Plumeria Ginger Thomas – Tecoma stans Goatbuch – Castela erecta Guinea Grass – Panicum maximum Haiti Haiti – Thespesia populnea Hand Leaf – Anthurium cordatum Hibiscus – Malvaceae Inkberry – scaevola plumerieri Liana Fragante – Distictis lactiflora Lobster-Claws – Heliconia Locustberry – Byrsonima lucida Night Blooming Cereus – Selenicereus Grandifloras Prickly Pear – Opuntia dillenii Sea Lavender – Argusia gnaphalodes Sea Ox-Eye – Borrichia arborescens Sea Purslane – Sesuvium portulacastrum St. Croix Agave – Agave eggersiana Turk’s Cap – Melocactus intortus Wattapama – Poitea flordia White Maran – Croton discolor Wild Marrow – Croton astroites Wild Plantain – Heliconia caribaea Wild-Sage Lantana – Lantana involucrate Wooly Nipple Cactus – Mammillaria nivosa Cynodon datylon - “MidIron” Bermudagrass Turf * Owner to verify that plants with thorns/sharp tips are approved for use on this project. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 58 Autograph Tree Clusia rosea Bay Rum Pimenta racemosa Genip Melicoccus bijugatus Locust Berry Byrsonima lucida Divi-divi Pinia coriaria Jamacian Caper Capparis cynophallophora Mangrove Rhizophora Casha Acacia macracantha Hat Palm Sabal causiarum Black Olive Budica buceras Gumbo Limbo Bursera simaruba Mammee Apple Mammea americana Dog Almond Andira inermis Kapok Ceiba pentandra Maria (Galba) Calophyllum calaba Cigar Box Cedar Cedrela odorata Ironwood Krugiodendron ferreum Mango Mangifera indica Flamboyant Delonix regia Lignum-Vitae Guaiacum officinale Maricao Byrsonima ‘spicata USVI Plant Palette Trees USVI Plant Palette US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 59 Satinwood Zanthoxylum flavum Willow Bustic Dipholis salicifolia Tamarind Tamarindus indica Soapberry Sapindus saponaria Seagrape Coccoloba uvifera Yellow Prickle Zanthoxylum monophyllum Tyre Palm Coccothrinax argentea Sugar Apple Annona squamosa Wild Cinnamon Canella winterana Mastic Pistacia lentiscus Pink Cedar (Pink Poui) Tabebuia heterophylla Monkey No Climb Hura crepitans Mesple (Sapodilla) Manilkara zapota Rose Apple Eugenia jambos Orange Manjack Cordia rickseckeri Royal Palm Roystonea borinquena Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 60 Bougainvillea “Miss Alice” Bougainvillea glabra Ginger Thomas Tecoma stans Christmas Bush Comocladia dodonaea Hand Leaf Anthurium cordatum Catch and Keep Acacia retusa Guinea Grass Panicum maximum Bread and Cheese Pithecellobium unguis-cati Goatbush Castela erecta Dog Caper Capparis flexuosa Hibiscus Malvaceae Century Plant Agave missionum Haiti Haiti Thespesia populnea Bougainvillea Bougainvillea Frangipani Plumeria USVI Plant Palette Undercover USVI Plant Palette US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 61 Liana Fragante Distictis lactiflora Wild-Sage Lantana Lantana involucrata Sea Purslane Sesuvium portulacastrum Prickly Pear Optunita dillenii White Maran Croton discolor Locustberry Byrsonima lucida Turk’s Cap Melocactus intortus Lobster-Claws Heliconia Woolly Nipple Cactus Mammillaria nivosa St. Croix Agave Agave eggersiana Sea Lavender Argusia gnaphalodes Wild Marrow Croton astroites Night Blooming Cereus Selenicereus grandiflorus Wattapama Poitea flordia Inkberry Scaevola plumerieri Wild Plantain Heliconia caribaea Sea Ox-Eye Borrichia arborescens Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 62 Site Athletics Narrative St. Croix Central High School Site Athletics Narrative Overview The athletics and outdoor learning play areas are key for phys­ ical fitness, social and physical health and awareness of the environment. The following summarizes the outdoor sports and features and amenities to be included within those program spaces. These spaces are being coordinated with the indoor learning spaces to create strong connections to the outdoor learning studios and athletics. The high school athletics pro­ gram will meet National Federation of High School Standards (NFHS) and be used for competition for a variety of sports. Refer to the following plans and precedent images that reflect the design intent for these amenities. Site areas needed for these types of spaces need to be fairly level with slopes of 0.6% to 1.5% percent maximum.   Site Program Athletic Fields, & Outdoor Learning Studios. *Refer to Schematic Site Plan and site sections for layout. -Building Relationships -Athletic Fields -Outdoor Learning Studios -Outdoor spaces shall have a direct relationship to the indoor learning studios. 8-lane 400 Meter Competition Running Track. Design to NFHS standards. a. Pole Vault b. Long/Triple Jump c. High Jump d. Discus Sector (throw onto the turf football field) e. Shot Put Sector (not shown due to limited site area) f. Track Section: Provide 6-inch asphalt track section over 6” compacted aggregate. g. Track Surfacing: Use the District’s preferred ½-inch thick poured-in-place polyurethane resilient surfacing equal to Beynon Sports system BSS 1000 which is an impermeable shock absorbing cushion with SBR rubber granules. h. Track Drainage: Provide a linear slotted track drain system with matching in-line catch basins around the inside perim­ eter of the track. The slot drain system will connect to the site storm system. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 63 Vision for Tomorrow Multi-Use Athletic Field a. Football/Soccer: Construct a regulation field size of (160’ x 360’) for football and a minimum field size of (165’ x 355’) for regulation soccer. b. Softball: Due to site space limitations, the softball field striping markings are shown to be overlaid on the larger turf field. c. Synthetic Turf Field: Provide a 2.25-inch dual fiber (50% monofilament and 50% slit film) over a 6-inch depth of drainage aggregate, over filter fabric, over a compacted and stabilized subgrade. The drainage system will con­ sist of perforated HDPE panel drains and round pipe ex­ tending to the storm system. The field will be crowned at the field centerline and sloped at a minimum of 0.60% to a maximum of 1.0% percent. d. Provide 4-feet high PVC-coated black chain link perime­ ter fencing around the field. e. Field Lighting: Playfield will not be lighted but can have lighting added in the future if needed. f. Scoreboard: Provide a multi-sport scoreboard and con­ trol console located in the press box. g. Football Play Clocks: Locate at each end of the playing field. Will be controlled with the scoreboard system from the press box control console. h. Goals: A combination football and international style soccer goal system will be provided. i. Ball Netting: Provide posts and ball net system that can be raised and lowered to intercept football field goals and shots on the soccer goal. Netting would be accom­ modated within the “D” area of the track. j. Drainage: The playfield will be surface drained via sub-drainage collector piping to a series of swales and storm inlets at the perimeter of the field. Alternate for synthetic turf, turf field will have a 5-inch thick aggregate drainage layer and subdrain system to positively drain the field into the storm system. k. Sports Field Lighting (LED). Lighted to 50-foot candles average minimum per NFHS. l. Outdoor Sound Reinforcement (speakers on building and on field light poles). m. Provide power and cable to support TV/Camera/Radio broadcasting. n. Track Storage Building: Provide 20-30 feet building-600- SF for field maintenance equipment and track mats and equipment storage. o. Provide 4-feet high PVC-coated black chain link perime­ ter spectator and security fencing around the field. 3. Stadium Amenities a. Seating: Provide a 500-seat minimum grandstand com­ prised of cast-in-place learning steps into the hillside. Use for sports spectators and possible outdoor learning stair. b. Grandstand Construction Type: Reinforced cast-in-place concrete learning steps with surface mounted compos­ ite seat cap. c. Press Box: Assume 10 seating positions and counter space for 4-Coaches, 2-Scorekeeper/Sound control, and 4-Press personnel. Provide equipment for sound and lighting control. Electrical: Provide electrical service and cable to the playing field surface. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 64 Illustrated Site Plan St. Croix Central High School Illustrated Site Plan Exterior Space/Structure List Accessible Parking and Ramps Drop-off Pedestrian Spine with “Harmony Walk” Tie-In Entry Court with Shaded Seating Gym and Stadium Courtyard with Shaded Seating ”Harmony Walk” themed hardscape walkways and courtyards. Walkway “Keys” are a metaphor for piano keys laid out in a sound wave pattern. Key rhythms alternate in scale to produce zones of “Allegro” fast, and “Adagio,” slow. Harmony Walk elements integrated into interior architecture. Outdoor Learning/Gathering Spaces (Small and Large) Maintenance and Emergency Vehicle Access Road “Park” Like Setting in South Courtyard Area. Area focuses on native and endangered plants of St. Croix. Parking Lot (196 Student Spaces and 84 Staff Spaces) Accessible Parking Spaces with adjacent speed table access to the rest of the site at North/South. East Side Parking (Additional Spaces) Doubles as Staff Parking during school hours and event parking. Permaculture/Agronomy Areas with Raised Planting Beds ROTC Building and Courtyard (Stadium Prefunction Shared Use Area) Smaller Outdoor Learning/Gathering Spaces Stadium, Grandstands, Track and Field “Meet me underneath Our tree. The palm. You will know her.” She sheltered our eyes She weathered the seas She remembers our voices Our trespasses, our vigils. She reminds us of everything. “ Design Inspiration Winifred “Oyoko” Loving Creative Callaloo I Danica M. David US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 65 Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 66 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 67 Top: Aerial with View to Learning Suite Art Balcony and Theater Bottom: Aerial View at North End of Campus, Looking South Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 68 Architectural Narrative Concept and Organization Architectural Narrative St. Croix Central High School The design of the new St. Croix Central High School: Fine Arts Magnet Campus supports a changing educational vision for USVI Public Schools by focusing on teaching and learning for the whole student within a values system that prioritizes resil­ ience, flexibility and adaptability, access to quality education, and sustainable/high performance design. Dedicated to the celebration of the fine arts, the St. Croix Cen­ tral Campus aspires to create a safe place of belonging, culture, and community for teaching and learning on the island of St. Croix. The design framework for the eleven-building campus responds to the vernacular architecture of the islands and is inspired by traditional song form. The progression through the campus is informed by the parts of a song—an intro, chorus, and verse, that lead to the bridge, or architecturally speaking, the flexible performance theater and heart of the campus. A musical bridge is a passage that serves as a link between two sections of a song. Conceptually and with physical bridges, the theater links the North and South ends of the campus. The campus is organized in a predominant N-S orientation but with strategic E-W avenues and breezeways to maximize oppor­ tunities for passive cooling. Buildings have been sited to rein­ force desired teaching/learning adjacencies that create active space for the arts, with affordances for deep shade and covered work areas and walkways. Upon arrival, one’s journey through the campus is guided by the central ‘Harmony Walk,’ a lyrical passage that weaves through the campus, to provide space for casual interactions, outdoor learning, respite/reflection, assembly, and performance. Archi­ tectural follies, sprinkled the full length of the Harmony walk, pro­ vide playful, more sheltered zones for small group and individual work. To support greater comfort margins and provide shelter in inclement weather, shade structures have been thoughtfully integrated between buildings and all along the Harmony Walk. The intentional siting of the theater and supporting amphitheater, place arts and performance at the heart of the campus. “ Design Strategy US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 69 Vision for Tomorrow A campus of the islands to celebrate arts and music; a safe place of belonging, culture, and community. Inspired by Island Vernacular Inspired by Song Form US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 70 Architectural Narrative Architectural Narrative St. Croix Central High School The intentional siting of the theater and supporting amphithe­ ater, place arts and performance at the heart of the campus. Site circulation and access to the theater, with parking on the North, East, and South sides, is designed to position the building as a community amenity. To reinforce a campus curriculum embedded in the arts, distrib­ uted space for arts and performance is provided in every build­ ing. The primary entry to the Harmony Walk is at the North end of the campus, defined by an administrative building and the campus gymnasium. The admin building supports administrative, coun­ seling, and health services. The gymnasium will support athletics and physical education and serve as the primary storm shelter for the campus. Beyond the gymnasium, the West edge of the campus houses two learn­ ing suite buildings, one on either side of the flexible performance theater and amphitheater. Teaching to me is like the sun rising every morning. I approach each day as a new day. 2020 St. Croix District Teacher of the Year, Zahra O’Reilly-Bates “ US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 71 The theater and learning suite buildings are connected by covered, overhead walkways. The learning suite buildings are designed to accommodate grades 9-12 in vertical or multi-grade learning communities and are organized to support an Inqui­ ry-Based learning model. To promote flexibility and adaptability, conditioned classrooms are connected with operable walls. On the East edge of the campus, South of the admin building, vi­ sual arts/dance and music buildings flank either side of a central commons and dining building, connected to the theater by an overhead shade canopy and colored pavement. The visual arts/dance and music buildings provide a variety of venues, in scale and formality, to support learning and perfor­ mance in the arts, with spaces ranging from a quelbe dance studio to a printmaking lab. Vision for Tomorrow Harmony Walk Color & Music of the Islands Sustainable Design for Natural Cooling & Daylighting Image: View of “Harmony Walk” looking South; standing on art balcony in North learning suite building, with direct connection to primary breeze corridor between the Visual Arts/Dance and Commons buildings. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 72 We perform so you can Dance! Laugh! Sing! We are right in front of you Wanting you to feel The rhythm, the chant, The beat, the duet, the thrill We are right here! “ Design Inspiration Winifred “Oyoko” Loving Creative Callaloo I Danica M. David US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 73 The new St. Croix Central campus is located on the current site of the existing campus, but new construction has been strategi­ cally located to allow the existing campus to remain operational while the new campus is constructed. Following building con­ struction of the new campus proper, all existing buildings will be demolished, to make way for the field, press box, new JROTC building, and parking. The existing JROTC shooting range, West of the new structure, is to be maintained and any potential changes reviewed and implemented with approval of the VIDE. The combined functional capacity of the campus is 1,087 students. Accounting for flex spaces increases that number to 1,134 students. Presently, staff planning stations will accommo­ date a core teaching staff of 68. The St. Croix Central High School campus, in exception for the gymnasium, is designed to be net zero ready. The gymnasium, as the shelter, will be net zero-off the grid. To the West of the gymnasium, connected by an above ground corridor, a small utility building and utility yard will house pri­ mary mechanical and electrical infrastructure for the site. This includes campus chillers, fire pump service, a new primary transformer, and battery storage for photovoltaics integrated on building roofs throughout the campus. Image: Interior Schematic of Flexible Performance Theater US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 74 Our gifts to the world endure The brave drum, the beating sun. No ordinary culture Fascinating island lore. “ Design Inspiration Winifred “Oyoko” Loving Creative Callaloo I Danica M. David US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 75 Image: Section Perspective View of Flexible Performance Theater US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 76 The new St. Croix Central High School adopts an Interpretive/ Revival expression of historical architecture on the islands. The built language for the campus borrows stylistic elements from both the historic and vernacular styles but arranges them in ways that break the traditional forms and patterns previously used. The architectural kit of parts revives historic styles but reinterprets them into a new less formal architectural language. The following elements comprise the basis of exterior design across all buildings on the campus: 1. Hip Roof Design 2. Metal Screen Fascia 3. Covered Balcony Condition 4. Roof Cladding Fold Down 5. Punched Openings/Recessed Windows (Sun Protection) 6. Louvers for Fresh Air 7. Color and Protected Mural Artwork Architectural Kit of Parts/Materials Stylistically, in the spirit of the islands, the design utilizes strong pattern language in the expression of volumes and forms, solids and voids, horizontals and verticals, punched openings, and light and shadow. The rich heritage of resilient building in the islands has informed the design of the building systems and preliminary material selections. Materials are being considered for durability in a hot/humid, high seismic, high wind zone, ease of maintenance, and life cycle costs. Materials have been selected with respect for deconstruc­ tion and high regard for health, indoor environmental quality, and comfort. Primary building elements will be masonry, metal, metal that looks like wood, and high-pressure laminate panels. Interior partitions have been designed to support conditioning requirements for a net zero ready design. Wall types and finish­ es are informed by conditioning adjacencies, a desire to reduce mass, wall heights, opportunity for mold/mildew, controlled acoustics, and cost/labor/install. All wall types can be identified in one of three categories: 1. Exterior Thermal Wall 2. Interior Thermal Wall 3. Conditioned Non-Thermal Wall The standard roof assembly is a composite metal deck with a standing seam metal finish. The exception is at the primary shelter (and any spaces rated the same as the shelter) and this assembly is poured in place concrete with standing seam metal finish. Architectural Narrative Architectural Narrative Cont. St. Croix Central High School The great majority of houses in Frederiksted have hip roofs over the main structure. This design offers little resistance to hurricanes as there are no flat gables for the wind to exert pressure against. The Vernacular Architecture of Frederiksted By Robert S. Brown (Page 08) “ US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 77 Vision for Tomorrow The Vernacular Architecture of Frederiksted Robert S. Brown (Figure 11, Page 27) Image: West Elevation of Visual Arts/Dance Building US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 78 Architectural Narrative Cont. St. Croix Central High School Image: Visual Arts/Dance Building: East Elevation The design utilizes strong pattern language in the expression of volumes and forms, solids and voids, horizontals and verticals, punched openings, and light and shadow. Standing Seam Metal Roof Exposed Exterior Structural Framing High Pressure Laminate Panel Fiberglass Sandwich Panel Metal Wall Panel US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 79 Vision for Tomorrow Image: Visual Arts/Dance Building: West Elevation Materials have been considered for durability in a hot/humid, high seismic, high wind zone, ease of maintenance, and life cycle costs. Primary building elements will be masonry, metal, metal that looks like wood, and high-pressure laminate panels. Mural (Masonry Substrate) Perforated Aluminum Panel Aluminum Planks Masonry US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 80 Architectural Narrative Cont. St. Croix Central High School Architectural Narrative US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 81 The design for the new St. Croix Central High School: Fine Arts Magnet Campus is built upon nurturing student achievement, organizational culture, and teacher and leader effectiveness. It aspires to be a place that ignites passion for the arts and for life-long learning to serve each child holistically, with resourc­ es afforded to build community on the island of St. Croix and throughout the territory. Building Information and Summary VIDE St. Croix Central High School St. Croix, USVI The St. Croix Central High School consists of (9) new buildings and (1) existing building separated with assumed property lines between them. Five of the buildings have an E-Educational designation, three are A-Assembly, one is B-Business, and one is M-Mechanical. Applicable Codes, Regulations, and Design Policies Title 29 Of The Virgin Islands 2021 INTERNATIONAL BUILDING CODE 2021 INTERNATIONAL EXISTING BUILDING CODE 2021 INTERNATIONAL FIRE CODE 2021 INTERNATIONAL MECHANICAL CODE 2021 INTERNATIONAL PLUMBING CODE 2020 NATIONAL ELECTRIC CODE 2021 INTERNATIONAL ENERGY CONSERVATION CODE 2019 NFPA 13: STANDARD FOR THE INSTALLATION OF SPRINKLER SYSTEMS 2017 ICC 117.1 STANDARD FOR ACCESSIBLE AND USABLE BUILDINGS AND FACILITIES 2019 ASME A17.1 SAFETY CODE FOR ELEVATIONS AND ESCALATORS Image: View of “Harmony Walk” looking East, from overhead bridge connecting learning suite building and theater. Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 82 Primary Campus Entry (North End) Architectural Drawings Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 83 Vision for Tomorrow Harmony Walk with View to North Learning Suite Building US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 84 Architectural Drawings Visual Arts and Dance Building St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Architectural Drawings Level 01 Dance Studio Quelbe Dance Studio Drama Movement Learning Center Printmaking Lab Metals Lab Gallery Breezeway Visual Arts/Dance N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 85 Visual Arts and Dance Building, Floor Plan Not to Scale Vision for Tomorrow Mezzanine Drama Movement Learning Center Printmaking Lab Metals Lab Gallery Dance Studio Quelbe Dance Studio Breezeway US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 86 Architectural Drawings Visual Arts and Dance Building St. Croix Central High School West Elevation North Elevation Architectural Drawings US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 87 Vision for Tomorrow South Elevation Not to Scale East Elevation US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 88 Architectural Drawings Music Building Architectural Drawings St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Band/Orchestra Steel Pan Jazz/Chamber Music N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 89 Dist. Lrng. Vision for Tomorrow Music Building, Floor Plan Not to Scale Mezzanine Band/ Orchestra Piano/ Keyboard Studio Choir Room Large Ensemble Small Ensemble Jazz/Chamber Studio Steel Pan Studio US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 90 Architectural Drawings Music Building St. Croix Central High School Architectural Drawings West Elevation South Elevation US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 91 Vision for Tomorrow North Elevation East Elevation Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 92 Breezeway with View to Harmony Walk Beyond US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 93 Top: View to Music Building from “Harmony Walk” Bottom: View to Visual Arts/Dance Building from “Harmony Walk” Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 94 Architectural Drawings Flexible Performance Theater Architectural Drawings St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Level 01 Theater N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 95 Vision for Tomorrow Flexible Performance Theater, Level 01 Floor Plan Scene Shop Lighting Lab/ Sound Storage Stage/Scene Storage Audio Recording Studio Career Center Costume General Storage Multipurpose Sewing Lab Lobby/Gallery Outdoor Amphitheater US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 96 Architectural Drawings Flexible Performance Theater Architectural Drawings St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Level 02 Theater N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 97 Vision for Tomorrow Flexible Performance Theater, Level 02 Floor Plan Balcony Balcony MEP/IT/AV Open to Below US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 98 Architectural Drawings Flexible Performance Theater Architectural Drawings St. Croix Central High School South Elevation East Elevation US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 99 Vision for Tomorrow West Elevation North Elevation Not to Scale West Elevation Behind Screen West Elevation Balcony US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 100 Architectural Drawings Interior Views of Theater Lobby Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 101 Vision for Tomorrow View of Theater Lobby from Commons Building US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 102 Flexible Performance Theater Architectural Drawings Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 103 Flexible Performance Theater, Interior Vision for Tomorrow Flexible Performance Theater US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 104 Architectural Drawings Commons Building Architectural Drawings St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Design Library (Media Center) Digital Maker Space Theater N True North Kitchen US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 105 Vision for Tomorrow Commons Building, Floor Plan Mezzanine Design Library (Media Center) Maker Space Servery Kitchen Dining Distance Learning US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 106 Architectural Drawings Commons Building Architectural Drawings St. Croix Central High School South Elevation East Elevation East Elevation Behind Screen South Elevation Niche US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 107 Vision for Tomorrow West Elevation North Elevation Not to Scale North Elevation Niche US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 108 Covered Connection Between Commons and Theater Buildings US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 109 Top: VIDE Music Students: November 28, 2017 Virgin Islands Department of Education Social Media (Facebook) Bottom: Music Building: Band and Orchestra Space (Rehearsal and Performance) Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 110 Architectural Drawings Learning Suite Building St. Croix Central High School Architectural Drawings *Typical of both Learning Suite Buildings LEGEND LEARNING STUDIO COMMONS/COLAB MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS ADMIN STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Learning Suites N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 111 Vision for Tomorrow Learning Suite Building 01 (North), Floor Plans Level 01 Level 02 Mezzanine A: Learning Suite Building 02 (South) 3D Art B: Learning Suite Building 02 (South) SPED Suite A B *In Learning Suite 02, two general classrooms are combined to provide a SPED suite. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 112 Architectural Drawings Learning Suite Building St. Croix Central High School Architectural Drawings *Typical of both Learning Suite Buildings South Elevation East Elevation West Elevation Behind Fascia US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 113 Vision for Tomorrow West Elevation North Elevation North Elevation Art Veranda (2nd Floor) West Elevation Art Veranda (2nd Floor) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 114 Inquiry-Based Learning Learning Suite Building St. Croix Central High School Inquiry-Based Learning *Typical of both Learning Suite Buildings: Level 01 Inquiry-Based Learning at the Learning Suite Buildings A dynamic form of active learning that begins with inquiry, prob­ lems, or scenarios. Students then identify, investigate, and re­ search issues and respond to challenges or complex problems. Lecturing Experiencing Reflecting Inquiring Moving Collaborating 1 2 Lecturing Experiencing LAUNCH Reflecting Inquiring Evaluating Moving Collaborating ORGANIZATION Lecturing Inquiring Collaborating WORKSHOP Moving Inquiring Reflecting Evaluating Lecturing Collaborating Creating DEVELOPMENT ReflectingExperiencing Collaborating FEEDBACK Evaluating Presenting Experiencing FINAL PRODUCT/ PRESENTATION 1 2 3 4 5 6 *Schematic Design Imagery: Included to support design concept. Reference drawings for final design. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 115 Vision for Tomorrow Reflecting Creating Experiencing Inquiring Lecturing Presenting Evaluating 3 4 5 6 Moving Collaborating Inquiring Lecturing Collaborating Collaborating Experiencing US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 116 Inquiry-Based Learning Learning Suite Building St. Croix Central High School Inquiry-Based Learning *Typical of both Learning Suite Buildings: Level 02 Inquiry-Based Learning at the Learning Suite Buildings A dynamic form of active learning that begins with inquiry, prob­ lems, or scenarios. Students then identify, investigate, and re­ search issues and respond to challenges or complex problems. Lecturing Experiencing Reflecting Inquiring Collaborating 1 2 Moving Evaluating Lecturing Experiencing LAUNCH Reflecting Inquiring Evaluating Moving Collaborating ORGANIZATION Lecturing Inquiring Collaborating WORKSHOP Moving Inquiring Reflecting Evaluating Lecturing Collaborating Creating DEVELOPMENT ReflectingExperiencing Collaborating FEEDBACK Evaluating Presenting Experiencing FINAL PRODUCT/ PRESENTATION 1 2 3 4 5 6 *Schematic Design Imagery: Included to support design concept. Reference drawings for final design. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 117 Vision for Tomorrow Reflecting Experiencing Inquiring 3 4 5 6 Moving Collaborating Inquiring Collaborating Collaborating Experiencing Lecturing Evaluating Reflecting Presenting Evaluating US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 118 Architectural Drawings Architectural Drawings Gym Building St. Croix Central High School LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE *Primary Shelter Gym N True North US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 119 Vision for Tomorrow Gym Building, Floor Plan Mezzanine US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 120 View to Gym from Track Primary Entry to Gym US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 121 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 122 Architectural Drawings Architectural Drawings Gym Building St. Croix Central High School South Elevation East Elevation *Primary Shelter East Elevation Behind Fascia US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 123 Vision for Tomorrow West Elevation North Elevation West Elevation Behind Fascia US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 124 St. Croix Central High School Architectural Drawings Administration Building Architectural Drawings LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Admin N True North Outdoor Patio Counseling Health Services Campus Entry and Administration US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 125 Vision for Tomorrow Not to Scale Administration Building, Floor Plan Mezzanine Health Services Counseling Campus Entry and Administration Outdoor Patio US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 126 Architectural Drawings Administration Building St. Croix Central High School Architectural Drawings North Elevation East Elevation East Elevation Under Roof US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 127 Vision for Tomorrow Not to Scale West Elevation South Elevation North Elevation Under Roof US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 128 Architectural Drawings JROTC Building Vision for Tomorrow St. Croix Central High School Architectural Drawings LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE JROTC N True North Classroom Classroom Breezeway Changing Areas Armory Uniform Storage US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 129 Not to Scale Vision for Tomorrow East Elevation North Elevation Breezeway West Elevation North Elevation South Elevation South Elevation Breezeway US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 130 Architectural Drawings Utility Building Vision for Tomorrow LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE St. Croix Central High School Architectural Drawings Utility N True North Emergency Electrical Electrical Mechanical Fire Pump Chiller Yard Not to Scale East Elevation North Elevation West Elevation South Elevation US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 131 Not to Scale Vision for Tomorrow Architectural Drawings Press Box Building LEGEND ADMIN COMMONS/COLAB LEARNING STUDIO MEDIA/MAKER SPED ARTS AND PERFORMANCE ATHLETICS STORAGE RESTROOM MAIN ENTRY OUTDOOR SCIENCE Press Box N True North East Elevation North Elevation West Elevation South Elevation US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 132 Architectural Shade Studies Architectural Drawings While developing design studies for new and renovated VIDE schools, DLR Group asked the following question of Mr. Ken­ nard Callen, the VIDE Director of Sports and Athletics. From a learning standpoint, are there special Physical Education (PE) requirements (for space)? Answer: “Yes, Shade!” Across the St. Croix Central High School Campus, whether for athletics, outdoor learning, or general transit, shade is a neces­ sary element of comfort and protection. Independent of the building structures, shade structures have been incorporated along the full extent of the Harmony Walk. These structures are strategically located so that in the event of rain, a student will be able to move from one end of the campus to the other, under protection of a shade canopy. The shade structures will have exposed structural steel framing, topped with a combination of insulated translucent fiberglass sandwich panels and perforated aluminum panels. Additionally, and true to the island’s architectural vernacular, each building has been equipped with deep roof overhangs to provide shade and protection at all building perimeters. Image: View to Visual Arts/Dance Building Breezeway from Underneath Shade Canopy US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 133 Vision for Tomorrow These shade strategies have been paired with architectural ‘fol­ lies’ distributed throughout the Harmony Walk. These small, cov­ ered enclosures will provide shaded outdoor work space. There are three variations of the folly, each with a different seating configuration. To extend the use of these spaces into evening hours, built-in benches will have integral lighting. These structures are not intended to be permanent, long-term installations, but they should be able to sustain the high-force winds and seismic conditions of the site. Intended construction is color integrated, wood plastic composite lumber, ‘connected’ by a stainless steel rod. Additional coordination and study is needed in the next phase of design to formalize a safe and secure construction that aligns with the above design thinking. Top: Aerial View of Harmony Walk Bottom: Architectural Folly Adjacent to Gym Left: Architectural Folly Outside of the Commons Building US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 134 View to Harmony Walk from Main Entry Canopy (North End, Looking South) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 135 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 136 The St. Croix Central High School design creates flexible, beautiful, and resilient learning environments that showcase active learning and flexible teaching scenarios with special emphasis on the unique needs of a fine arts magnet program. As one thinks about place and the community of learners for which it supports, each building across the campus is centered around the creative nature of the arts. The interior concept is inspired by the journey an individual takes through the shared, immersive experience of music. Whether conscious or subconscious, the individual experiences a depth of creative energy while absorbing the art of a song. In the same way, traversing the campus takes the individual on a journey, celebrating the nuances and beauty of music. The following strategies are used to emphasize musical qualities by the design team: Concept Narrative Much like the effect music has on an individual, spaces throughout the buildings are designed to leave IMPRESSIONS on students, visitors, and faculty. Conversely, the spaces will be designed in a manner that allows the users to make impressions on the building in the form of influencing and effecting their environment. This is seen in the form of gallery walls, pin up spaces, and areas facilitating student interaction. The design also aims to create MOMENTS of inspiration. The interior design will support the ability to reflect on your journey, inspire creativity, or cause a burst of energy. These moments will catch your eye in the form of a framed view and cause a reaction or pause in the existing architecture. The art of Music is about celebration. CELEBRATION throughout campus will be manifested in the use of bold, vibrant colors in concentration to highlight spaces of performance, learning, or impromptu practice. The interior design will speak to the pensive, thought provoking emotional and physical responses to music. DEPTH within the interior is used to draw users through the space with continuous elements spanning from one area to the next, framing a new perspective in the users’ mind. Music and the arts are in a constant state of change over time. This is shown on campus in the idea of MOVEMENT and texture. Used in the form of perforated screens that allow light to pass through and change throughout the day create inspiration and remind the users that the arts are not static. Fluid, ever-changing, innovative, full-bodied, more than what first meets the eye. Interior Design Interior Design St. Croix Central High School Image: Interiors image study exploring the relationships between space and quali­ ties of music. (Impressions, Moments, Celebration, Depth, and Movement) Teaching art is my passion. I cultivate art enthusiasts and creative world-changers. “ Design Inspiration Danica M. David Artist Statement Creative Callaloo I Danica M. David US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 137 Vision for Tomorrow Extension of Space I Depth Impressions I Interactions Moments I Reactions Celebration I Expression Movement I Change Over Time US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 138 Interior Design CELEBRATION | COLOR DEPTH | PERSPECTIVE IMPRESSIONS | DISPLAY St. Croix Central High School Interior Kit of Parts Interior Design US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 139 MOMENTS | VIEWS MOVEMENT | TEXTURE “Mere color can speak to the soul in a thousand different ways” -Oscar Wilde Vision for Tomorrow *VIDE Educational Facility Master Plan color studies. US VIRGIN ISLANDS EDUCATIONAL MASTER PLAN JAN 2020 COPYRIGHT© 2020 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 140 Interior Design Palette Color, Wayfinding, and Building Identity St. Croix Central High School Interior Design The St. Croix Central High School color and material story is inspired by the natural landscapes of the islands. The color studies in the VIDE Educational Facility Master Plan informed the design and were grounded in natural elements like sand and sky, rain forest and sea, flora and fauna, and the sunset. The St. Croix Central High School campus uses the most vibrant hues from the master plan color studies. Each building has its own color story based on the function of the spaces it supports. The colors are organized based on the following conceptual categories: health and wellness, learning, collaboration, socializing, performance, creation, and exploration. The St. Croix Central High School wayfinding strategy is inspired by the “distinctively Caribbean” and most traditional form of music on the islands, Quelbe. Instrumental themes, derived from Quelbe music, help organize the buildings. By giving each building their own identity, students, faculty, and visitors will navigate the campus efficiently and safely. Theater and Commons Building: Flute and Voice The flute and voice dance atop the beat of the song. These spaces are light, airy, and fun, with strong melodic qualities. Learning Suite Buildings: Guitar and Banjo Like the core curriculum supported in the learning suite buildings, the guitar and banjo lay a harmonic groundwork. Visual Arts/Dance and Music Buildings: Tambourine and Squash These percussion instruments provide exciting special effects, and accent the core melody. Gymnasium and Admin Buildings: Steel and Conga Drums The drums keep a strong steady beat. US VIRGIN ISLANDS EDUCATIONAL MASTER PLAN JAN 2020 COPYRIGHT© 2020 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 141 Top: Dance studio with color applied at linear ceiling elements. Bottom: Music classroom with multiple colors/patterns, used to compliment a warm linear ceiling. Vision for Tomorrow *VIDE Educational Facility Master Plan color studies featured on previous spread. US VIRGIN ISLANDS EDUCATIONAL MASTER PLAN JAN 2020 COPYRIGHT© 2020 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 142 Top: Gymnasium and Admin Buildings: Steel and Conga Drums Bottom: Visual Arts/Dance and Music Buildings: Tambourine and Squash Interior Design Palette St. Croix Central High School Interior Design US VIRGIN ISLANDS EDUCATIONAL MASTER PLAN JAN 2020 COPYRIGHT© 2020 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 143 Top: Learning Suite Buildings: Guitar and Banjo Bottom: Theater and Commons Building: Flute and Voice ...the distinctively Caribbean, yet uniquely Virgin Islands, sound of quelbe music is an old but new dance music...that tells of historical events on the island of St. Croix and accompanies local traditions of quadrille dance. Vision for Tomorrow Smithsonian Folkways Recordings: Quelbe! Music of the US Virgin Islands Image: Folklore Wall Paintings, British Virgin Islands, Caribbean US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 144 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 145 Interior Design Finishes Interior Materials and Finishes St. Croix Central High School Finish Sustainability Interior finishes have been evaluated for their alignment with the project and district’s sustainability goals. Specified products will create a healthy interior environment, will be easy to clean, and will not retain moisture. They will elevate the indoor air quality, minimize waste pre- and post-construction, and contain pre- and post-consumer recycled content, while concurrently maintain­ ing durability, and meeting performance requirements. Product material ingredients should be evaluated to reduce the use of known harmful chemicals without compromising the products’ durability, longevity and performance requirements. All paints, adhesives, coatings, sealants, carpet, and wood to be low to zero VOCs All wood to contain no formaldehyde and be FSC certified Acoustic materials have been considered for each space. Acoustically absorptive finishes have been coordinated with the design team to control reverberation and satisfy aesthetic, dura­ bility, programming, and budgetary requirements. High-perform­ ing treatments have been incorporated throughout the campus, with special attention and consideration to sound control in all performance spaces. In conjunction with material, color, and acoustic studies, interior and exterior lighting will be an important facet of the design. Spaces will be properly illuminated and have even light distribution with an emphasis on daylight. *To reinforce the theater as the heart of the campus, colored lighting, will be featured at the theater roof and building interior. Image: Flexible Performance Theater: Level 02 Balcony with View to Harmony Walk US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 146 Interior Design Lighting Strategies St. Croix Central High School Lumenpulse Lumenfacade Nano RGBW Provides ability to adjust color on the roof with addition of simple 'shows' including solid washes cycling or color chases. O RMANCE STUDIO ERFORMANCE Y STUDIO ERFORMANCE Y STUDIO ERFORMANCE Y Across the campus, all buildings are to receive a standing seam metal roof finish in Bone White. This light colored finish is inten­ tional to support the energy goals of the campus; it also balanc­ es the intense, saturated colors in the building murals and in the stained paving on the Harmony Walk. To provide additional opportunity for color, in a flexible applica­ tion, the design team has coordinated for colored lighting at the roof of the theater building. This ability reinforces the notion of the theater as the heart of the campus and will allow various user groups to brand the building to their special event. From a campus perspective, it will provide a connection to the perfor­ mance happening within the theatrical space and add ambiance to the campus during special events. The specified fixtures will allow the users to adjust color on the roof with the addition of simple ‘shows’ including solid washes cycling or color chases. 1 A5.4 190 198 2 A5.4 200 203 204 205 207 208 209 210 211 212 213 191 192 2 A5.0 1 A5.0 KEY PL ROTC TRUE N SCALE: 1/8" = 1'-0" ROOF PLAN - THEATER NOTE: TOTAL PHOTOVOLTATIC SF @THEATER BLDG: 16,030 SF Images: Schematic studies of color application at theater roof and theater interior. Colors can coordinate to the palettes developed in the VIDE Educational Facility Master Plan or directly to school or community stakeholder branding. *Schematic Design Imagery: Included to support design concept. Reference drawings for final design. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 147 Vision for Tomorrow Construction as per ASTM E557, by others Suspended Ceiling Tile Only 190 198 2 A5.4 203 204 205 3' - 6" 2 A5.0 35' - 0" 7' - 2" 2' - 6" 2' - 4" 9.30° To coordinate with the roof lighting, a similar strategy has been employed on the theater interior. At the wings, integral to the composite paneling system, and at the ceiling plane, to highlight the traditional hip roof form, users will be able to adjust a color wash to give an illusion that the theater itself is glowing. Colored lighting has been added to the theater building to provide a connection to the performance happening with­ in the theatrical space and add ambiance to the campus during special events. “ Design Strategy US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 148 Flexible Performance Theater: View from the Harmony Walk to Theater Lobby US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 149 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 150 St. Croix Central High School Interior Design Interior Design Learning Suite, Levels 01 and 02 Not to Scale Student Display Mural Patterned Concrete Metal Mesh Railings Learning Suites N True North *Schematic Design Axons: Included to support design concept. Reference drawings for final design. Typical of both Learning Suite buildings. Perforated Metal Panel *Learning Suite design strategies indicative of campus-wide approach. Bold Color Pattern Patterned Concrete Color at Entry Mural Mural Operable Partitions Metal Mesh Railings (Bold Color) Covered Outdoor Space Color at Entry Operable Partitions US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 151 Vision for Tomorrow Open Collaboration Areas 1 Collaboration zone defined by floor pattern. 2 Bright, saturated, metal-mesh railing, celebrating and calling attention to two-story connection. 3 Double height mural inspired by island culture. 4 Small group rooms, emphasized by color. 5 Stair platform highlighted with color accents. Top Image: View from Art Lab to Outdoor Balcony Bottom Images: Learning Suite Collaboration Area, Level 01 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 152 St. Croix Central High School Interior Design Interior Design Music Building Not to Scale Framed Views Mural Colorful Built-In Benches Colorful Breezeway Music N True North *Schematic Design Axons: Included to support design concept. Reference drawings for final design. Perforated Metal Panel *Music and Visual Arts/Dance design strategies indicative of campus-wide approach. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 153 Vision for Tomorrow Visual Arts and Dance Building Not to Scale Student Gallery Wall Patterned Concrete Colorful Breezeway Colorful Built-In Benches Mural Framed Views Mural Patterned Concrete Mural Student Display Colorful Built-In Benches Framed Views Visual Arts/Dance N True North Perforated Metal Panel US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 154 Commons Building Interior Design Dining Area 1 Maker Space anchored on South edge with colorful mural. 2 Acoustic panels to control sound and define Media Library footprint. 3 Architectural Folly for small scale, more focused interactions. 4 Plastic composite panel system, made to look like wood, with AV speaker equipment beyond, and an integral graphic signage element. 5 Brightly stained concrete connecting the Theater and Commons buildings across the ‘Harmony Walk.’ St. Croix Central High School 5 Interior Design US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 155 3 4 1 2 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 156 Interior Design The gymnasium will support athletics and physical education and serve as the primary storm shelter for the campus. The St. Croix Central High School campus, in exception for the gymna­ sium, is designed to be net zero ready. The gymnasium, as the shelter, will be net zero-off the grid. “ Design Strategy US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 157 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 158 StxCentral Wall Assemblies StxCentral Wall Assemblies St. Croix Central High School Exterior walls and interior partitions have been designed to sup­ port conditioning requirements for a net zero ready design. Wall types and finishes are informed by conditioning adjacencies, a desire to reduce mass, wall heights, opportunity for mold/mil­ dew, acoustics, and cost/labor/install. All wall types can be identified in one of three main categories: Exterior Thermal Wall Interior Thermal Wall Conditioned Non-Thermal Wall The Exterior Thermal Walls integrate Armorwall sheathing into the assembly as a basis of design. Armorwall is a structurally insulat­ ed sheathing with an integral vapor barrier. EXTERIOR INTERIOR CONDITIONED (OR) SEMI-CONDITIONED 11 5/8" 3 3/4" EXT4 EXT4: USE MWP-1 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT GYPSUM BOARD ON METAL FURRING, WHERE OCCURS MWP-1, EXTERIOR METAL PANEL WALL SYSTEM ON ALUMINUM SUB-GIRTS, PAC- CLAD REVEAL SERIES, REFERENCE ELEVATIONS Exterior Thermal Walls Please note, the vapor barrier should always be on the warm side of the insulation. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 159 Vision for Tomorrow EXTM EXTM: USE CMU BLOCK 5 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT 1" MIN AIR SPACE EXTERIOR MASONRY, CMU BLOCK 5 EXTERIOR INTERIOR CONDITIONED (OR) SEMI-CONDITIONED 1' - 10" 11 5/8" 3 3/4" 3" 3 5/8" GYPSUM BOARD ON METAL FURRING, WHERE OCCURS Exterior Thermal Walls (Cont) EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT HPL1, EXTERIOR HIGH PRESSURE LAMINATE SYSTEM ON ALUMINUM SUB-GIRTS (BLACK FINISH), TRESPA OR SIMILAR, REFERENCE ELEVATIONS AND SHEET A4.11 AND A4.12 EXTERIOR INTERIOR CONDITIONED (OR) SEMI-CONDITIONED GYPSUM BOARD ON METAL FURRING, WHERE OCCURS 11 5/8" 3 3/4" EXT3W EXTM: USE HPL1 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 160 StxCentral Wall Assemblies StxCentral Wall Assemblies St. Croix Central High School Exterior walls and interior partitions have been designed to sup­ port conditioning requirements for a net zero ready design. Wall types and finishes are informed by conditioning adjacencies, a desire to reduce mass, wall heights, opportunity for mold/mil­ dew, acoustics, and cost/labor/install. All wall types can be identified in one of three main categories: Exterior Thermal Wall Interior Thermal Wall Conditioned Non-Thermal Wall The Exterior Thermal Walls integrate Armorwall sheathing into the assembly as a basis of design. Armorwall is a structurally insulat­ ed sheathing with an integral vapor barrier. EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT 1" MIN AIR SPACE EXTERIOR MASONRY, CMU FIELD 1 OR CMU ACCENT 1 EXTERIOR INTERIOR CONDITIONED (OR) SEMI-CONDITIONED 1' - 10" 11 5/8" 3 3/4" 3" 3 5/8" EXT1 / EXT2 EXT1: USE CMU FIELD 1 FOR EXTERIOR FINISH EXT2: USE CMU ACCENT 1 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION GYPSUM BOARD ON METAL FURRING, WHERE OCCURS Exterior Thermal Walls (Cont) Please note, the vapor barrier should always be on the warm side of the insulation. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 161 Vision for Tomorrow Exterior Thermal Walls (Cont) 11 5/8" 3 3/4" EXT5 EXT6: USE MWP-2 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION EXTERIOR EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT GYPSUM BOARD ON METAL FURRING, WHERE OCCURS MWP-2, EXTERIOR METAL PANEL WALL SYSTEM ON ALUMINUM SUB-GIRTS, PAC- CLAD SNAP-CLAD, HORIZONTAL APPLICATION, REFERENCE ELEVATIONS INTERIOR CONDITIONED (OR) SEMI-CONDITIONED 11 5/8" 3 3/4" EXT6 EXT6: USE MWP-3 FOR EXTERIOR FINISH REFER TO SHEET A4.11 FOR ADDITIONAL EXTERIOR FINISH MATERIAL INFORMATION EXTERIOR EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 12" CONCRETE MASONRY UNIT GYPSUM BOARD ON METAL FURRING, WHERE OCCURS MWP-3, EXTERIOR METAL PANEL WALL SYSTEM ON ALUMINUM SUB-GIRTS, PAC- CLAD STANDING SEAM ROOF, VERTICAL APPLICATION, REFERENCE ELEVATIONS US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 162 StxCentral Wall Assemblies St. Croix Central High School CONCRETE MASONRY UNIT INTERIOR SEMI-CONDITIONED INTERIOR CONDITIONED 4" CONCRETE MASONRY UNIT ON 1" AIR SPACE EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 MA.8.03 1 4 Interior Thermal Walls Exterior walls and interior partitions have been designed to sup­ port conditioning requirements for a net zero ready design. Wall types and finishes are informed by conditioning adjacencies, a desire to reduce mass, wall heights, opportunity for mold/mil­ dew, acoustics, and cost/labor/install. All wall types can be identified in one of three categories: Exterior Thermal Wall Interior Thermal Wall Conditioned Non-Thermal Wall Interior Thermal Walls are also designed to use the Armorwall product, to provide a sealed separation between conditioned and semi-conditioned and non-conditioned spaces. Please note, the vapor barrier should always be on the warm side of the insulation. StxCentral Wall Assemblies US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 163 Vision for Tomorrow Interior Thermal Walls (Cont) CONCRETE MASONRY UNIT INTERIOR SEMI-CONDITIONED INTERIOR CONDITIONED GYPSUM BOARD ON MTL FURRING, WHERE OCCURS MOISTURE RESISTANT, IMPACT RESISTANT, EXTERIOR GYPSUM BOARD EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 MA.12.12 1 3 INTERIOR SEMI-CONDITIONED INTERIOR CONDITIONED COLD FORMED METAL FRAMING EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 GYPSUM BOARD BATT INSULATION 5/8" 6" SA.6.13 4" CONCRETE MASONRY UNIT ON 1" AIR SPACE 1 3 INTERIOR SEMI-CONDITIONED INTERIOR CONDITIONED COLD FORMED METAL FRAMING MOISTURE RESISTANT, IMPACT RESISTANT, EXTERIOR GYPSUM BOARD EXTERIOR SHEATHING WITH INTEGRAL VAPOR BARRIER. BASIS OF DESIGN: ARMORWALL SHEATHING, NON-PERMEABLE, 3 3/4", R21 GYPSUM BOARD BATT INSULATION 5/8" 6" 3 3/4" 5/8 SA.6.32 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 164 GYPSUM BOARD EACH SIDE COLD FORMED METAL FRAMING INTERIOR SEMI-CONDITIONED INTERIOR SEMI-CONDITIONED BATT INSULATION AS REQUIRED FOR ACOUSTICS SA.6.31 Interior Conditioned Non-Thermal Walls Exterior walls and interior partitions have been designed to sup­ port conditioning requirements for a net zero ready design. Wall types and finishes are informed by conditioning adjacencies, a desire to reduce mass, wall heights, opportunity for mold/mil­ dew, acoustics, and cost/labor/install. All wall types can be identified in one of three main categories: Exterior Thermal Wall Interior Thermal Wall Conditioned Non-Thermal Wall Roof and floor assemblies have been designed to support condi­ tioning requirements for a net zero ready design. Thermal sepa­ ration is required when there are different conditioning require­ ments above or below each other. (At the Learning Suite Buildings, portions of the exterior balcony and adjacent semi-conditioned classroom sit on top of conditioned building spaces. In a similar fashion, at the Theater, exterior balconies on level 02 are above conditioned spaces below. In these spaces, and where the mechanical mezzanines are located above semi-conditioned restroom spaces, the floor will be insulated. These are the only instances in the project where there are differently conditioned spaces adjacent to each other requiring thermal separation in the wall and floor assemblies within the building envelope.) The standard roof assembly is a composite metal deck with a standing seam metal finish. The exception is at the primary shelter (and any spaces rated the same as the shelter) and this assembly is poured in place concrete with standing seam metal finish. StxCentral Wall, Floor, and Roof Assemblies St. Croix Central High School StxCentral Wall, Floor, and Roof Assemblies CONCRETE MASONRY UNIT INTERIOR SEMI-CONDITIONED INTERIOR SEMI-CONDITIONED MA.8.00 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 165 8" RIGID INSULATION METAL DECK, REFERENCE STRUCTURAL COVER BOARD WEATHER BARRIER EXTERIOR INTERIOR CONDITIONED 8" RIGID INSULATION 6" POURED CONCRETE, REFERENCE STRUCTURAL VAPOR BARRIER COVER BOARD EXTERIOR INTERIOR NOT-CONDITIONED STANDING SEAM METAL ROOF RF2 RF1 COVER BOARD STANDING SEAM METAL ROOF COMPOSITE DECK, REFERENCE STRUCTURAL INTERIOR CONDITIONED INTERIOR CONDITIONED COMPOSITE DECK, REFERENCE STRUCTURAL INTERIOR SEMI-CONDITIONED INTERIOR SEMI-CONDITIONED COMPOSITE DECK, REFERENCE STRUCTURAL INTERIOR SEMI-CONDITIONED INTERIOR CONDITIONED RIGID INSULATION VAPOR BARRIER CONC. WEAR LAYER 1 1/2" 8" EXTERIOR UN-CONDITIONED FL3 FL2 FL1 HIGH TRAFFIC COATING SYSTEM HIGH TRAFFIC COATING SYSTEM @ EXTERIOR LOCATIONS Roof and Floor Assemblies Vision for Tomorrow US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 166 StxCentral Conditioning Studies St. Croix Central High School StxCentral Conditioning Studies Unconditioned Conditioned Semi-Conditioned Visual Arts/Dance Building Visual Arts/Dance N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 167 Vision for Tomorrow Unconditioned Conditioned Semi-Conditioned Music Building Music N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 168 St. Croix Central High School Flexible Performance Theater, Level 01 Unconditioned Conditioned Semi-Conditioned StxCentral Conditioning Studies StxCentral Conditioning Studies Theater N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 169 Vision for Tomorrow Flexible Performance Theater, Level 02 Unconditioned Conditioned Semi-Conditioned Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 170 St. Croix Central High School Commons Building StxCentral Conditioning Studies StxCentral Conditioning Studies Commons N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 171 Vision for Tomorrow Gym Unconditioned Conditioned Semi-Conditioned Gym N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 172 St. Croix Central High School Learning Suite 01 (North) Building, Level 01 Unconditioned Conditioned Semi-Conditioned StxCentral Conditioning Studies StxCentral Conditioning Studies *Typical of both Learning Suite Buildings Learning Suites N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 173 Vision for Tomorrow Vision for Tomorrow Learning Suite 01 (North) Building, Level 02 Unconditioned Conditioned Semi-Conditioned Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 174 St. Croix Central High School Admin Building StxCentral Conditioning Studies StxCentral Conditioning Studies *Typical of both Learning Suite Buildings Admin N True North Not to Scale US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 175 Vision for Tomorrow Vision for Tomorrow JROTC Building Utility Building Unconditioned Conditioned Semi-Conditioned N True North Press Box Building Not to Scale Technical Narratives High Performance Design Narrative Civil Narrative Structural Narrative MEP Narratives IT/Security Narrative Audiovisual Narrative Acoustic Narrative Theatrical Narrative Food Service Narrative Schedule 176 178 188 190 200 220 222 228 232 234 236 Technical Narratives How have the VIDE’s Design VALUES for the built environment informed the solutions and outcomes for the St. Croix Central High School Campus and Fine Arts Magnet Program? Equity and Inclusion Space model that provides distributed space for the arts in every campus building with support for Inquiry-Based Learning at all grade levels. Site design that provides equitable access to campus resources and outdoor learning. Health and Comfort Diversity of spaces for collaboration and respite. Sustainable design for natural cooling and daylighting. Resiliency and Systems Thoughtful use of materials for hurricane resistance and reduced maintenance. Net zero ready infrastructure. Spaces and Resources Flexible spaces that can change to accommodate different arts activities with consideration for large and small scale performance. Image: Virgin Islands Department of Education Social Media St. Croix Educational Complex Marching Band Facebook, January 10, 2017 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 178 High Performance Design Narrative High Performance Design Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Architectural Design Criteria 1. DESIGN CRITERIA 1.1. Codes and Standards 1.1.1. Building Code Design and construction work shall be in accordance with the following codes: Building Code: US Virgin Islands: 2021 US Virgin Islands Code, Title 29 – Public Planning and Development, Chapter 5 – Building Code International Code Council: International Building Code (IBC), 2021 Edition, as adopted by the US Virgin Islands July 16, 2021 2 St. Croix Central High School Architectural Design Criteria 1.1.2. Applicable Codes and Standards The following codes and standards are to be implemented as referenced by the building code: 1.2. General Project Information DLR Group Project Name: Julius E. Central High School PK-12 DLR Group Project Number: 68-20101-10 Project Address: RFD #1, Kingshill, St. Croix, 00851 USVI Latitude / Longitude: 17.725 N, -64.781 W Local Jurisdiction: US Virgin Islands / St. John Owner / Owner Agent: Virgin Islands Department of Education (VIDE) ASHRAE: American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE): 90.1-2019: Energy Standards for Buildings Except Low Rise Residential American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE): 62.1: Ventilation for Acceptable Indoor Air Quality IECC: International Energy Conservation Code (IECC) International Energy Conservation Code-2021 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 179 Technical Narratives July 16, 2021 3 St. Croix Central High School Architectural Design Criteria 1.3. Building HVAC Design 1.3.1. Space Conditions HVAC System – Air Cooled Chiller + AHU/FCU w/ DOAS: Three air cooled chillers will provide chilled water to the air handling units and DOAS units. There will be individual split units for the electrical rooms. The school has conditioned, semi-conditioned, and natural ventilation spaces. • Actively-Conditioned o Temperature: 78F upper limit – float no higher than 84F during unoccupied period. o Relative humidity: 60% RH typical, 63F dewpoint, 65% RH max per ASHRAE 62.1. o Conditioned ventilation air provided to each space. o Typical space types: classrooms, offices, media center, multi-purpose, commons, white box • Semi-Conditioned o Temperature: 84F target, conditions will track with outdoor conditions and align with the ASHRAE Standard 55 Adaptive Thermal comfort range for naturally ventilated spaces. o Relative humidity: no direct control, but with a maximum target of 65% RH. o These spaces will rely on relief of ventilation air from actively conditioned zones through the semi-conditioned spaces to outdoors. o Typical space types: open collaboration, corridors, FEMA Shelter • Natural Ventilation o No conditioned air provided to the space o Fans will be used to ventilate the space o Typical space types: gym, cafeteria 1.4. Climate Data and Analysis St. Croix Central Central High School is located in the U.S. Virgin Islands or in Climate Zone 1. (Hot and Humid) with 9000 < CDD50°F The weather data for the Virgin Islands can be represented on the psychrometric chart as shown below. The pink box shows the comfort zone of the building with no active or passive cooling. This means that the buildings will only be comfortable for 2 % of the year based on the climate. The black pie chart shows the combination of all of the passive cooling strategies and the buildings will only be comfortable for 3% of the year based on the ASHRAE 55 standard comfort model. July 16, 2021 4 St. Croix Central High School Architectural Design Criteria During the summer months, the campus may be exposed to sunlight for more than 12 hours a day. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 180 High Performance Design Narrative Cont. High Performance Design Narrative St. Croix Central High School July 16, 2021 5 St. Croix Central High School Architectural Design Criteria 1.4.1. Wind Analysis The prevailing wind direction is East with average wind speeds of 10 mph. This can be viewed on the annual wind rose shown below. • East Wind Study - The wind velocity on the east side of the campus is approximately 12-15 mph. • Wind Study – East, ENE, and ESE representing the three most prevalent wind directions on site:: East Wind July 16, 2021 6 St. Croix Central High School Architectural Design Criteria ENE Wind ESE Wind US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 181 Technical Narratives July 16, 2021 7 St. Croix Central High School Architectural Design Criteria • Wind Comfort Analysis (Lawson) – The wind comfort analysis is based on the Lawson criteria which assesses the annual wind speed probability for 16 different wind directions and simulates the airflow for each condition. The velocities shown in blue will be comfortable for people sitting for extended periods of time. The middle velocity shown in green supports people who are walking at a relaxed pace. For wind velocities greater than 7.6 m/s (17 MPH), shown in red, the pedestrians on campus will be uncomfortable regardless of their activity level. The perimeter of St. Croix Central High School campus shows a comfortable wind velocity for sitting and studying. The wind velocity may be uncomfortable in areas between the North Classroom building and Theater building. There will be a noticeable wind in between the buildings but it will generally not be uncomfortable. (Breezeways were added in the Visual Arts/Dance and Music buildings following completion of this study to improve margins of comfort.) The analysis excludes vegetation on site which will likely reduce the wind velocities further. The wind comfort analysis also excludes the impact of solar radiation. It is expected the site will be most comfortable when there is shade and a wind velocity of 5-10 MPH. July 16, 2021 8 St. Croix Central High School Architectural Design Criteria 1.4.2. Sun Path The figure below shows the annual sun path marking the solstices in pink, the equinoxes in green, and the year starting and end dates in red. The solstices occur in June and December and the equinoxes happen in March and September. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 182 High Performance Design Narrative Cont. High Performance Design Narrative St. Croix Central High School July 16, 2021 9 St. Croix Central High School Architectural Design Criteria 1.5. Energy Model Overview and Assumptions 1.5.1. Energy Analysis Overview Analysis Methodology: ▪ In order to evaluate the performance of the proposed design, a preliminary energy analysis was conducted following the general simulation requirements as outlined in Appendix G of ASHRAE 90.1-2019. Software Used: ▪ Building energy analysis was performed using IESVE 2021(Integrated Environmental Solutions) software version 2021.02.0. The Virtual Environment is an integrated suite of applications linked by a Common User Interface (CUI) and a single Integrated Data Model (IDM). IES-VE is a comprehensive design and analysis software that helps in comparing the energy and optimizing the design of an HVAC system based on the expected energy utilization and life-cycle costs. The calculation procedures used by IESVE are based on climatic data for all 8,760 hours in a year. Weather Data ▪ The Typical Meteorological Year, version 3 (TMY3) data set was used for the building energy simulation. TMY3 contains data sets of hourly values of solar radiation and meteorological elements for a 1-year period. Their intended use is for computer simulations of solar energy conversion systems and building systems to facilitate performance comparison of different system types, configurations, and locations in the United States. Software Calculation Methodology: ▪ Cooling and Heating Methodology – ASHRAE Heat Balance • In this method each room’s solar and non-solar Radiant Time Series values were calculated based on the rigorous Heat Balance method described in the 2019 ASHRAE Handbook of Fundamentals using algorithms found in the ASHRAE Toolkit for Building Load Calculations. Solar energy is transmitted to the inside of the building through the window. Some of the heat is absorbed and reflected by the window, and the remainder is absorbed by the interior surfaces. When those surfaces later emit that heat by convection, cooling load is created in the room – there’s a radiative delay. The Heat Balance Method calculates these time delay effects explicitly with some basic assumptions like uniform surface temperatures. There are no arbitrarily set parameters. Conductive, convective, and radiative heat balance is calculated directly for each surface within a room (IESVE, 2021). July 16, 2021 10 St. Croix Central High School Architectural Design Criteria 1.5.2. Ventilation/Exhaust Per ASHRAE 62.1 Space People Outdoor Air Rate (Rp) cfm/p Area Outdoor Air Rate (Ra) cfm/sf Classrooms 10 0.12 Lecture classroom 7.5 0.06 Art classroom 10 0.18 Science laboratories 10 0.18 Wood/metal shop 10 0.18 Computer lab 10 0.12 White Box 10 0.06 Multiuse assembly 10 0.06 Cafeteria 7.5 0.18 Kitchen (cooking) 7.5 0.18 Office 5.0 0.06 Conference/meeting 5.0 0.06 Corridors 0 0.06 Gym (play area) 20 0.18 Spectator areas 7.5 0.06 Laundry/Washing Area 5.0 0.12 Electrical/IDF/MDF 0 0 Locker Room 20 0.06 Lounge/Breakroom 5.0 0.06 Storage 0 0.12 1.5.3. Construction (ASHRAE Climate Zone 1A) • External Walls o Concrete Wall with Insulation: U-0.0501, R-19 • Interior Partition o Concrete Block Interior: U-0.2761, R-2.2624 • Ground Contact o Exposed/Ground Floor U-0.0220 o Lower Level Ground (Door Patch) U-0.0460 • Roof o Attic and other: U-0.27, R-38 • Fenestration o External Window: U-0.5, SHGC-0.20 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 183 Technical Narratives July 16, 2021 11 St. Croix Central High School Architectural Design Criteria 1.5.4. Internal Loads Lighting/equipment Per ASHRAE 90.1 Space Equipment Load Lighting Load Classrooms 0.75 W/ft2 0.5 W/ft2 Offices 1.0 W/ft2 0.5 W/ft2 Conference/Meeting Rooms 1.0 W/ft2 0.5 W/ft2 Multipurpose room Kitchen 9.25 W/ft2 0.5 W/ft2 Dining facilities 0.75 W/ft2 0.5 W/ft2 Restrooms 0.75 W/ft2 0.5 W/ft2 Electrical/IDF/MDF 0.75 W/ft2 0.5 W/ft2 Gym (play area) 0.75 W/ft2 0.5 W/ft2 Corridors n/a 0.5 W/ft2 Laundry/Washing 3 W/ft2 0.5 W/ft2 Locker Room 0.75 W/ft2 0.5 W/ft2 Lounge/Breakroom 1.0 W/ft2 0.5 W/ft2 Storage 0.1 W/ft2 0.5 W/ft2 Occupancy Per ASHRAE 90.1 Space Basis Heat Gain Sensible/Latent Classrooms 40 ft2/person 225/105 Btu/hr. Offices 100 ft2/person 250/200 Btu/hr. Conference/Meeting 100 ft2/person 250/200 Btu/hr. Multipurpose room Based on # of seats Kitchen 50 ft2/person 275/475 Btu/hr. Dining 15 ft2/person 250/200 Btu/hr. Restrooms 0 250/200 Btu/hr. Corridors 0 250/200 Btu/hr. Gym (play area) 100 ft2/person 710/1090 Btu/hr Laundry/Washing 0 0 Locker Room 100 ft2/person 350/400 Btu/hr. Lounge/Breakroom 40 ft2/person 250/200 Btu/hr. Storage 0 0 1.5.5. Schedules The following schedules show the daily profiles for occupancy, lighting, and Equipment assumptions for St. Croix Central High School. The school has reduced internal loads on the weekends and on holidays. The campus has no people, lighting, or equipment loads from June 1st -August 31st. • Classrooms – Weekday (left), Saturday (middle), Sunday/Holidays (right): July 16, 2021 12 St. Croix Central High School Architectural Design Criteria o Occupancy o Lighting o Equipment • Office – Weekday (left), Saturday (middle), Sunday/Holidays (right): US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 184 High Performance Design Narrative Cont. High Performance Design Narrative St. Croix Central High School July 16, 2021 13 St. Croix Central High School Architectural Design Criteria o Occupancy o Lighting o Equipment • Dining – Weekday (left), Saturday (middle), Sunday/Holidays (right): July 16, 2021 14 St. Croix Central High School Architectural Design Criteria o Occupancy o Lighting o Equipment • Gym – Weekday (left), Saturday (middle), Sunday/Holidays (right): US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 185 Technical Narratives July 16, 2021 15 St. Croix Central High School Architectural Design Criteria o Occupancy o Lighting o Equipment July 16, 2021 16 St. Croix Central High School Architectural Design Criteria 1.6. Annual Energy Use by Category The site energy dashboard shows the annual energy consumption for St. Croix Central High School. This report was generated using IESVE 2021. Less energy is used in the summer months while classes are out of session. The peak energy used occurs in October when the weather is hot and the students are back on campus. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 186 High Performance Design Narrative *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 187 High Performance Design Narrative Cont. Technical Narratives St. Croix Central High School July 16, 2021 17 St. Croix Central High School Architectural Design Criteria 1.7. Energy Model EUI Report Central High School’s energy use intensity (EUI) was calculated to be 29 kBtu/ft² using IESVE 2021. The EUI is slightly reduced from the SD report due to more detailed information about HVAC equipment selections. 1.8. Energy Model Energy Source for Electricity July 16, 2021 18 St. Croix Central High School Architectural Design Criteria US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 188 Civil Narrative Civil Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Civil Design Criteria 1. CIVIL NARRATIVE 1.1. Existing Conditions The existing site of the Saint Croix Central High School is shown in figure 1. The school is on the island of Saint Croix located on Centerline Road across from Kingshill Lutheran Church. The total school site is approximately 20.5 acres and has a total elevation change of 21 feet across the entire site. There are currently 20 buildings consisting of administrative and learning buildings as well as outlying structures. Currently the school administration and learning buildings are on the northern portion of the site, while the athletic field occupies the southern half of the site. 1.2. Site Plan The proposed Saint Croix Central High School campus is a multi-building project to include new facilities on the site. The proposed site will move the administrative and learning buildings to the southern portion of the site where the current athletic field exists now. This will allow for continuous use of the existing school while the new education buildings are under construction. The proposed plan, figure 2, will provide for a newly imagined campus. The Proposed site plan includes new learning and administrative buildings as well as a new gymnasium, athletic field, and associated parking. Left: Figure 1 Existing St. Croix Central High School July 16, 2021 2 St. Croix Central High School Civil Design Criteria 1.3. Site Access Access to the site will be available from both Centerline Road and Route 663. There will be parking along Route 663 adjacent to the proposed athletic field location. Additionally, there will be more parking spaces at the southernmost end of the site. There will be a ring road around the site allowing for complete site access from all entry points for designated vehicles such as Emergency vehicles, maintenance vehicles, delivery vehicles, and others granted access by the school. 1.4. Proposed Grading Plan The primary goal of the proposed grading will be to minimize the amount of required cut and fill sections on the site by maintaining elevations as close to existing conditions as possible. Some cut and fill will be necessary in order to provide flat areas in which to locate the new school buildings. Additionally, it will be critical to achieve flat grading in the area where the new athletic field is to be built. While overall the current site is relatively flat, if it is found that it is not possible to maintain longitudinal grades within acceptable limits throughout the design. Retaining walls or other soil and stabilization methods will be placed along the western portion of the property to allow for any necessary cut without additional removal of the hillside. The retaining wall that will be used will include structures to allow for vegetative growth on the wall. Right: Figure 2 Proposed St. Croix Central High School US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 189 Technical Narratives July 16, 2021 3 St. Croix Central High School Civil Design Criteria 1.5. Drainage The existing topography for this Site generally slopes from the Southwest to the North and East across the site. This can be seen in the existing elevation map (Figure 3). Positive drainage will be designed around all proposed buildings as well as the site as a whole. This will be taken to a detention pond located on the site. Storm drains and subsurface drainage systems will be utilized to handle the surface runoff of the parking areas and walking areas between buildings and additional swale ditches will be designed where necessary to accommodate any additional proposed drainage improvements or runoff of undeveloped areas A Drainage and Erosion Control Plan will need to be prepared that will need to be used by the contractor to obtain a Stormwater Discharge Permit. Figure 3: Elevation Map 1.6. Earthwork The earthwork required on this site will be kept as limited as possible. Elevations of the proposed site buildings will be kept as close to existing elevations as possible to allow for the least amount of excavation and fill. July 16, 2021 4 St. Croix Central High School Civil Design Criteria 1.7. Utilities The location, capacity, and condition of exiting off-site utilities are uncertain at this time. The proposed improvements are expected to require water, sanitary sewer, electrical power, stormwater, and communications. The municipal water will run to the cistern located northwest of the utility building. The fire protection and non-potable water lines will run from this cistern directly to each building on site. An additional tank will be adjacent to the primary cistern for the treatment of potable water. This will then also be routed to all of the buildings. The sanitary sewer will require the addition of a sewer lift station at the southern end of the property adjacent to the detention pond. The pump to run the lift station will be utilizing a local power connection, but the system will also include a diesel generator for emergency situations such as power outages. 1.8. Land Use This site's land use will mainly consist of use for academic and support services. The site plan concept will create a full-service campus that allows for safe pedestrian use while also maintaining enough access and vehicle accommodations to account for school needs in case of events or emergencies. This school complex will include academic buildings, administrative buildings, athletic facilities, an athletic field, and maintenance support within a secure environment. 1.9. New Buildings This campus will contain all new facilities. The campus buildings will be clustered around a pedestrian Thorofare. Incorporated among the buildings will be seating, outdoor learning classrooms (interludes), and an amphitheater. 1.10. Service Area Paving The proposed vehicle pavements will be a combination of asphalt and concrete pavement sections with design sections adhering to the recommendations of the geotechnical investigation along with the civil engineering design. Generally, the high use, high traffic parking and service areas accommodating truck movements will be paved with Portland Cement Concrete Pavement (PCCP). The service road around the perimeter will be an asphalt pavement adhering to the recommendations of the geotechnical investigation along with the civil engineering design capable of supporting delivery trucks and emergency vehicles. 1.11. Accessibility The proposed buildings will be accessible via exterior routes from all parking areas adjacent to the buildings as well as from the campus promenade and all parking and walkway perimeters. All access requirements delineated in the current ADA guidelines will be provided. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 190 Structural Narrative Structural Narrative St. Croix Central High School July 16, 2021 1 St Croix Central High School Structural Bridging Narrative 1. GENERAL PROJECT INFORMATION 1.1. Project Data DLR Group Project Name: St. Croix Central High School DLR Group Project Number: 68-20101-10 Project Address: RFD #1 927, Kingshill, St Croix 00851 Latitude / Longitude: 17° 43' 31.6" N / 64° 46' 48.5” W Local Jurisdiction: US Virgin Islands / St Croix Owner / Owner Agent: Virgin Islands Department of Education (VIDE) Architect of Bridging Documents: DLR Group Structural Engineer of Bridging Documents: DLR Group 1.2. Project Location 1.2.1. Site Map 17° 43’ 31.6” N / 64° 46’ 48.5” W July 16, 2021 2 St Croix Central High School Structural Bridging Narrative 1.2.2. Area Map 1.2.3. Region Map: 17° 43’ 31.6” N / 64° 46’ 48.5” W 17° 43’ 31.6” N / 64° 46’ 48.5” W US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 191 Technical Narratives July 16, 2021 3 St Croix Central High School Structural Bridging Narrative 2. DESIGN CRITERIA 2.1. Codes and Standards 2.1.1. Building Code Design and construction work shall be in accordance with the following codes: Building Code: US Virgin Islands: 2021 US Virgin Islands Code, Title 29 – Public Planning and Development, Chapter 5 – Building Code International Code Council: International Building Code (IBC), 2021 Edition, as adopted by the US Virgin Islands July 16, 2021 4 St Croix Central High School Structural Bridging Narrative 2.1.2. Applicable Codes and Standards The following codes and standards are to be implemented as referenced by the building code: General: American Society of Civil Engineers (ASCE): Minimum Design Loads for Buildings and Other Structures ASCE 7-16 Federal Emergency Management Agency (FEMA): Safe Rooms for Tornadoes and Hurricanes FEMA P-361 (Third Edition / March 2015) International Code Council (ICC) National Storm Shelter Association (NSSA): Standard for the Design and Construction of Storm Shelters ICC 500-2020 Concrete: American Concrete Institute (ACI): Building Code Requirements for Structural Concrete ACI 318-19 Masonry: The Masonry Society (TMS): Building Code and Specification for Masonry Structures TMS 402/602-16 Steel: American Institute of Steel Construction (AISC): Specification for Structural Steel Buildings ANSI/AISC 360-16 American Institute of Steel Construction (AISC): Seismic Provisions for Structural Steel Buildings ANSI/AISC 341-16 Cold-Formed Metal Framing: American Iron and Steel Institute (AISI): North American Specification for the Design of Cold-Formed Steel Structural Members (AISI S100-16) American Iron and Steel Institute (AISI): North American Standard for Cold-Formed Steel Structural Members (AISI S240-15) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 192 Structural Narrative Cont. St. Croix Central High School Structural Narrative July 16, 2021 5 St Croix Central High School Structural Bridging Narrative 2.2. Building Risk Category Buildings and structures are classified to a building risk category based on the risk to human life, health and welfare associated with their damage or failure (loss). The building risk category is proportioned based on the individual building occupancy use. Buildings which could pose a substantial hazard to the community and/or buildings containing hazardous materials (fuels, chemicals or waste) are considered essential facilities. Also, buildings and structure required to maintain the functionality of essential facilities, must also be classified as essential facilities. The building has been assigned to the following risk category, in accordance with ASCE 7 Table 1.5-1. Gymnasium: IV (FEMA Storm Shelter) Other Structures: IV (Community Refuge) July 16, 2021 6 St Croix Central High School Structural Bridging Narrative 2.3. Applied Loads The following loads have been used as a structural design criterion and have been incorporated into the structural design. The loads are based on the nature of the occupancy of the building. 2.3.1. Dead Loads Dead load is the downward force on a building produced by all materials of construction incorporated into the different components of the building such as roofs, walls, stairways, ceilings, architectural cladding and fixed service equipment. The self- weight of the structure is included as part of the analysis. Superimposed dead loads will be calculated per ASCE 7. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 193 Technical Narratives July 16, 2021 7 St Croix Central High School Structural Bridging Narrative 2.3.2. Live Loads Live loads include any temporary or transient forces that act on a building or structural element. This can include people, furniture, movable partition walls, mechanical equipment, and anything else that can be moved throughout a building. Based on the intended use or occupancy, minimum live loads will be applied in accordance with ASCE 7 Chapter 4: Ground Level: Classrooms: 40 PSF + 15 PSF for Partitions (Reducible) Offices (Recommended as a Minimum Load): 50 PSF + 15 PSF for Partitions (Reducible) First Floor Corridors: 100 PSF (Reducible) Lobbies: 100 PSF Storage Rooms and Mechanical Rooms 150 PSF Cafeteria: 100 PSF Gymnasium: 100 PSF Auditorium (Fixed Seats): 60 PSF Library: 60 PSF + 15 PSF for Partitions (Reducible), 150 PSF (Stack) Second Level and Mezzanines: Classrooms: 40 PSF + 15 PSF for Partitions (Reducible) Offices (Recommended as a Minimum Load): 50 PSF + 15 PSF for Partitions (Reducible) Corridors Above First Floor: 80 PSF (Reducible) Lobbies: 100 PSF Storage Rooms and Mechanical Rooms 150 PSF Theater Catwalk 40 PSF Roof: Ordinary Roof: 20 PSF (Reducible) FEMA Storm Shelter 100 PSF July 16, 2021 8 St Croix Central High School Structural Bridging Narrative 2.3.3. Rain Loads Rain load is the downward force on a building’s roof caused by the weight of accumulated rain and ponding effects. Rain loads are based on the hydraulic head in addition to the static head associated with the design flow rate of the specified secondary drainage system. An adequate secondary drainage system is used to limit the depth of water on the roof in the event the primary drainage system is clogged or obstructed. Rainfall intensities are measured for a 15-minute duration with a 1% annual probability of exceedance (100-year MRI), using local meteorological data collected by the National Oceanic and Atmospheric Administration (NOAA). Based on the project data and project location, rain loads have been applied in accordance with ASCE 7 Chapter 8. Rainfall Intensity (i): (15-min duration, 100-year MRI) 6.50 in/hr US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 194 Structural Narrative Cont. St. Croix Central High School Structural Narrative July 16, 2021 9 St Croix Central High School Structural Bridging Narrative 2.3.4. Wind Loads When moving air (wind) is stopped by a surface, the dynamic energy is transformed into wind pressure acting normal to the building surfaces. The respective wind pressures can be converted into transient building forces used for structural analysis and design. The basic wind speed is measured at a 3-second gust located 33 feet above the ground, using local meteorological data collected by the NWS. The performance criteria (probability of exceedance) changes for each building risk category and are noted below. Based on the project data and project location, wind loads have been applied in accordance with ASCE 7 Chapter 26-27. Wind Speed (3,000-Year MRI): 189 MPH (per the USVI Special Wind Region) Wind Speed (25-Year MRI): 118 MPH (per the USVI Special Wind Region) Wind Speed (10-Year MRI): 78 MPH (per the USVI Special Wind Region) Wind Speed (VASD): 146 MPH Exposure Category: D (Required per 2019 USVI Building Code) Topographic Factor (Kzt): 1.0 (Topographic effects implemented as part of the Special Wind Region for the USVI) Wind Directionality Factor (Kd): 0.85 Ground Elevation Factor (Ke): 1.0 Internal Pressure Coefficient (GCpi): +/- 0.55 (Partially Enclosed Building) Wind-Borne Debris Region: Yes (Impact-protective system or impact-resistant glazing required) Recommendations: Cladding Connections: Increase strength level forces by 25% at connections of cladding elements to primary structure (including metal roof deck, metal cladding studs, steel trellis panels, solar panels and other elements) that may cause severe damage as windborne debris. Internal Pressure Coefficient (GCpi): Partially Enclosed Building has been used for a worst-case scenario enclosure classification. This criterion may be relaxed at the discretion of the Structural Engineer of Record. July 16, 2021 10 St Croix Central High School Structural Bridging Narrative 2.3.5. Seismic Loads Seismic loads are caused from an agitation to a building structure (or its model) from ground accelerations triggered by an earthquake. The ground accelerations are transformed into both static and dynamic design loads applied to the building structure. Mapped seismic ground motions are measured based on a target risk of structural collapse equal to 1% exceedance in 50 years. Based on the project data and project location, seismic loads have been applied in accordance with ASCE 7 Chapters 11-12. Seismic Design Criteria: Importance Factor (Ie): 1.50 Mapped MCER Spectral Response at Short Periods (SS): 0.837 g Mapped MCER Spectral Response at 1-s Periods (S1): 0.307 g Site Class: D (May be Reduced Per Pending Geotechnical Report) Short Period Site Coefficient at 0.2-s (Fa): 1.2 Short Period Site Coefficient at 1.0-s (Fv): 2.0 MCER Spectral Response at Short Periods (SMS): 1.004 g MCER Spectral Response at 1.0-s Periods (SM1): 0.614 g Design Spectral Response at Short Periods (SDS): 0.669 g Design Spectral Response at 1.0-s Periods (SD1): 0.409 g Long-Period Transition (TL) 12 sec Seismic Design Category (SDC): D US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 195 Technical Narratives July 16, 2021 11 St Croix Central High School Structural Bridging Narrative Seismic Analysis Criteria: Analysis Procedure / Single Story Flexible Diaphragms: Equivalent Lateral Force Procedure Analysis Procedure / Other Structures: Modal Response Spectrum Analysis Seismic Force-Resisting System / Primary Structure: Bearing Wall Systems / Special Reinforced Masonry Shear Walls Response Modification Coefficient (R): 5.0 Overstrength Factor (0): 2.5 Deflection Amplification Factor (Cd): 3.5 Seismic Force-Resisting System / Canopies, Trellis and Bridges: Cantilevered Column System / Steel Ordinary Cantilevered Column System Response Modification Coefficient (R): 1.25 Overstrength Factor (0): 1.25 Deflection Amplification Factor (Cd): 1.25 Recommendations: Site-Specific Response Spectrum: Site-Specific ground motion procedures are recommended to reduce seismic demands for Risk Category IV buildings. Extreme Torsional Irregularity Building strength and stiffness shall be proportioned to reduce the torsional dynamic response on the first and second modes in the Eigenvector (or Ritz-vector) analysis and to alleviate extreme torsional irregularities, as defined per ASCE 7, for Risk Category IV buildings. Redundancy Factor () Building strength and stiffness shall be proportioned to permit a redundancy factor (p) of 1.0 for Risk Category IV buildings. Seismic Force-Resisting System (Primary Structure): Building Frame Systems / Special Reinforced Masonry Shear Walls The seismic analysis criteria for specially reinforced masonry shear walls in building frame systems may be used where the maximum compressive axial force (including wall self-weight) at strength level for all shear walls within a specified building, generates a net tensile strain in the extreme tension reinforcement equal to or greater than 0.005 in/in. This criterion may be used only at the discretion of the Structural Engineer of Record. Where large, concentrated loads occur that would conflict with this criterion, it is recommended that steel columns or masonry wall piers are used to alleviate concentrated compressive loads on specially reinforced masonry shear walls. Response Modification Coefficient (R): 5.5 Overstrength Factor (0): 2.5 Deflection Amplification Factor (Cd): 4.0 July 16, 2021 12 St Croix Central High School Structural Bridging Narrative 2.3.6. Storm Shelter Loads Storm shelter loads result from high winds associated with tornados and hurricanes and are implemented to safeguard the public health, safety and general welfare of the occupants throughout the duration of and any resulting loss from the storm. Hurricane storm shelters also require an increase to the rain load due to the increased intensity of rainfall during a hurricane. Both the wind and rain loads are measured based on a probability of exceedance equal to 0.5% in 50 years (10,000-year MRI). Tornado: Shelter Wind Speed: 200 MPH Exposure Category: C (Required per 2014 ICC 500) Rainfall Intensity (i): (15-min duration, 100-year MRI) 6.50 in/hr Topographic Factor (Kzt): 1.0 Wind Directionality Factor (Kd): 1.0 (Required per 2014 ICC 500) Internal Pressure Coefficient (GCpi): +/- 0.55 Hurricane: Shelter Wind Speed: 190 MPH Exposure Category: D Rainfall Intensity (i): (60-min duration, 100-year MRI) 9.86 in/hr (3.86 in/hr + 6.0 in/hr) Topographic Factor (Kzt): 1.0 Wind Directionality Factor (Kd): 1.0 (Required per 2014 ICC 500) Internal Pressure Coefficient (GCpi): +/- 0.55 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 196 Structural Narrative Cont. St. Croix Central High School Structural Narrative July 16, 2021 13 St Croix Central High School Structural Bridging Narrative 2.4. Soils and Foundations 2.4.1. Geotechnical Geotechnical study of a particular site is critical in defining the subsurface conditions at the site. The collection of subsurface data along with laboratory testing provide the necessary information to evaluate potential foundation systems for the proposed construction. A geotechnical report based on the subsurface exploration and corresponding laboratory study will provide recommended foundation systems, seismic site class identification, soil strength, site preparation recommendations, lateral earth pressures for below grade construction and groundwater information along with other information deemed critical for the safe construction and occupation of the proposed construction. A geotechnical investigation has not yet been performed at this site and no geotechnical report or recommendations are yet available. Geotechnical Report: Pending at the time of this report Site Class: D (Assumed) Foundation System: Spread Footings (Assumed) Allowable Bearing Pressure: 4,000 PSF (Assumed) Active Lateral Earth Pressure (Unrestrained): 40 PSF (Assumed) Active Lateral Earth Pressure (Restrained): 60 PSF (Assumed) Passive Lateral Earth Pressure: 360 PSF (Assumed) July 16, 2021 14 St Croix Central High School Structural Bridging Narrative 2.5. Building Performance 2.5.1. Deflection Criteria The deflection criteria are the performance specifications that are used to measure the serviceability of the building structural elements, and can directly affect the human comfort as well as architectural, mechanical, plumbing, electrical and process equipment in the building. At a minimum, structural members shall be sized to comply with the deflection criteria in Section 1604.3 and Table 1604.3 of the IBC. General Deflection Limits: Roof Members: Supporting plaster or stucco ceiling: l/360 (Lr), l/360 (S or W), l/240 (D + L) Supporting non-plaster ceiling: l/240 (Lr), l/240 (S or W), l/180 (D + L) Not supporting ceiling: l/180 (Lr), l/180 (S or W), l/120 (D + L) Floor Members: l/360 (L), l/240 (D + L) Exterior Walls: With plaster or stucco finishes: l/360 (S or W) With other brittle finishes: l/240 (S or W) With flexible finishes: l/120 (S or W) Interior Partitions: With plaster or stucco finishes: l/360 (L) With other brittle finishes: l/240 (L) With flexible finishes: l/120 (L) Masonry Deflection Limits: Beams and Lintels Supporting Unreinforced Masonry: l/600 (D + L) or 0.3 in (for brick veneer only) Reinforced Masonry Walls (Out-of-Plane): 0.007h (h = height of wall) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 197 Technical Narratives July 16, 2021 15 St Croix Central High School Structural Bridging Narrative 2.5.2. Story Drift Story drift is the allowable amount of side sway between two adjacent stories of a building caused by lateral wind and/or seismic loads. The structure is designed to limit the distance that a building may drift in order to not cause issues with serviceability, architectural cladding, windows, and brick facade. At a minimum, the structural design will adhere to ASCE 7 requirements for story drift. Amplified Seismic Drift: Bridges / Allowable Story Drift: h/70 (h = story height) Amphitheater Trellis / Allowable Story Drift: h/70 (h = story height) Gymnasium / Allowable Story Drift: h/140 (h = story height) Other Structures / Allowable Story Drift: h/140 (h = story height) Wind Drift: Bridges / Allowable Story Drift (VASD): h/400 (h = story height) Amphitheater Trellis / Allowable Story Drift (VASD): h/400 (h = story height) Gymnasium / Allowable Story Drift (VASD): h/400 (h = story height) Other Structures / Allowable Story Drift (VASD): h/400 (h = story height) Recommendations: Wind Allowable Story Drift: VASD has been used as the wind drift performance criterion for Risk Category IV buildings. This criterion may be relaxed at the discretion of the Structural Engineer of Record. July 16, 2021 16 St Croix Central High School Structural Bridging Narrative 2.5.3. FM Global FM Global is an insurance company that provides property owners with property insurance and risk management. FM Global uses an engineering-based approach to provide coverage based on the specific business and property being insured. Each facility is evaluated based on construction, occupancy, protection and exposure to provide a program that aligns with the specific properties risk management objectives. With the engineering-based approach, specific structural criteria have been developed by FM Global to mitigate the potential of loss at the property. Among these criteria, design guidance is included for wind pressures, cladding design and roof attachment. Is this an FM Global project? Verification Pending Design Wind Speed (100-year MRI): 145 MPH RoofNav Wind Pressure: Zone 1: 116 PSF Zone 2: 147 PSF Zone 3: 193 PSF RoofNav Roof Uplift Rating: Zone 1: 240 PSF Zone 2: 300 PSF Zone 3: 390 PSF The following FM Global data sheets are to be reviewed and implemented as required: - FM Global Property Loss Prevention Data Sheets 1-2, EARTHQUAKES - FM Global Property Loss Prevention Data Sheets 1-28, WIND DESIGN - FM Global Property Loss Prevention Data Sheets 1-29, ROOF DECK SECUREMENT AND ABOVE-DECK ROOF COMPONENTS - FM Global Property Loss Prevention Data Sheets 1-54, ROOF LOADS FOR NEW CONSTRUCTION Recommendations: FM Global Design Criteria: These criteria may be used only at the discretion of the Structural Engineer of Record. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 198 Structural Narrative Cont. St. Croix Central High School Structural Narrative July 16, 2021 17 St Croix Central High School Structural Bridging Narrative 3. MATERIALS Materials have been selected with due regard to availability, cost, constructability, and architectural aspiration. All material properties are in accordance with American Society for Testing and Materials (ASTM) standards. 3.1. Concrete Portland Cement: Not Subject to Sulphates: Type I and II Subject to Sulphates: N/A (Type V Portland Cement Not Readily Available) Concrete Compressive Strength: Footings: 4,000 PSI @ 28 Days Footing Piers: 4,000 PSI @ 28 Days Slab-On-Grade: 4,000 PSI @ 28 Days Concrete Over Metal Deck: 4,000 PSI @ 28 Days Reinforcing: Deformed and Plain Bars: ASTM A615, Grade 60 (Fy = 60 KSI) Low-Alloy-Steel (Weldable) Deformed Reinforcing Bars: ASTM A706, Grade 60 (Fy = 60 KSI) Welded Wire Fabric: ASTM A1064, Grade 65 (Fy = 65 KSI) Macro Synthetic Fiber: ASTM D7508 July 16, 2021 18 St Croix Central High School Structural Bridging Narrative 3.2. Structural Steel and Metal Deck Structural Steel: W-Shapes: ASTM A992 (Fy = 50 KSI) HSS (Square and Rectangular): ASTM A500 Grade C (Fy = 50 KSI) or ASTM A1085 (Fy = 50 ksi) HSS (Round): ASTM A500 Grade C (Fy = 46 KSI) or ASTM A1085 (Fy = 50 ksi) Channels: ASTM A36 (Fy = 36 KSI) Angles and Plates / Typical: ASTM A36 (Fy = 36 KSI) Angles and Plates / Braced Frames: ASTM A572 Grade 50 (Fy = 50 KSI) Anchor Rods / Typical: ASTM F1554 Grade 55 (Fy = 55 KSI) Anchor Rods / Braced Frames: ASTM F1554 Grade 105 (Fy = 105 KSI) Metal Deck: Cold Rolled Steel (Galvanized): ASTM A653 (Fy = 50 KSI) Cold Rolled Steel (Painted): ASTM A653 (Fy = 50 KSI) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 199 Technical Narratives July 16, 2021 19 St Croix Central High School Structural Bridging Narrative 3.3. Masonry Specified Compressive Strength of Concrete Masonry(f’m): 2,500 PSI (Unit Strength Method) Minimum Net Area Compressive Strength of Concrete Masonry Units: 2,500 PSI (ASTM C90) Mortar: Type M or S (ASTM C270) Grout: Meet or Exceed 2,500 PSI (ASTM C476) Reinforcing: Deformed and Plain Bars: ASTM A615, Grade 60 (Fy = 60 KSI) Low-Alloy-Steel (Weldable) Deformed Reinforcing Bars: ASTM A706, Grade 60 (Fy = 60 KSI) July 16, 2021 20 St Croix Central High School Structural Bridging Narrative 3.4. Cold-Formed Metal Framing Main Component Members (Galvanized): ASTM A653 (Fy = 50 KSI) Bracing, Bridging and Blocking Members (Galvanized): ASTM A653 (Fy = 50 KSI) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 200 Mechanical Narrative Mechanical Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Mechanical Design Criteria 1. General Project Information 1.1. The approach to HVAC, plumbing, and fire suppression systems draws upon the VALUES identified with VIDE during the masterplan phase. This includes the overarching themes of Equity and Inclusion, Health and Comfort, Resiliency and Systems, and Spaces and Resources. • Equity and Inclusion: the team’s building system approach is to ensure consistency in the quality and performance of systems, while allowing sufficient flexibility for customization by project site. • Health and Comfort: building systems shall support a healthy learning and teaching environment, meeting the standards and codes identified in this narrative and continue to build upon the core values identified in the masterplan. This includes special attention to space temperature and humidity control, as well as acoustics and ventilation. • Resiliency and Systems: the climate of the US Virgin Islands places significant demands on building systems, both during normal operation due to a salt coast environment and high humidity, as well as during extreme weather events. The design approach focuses on reducing the quantity of exposed equipment, while utilizing systems that can be maintained and replaced with greater ease. Performance is achieved by the integration of simpler components, rather than using state-of-the-art systems that have a higher degree of inherent complexity. • Spaces and Resources: the team, through an integrated approach, has focused on cooling and water demand reduction, given the high cost and scarcity of local resources. Buildings are designed to meet a classification of net zero energy ready or net zero energy, with a target site energy use intensity, before renewables, of under 25 kBTU per year per gross square foot. 2. Codes and Standards 2.1. Codes 2.1.1. 2021 International Mechanical Code 2.1.2. 2021 International Plumbing Code 2.1.3. 2021 International Fuel Gas Code 2.1.4. 2021 International Energy Conservation Code 2.1.5. 2021 International Fire Code 2.2. Applicable Standards: 2.2.1. ASHRAE 62.1-2019, Ventilation 2.2.2. ASHRAE 90.1-2019, Energy 2.2.3. ASTM 2.2.4. FEMA 2.2.5. NFPA 2.2.6. SMACNA July 16, 2021 2 St. Croix Central High School Mechanical Design Criteria 3. Utilities • Provide domestic water service from the local utility system. • Provide on site water storage for fire sprinkler systems and domestic water systems in conjunction with the local domestic water service from the local utility. • Installation and connection to the utility shall be compliant with the regulation of the local utility. • Provide multiple sanitary connections to the project site. At a minimum, each building shall have a dedicated connection to a manhole directly connected to the local municipal system. Provide two-way clean-out at the exterior of the building in addition to the other clean-outs required by the plumbing code. • Provide propane storage and distribution on site as required for food service equipment. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 201 Technical Narratives July 16, 2021 3 St. Croix Central High School Mechanical Design Criteria 4. Building Design Criteria 4.1. Climate Data 4.1.1. Design 4.1.1.1. Data Source • 2017 ASHRAE Handbook of Fundaments • Cyril E. King Airport, Virgin Islands (WMO: 785430) • Lat: 18.336N, Long: 64.98W, Elev: 20 ft • Time period: 1998-2014 4.1.1.2. Climatic Design Conditions • 99.6% heating design: 70.3 db • 0.4% cooling design: 89.5 db / 77.9 mcwb • 0.5% dehumidification: 79.1F dewpoint / 83.5 mcdb 4.2. Space Conditions 4.2.1. Actively-Conditioned • Temperature: 78F upper limit – float no higher than 84F during unoccupied period. • Relative humidity: 60% RH typical, 63F dewpoint, 65% RH max per ASHRAE 62.1. • Conditioned ventilation air provided to each space. • Space types, unless otherwise noted in the program type matrix. • Classrooms • Offices • Media Center • Multi-Purpose • Commons • Performing Arts Center • Kitchen and Serving Area • Conference and Meeting Rooms 4.2.2. Semi-Conditioned • Temperature: 84F target, conditions will track with outdoor conditions and align with the ASHRAE Standard 55 Adaptive Thermal comfort range for naturally ventilated spaces. • Relative humidity: no direct control, but with a maximum target of 65% RH. • Space types, unless otherwise noted in the program type matrix. • 2D Art • 3D Art • FEMA Shelter • Gym July 16, 2021 4 St. Croix Central High School Mechanical Design Criteria 4.3. HVAC System Design Criteria 4.3.1. Ventilation/Exhaust – Per ASHRAE 62.1 and IMC Space People Outdoor Air Rate (Rp) cfm/p Area Outdoor Air Rate (Ra) cfm/sf Classrooms 10 0.12 Lecture classroom 7.5 0.06 Art classroom 10 0.18 Science laboratories 10 0.18 Wood/metal shop 10 0.18 Computer lab 10 0.12 Music/theater/dance 10 0.06 Multiuse assembly 10 0.06 Cafeteria 7.5 0.18 Kitchen (cooking) 7.5 0.12 Office 5 0.06 Conference/meeting 5 0.06 Corridors 0 0.06 Gym (play area) 20 0.18 Spectator areas 7.5 0.06 4.3.2. Enclosure Construction (ASHRAE Climate Zone 1A) 4.3.2.1. Walls • Steel-framed : U-0.124, R-13 4.3.2.2. Roof • Attic and other : U-0.27, R-38 4.3.2.3. Fenestration • 0-40% of wall (metal framing, fixed): U-0.57, SHGC-0.25 • 0-40% of wall (metal framing, operable): U-0.65, SHGC-0.25 • Assembly min VT/SHGC: 1.10 • Skylight (0-3% of roof): U-0.75, SHGC-0.35 4.3.2.4. Infiltration • 90.1 Section 5.4.3.1 – Continuous Air Barrier required with compliance per one of the approaches below. • Whole building: no more than 0.4 cfm/sf under 0.3” of water pressure differential per ASTM E779 or E1827. • Assemblies: no more than 0.04 cfm/sf under 0.3” of water pressure differential per ASTM E2357, 1677, 1680 or E283. • Materials: no more than 0.004 cfm/sf under 0.3” of water pressure differential per ASTM E2178. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 202 Mechanical Narrative Cont. Mechanical Narrative St. Croix Central High School July 16, 2021 5 St. Croix Central High School Mechanical Design Criteria 4.3.3. Internal Loads 4.3.3.1. Lighting/Equipment Space Equipment Load Lighting Load Classrooms 0.75 W/ft2 0.5 W/ft2 Offices 0.75 W/ft2 0.5 W/ft2 Conference/Meeting Rooms 1.0 W/ft2 0.5 W/ft2 Multipurpose room See Note 0.5 W/ft2 Kitchen Based on information from consultant 1.0 W/ft2 Dining facilities 0.75 W/ft2 1.0 W/ft2 Restrooms n/a 0.5 W/ft2 Corridors n/a 0.5 W/ft2 4.3.3.2. Occupancy Space Basis Heat Gain Sensible/Latent Classrooms 40 ft2/person 250/200 Btu/hr. Offices 100 ft2/person 250/200 Btu/hr. Conference/Meeting 15 ft2/person 245/145 Btu/hr. Multipurpose room Based on # of seats Kitchen 50 ft2/person 275/475 Btu/hr. Restrooms 200 ft2/person 250/200 Btu/hr. Corridors 300 ft2/person 250/200 Btu/hr. 4.3.3.3. Design Diversity • It is assumed that all actively conditioned classrooms will be at capacity simultaneously. • Cooling demand calculations utilized to size central plant sizes shall consider diversity across the building site at no less than 90% of the sum of individual building peaks. The estimated building cooling load density is 175 sf per cooling ton, based on net active conditioned area. July 16, 2021 6 St. Croix Central High School Mechanical Design Criteria 4.4. Building Risk Category 4.4.1. Buildings have been assigned to the following risk category, in accordance with ASCE 7 Table 1.5-1, based on use or occupancy of the building, for Flood, Wind, Snow Earthquake and Ice Loads. Risk Category: IV (Community Hurricane/Tornado Shelter) 4.5. Rain Loads 4.5.1. Rainfall Intensity - Based on the project data and project location, rain loads have been applied in accordance with ASCE 7 Chapter 8. Rainfall Intensity: (15-min duration, 100-year MRI) 5.75 in/hr 4.6. Wind Loads 4.6.1. Wind Speeds - Based on the project data and location, wind loads have been applied in accordance with ASCE 7 Chapter 26-27. Wind Speed (3,000-Year MRI): 180 MPH (per the USVI Special Wind Region) Wind Speed (25-Year MRI): 112 MPH (per ASCE 7-16 which controls over 109 MPH velocity per the USVI Special Wind Region) Wind Speed (10-Year MRI): 74 MPH (per ASCE 7-16 which control over 72 MPH velocity per the USVI Special Wind Region) Wind Speed (VASD 3,000-Year MRI): 139 MPH Exposure Category: D (Required per 2019 USVI Building Code) Wind-Borne Debris Region: Yes (Impact-protective system) 4.6.2. Equipment and System Mounting and Restraining 4.6.2.1. Delegated Design Requirements. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 203 Technical Narratives July 16, 2021 7 St. Croix Central High School Mechanical Design Criteria 4.7. Seismic Loads 4.7.1. Ground Accelerations Site Class: D (Assumed) Seismic Design Category (SDC): D Component Importance Factor (IP): 1.0 or 1.5 (Dependent upon hazard or use) Component Importance Factor for each piece of equipment & system should be listed in the equipment schedule Note: IP = 1.5 If the component or system is required to function for Life-Safety purposes after an earthquake, this includes fire protection sprinkler systems. Any piping, ductwork, power, and/or control cables that are attached to such a system will also have a Component Importance Factor, IP = 1.5 4.7.2. Equipment and System Mounting and Restraining 4.7.2.1. Delegated Design Requirements. 4.8. Soil Conditions 4.8.1. Excavation Information Geotechnical Report: No report has been obtained for this specific site (Assumed – Rock.) 4.8.2. Frost Depth - most commonly the depth at which the groundwater in the soil is expected to freeze. Geotechnical Report: No report has been obtained for this specific site. Freezing would not be present at this site. (Assumed – Rock.) July 16, 2021 8 St. Croix Central High School Mechanical Design Criteria 5. Mechanical Systems 5.1. HVAC 5.1.1. Ventilation Air and Dedicated Outside Air Systems Application of ASHRAE Standard 62.1 requires consideration by the mechanical engineer of record. When multiple spaces are included into the same zone, calculations must be performed to identify the correct ventilation rate that ensures adequate distribution to all spaces and zones for all operating conditions. Depending on the zoning configuration, the multiple space calculation corrections can increase the minimum required outside air quantity. The ability to right-size ventilation will have a significant impact on cooling load and the subsequent selection of equipment and plant solutions. For the high humidity climate of the US Virgin Islands, maintaining positive pressurization of buildings, utilizing dehumidified ventilation air, and a contiguous adequate air / vapor barrier, allows maintenance of a healthy environment. With a traditional all-air system, excess subcooling of spaces is possible, if an adequate reheat source is not provided. Dedicated outdoor air systems (DOAS) provide a creative solution that addresses multiple issues: • The DOAS approach allows the outside air latent load to be decoupled from the space sensible load. The outside air path can be conditioned based on dew point control to deliver neutral or cold air to a parallel space sensible cooling system. Space temperature can then independently be controlled by the sensible cooling system in the space. • The DOAS air path is 100% outside air, not mixed, and can be delivered at the prescribed quantity directly to the space based on the people and area factor ventilation rates. Multiple space calculations do not need to be considered. • Since no mixing is involved, ventilation rate delivery to the space/zone can be verified and continuously monitored. • The new requirement in ASHRAE Standard 62.1 that requires occupied spaces be held below 65% relative humidity now becomes achievable at part-load cooling conditions US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 204 Mechanical Narrative Cont. Mechanical Narrative St. Croix Central High School July 16, 2021 9 St. Croix Central High School Mechanical Design Criteria 5.1.1.1. CHW, Indoor DOAS The Dedicated Outdoor Air Systems (DOAS) will consist of an air handling unit (AHU) with chilled water coil and closed loop run around coils for energy recovery and conditioning to neutral air. Units will be installed indoors within the building in floor-by-floor mechanical rooms. Conditioned ventilation air will be ducted to each space and delivered through a variable air volume air valve to the dedicated space fan coil unit return duct. The target ventilation unit coil leaving air temperature is 55F. Ventilation relief air from conditioned spaces will be relieved from the conditioned spaces to the outdoors with variable speed inline exhaust fans. Relief openings to the outdoors will have motorized dampers or other means of closure and sealing off during storm events. 5.1.1.2. Air Control Ventilation air will be ducted from the DOAS to variable air volume terminal units (VAV boxes). VAV’s will be ducted to the upstream side of zone level fan coil units and will modulate the amount of ventilation air delivered to the space based upon occupancy (Demand Control Ventilation based on CO2 sensors in each space). In no case will ventilation air be less than the exhaust air plus 5% of maximum to maintain positive building pressurization. The expected ventilation air will be 0.5-0.6 cfm/sf under full occupancy and 0.12 cfm/sf during unoccupied conditions. July 16, 2021 10 St. Croix Central High School Mechanical Design Criteria 5.1.2. Space Conditioning 5.1.2.1. Thermal Zoning ASHRAE’s terminology page defines a control zone as a space or group of spaces within a building with heating or cooling requirements sufficiently similar that comfort conditions can be maintained by a single controlling device. The HVAC engineer zones the building by grouping together spaces that will have similar cooling needs with the purpose of reducing the number of pieces of HVAC equipment and/or control devices to reduce system installation costs. The goal will be to provide as many zones and as much control as feasible, a thermostat in each space. Where it makes sense, small spaces with similar load profiles will be combined with no more than three rooms per zone. Zones will be determined based on different space thermal demands, ASHRAE and general industry practices. Factors used to determine zoning include the following: • Space size and proximity to similar spaces • Space exposure (interior versus exterior) • Space functionality (classroom, office, storage, gym, etc.) • Space internal heat gains (office equipment, mechanical and electrical equipment, lighting) • Glazing and orientation Zoning the building based on these methods will give the occupants maximum thermal control over their spaces and simultaneously optimize HVAC system operation. Classrooms will be individually controlled, will be an independent zone, and will not be combined with any other space 5.1.2.2. Terminal Devices 5.1.2.2..1. CHW and DOAS Each zone will be served by a chilled water fan coil unit with EC motor, ducted through above ceiling insulated ductwork to diffusers. Each FCU will have a ducted return with a filtered ceiling return or wall grille. With the chilled water DOAS providing 55-65 °F ventilation air, the ventilation air will be ducted into the return of each FCU and mix with the room return air before being delivered to the space. This will require the FCU fan to run continuously during occupied hours. For sound attenuation and mitigation, fan coils will be installed in concealed locations (soffits, etc.) and the supply duct from the fan coils will be lined with acoustic insulation. The FCU cooling coil valve shall be modulated by the room thermostat to maintain the room at set point. If the room begins to sub cool to 3 degrees F below room set point and the FCU chilled water valve is closed the DOAS supply temperature shall be increase slightly using reheat. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 205 Technical Narratives July 16, 2021 11 St. Croix Central High School Mechanical Design Criteria 5.1.3. Central Plant 5.1.3.1. Chiller Design Criteria • Chillers will be packaged air-cooled rotary screw type. • The chiller plant will be configured for one central chilled water plant with all units in a chiller yard. • Chiller plant will include two 250 ton chillers, and one 150 ton chiller. Each chiller will have multiple circuits, compressors and power connections for redundancy and serviceability. • Chillers shall have equivalent to 1000 hour salt spray coating of all exposed surfaces. • Chillers shall include factory prewired and preprogrammed, complete and functional controls with direct digital BACnet controller and all control devices for a complete and functional system. Field quick connects are acceptable. BACnet controller shall be Tridium Jace Niagara or similar. Chiller plant / chiller controls shall be compatible with and completely integrated into campus building automation and controls system. • Each chiller plant shall include air separator, expansion tank particulate filters if required due to sediment in the water service, and water service connection. • Chiller plant shall be installed on ballasted 5 inch reinforced concrete pad including component tie downs and screen/sound walls complementary to architectural style to withstand the required zone wind force plus a minimum of 10% safety factor above code total wind load. Radiated Sound from a chiller plant shall be limited to 60 db maximum 30 feet from the chiller module or adjacent building whichever is the shortest distance. • Chiller plant shall be ARI certified to meet the energy code energy efficiency requirements. • Chiller plant and any associated devices shall be installed a minimum of 5 feet above the 100 year flood plain. 5.1.4. Hydronic Distribution 5.1.4.1. Site Pumping for site distribution will be setup in a variable primary configuration utilizing two pumps from the chilled water plant, each sized for 100% of design flow. Pumps will be located in a covered building near the chiller plant and will include all necessary accessories such as variable frequency drives, air separators, expansion tanks and chemical feeders. Piping will be distributed to each building, and coordinated with the building architecture. 5.1.4.2. Building Level Isolation valves will be provided at each building entrance for service shutoff. Chilled water piping will be routed to the DOAS within the mechanical mezzanine and to individual fan coil units. July 16, 2021 12 St. Croix Central High School Mechanical Design Criteria 5.1.5. Specialty Spaces 5.1.5.1. IT Rooms Dedicated technology rooms shall be conditioned with independent air- cooled ductless split-system units. 5.1.5.2. Kitchen Commercial cooking areas shall be provided with Type I and/or Type II hoods in coordination with the team’s food service design consultant and VIDE. 50% of make-up air should be transferred from adjacent zones or a kitchen demand controlled ventilation (KDCV) shall be provided to allow turn-down to 50% of demand flow. Dedicated make-up air shall be provided by units with a similar configuration to base building DOAS units, sized to deliver make-up air at no more than a 10F delta from the space target temperature. Dedicated exhaust fans and grease exhaust ductwork shall comply with the IMC and meet applicable UL listings. 5.1.6. Building Automation System (BAS) 5.1.6.1. System Description: The site building management system (BMS) will have digitally based components, a graphical interface, and accessible via the World Wide Web. The site building automation system is for diagnostics and real time system operation verification. Programming shall be at district headquarters by district performed at the system wide master HMI. Refer to specification section 230923.01 for additional requirements. The following is a summary of the anticipated control points associated with the equipment scheduled for this project. This list is a summary and not intended to be all inclusive: 5.1.6.1..1. DOAS Units: Outside air temperature Air filter pressure drop Chilled water coil control Supply air fan enable/disable Supply air fan speed Supply air fan current Supply air temperature Supply air duct static pressure 5.1.6.1..2. Air Terminal Units Primary air flow Primary air damper position Room Temperature Room CO2 for demand ventilation 5.1.6.1..3. Server Room Units: Unit enable/disable Room temperature Room humidity 5.1.6.1..4. Kitchen Make Up Air: Make up air unit fan status Kitchen hood fan status US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 206 Mechanical Narrative Cont. Mechanical Narrative St. Croix Central High School July 16, 2021 13 St. Croix Central High School Mechanical Design Criteria 5.1.6.1..5. Fire Alarm and Sprinkler System System status/alarm Trouble Water flow 5.1.6.1..6. Main Restrooms: Exhaust fan enable/disable 5.1.6.1..7. Small Restrooms (Under two water closets): No BMS interface Local control 5.1.6.1..8. Domestic Hot Water: No BMS Interface Local control of water heaters and circulation pumps 5.1.6.1..9. Chilled Water System: Chiller enable/disable Chiller trouble/failure Chilled water pump enable/disable Chilled water supply temperature Chilled water return temperature Water make-up alarm 5.1.6.1..10. Fan Coil Unit FCU: On / Off Chilled Water Coil (on / off or modulating) 5.1.6.2. The BMS will include a graphical interface with dedicated screens for the following equipment: DOAS units, fan coils, air terminal units, chillers, chilled water pumps, plumbing domestic water systems, plumbing potable water systems, and overall building parameters (temperature, relative humidity, static pressure). 5.1.6.3. The BMS will be monitored by off-site vendor. 5.1.6.4. The BMS will include trending software designed to monitor the control points of a specified period of time. 5.1.7. Duct, Piping, Equipment Installation 5.1.7.1. All duct, piping, equipment, etc. shall be routed and installed concealed from view and as aesthetically pleasing as possible July 16, 2021 14 St. Croix Central High School Mechanical Design Criteria 5.2. Plumbing Plumbing systems shall include all propane, potable and non-potable water, sanitary sewer and vent piping systems to serve all plumbing fixtures including showers, water closets, urinals, lavatories, mop sinks, service sinks, food service equipment, drinking fountains and hose-bibs. Domestic hot water shall be provided by electric storage type or electric instantaneous heaters. Solar thermal hot water heating may be considered as an enhancement in support of project resilience and energy goals. 5.2.1. Water Domestic and fire protection water will be delivered from a site distribution system which will include roof rainwater collection, storage, filtration, pumps, backflow preventers and control valves. Non-potable water will be distributed to toilets, lavatories, showers, etc. Potable water will be distributed to water fountains and food service equipment. Non-potable water storage will be sized for minimum 40 gallons per person per day. Potable water storage will be sized for minimum 10 gallons per person per day. Non-potable water will have 30 micron filter only. Potable water is to have 30 micron filter, carbon filter, RO membrane, HDPE or underground epoxy lined concrete storage tank, distribution pumps, polishing UV filter. Water feed from the local water utility, WAPA, will be piped to the water storage systems as a backup source of water. HDPE storage tanks will be installed above ground if used. Concrete cisterns will be installed below grade and will have two coat epoxy coatings with each coat being a different distinct color. Sanitary Waste & Vent • Floor drain locations shall be designed to meet Plumbing Code requirements and the minimum requirements set forth in the Space Program & Space Criteria Data Sheet Section of the Design Criteria Package (whichever is more stringent). Coordinate all floor drain locations with the Owner during the design phase. • Sanitary waste and vent system shall be designed to provide connection to each plumbing fixture. Plumbing fixtures shall be drained by gravity through waste and vent stacks, house drains and house sewers, to five feet outside building and will be connected to the site utility connection. • Horizontal drainage piping shall be run in a practical alignment and a uniform slope of not less than two percent toward the point of disposal. • Floor drains shall be provided in all toilet rooms having three or more plumbing fixtures. • Mechanical equipment rooms shall be provided with floor sinks with minimum 3” trap. Each mechanical room shall have as a minimum one general floor drain. HVAC condensate drainage piping shall be provided to each HVAC unit. Such piping shall drain to an indirect waste connection at the nearest floor sink or storm drain. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 207 Technical Narratives July 16, 2021 15 St. Croix Central High School Mechanical Design Criteria • Sanitary drainage vent piping shall be provided to each domestic plumbing fixture or trap. • Floor drains with trap primers shall be provided in each toilet room. • Floor sinks shall be provided at each ice machine. One floor sink for each two pieces of mechanical equipment requiring drains shall be provided. 5.3. Fire Protection 5.3.1. Wet Systems • Provide a fire sprinkler system complete in place, tested and approved, as specified, and as needed for a complete, usable and proper installation. All equipment shall be installed per the criteria documents and manufacturer’s recommendations. Fire protection water will be provided from the water capture and storage cisterns described above. The capacity of water storage shall be based on that required by the largest building on the site. • The fire protection system will contain a diesel fire pump. • Provide design, engineering, installation, start-up, testing, adjusting of complete and operational plumbing system. Design shall be prepared by a firm and professional licensed in the US Virgin Islands. • Provide detailed engineering calculations for all systems prior to construction to confirm final sizes and equipment configurations and submit for review for compliance with the Design Criteria. Design Criteria shall identify minimum levels of quality, materials and workmanship. • The entire fire sprinkler system design must be based on an overall level of quality and maintainability commensurate with a public owned, long term investment. The design shall incorporate proven technology and equipment. • The fire sprinkler system shall be designed using the most stringent and latest adopted editions of the codes, standards and guidelines published. • All fire sprinkler equipment and materials shall be installed to not be damaged or cause damage to other systems during a seismic event. 5.4. FEMA Storm Shelter Requirements • Shelters will be designed to comply with 2021 IBC, 2014 ICC 500, and FEMA 361 with emergency ventilation and a water service entrance from below grade into the shelter. July 16, 2021 16 St. Croix Central High School Mechanical Design Criteria 6. General Design Criteria 6.1. Air Distribution Sheet Metal • Ductwork will be constructed of galvanized sheet metal to SMACNA standards based upon the operating pressure of the ductwork. Exposed ductwork will be double-wall spiral or round. Concealed ductwork will be rectangular with external flexible blanket insulation. • Early consideration of overall fan power is required, to ensure compliance with ASHRAE Standard 90.1 fan power criteria. • Design supply duct down stream of variable air volume air valves with a maximum static pressure drop of 0.08” per 100 lineal feet of ducting and a maximum air velocity of 1800 FPM. • Design supply duct up stream of variable air volume air boxes with a maximum air velocity of 2000 fpm, but not in excess of the supply pressure drop criteria. • Return and exhaust air ductwork: Design maximum static pressure drop of 0.08” per 100 lineal feet of ductwork. • Outdoor air ductwork shall be designed with a maximum static pressure drop of 0.06” per 100 lineal feet of ductwork. • All ductwork downstream of terminal units shall be constructed in compliance with SMACNA one-inch W.G. pressure class construction. • All other low-pressure ductwork shall be constructed in compliance with SMACNA two-inch W.G. pressure class construction. • Supply and return trunk duct from air handling units to terminal units shall be constructed in compliance with SMACNA to a pressure class rating in excessive of maximum system operating pressure to at least one inch greater than required. 6.2. Hydronic Piping • A direct return system shall be used for all piping systems reverse return shall be used where practical. • Maximum water pressure loss for hydronic systems = 4 feet of head per 100 ft of pipe. • Minimum pipe size of 3/4 inch, except for gage or control piping. • Maximum velocity of 8 fps for 3” pipe size and larger. • Maximum velocity of 5 fps for 2½” pipe size and smaller. • Minimum velocity of 2 fps. 6.3. Chemical Resistant Waste and Vent Piping Chemical resistant waste and vent piping above ground will be pipe, fittings and solvent cement supplied together as a system, equal to Charlotte Pipe ChemDrain chemical waste system manufactured by Charlotte Pipe and Foundry. One-and-a- half-gallon point of use acid neutralization tanks equal to Orion Style 8 will be provided at each sink where acid waste may be disposed. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 208 Mechanical Narrative Cont. Mechanical Narrative St. Croix Central High School July 16, 2021 17 St. Croix Central High School Mechanical Design Criteria 6.4. Refer to the specifications for other piping, duct, equipment, materials, etc. 6.5. Equipment and piping installation. 6.5.1. All piping, equipment, etc., shall be routed and installed concealed from view and as aesthetically pleasing as possible. 7. Sustainability Framework Targets 7.1. Energy Each project is designed with a low overall site energy use intensity of 25 kBTU/yr- gsf or less, to align with net zero energy ready or net zero energy as a target. This is achieved through a combination of strategies: • Cooling demand control: window-to-wall ratio control, thermal insulation in excess of ASHRAE 90.1-2016 requirements, solar control measures, and internal heat gain control (lighting/equipment). • Emphasis on ventilation air conditioning and control: ventilation air treatment will be decoupled from space cooling, to allow consistent delivery of dehumidified air in proportion to occupancy. Cascade air system: conditioned air will be transferred to semi-conditioned spaces, before being relieved to the outdoors. This cascading approach is an indirect form of energy recovery, reducing demand for high energy intensity production of chilled water cooling. July 16, 2021 18 St. Croix Central High School Mechanical Design Criteria Central Cooling Plant Schematic Notes: 1. Chilled Water Supply and Return Piping circuit to be installed on site, either buried or overhead, and routed to each building. 2. Chillers are all located in one location, adjacent to Utility Building. DOAS (Dedicated Outside Air Unit) Schematic Notes: 1. Intake air louvers to be installed and ducted to DOAS units. Relief air louvers to be installed and ducted to inline exhaust fans. 2. DOAS supply will discharge to terminal boxes throughout building. 3. Heat Pipe Reheat can be installed for dehumidification. Location Options: 1. Units installed on mezzanine; one unit serving each floor a. Access will be required to attic areas to service units if installed on mezzanine. b. Insulation to be installed on underside of roof or part of a composite system. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 209 Technical Narratives July 16, 2021 19 St. Croix Central High School Mechanical Design Criteria 2. One unit installed per floor; one unit serving each floor a. Mechanical Equipment Room required on each floor for units. Space Conditioning Approach Notes: 3. Chilled water fan coil units; one installed in each space. 4. Due to acoustics, fan coil units need to be installed concealed if in occupied space. Conditioned to Semi-Conditioned Airflows July 16, 2021 20 St. Croix Central High School Mechanical Design Criteria Air Cooled Chiller Chilled Water Pumps Ducted Fan Coil Units Mini Split Condensers US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 210 Electrical Narrative Electrical Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Electrical Design Criteria 1. PROJECT INFORMATION 1.1. General St. Croix Central High School is a new construction, Fine Arts Magnet High School Program campus-style school with approximately 199,000 sq. ft. of interior conditioned and semi-conditioned space coupled with 5,700 sq. ft of outdoor learning space. The campus is being constructed on the existing St. Croix Central High School site. 1.2. Gym/Shelter The gym/shelter building will serve as a FEMA storm shelter. With connected photovoltaics (PV) and battery energy storage systems (BESS), the building will be able to run off-grid in an islanded mode for 14-28 days during a prolonged power outage after a storm event. 1.3. Site The site will be net zero ready with electrical equipment sized for future, additional roof-mounted PV and will have areas on buildings designated for that same future use. July 16, 2021 2 St. Croix Central High School Electrical Design Criteria 2. GENERAL DESIGN CRITERIA 2.1. Codes and Standards 2.1.1. Codes Design and construction work shall be in accordance with the following codes: Building Code: National Fire Protection Association (NFPA) 2020 National Electrical Code (NFPA 70) US Virgin Islands: 2021 US Virgin Islands Code, Title 29 – Public Planning and Development, Chapter 5 – Building Code International Code Council: 2021 International Building Code (IBC) International Code Council 2021 International Fire Code (IFC) International Code Council 2021 International Energy Conservation Code (IECC) US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 211 Technical Narratives July 16, 2021 3 St. Croix Central High School Electrical Design Criteria 2.1.2. Applicable Standards The following standards are to be implemented as referenced by the building code: National Fire Protection Association (NFPA) Illuminating Engineering Society of North America (IES) Building Industry Consulting Service International (BICSI) Americans with Disabilities Act (ADA) National Electrical Manufacturer’s Association (NEMA) Electrical Industries Alliance (EIA) Telecommunications Industry Association (TIA) FEMA 453 Design Guidance for Shelters and Safe Rooms FEMA P-424 Design Guide for Improving School Safety in Earthquakes, Floods, and High Winds July 16, 2021 4 St. Croix Central High School Electrical Design Criteria 3. BUILDING DESIGN CRITERIA 3.1. Power 3.1.1. Electrical Service 3.1.1.1. Utility Provider: The Virgin Islands Water and Power Association (WAPA). Connection Location: The west side of the project southwest of track & field. Capacity Availability: To be confirmed. Metering Rate Structure: Service is planned to be net metering, subject to confirmation by WAPA. 3.1.1.2. Site The new underground service to the campus will likely be from an existing riser pole along Centerline Rd to the north. The new underground service will be an approximately 3000 kVA NEC demand load (to be verified) radial feed type on the west side of campus that will serve all buildings. From the utility pole pot head down is the responsibility of the Electrical Contractor, including pole riser, medium voltage conductors, conduit, pull boxes and medium voltage transformer. Electrical utility plans, transformer specifications and cable specifications are required to be submitted to WAPA for comment and approval. The Electrical Contractor will also be responsible for performing a Hi-pot test on the service that is witnessed by WAPA. With the PV production and BESS, the project will have to apply for a Net Energy Billing (NEB) system through the energy office and be subject to hosting capacity studies. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 212 Electrical Narrative Cont. Electrical Narrative St. Croix Central High School July 16, 2021 5 St. Croix Central High School Electrical Design Criteria 3.1.2. Power Distribution 3.1.2.1. Distribution System The service from the west medium voltage transformer will feed a 4000A main switchboard with a 4000A main circuit breaker. The switchboard will be located inside the Utility Building. Underground feeders will serve 480Y/277V distribution panelboards in each building. These distribution panelboards will serve both 480Y/277V lighting and mechanical equipment loads and local dry-type transformers to derive 208Y/120V power for plug loads and other miscellaneous loads. The gym/shelter switchboard separates shelter loads and non-shelter loads to allow shedding of non-shelter loads in an active shelter scenario. The shedding of those loads allows the shelter to remain powered for the code-required 24 hours and/or for the designed 14-28 days (with on-site PV production). Distribution Equipment Available Manufacturers – Eaton, Square D, Siemens, GE 3.1.2.2. Switchboards Switchboard bussing will be copper. Switchboards in all spaces will have stainless steel enclosures with heaters to reduce condensation inside the gear. The switchboard main breaker will be electronic trip and include an Energy Reduction Maintenance Switch and Ground Fault Protection. Switchboards and other distribution panelboards will have the following molded case circuit breakers: Thermal-Magnetic Circuit Breakers: Up to 200 Amps. Adjustable Instantaneous-Trip Circuit Breakers: 250 Amps and Larger. 3.1.2.3. Panelboards Panelboards will include door-within-door stainless steel enclosure construction, copper bussing and bolt-on circuit breakers. Panelboards will be sized with a minimum 25% spare capacity. 3.1.2.4. Surge Protective Devices (SPD) Main switchboards will be provided with a 240kA internal SPD unit. The unit shall offer 10 modes of protection and shall be provided with a surge counter. Panelboards serving plug loads (with computers and other sensitive equipment likely to be plugged in) will be provided with an integral 80kA SPD. The unit shall also offer 10 modes of protection. 3.1.2.5. Dry-Type Transformers Transformers will be wound with copper or aluminum bussing and shall meet the DOE 2016, 10 CFR Part 431 transformer efficiency requirements. 3.1.2.6. Emergency Generator/Standby Distribution 3.1.2.6.1. Generator No permanent generators are planned. Distribution equipment will allow temporary connection of a portable generator. July 16, 2021 6 St. Croix Central High School Electrical Design Criteria 3.1.2.6.2. Manual Transfer Switch(es) Design intent – A manual transfer switch and quick connect cabinet will allow a portable generator connection to replace or supplement the off-grid battery system. Control connections will be provided to integrate the portable generator with any off- grid controls. Basis of Design - ASCO series 300 Manual Transfer Switch with Camlock quick connect cabinet. Quick connects may be integral to switch if size permits or in a separate piece of equipment 3.1.2.6.3. Central Battery Equipment for Storm Shelter At the gym/shelter building, a central UL924 battery inverter will provide power to NEC 700 life safety loads (emergency egress lighting, exit signage, and other life safety systems) and ventilation motors as required by storm shelter code. The inverter will provide 120 minutes of egress lighting and ventilation on loss of normal power. One inverter will be provided for the storm shelter building. Basis of Design: Myers Emergency Power Systems IE or C-III based on required size and loads. 3.1.2.6.4. Central Battery Equipment for Other Buildings At all buildings excluding the gym/shelter, UL924 battery inverters in each building or structure will provide power to NEC 700 life safety loads (emergency egress lighting, exit signage, and other life safety systems). The inverter will provide 90 minutes of egress lighting on loss of normal power. Basis of design: Myers Emergency Power Systems CM, EM, or IE based on required size.. 3.1.2.7. Power Metering Design Intent: Power metering will be provided on all main switchboards, and all switchboards or panelboards. The main switchboard meter shall be a power quality meter such as a Square D Ion PM8000. For other switchboards or panelboards, power quality data is not required. Metering may be separate from distribution equipment, utilizing current transformers (basis of design: eGauge) or metering functions in electronic trip units (basis of design: Square D micrologic trip units) with metering gateways. . 3.1.3. Photovoltaic (PV) System and Battery Energy Storage System (BESS) 3.1.3.1. Photovoltaic system The Gymnasium building (FEMA shelter) will be net zero. Photovoltaic modules and the remainder of the balance of system components (inverter(s), disconnects, combiners, etc.) will be provided during initial construction. The modules will be supported on the roof via a flush mounting system. The PV system will interconnect to the PV+BESS combiner switchboard specified in section 3.1.3.8. The rest of the campus will be net zero ready. The remainder of the photovoltaic panels will be spread across the rooftops of all the buildings. Each sub-array will interconnect via a load side connection into the distribution panel feeding the associated building. 3.1.3.2. Sizing The PV+BESS system sizing included in the bridging documents are sized to provide the following intent: Provide continuous energy for Gymnasium building (FEMA shelter) when in shelter mode (operated without cooling and the rest of the buildings shed from the load). This is based on 5 days of battery autonomy (250kWh/day). US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 213 Technical Narratives July 16, 2021 7 St. Croix Central High School Electrical Design Criteria Provide 1.5-2 hours of energy for the whole site to ride through short term, non-extreme weather related power outages by the utility System shall be Zero Net Energy ready. Electrical systems are sized to allow for enough additional, future PV to offset 100% of annual electrical energy use. Areas on each building roof totaling 50,000 sq. ft. will be reserved to support this size of roof mounted array. 3.1.3.3. Equipment The Photovoltaic and storage system electrical equipment shall be as follows: Minimum 72kW DC of photovoltaic modules. Minimum 60kW AC of photovoltaic inverters. Inverters are to be installed in protected areas and not exposed outdoors. 625kW/1250kWh battery storage with integral inverter, HVAC, and controls. 250kWh of the system storage capacity is code required for the gym building (FEMA shelter) to operate for 24 hours in the event of a power outage. Battery Isolation transformer (if Required by system manufacturer) Motor operated circuit breakers (provided as part of main switchboard construction as specified in section 262413) Electricity meters to feed metering data to control system. Manual “Shelter mode” button and indicator lights will manually put system into shelter mode when building is to act as shelter (i.e. hurricane). When in shelter mode, upon loss of utility power, the system will shed non-shelter loads to allow the BESS and PV systems to provide enough power to operate the shelter off-grid for 14-28 days. The button shall be a switch or similar to an E-stop button with a “twist to reset” function. Provide indicator lights or similar remote annunciator near button showing the following: Grid power status (available/unavailable) Grid connection(Connected/Disconnected) – based off of main circuit breaker position (open/closed). Non-shelter connection ((Connected/Disconnected) – based off of circuit breaker position (open/closed). Control system to balance load and provide required functionality as described in the sequence of operations. This includes conduits for RS485 communications between inverters (both those installed during initial construction and those in the future). 3.1.3.4. Uninterruptible Power System (UPS) The Battery Energy Storage system for the PV system is not a UPS, thus there will be a 30-100ms gap in power upon loss of normal utility power. Local UPS’s shall be provided for all critical electronic loads, such as those in MDF or IDF rooms to bridge the power switch over. 3.1.3.5. Commissioning Battery system, PV inverters, and controls shall be part of, and be commissioned as, a turnkey system. 3.1.3.6. Interconnection July 16, 2021 8 St. Croix Central High School Electrical Design Criteria The PV system and BESS will interconnect to main switchboard MSB opposite the main breaker. A bolted pressure switch will allow for disconnection of the PV and BESS from the rest of the power distribution system and shall act as the utility disconnect if required by WAPA. The main utility breaker for MSB, as well as the breaker feeding the non-shelter loads will be motor operated to allow for load shed and grid disconnection via the control system. A production meter, separate from the control system meter, shall be provided if required by the utility. 3.1.3.7. Sequence of Operations Normal Operation: BESS will operate in “grid following” mode and charge/trickle charge to maintain capacity. PV will act as a typical grid connected system, feeding the distribution system when system is active. Battery Charging (grid connection): Significant battery charging beyond trickle charging shall be coordinated with WAPA to ensure low grid impact. Ideally it should occur outside of heavy grid use hours, such as between 12AM and 6AM. Coordinate with WAPA for ideal charging hours. Reduced charging rates during the day can be considered. Battery Charging (off-grid): Battery charging will occur when loads are being met and there is excess solar energy to charge the BESS. Non-Event outage (automatic) - Upon sensing loss of utility power, the motor operated grid isolation circuit breaker will open up to isolate the system from the grid. The BESS will switch from “grid following” to “grid forming” (duration around 100ms). During this time, the PV system will drop offline. The BESS will start feeding loads to the entire site. After 5 minutes of seeing the new microsystem grid (from the BESS) the PV inverters will reconnect and start feeding loads as well. Should the PV system be capable of producing more energy than the load demand, the control system shall curtail the PV production to match the load demand plus battery charging demand. Should the batteries discharge to the point where they only have 250kWh of remaining capacity, the non-shelter motor operated circuit breaker shall open to shed the non-shelter buildings to ensure there is 24 hours minimum back up power for the gym (shelter). Storm Event outage (semi-automatic): Sequence 4 shall be followed unless the “Shelter Mode” button is closed or the system automatically sheds the non-shelter building when the 250kWh limit is reached. With either event, the non-shelter motor operated circuit breaker will open to shed the non-shelter loads. This may happen under grid power (button actuation) or off grid (automatic when 250kWh capacity reached). This will shed the non-critical loads so the PV and BESS will only feed the shelter loads. Restoration of utility power: Upon restoration of utility power, the motor operated main circuit breaker will close. At this point the BESS will return to “grid following” and charge per sequence 2. If the non-shelter breaker is open, it shall close after the main circuit breaker has closed to limit inrush on the battery system. The PV inverters will act as UL1741 devices, dropping offline during the power switch and reconnect to the grid after 5 minutes. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 214 Electrical Narrative Cont. Electrical Narrative St. Croix Central High School July 16, 2021 9 St. Croix Central High School Electrical Design Criteria July 16, 2021 10 St. Croix Central High School Electrical Design Criteria 3.1.3.8. Electrical Gear for PV and BESS A 600A switchboard will be provided to collect approximately 400A (300kW AC) of solar inverters (basis of design). A 1200A switchboard will be provided to collect the BESS inverters. This size may increase if the BESS inverter size increases to support additional campus loads during short outages. Roof mounted solar inverters will collect PV arrays at each individual building with solar provisions. 3.1.3.9. Location The BESS systems will be installed in the hardened utility building to provide protection from the elements. This building will provide the system resiliency required per FEMA guidelines. 3.1.4. Seismic Controls for Electrical Systems All electrical equipment, raceways, lighting fixtures, electrical devices, and supports shall be seismically rated to meet seismic requirements for the site class per the Geotechnical Investigation Report, the assigned Seismic Use Group or Building Category as Defined in the IBC, and the site-specific Design Spectral Response Accelerations. The design calculations and details for all seismic restraints shall be a delegated design submittal. 3.1.5. Identification of Electrical Systems All panelboards and other equipment will be provided with Arc Flash labels and phenolic labels with panelboard IDs, ‘served from‘ information, voltage, and current. All receptacles, light switches, and other end-use devices will be labeled with circuit numbers. 3.1.6. Raceways and Boxes For non-shelter buildings, Interior raceways shall be EMT with compression fittings for line voltage equipment. Low voltage cabling such as data wiring, controls wiring, etc. will use cable trays, J-hooks, etc. where concealed above ceilings. Low voltage cabling shall be in EMT in finished areas with painted exposed structure, and in areas with baffle systems or floating clouds. For shelter buildings, all interior line and low voltage cabling, including data, BMS and lighting control cabling shall be in pathways. Covered cable trays may be used as well for data cabling. Conduit shall be IMC with threaded fittings. Exterior conduits shall all be IMC with threaded fittings above ground. PVC conduits with steel elbows shall be used for underground raceways. 3.1.7. Hangers and Supports Electrical hangers and supports shall meet the seismic design requirements set forth by the structural engineer. If the soils report requires it, conduits below slabs on grade shall also be seismically supported from the underside of the slab. 3.1.8. Grounding and Bonding A complete grounding system shall be provided in compliance with NEC. Insulated equipment grounding conductors shall be provided in all feeders and branch and lighting circuit raceways. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 215 Technical Narratives July 16, 2021 11 St. Croix Central High School Electrical Design Criteria A dedicated grounding system shall be provided for telecommunications systems. Telecommunication Grounding Bus (TGB) shall be provided in all MDF and IDF rooms. All TGBs shall be bonded to the ground bus in the nearest electrical panel. All equipment, racks and cable trays shall be bonded to the TGBs in IDF and MDF rooms. 3.1.9. Cables and Conductors All feeder conductors shall be copper up to 100A and copper or compact aluminum above 100A; aluminum conductors shall not be allowed in DOAS unit or chiller feeds, or branch circuit wiring. Cables with Type XHHW-2 insulation will be provided for service entrance conductors and feeder conductors to panelboards. Cables with Type THHN-THWN insulation will be used for other feeders and all branch circuit conductors. Multi-Conductor Cable (MC) will be allowed for branch circuit wiring within the interior walls and for short lighting fixtures whips to a common J-box above accessible ceilings. All homeruns shall be installed as single conductors in raceways. 3.1.10. Wiring Devices General wiring devices will be white. 3.1.10.1. Receptacles Receptacles that are automatically switched via occupancy sensors (for reduction of vampire loads) will be identified via a switched power symbol and will be green. Convenience Receptacles: Tamper-resistant, specification-grade, 125V, 20A rated devices shall be provided throughout buildings and within 25 feet of all ground‑mounted HVAC equipment as required by the National Electrical Code. There shall be a maximum of six duplex devices per 20-ampere branch circuit. Dedicated Receptacles: Provided for cord-and-plug connected equipment requiring more than 10 amperes of connected load such as refrigerators, microwave ovens, and copy machines. Receptacles for dedicated service shall utilize dedicated 20- ampere branch circuit wiring to the serving panelboard. GFCI Receptacles: Provided in all exterior locations, kitchens, bathrooms, and wherever a receptacle is located within six feet of a sink. GFCI receptacles will be specification-grade, 5mA sensitivity, 125V, 20A rated and limited to a maximum of six duplex devices per 20A branch circuit. Where a GFCI circuit is located behind a hard-to-move device, such as a refrigerator, a standard receptacle with a GFCI circuit breaker shall be used. Controlled Receptacles: To be confirmed with the publishing of the 2021 IECC: provided in all conference rooms, break rooms, classrooms, and private offices. Receptacles will be split-wired such that the top is not controlled and the bottom is controlled via a plug load controller tied into the lighting control system occupancy sensors in the same space. Special Receptacles: Provided for equipment requiring special voltages or ampacities not listed above. Specific requirements will be coordinated with equipment manufacturer. 3.1.10.2. Face Plates Single and combination wall plates, of types, sizes and with ganging and cutouts will be provided. All face plates will match wiring devices and be attached with metal screws colored to match face plate finish. Wall plates will be white thermoplastic or stainless steel and labeled with the associated circuit number. July 16, 2021 12 St. Croix Central High School Electrical Design Criteria 3.2. Lighting To support a campus celebrating art and music, lighting will accentuate and highlight visual and artistic cues. 3.2.1. Interior 3.2.1.1. Requirements Interior lighting consisting primarily of LED light fixtures with electronic dimming drivers shall comply with 2021 International Energy Conservation Code. All interior luminaires will be specified with a 3500-degree K color range and a color rendered index of 80. All day lit spaces shall have daylight photocell sensors and light fixtures with continuous dimming drivers. Continuous dimming shall be standard for all LED fixtures. Lighting levels shall be in accordance with recommendations of the Illumination Engineering Society (IES). Energy usage, however, shall not exceed the requirements of the IECC. Illumination levels shall be as follows: Space  Min Footcandles Classrooms 35 Art classroom 35 Science laboratories 40 Computer lab 30 Music 30 Multiuse assembly  30 Cafeteria 30 Kitchen (cooking) 50 Office 35 Conference/meeting 30 Corridors 15 Theatre/Music/Dance 30 Gym (play area) 50 Spectator areas 30 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 216 Electrical Narrative Cont. Electrical Narrative St. Croix Central High School July 16, 2021 13 St. Croix Central High School Electrical Design Criteria 3.2.1.2. Luminaires Interior fixtures in conditioned spaces will be standard commercial grade, LED fixtures. Emergency lighting shall be provided via a central lighting inverter. Fixtures in conditioned classrooms, workrooms, offices, planning centers and corridors with ACP will be volumetric lay-in, recessed 2x2 or 2x4 troffers. Fixtures in classrooms and other partially exposed spaces donning suspended ceiling panel systems in semi-exposed structure will be continuous linear pendant slotlights. Fixtures in areas with wood slat ceiling systems will be recessed linear slotlights. July 16, 2021 14 St. Croix Central High School Electrical Design Criteria Fixtures in occupied, semi-conditioned exposed structure spaces will mostly be surface-mount or swivel-pendant mount architectural cylinder fixtures attached to the bottom side of sloped structure above. Fixtures in specialty spaces such as dance studios will be a combination of task lighting and aimable systems: Gymnasium fixtures shall be monopoint high output LED fixtures. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 217 Technical Narratives July 16, 2021 15 St. Croix Central High School Electrical Design Criteria Fixtures in unoccupied, conditioned or semi-conditioned spaces will be linear industrial type light fixtures. Interior fixtures in unconditioned and semi-conditioned spaces shall be designed to withstand the environment of the islands. Fixture finishes shall be tested via the following: ASTM B117 Corrosion test ASTM D522 Cracking and loss of adhesion AAMA 2604 salt spray test. 3.2.2. Exterior 3.2.2.1. Requirements Lighting levels shall be in accordance with recommendations of the Illumination Engineering Society (IES). Energy usage, however, shall not exceed the requirements of the IECC. Exterior Lighting Distribution – Efforts shall be made to reduce lighting pollution to the best extent possible. Guidelines set by the International Dark Sky Association shall be considered while designing the exterior lighting. Fixture glare will also be considered and minimized to the best extent possible while still achieving the desired aesthetic. The minimum light output to achieve lighting guidelines set forth by the Illuminating Engineering Society shall be used to minimize light pollution and energy use. 3.2.2.2. Luminaires Building mounted fixtures will be a combination of cans recessed in soffits, linear wall washers to accentuate visual cues, and cylinders in covered areas with exposed structure. Exterior parking lot fixtures shall be standard area lights. Pathways shall utilize light columns. July 16, 2021 16 St. Croix Central High School Electrical Design Criteria The track and field will require a four-pole exterior athletic lighting system. Portions of the gated service road west of campus will not require roadway lighting. Where easily accessible, exterior fixtures shall be vandal resistant. Exterior fixtures shall be designed to withstand the environment of the islands. Fixture finishes shall be tested via the following: ASTM B117 Corrosion test ASTM D522 Cracking and loss of adhesion AAMA 2604 salt spray test. 3.2.3. Controls Lighting controls shall be a distributed digital networked system. The system network shall be controlled by a head end that will integrate with the BMS system and the school network. This will allow for a single point of access to make control updates both on site, and from central district locations. Interior spaces shall consist of distributed room controllers with the appropriate quantity of relays for the room. The room controllers shall connect to control devices, including switches, occupancy sensors, and photocells, with CAT5 cabling. The room controllers shall all network together via CAT5 cabling or wireless means. All classrooms, work rooms, planning centers and offices will have occupancy sensors operating in the vacancy sensor mode with manual on and automatic off function for lighting control. Occupancy sensors will be low voltage with power packs and have auxiliary relays providing the ability to communicate with the mechanical BAS system. Auxiliary relay will operate in occupancy sensor mode with automatic on and off control of the mechanical unit serving the space. Small interior spaces such as storage closets, restrooms may utilize wall box occupancy sensors that are not connected to the lighting network. Exterior lighting shall be controlled via relay panels that will also connect to the digital lighting network. Networked exterior occupancy sensors will be provided as required to meet IECC 2021 requirements. Basis of design shall be Acuity nLight and shall comply with the 2021 IECC requirements. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 218 Electrical Narrative *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 219 Electrical Narrative Cont. St. Croix Central High School Technical Narratives July 16, 2021 17 St. Croix Central High School Electrical Design Criteria July 16, 2021 18 St. Croix Central High School Electrical Design Criteria 3.3. Fire Alarm A digital, addressable fire alarm system will be provided. Extra care shall be taken when specifying the system to make sure that the system being specified is not proprietary, spare parts are readily available, and a local certified service provider is available. Basis of design to be Notifier. Current assumption is that the fire alarm system only needs to comply with IBC, IFC, and NFPA, which requires only manual fire alarm pull stations with speaker/strobes for notification devices. A meeting with fire marshal is required to determine any additional local jurisdiction requirements that may be above and beyond the building and fire codes, such as full coverage automatic detection. Speaker/Strobes shall be provided in all classrooms, corridors, common spaces, offices, and all areas required by ADA. Pull stations shall be provided at all exit doors. Smoke detectors shall be provided in the corridors, storage rooms, in front of the fire alarm control panel, and in the egress path. Duct smoke detectors will be installed in all mechanical units exceeding 2,000 CFM. Smoke/fire dampers will be interlocked with their associated air handler to close when de-energized due to duct smoke detection or a fire event. The fire alarm system will monitor valves of the sprinkler system and sprinkler flow and tamper switches on all zones of the sprinkler system. All fire alarm wiring and cables shall be installed in metallic raceways. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 220 IT/Security Narrative IT/Security Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Telecom / Security l Design Criteria 1. DESIGN CRITERIA The following narrative is a summary of scope for Virgin Islands District of Education (VIDE) St. Croix Central High School. It is based on the current layout of the spaces and how they are programmed. This narrative must be reviewed with the other Bridging Documents and is an adjunct to those documents. The design presented here has been based on similar size and type projects and best practices and may be revised to meet specific needs or changes in technology prior to construction. As system designers of technology-based solutions, it is understood that solutions that meet program needs may evolve over the course of design and construction, and where possible and feasible within budget accommodations shall be made to support known future technologies. This document is a team effort between the design team and the Department of Education to validate the systems provided will meet curriculum and operational needs of the school. The following buildings are involved in this project for the IT Network and low voltage scope of work: • Athletic Fields, Press Box, and Gymnasium • JROTC Building • Outdoor Learning Studios • Admin Building • Visual Arts/Dance and Music Buildings • Learning Suite Buildings • Commons Building • Flexible Performance Theater These spaces shall be designed under the following Applicable Codes and Standards: • Americans with Disabilities Act • National Electric Code 2020 • BICSI Telecommunications Distribution Methods Manual, current edition. • FEMA 424 • DHS/FEMA 428 Complete IT network and low voltage design and installation shall meet or exceed the latest edition of following standards. • EIA/TIA-568: Commercial building telecommunications wiring standard. • EIA/TIA-569: Commercial building standard for telecommunications pathways and spaces. • EIA/TIA-606: Administration standard for telecommunications infrastructure of commercial buildings. • EIA/TIA-607: Commercial building grounding and bonding requirements for telecommunications. • ANSI, ASTM, UL, NEMA, IEEE and FCC standards as applicable. • BICSI Telecommunications Distribution Methods Manual, current edition. All trades shall coordinate to establish and accommodate the power, heat, and structural needs of these spaces as it relates to equipment, and the deployment of this equipment shall be coordinated with Data and Content needs of AV equipment. Further coordination will be required with the school’s IT staff as well as the staff that manages the equipment interfaces. July 16, 2021 2 St. Croix Central High School Telecom / Security l Design Criteria 2. IT Network Spaces General IT Network Space Consideration IT spaces shall be configured to provide clean, secure, temperature and humidity-controlled spaces which accommodate current needs in addition to considering future needs. Future needs shall be accommodated, such as ongoing “moves, adds and changes” (MACs) without compromising conditions or requiring major construction. Since the Classroom Buildings are arranged into several levels with outdoor corridors, network interconnectivity requires non-typical construction arrangements. As secure spaces IT rooms will also house security equipment and may house controllers and Audio Video equipment (which do not need student access). IT Network rooms MDF The main distribution frame (MDF) room is a School Campus serving room. It shall house the “School” Entrance Facility, the main distribution rack, all building specific servers, and the local intermediate distribution frame (IDF) for the rooms/areas surrounding the MDF. The MDF shall serve the IDFs in a radial (star) arrangement of fiber optic connectivity. The MDF rack shall house the ISP modem(s), firewall(s), the main distribution switch, Wi-Fi controllers, school telephone controller(s) and data servers for local storage. IDF Each intermediate distribution frame (IDF) room shall be located to allow connection of all critical data outlets within the “Standards” 90-meter horizontal cable length limit. The 90-meter limit is necessary to assure proper equipment operation. IDF’s will house data switches, cable patch bays, and network UPS units. Exceptions to length limit: All critical communications outlets shall be PoE from an IDF which houses a UPS. Non-critical devices and outlets which are beyond the 90-meter limit shall be fiber optic with local power. Critical connections beyond the 90- meter limit shall be hybrid fiber optic/power cable which receives its power from the IDF UPS. 3. Classroom/Learning Spaces Classrooms/Learning Studios: Classroom/learning spaces represent the majority of the spaces for the School including Classrooms, Learning Studios and other miscellaneous learning environments. Every space shall be provided with a Wi-Fi access point to assure connectivity for the teacher and the students. Additional cabled work area outlet (WAO) faceplate connectivity shall be provided for the teacher connectivity, the instructional white board and for the computer workstations in each space. This cabled connectivity is to assure that the teacher can continue teaching if the Wi-Fi connectivity becomes problematic. The teacher faceplate shall be co-located with the video input plate noted in the AV narrative. In addition to the teacher station and the display locations, each typical classroom shall have data ports to connect 4 local workstations. Each independent display shall have 2 data ports behind each display. Classroom Work Area Outlet (WAO) infrastructure shall be provided in 4-11/16” square boxes with single or 2- gang tile and plaster rings at appropriate heights above the finished floor with 1 ¼” conduit stub to ceiling space for data cables. Every classroom shall be provided with an educational intercommunication function or station with 2-way communication between the office and each classroom/learning space. Each classroom shall also be provided with a “system” clock. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 221 Technical Narratives July 16, 2021 3 St. Croix Central High School Telecom / Security l Design Criteria Collaboration/Seminar Rooms/Conference Rooms/Meeting Rooms: Every space shall be provided with a Wi-Fi access point to assure connectivity for the teacher and the students. Each display and IWB shall have 2 data ports behind each display/IWB. Each space shall also be provided with a minimum of 2 data ports per presentation location and a minimum of 4 ports per seminar and meeting room for general use. Every collaboration, seminar, conference, meeting shall be provided with an educational intercommunication station with for 2-way communication between the space and the office. Each room shall also be provided with a “system” clock. Digital Signage: Each digital signage display shall have 2 data ports behind every display. 4. IT System Criteria Cabled Infrastructure System The cabled infrastructure system shall be a CAT6A cabled system. All cable in air handling spaces and open air in indoor spaces shall be plenum type cable. All ports shall be tested after final installation and labeled at both ends with origination and termination locations. All cable which leaves the building shall be indoor/outdoor cable, unless an appropriate conversion from indoor to outdoor occurs in an IT space within 50 feet of entry into the building. Cable Pathways The cabled infrastructure shall be supported in a standards compliant “continuous” support system. Cable runs of fewer than 50 cables may be supported by CAT6A rated J-hooks. Cable runs 50 cable and larger shall be supported by cable tray, such as basket tray. Basket tray in un-conditioned spaces shall be stainless steel or other equally corrosion resistant materials. Basket tray in conditioned spaces may be galvanized steel basket tray. Cable supports inside IT spaces shall aluminum, not galvanized steel, to eliminate zinc “finger” development. Fiber optic cabling Fiber optic cabling for main distribution runs shall be OS2 single mode fiber optic cable. Lower bandwidth runs, such as to an individual device, may be OM4 multi-mode fiber. All fiber runs shall be a minimum of 2 active strands. In addition to the active strands provide 2 spare terminated strands and 4 spare terminated strands. July 16, 2021 4 St. Croix Central High School Telecom / Security l Design Criteria 5. Security Systems Surveillance Security Television (SSTV/CCTV) Cameras shall be video over IP high definition cameras. The cameras shall be powered via power over ethernet PoE, everywhere possible. The PoE will be supported by power from the IT room network UPS units. There will be a centrally located video server located in the MDF for image management with storage for 30 days of video images. Outdoor cameras will be weatherproof and vandal resistant. Remote access to the video recordings will via a password protected web interface within the video server. The video server shall provide “Evidence” quality data and image output. Video intercom Systems A video intercom system will be provided to “screen” daytime visitors to the school. The system will be comprised of door stations with video and audio from the entry door and the delivery door(s) to the main office and remote offices such as food service office for food deliveries. Intrusion Detection System Intrusion detection shall be provided at the exterior entries to the buildings by door contacts. Security Credential Readers shall be provided at staff entries to deactivate the alarm system for school open hours. Multiple zones will be provided as determined by the after-hours usage of the buildings; this will alarm to the staff any unauthorized access to “off limits” areas. General Access Control and Compartmentalization Building entry and compartmentalization doors shall be remote controlled to limit access of an intruder into the buildings. Remote lock down shall be manually controlled by a pushbutton in the office and a secondary “retreat” location. Upon initiation the doors shall be released to close and the hardware set (or strike) shall lock in the direction of entry. Where doors are intended to be held open, the doors shall be held on fire alarm type magnetic door holders (or similar hardware) and released upon initiation. Typical classroom doors locksets shall be non- electrified “Modified Classroom Lockset” allowing the teacher/staff member to lock the classroom door without leaving the room. Other Low Voltage Systems Every classroom and Staff space shall have a talk-back speaker/sound system and clock, refer to AV narrative section. Digital connectivity for Educational Systems, refer to AV narrative section. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 222 Audiovisual Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Audiovisual Design Criteria 9. DESIGN CRITERIA 9.1. Introduction The following narrative is a summary of scope for Virgin Island District of Education (VIDE) based on the current understanding of the spaces and how they are programmed. Assumptions have been based on similar projects, best practices, or industry standards, and it shall be the responsibility of the school district to verify if any of the proposed solutions must be revised to meet specific needs prior to construction. As system designers of technology-based solutions, it is understood that solutions that meet program needs may evolve over the course of design and construction. Where possible, and feasible within budget accommodations, provisions shall be made to support known future technologies. It will be the responsibility of the client to review the design as it progresses and validate prior to an issue of contract documents for bid and identify if the systems provided will meet curriculum and operational needs of the school. The following buildings are involved in this project for the audiovisual scope of work: • Academic Classroom Building(s) • Gymnasium Building & Athletic Fields • Performing Arts Building(s) • Administration Building(s) • Common or Cafeteria Building(s) 9.2. Codes and Standards These spaces shall be designed under the following Applicable Codes and Standards: 9.2.1. Applicable Codes and Standards The following codes and standards are to be implemented as referenced by the building code: AVIXA (formally Infocomm): Audiovisual Systems Performance Verification: ANSI-Infocomm Standards (10:2013) Electronic Symbol Files Audio, Video, and Control Architectural Drawing Symbols: CEA/CEDIA/AVIXA ANSI-J-STD-710 Energy Management for Audiovisual Systems: AVIXA S601.01:201X (revises ANSI/INFOCOMM 4:2012) Cable Labeling for Audiovisual Systems: AVIXA F501.01:2015 (formerly INFOCOMM F501.01:2015) Projected Image Contrast Ratio: AVIXA V201.01:2018 Audio Coverage Uniformity in Listener Area: AVIXA A102.01:2017 (formerly A103.01:2017) Display Image Size for 2D Content in Audiovisual Systems: AVIXA V202.01:2016 Standard Guide for Audiovisual Systems Design and Coordination Processes: ANSI/AVIXA D401.01:2018 Rack Building for Audiovisual Systems: AVIXA F502.01:2018 July 16, 2021 2 St. Croix Central High School Audiovisual Design Criteria Society of Motion Picture and Television Engineers (SMPTE): Digital Cinema Distribution Master: SMPTE ST 428-7:2014 Audio Engineering Society (AES): AES Standard for Audio Applications of Networks – High performance streaming audio-over-IP interoperability: AES67-2018 9.3. Coordination Requirements of ALL Trades Coordination shall be required between all trades to establish and accommodate the power, heat, and structural needs of these spaces as it relates to AV equipment, and the deployment of this equipment shall be coordinated with the telecommunications designer to confirm Data and CATV needs of AV equipment. Further coordination will be required with the school’s IT staff as well as anyone that manages AV equipment to determine how AV equipment interfaces and lives on the school’s network. Complete audiovisual design installation, including cabling and infrastructure, shall meet or exceed the latest edition of following standards. Commercial Building Telecommunications Wiring Standard: EIA/TIA-568 Commercial Building Standard for Telecommunications Pathways and Spaces: EIA/TIA-569 Administration Standard for Telecommunications Infrastructure of Commercial Buildings EIA/TIA-606 Commercial Building Grounding and Bonding Requirements for Telecommunications EIA/TIA-607 ANSI, ASTM, UL, NEMA, IEEE and FCC standards as applicable BICSI Telecommunications Distribution Methods Manual, current edition 9.4. Academic Classrooms (all Buildings) 9.4.1. Audiovisual Design Narrative The Classroom Buildings are arranged into several levels (based on location and curriculum requirements), each having a variety of spaces for Education, Student Activities, Administrative use, and general building utility. It is our understanding that there are currently no written design standards for the deployment of audiovisual technology, and that the specification of displays, ceiling mounted projectors, Interactive technologies, loudspeakers, and the associated equipment to control and drive audiovisual applications will be selected based on industry guidelines and best practices for the integration of technology in an academic setting. The following are our current assumptions based on similar spaces we have designed in the past and our current understanding of the plans and programming of each space. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 223 Technical Narratives July 16, 2021 3 St. Croix Central High School Audiovisual Design Criteria 9.4.2. Design Criteria Classrooms/Learning Studios: The basic classroom represents most of the learning spaces for the VIDE campuses including typical Learning Studios, SPED classrooms, Flex Classrooms, Open Collaboration spaces, ISS Spaces, Media Center (Commons), and other miscellaneous learning environments. The basis for this design consists of a mixture of owner furnished and new LED/LCD Displays or projectors, each of which shall be installed and secured to mobile carts. Teaching spaces and rooms, such as Science Rooms, Labs, JROTC spaces, Art Labs, Maker Spaces, Metals Lab, and certain presentation spaces based on size and functional requirements, all have mounted Projectors and Projection Screen systems as a standard video solution. Projectors shall use either a projection screen or an Interactive Whiteboard attached to the teaching wall of the space depending on the size and function of the classroom. Infrastructure shall be provided to connect the LED/LCD Display or Projector back to media equipment which will contain the active electronics for video source management. A video input plate shall be mounted on the wall for the teacher/guest to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K source and scaling to the highest resolution of the either device. Audio source playback for the classrooms and teaching space systems will be provided via owner furnished source, as well as an interface for ceiling microphone(s) in spaces large enough to require amplified voice reinforcement. The audio system will consist of ceiling mounted loudspeakers powered by an audio amplifier in each classroom, teaching environment, or within a media cabinet/rack. There are some spaces shown to be learning studios with divisible partition walls. Unless directed otherwise these spaces shall be planned to have equipment that supports room combining of audio, video, and control technology for the basic classroom presentation equipment. Distance Learning Studio The Distance Learning Studio(s) shall be dual purposed, the first will be to act as a small group study room. The second and primary purpose is for presentation and recording of educational content, or classroom work sessions, to be streamed or accessed on-line by students. Connectivity for user brought devices, such as a PC or Tablet device, will provide the soft-codec or Video Conference Call engine necessary for recording or sharing of content. The user provided device will then connect to the room displays and provide the instructor the ability to see far-end participants, local camera (confidence monitor) and shared video content in a collaborative environment. Each space shall have THREE (3) wall mounted displays, and ONE (1) integrated sound bar, microphone, and camera for collaboration and instruction. Use of the manufacturers’ display remote is recommended for controlling the power, volume, and video source of the displays in the room. Collaboration/Seminar Rooms/Conference Rooms/Meeting Rooms: Various small gathering spaces shall have wall mounted displays (standard or interactive displays) with the ability for a local video source to be plugged in for viewing video content in a collaborative environment. Larger rooms will have a control panel for AV system management, smaller rooms will utilize the manufacturers’ display remote for controlling the power, volume, and video source of the display. A wireless collaboration device can be installed, in the future, in key locations to allow for use of the display with mobile devices (cell phone, tablet, laptop, etc.) July 16, 2021 4 St. Croix Central High School Audiovisual Design Criteria Digital Signage: A digital signage solution is recommended for any public area where information is desired to be shared and can regularly be updated. This solution shall consist of a wall mounted display, signage player hardware, network infrastructure for regular updates and maintenance, and an owner provided software solution for managing all the signage on campus. In lieu of a turnkey solution as part of this project, network infrastructure can be planned for key locations to accommodate this equipment in the future. Locations may include but are not limited to, the Main Office, Administrative Offices, Athletic Buildings, Library/Media Center, Reception areas, and any public circulation areas where school information may be necessary. In addition, digital signage shall provide the opportunity to integrate visual alarms/event info for emergency situations. This shall require review and coordination with fire alarm and security systems on campus. 9.5. Gymnasium Building 9.5.1. Audiovisual Design Narrative The Gymnasium Building is a two-story space, and it is assumed that there will be limited AV scope in this building. Audio playback and speech reinforcement capability shall be provided in the Main Gymnasium, Lobby, and Concession’s area. Smaller spaces should be discussed to determine if they may also have AV system needs, if anything at all. The following are our current assumptions based on similar spaces we have designed in the past and our current understanding of the plans and programming of each space. 9.5.2. Design Criteria Gymnasium: For the gymnasium, a system will be required for speech reinforcement for activities such as assemblies, pep rallies, and sporting events where voice announcements will be directed to patrons at sporting events. The intent will be to provide speakers which can produce high SPL of audio playback to be intelligible above the typical environmental noise that occurs in these events. Wireless and wired microphones will provide voice reinforcement for anyone speaking within the gymnasium space itself, as well as wired connectivity for anyone in the press box located at the athletic field(s). In addition, to comply with ADA standards a quantity of hearing assistance receivers and a hearing assistance transmitter must be provided for a quantity of patrons based on the seated capacity of the space. There are no anticipated video needs for this space currently. An electronic scoreboard shall also be required for display of visual info for the event taking place. Locker Rooms/Team Rooms: A wall mounted display with local wired input can be provided for sharing video content for coaching applications. An option for wireless sharing from a mobile device can be provisioned with the existing infrastructure. This option should be discussed with the client prior to construction to confirm the needs and use of the space. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 224 Audiovisual Narrative Cont. Audiovisual Narrative St. Croix Central High School July 16, 2021 5 St. Croix Central High School Audiovisual Design Criteria Athletic field/Track: For the Athletic field, a general voice reinforcement sound system shall be provided for announcers to talk to visiting seated patrons. A system for this type of location and application would target regular speech reinforcement only for announcers in the press box, and sporting event officials on the field. Wired infrastructure will be required to feed a microphone or mixed microphone signals into the amplification for these speakers. Wired connections will also be required at the track for announcing during track events. In addition, to comply with ADA standards a quantity of hearing assistance receivers and a hearing assistance transmitter must be provided for a quantity of patrons based on the seated capacity of the space. An electronic scoreboard shall also be required for display of visual info for the event taking place, head end equipment for the scoreboard shall be in the press box. Digital Signage: A digital signage solution is recommended for any public area where information is desired to be shared and can regularly be updated. In the gymnasium building this applies specifically to the Lobby area(s). This solution would consist of wall mounted display(s), signage player hardware, network infrastructure for regular updates and maintenance, and an owner provided software solution for managing all the signage on campus. In lieu of a turnkey solution as part of this project, network infrastructure can be planned for key locations to accommodate this equipment in the future. In addition, digital signage shall provide the opportunity to integrate visual alarms/event info for emergency situations. This shall require review and coordination with fire alarm and security systems on campus. 9.6. Performing Arts Building 9.6.1. Audiovisual Design Narrative The Performing Arts building includes a flexible performance hall/auditorium and an outdoor amphitheater with support spaces as well as spaces for the music program and technical arts. These spaces will all have unique technical requirements which should be discussed with an advanced technical user prior to procurement of ANY equipment but shall be designed based on best practices and level of proficiency and technical aptitude for professional equipment in an academic setting. The following are our current assumptions and recommendations based on similar spaces we have designed in the past, as well as our current understanding of the plans and programming of each space. 9.6.2. Design Criteria Teaching spaces: Some spaces within the Performing Arts building will be utilized as teaching spaces and will require the typical classroom technology found in the main classroom building. These spaces include the Lighting Lab and Multipurpose Sewing Lab. These spaces may also include additional AV support based on their program. Infrastructure shall be provided to connect the LED/LCD Display or Projector back to media equipment which will contain the active electronics for video source management. A video input plate shall be mounted on the wall for the teacher/guest to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K July 16, 2021 6 St. Croix Central High School Audiovisual Design Criteria source and scaling to the highest resolution of the either device. Audio source playback for the classrooms and teaching space systems will be provided via owner furnished source, as well as an interface for ceiling microphone(s) in spaces large enough to require amplified voice reinforcement. The audio system will consist of ceiling mounted loudspeakers powered by an audio amplifier in each classroom space, teaching environment, or within a media cabinet/rack. Audio Recording Studio The Audio Recording Studio will be used for multi-track recording, editing, mastering, and will also serve as a teaching space for recording classes. The room shall be configured for a desktop 2.1 mixing and monitoring system. An audio workstation and control surface shall be provided to support recording using modern DAW software. The system shall utilize a digital audio network backbone and allow for network audio I/O for the system. In addition, a system of standard analog audio patching shall be provided for flexible recording options and functions and include the ability to record audio from the Flexible Performance Hall and the Amphitheater over the digital audio network. Flexible Performance Hall and Outdoor Amphitheater: It is our understanding that the Performing Arts building will be programmed as a home for a variety of performance types including instrumental music, vocal music, and dance, with some provisions for theatrical performances planned for future expansion of course offerings. Safe and easy-to-operate technical systems are required based on anticipated staffing and educational use of the spaces. Systems to be designed with access and maintenance in mind, and accommodations will be considered to require limited staff and/or faculty to changeover between uses. The Flexible Performance Hall is to be configurable to seat up to 500 seats with loose and retractable seating risers, while allowing these seats to store away to provide an open room with a flat floor. The rear wall of the Flexible Performance Hall shall have an operable partition, allowing access to an accompanying retractable partition that opens to an Outdoor Amphitheater. This will provide a two-sided performance setup to increase total seat count and provide a unique experience for both audience and performers. Performance system infrastructure (in rated enclosures) shall connect the spaces, and portable equipment will serve some functions in both the Flexible Performance Hall and Outdoor Amphitheater. The Flexible Performance Hall will host a variety of performance types and general uses, including the following: • Primary function is unamplified music ensembles. • Secondary function is dance with amplified music playback. • Tertiary functions include: o Lectures / presentations / assemblies (amplified) o Functions requiring flat floor configurations such fairs, banquets, general assembly, and classes. Video support for the space shall include a large venue projector with a lumen output suitable for the size of the projected image in the ambient lighting conditions intended for its regular operation. The image shall be projected on a permanently mounted motorized projection screen mounted near the stage. A single video input shall be provided to allow multiple video sources to be routed to the projector output as well as other desired video output locations in the facility. A control processor and control panel shall be US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 225 Technical Narratives July 16, 2021 7 St. Croix Central High School Audiovisual Design Criteria provided for operation of audio and video equipment within the space. For audio reinforcement a left, right, and center loudspeaker line array system with subwoofers shall be provided for voice amplification and audio source playback. The Amphitheater is a 150-200 seat, end stage/proscenium outdoor space with fixed seating, serving musical performance (acoustic & amplified), dance, and presentations. To facilitate varied types of productions, AV production panels are located throughout the stage deck providing infrastructure required by the production. A permanent house mix position shall be provided for a portable mixing console that can be used as needed. For audio reinforcement an outdoor rated left, right, and center loudspeaker line array system shall be provided for voice amplification and audio source playback. Performance Support: Support spaces which may include dressing rooms, scene shop, and associated storage spaces will require a means of communication and monitoring for the theater during rehearsal and performances. Typical provisions include wall or ceiling loudspeakers that can monitor the theater audio program and receive pages. The production intercom system shall be shared between the Amphitheater and the Flexible Performance Hall to allow for communication across both venues. Digital Signage: A digital signage solution is recommended for any public area where information is desired to be shared and can regularly be updated. This solution would consist of a wall mounted display, signage player hardware, network infrastructure for regular updates and maintenance, and an owner provided software solution for managing all the signage on campus. In lieu of a turnkey solution as part of this project, network infrastructure can be planned for key locations to accommodate this equipment in the future. In addition, digital signage shall provide the opportunity to integrate visual alarms/event info for emergency situations. This shall require review and coordination with fire alarm and security systems on campus. 9.7. Commons Building 9.7.1 Audiovisual Design Narrative The Commons building includes a full cafeteria with support spaces as well as spaces for the Makerspace and Digital Library. These spaces will all have unique technical requirements which should be discussed with an advanced technical user prior to procurement of ANY equipment but shall be designed based on best practices and level of proficiency and technical aptitude for professional equipment in an academic setting. The following are our current assumptions and recommendations based on similar spaces we have designed in the past, as well as our current understanding of the plans and programming of each space. July 16, 2021 8 St. Croix Central High School Audiovisual Design Criteria 9.7.2 Design Criteria Commons The Commons space serves as the primary thoroughfare for students, staff, and visitors as they make their way through school. This space also may serve as a lobby and overflow for the Flexible Performance Hall, Gymnasium, and a congregating space for students during lunch periods, or in between classes. Distributed audio feeds from the Flexible Performance Hall and Gymnasium, as well as video feeds and both will be made available in the Commons space for monitoring of all school events, or internal and external broadcast signals. Control for both systems is through a control panel, located in a lockable wall cabinet. The space will also include provisions for small presentations using video and audio. Voice amplification shall be provided using a wireless microphone system and distributed loudspeakers. A wall mounted display shall be used to present video content and provide video feeds from the Flexible Performance Hall and Gymnasium. 9.8. JROTC Building 9.8.1. Audiovisual Design Narrative The JROTC Building is a separate space that will be utilized by the JROTC program for educational purposes centric to the military. This space shall have several classroom spaces that will be outfitted with the traditional classroom AV technology described in this document. 9.8.2. Design Criteria – JROTC Classrooms: The basis for this design consists of a ceiling mounted projector with a contractor furnished and installed mount, and a manual or electrical wall mounted screen attached to the teaching wall of the space for video projection. Infrastructure shall be provided to connect this projector back to a media cabinet which will contain the active electronics for video source management. Video input plates shall be mounted on the wall for the instructor or facilitator to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. Audio source playback for these spaces will be provided via owner furnished source. The line level input of this amplifier will be fed from audio signal processing used to mix and tune the audio sources. A video input plate shall be mounted on the wall for the teacher/guest to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K source and scaling to the highest resolution of the either device. Audio source playback for the classrooms and teaching space systems will be provided via owner furnished source, as well as an interface for ceiling microphone(s) in spaces large enough to require amplified voice reinforcement. The audio system will consist of ceiling mounted loudspeakers powered by an audio amplifier in each classroom space, teaching environment, or within a media cabinet/rack. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 226 Audiovisual Narrative Cont. Audiovisual Narrative St. Croix Central High School *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 227 Technical Narratives July 16, 2021 9 St. Croix Central High School Audiovisual Design Criteria 9.9. Music Building 9.9.1 Audiovisual Design Narrative The Music Building shall consist of several types of music centric classrooms and music studio spaces with a focus on music practice and production. These spaces include the Band/Orchestra Hall, Ensemble Rooms, Piano/Keyboard Room, Jazz Studio, and Steel Drum. These spaces will all have unique technical requirements which should be discussed with an advanced technical user prior to procurement of ANY equipment but shall be designed based on best practices and level of proficiency and technical aptitude for professional equipment in an academic setting. The following are our current assumptions and recommendations based on similar spaces we have designed in the past, as well as our current understanding of the plans and programming of each space. The building shall also include some administration spaces for faculty use and a Distance Learning Classroom. 9.9.2 Design Criteria Music Studios / Choir Room / Band/Orchestra Learning Hall: Some spaces within the Music building will require the typical classroom technology found in the main classroom building. The basis for this design consists of a ceiling mounted projector with a contractor furnished and installed mount, and a manual or electrical wall mounted screen attached to the teaching wall of the space for video projection. Infrastructure shall be provided to connect this projector back to a media cabinet which will contain the active electronics for video source management. Video input plates shall be mounted on the wall for the instructor or facilitator to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. In addition, for the music classrooms, analog audio I/O shall be provided for recording and audio playback. Audio source playback for these spaces will be provided via owner furnished source, as well as an interface for microphone(s) in spaces large enough to require amplified voice reinforcement. The audio system will consist of ceiling/wall mounted performance loudspeakers mounted near the teaching wall powered by an audio amplifier in an AV/media cabinet. The loudspeakers shall provide sufficient audio reinforcement for music education and practice. The line level input of this amplifier will be fed from audio signal processing used to mix and tune the audio sources. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K source and scaling to the highest resolution of the either device. In addition to typical classroom technology, it is common that archival audio recording be provided in spaces like these to allow instructors to save and evaluate student performance. If required, contractor shall install a solid-state recording device integrated into the classroom system as well as additional microphones to capture the audio in the room. This option should be discussed in detail to confirm the needs and use of the space prior to construction. Ensemble Rooms The basis for this design consists of a mixture of owner furnished and new LED/LCD Displays, video wall(s), or projectors, each of which shall be installed and secured to mobile carts or permanently mounted on the wall. Projectors shall use either a projection screen or an Interactive Whiteboard attached to the teaching wall of the space depending on the size and function of the learning environment. Infrastructure shall be provided to connect the LED/LCD Display(s), video wall, or Projector, with a pathway back to media equipment which will contain the active electronics for video source management. A video input plate shall be mounted on the wall for the teacher/guest to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the July 16, 2021 10 St. Croix Central High School Audiovisual Design Criteria teaching wall for AV system management and source selection. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K source and scaling to the highest resolution of the either device. Audio source playback for the classrooms and teaching space systems will be provided via owner furnished source, as well as an interface for ceiling microphone(s) in spaces large enough to require amplified voice reinforcement. The audio system will consist of ceiling mounted loudspeakers powered by an audio amplifier in each classroom or teaching environment, or within a media cabinet/rack. In addition to typical classroom technology, it is common that archival audio recording be provided in spaces like these to allow instructors to save and evaluate student performance. If required, contractor shall install a solid- state recording device integrated into the classroom system as well as additional microphones to capture the audio in the room. This option should be discussed in detail to confirm the needs and use of the space prior to construction. 9.10. Visual/Dance Building 9.10.1 Audiovisual Design Narrative The Dance Building shall consist of several types of dance centric studios and Visual Lab Art spaces These spaces include the Dance Studio, Quelbe Dance Studio, Metals Lab, and Drama Movement Learning Center. These spaces may also include additional AV support based on their program. These spaces will all have unique technical requirements which should be discussed with an advanced technical user prior to procurement of ANY equipment but shall be designed based on best practices and level of proficiency and technical aptitude for professional equipment in an academic setting. The following are our current assumptions and recommendations based on similar spaces we have designed in the past, as well as our current understanding of the plans and programming of each space. The building shall also include some administration spaces for faculty use. 9.10.2 Design Criteria Dance Studios/Movement Learning Center The Dance Studio spaces within the Visual/Dance building will require the typical classroom technology found in the main classroom building. The basis for this design consists of a mixture of owner furnished and new LED/LCD Displays or projectors, each of which shall be installed and secured to mobile carts. Projectors shall use either a projection screen or an Interactive Whiteboard attached to the teaching wall of the space depending on the size and function of the classroom. Infrastructure shall be provided to connect the LED/LCD Display or Projector back to media equipment which will contain the active electronics for video source management. A video input plate shall be mounted on the wall for the teacher/guest to plug an owner furnished PC or other owner furnished source, and a control panel shall be installed on or near the teaching wall for AV system management and source selection. It is anticipated by the time of construction that native 4K resolution shall be the standard and at minimum all displays and projectors shall be capable of receiving a 4K source and scaling to the highest resolution of the either device. Audio source playback for the Dance Studios will be provided via owner furnished source, as well as a Bluetooth transmitter for an additional audio input. The audio system will consist of wall mounted performance loudspeakers in each corner of the room to provide sufficient audio reinforcement for dance education and practice. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 228 Acoustic Narrative Acoustic Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Acoustic Design Criteria 1. DESIGN CRITERIA 1.1. Codes and Standards 1.1.1. Applicable Codes and Standards Acoustic criteria listed in this report are based on our understanding of owner programmatic requirements as well as typical industry standards and guidelines, including but not limited to: Table 1: Standards and Guidelines General: ANSI: Standard S12.60.2010 Performance Criteria, Design Requirements, and Guidelines for Schools ASHRAE: HVAC Applications Handbook NRC-CNRC Construction Technology Update No. 51, Acoustical Design of Rooms for Speech (2002) Acoustic design is integrated into Architectural and MEP drawings, including the development of acoustic isolation/partitions/doors, MEP noise and vibration control, and room shaping and finishes. 1.2. Reverberation Time Criteria Reverberation time (T60) is the time in seconds it takes sound to decay 60 decibels (dB) in a room. Reverberation time is a critical factor related to speech intelligibility in classrooms and learning spaces and musical instruction and performance in fine arts spaces. Lower reverberation times lead to better speech intelligibility. Reverberation Time criterion is met by providing an adequate area of adequately absorptive material to a space. Table 2: Reverberation Time Criteria (500-1,000 Hz) Room T60 (s) Core Learning Space, Volume < 10,000 cf 0.6 Core Learning Space, Volume < 20,000 cf 0.7 Core Learning Space, Volume > 20,000 cf 0.7-1.0 Collaboration 1.0 Teacher Planning 0.7 Admin Private Offices 0.5 Conference Rooms 0.6 Clinic Treatment Areas 0.6 Cafeteria 1.0 Design Library, Digital Maker Space 0.6 Gymnasium 1.4 Dance Studios 0.9 Drama Movement Learning Center 0.8 Band/Orchestra Learning Hall 1.1 July 16, 2021 2 St. Croix Central High School Acoustic Design Criteria Choir Room 1.2 Piano/Keyboard Studio 0.9 Jazz/Chamber 0.9 Steel Pan Studio 1.1 Ensemble Rooms 0.5 Music Practice Rooms 0.4 Flexible Performance Hall 1.5 Lobby/Gallery 1.2 Audio Recording Studio 0.3 Career Center 0.6 Sewing Lab 0.7 1.3. Sound Isolation Criteria Sound Isolation Design is based on programmatic functionality and intended to fully allow the building to function with all spaces' in simultaneous use. Laboratory wall STC rating is a function of total layers of gypsum board, insulation, stud depth, gauge, spacing, and criteria based on industry and ANSI standards. In general, demising partitions without doors are more acoustically critical and are typically shown with multiple gypsum board layers, batt insulation, and deeper stud cavities to meet criteria. Sound isolation test data is not available for all configurations, and as such, partition design has been interpolated from industry-standard data. Table 3: Sound Isolation Design Criteria Room Adjacent Room Wall STC Rating Core Learning Space Core Learning Space 50 Restroom 53 Corridor/Staircase/Open Collab Space 45 Office/Conference Room/Teacher Planning 45 Admin Private Offices Admin Private Offices 50 Conference Rooms 50 Lobby 45 Mothers Room 50 Restroom 50 Clinic Exam/COT Areas Treatment/COT 50 Indoor Break Room 55 Waiting 45 Flexible Music Hall Corridor 60 Lobby/Gallery 60 Audio Recording Studio Career Center 65 Corridor 65 Storage 55 Music Practice Rooms Music Practice Room 60 US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 229 Technical Narratives July 16, 2021 3 St. Croix Central High School Acoustic Design Criteria Office 60 Music Studio 50 Gymnasium Classroom 60 Locker Rooms 55 Dance Studio Storage, Lockers 50 1.4. Background Noise Criteria Note that many criteria use the A-weighted decibel (dBA) as their metric for background noise in Core Learning Spaces, whereas it is more common in industry standard to use Noise Criteria, NC. We have provided both criteria types for clarity Table 4: Background Noise Level Criteria Room NC dBA Core Learning Space 35 40 Open Collaborative Learning Space 40 45 Admin Private Offices / Conference Rooms 30 35 Teacher Planning Rooms 35 40 Clinic Treatment Areas 30 35 Flexible Music Hall 25 30 Audio Recording Studio 25 30 Music Studios / Music Practice Rooms 25 30 Dance Rooms 30 35 Gymnasium 45 50 Cafeteria 40 45 Lobbies 40 45 HVAC noise control design includes maintaining separation between suspended FCU's and core learning spaces, duct lining, and duct length between FCU's and inlets/outlets. FCU models must be selected for low noise performance - FCU substitution, shortening duct lengths, or removal of internal lining could cause increases in background noise level. July 16, 2021 4 St. Croix Central High School Acoustic Design Criteria 2. ACOUSTIC DESIGN NARRATIVE 2.1. Classrooms (all Buildings) The Classroom Buildings are arranged into several levels (based on location and curriculum requirements), each having a variety of spaces for Education, Student Activities, Administrative use, and general building utility. Acoustic design focuses on core learning spaces to provide good speech intelligibility for learning, minimize potential disruptions, and maintaining an adequately low background noise to allow for focused learning. Classroom either include suspended and wall-mounted PET acoustic felt treatment or drop ACT ceilings to provide acoustic absorption. FCU's are enclosed in gypsum board soffits to contain radiated noise. Partitions demising core learning spaces include multiple layers of gypsum board and batt insulation to meet criteria. Operable partitions separating core learning spaces are STC rated and include plenum barrier construction around track to maintain isolation performance. 2.2. Collaboration/Office/Conference Rooms/Teacher Planning Collaborative space, offices, and teacher workspaces include acoustically absorptive ceilings to improve speech intelligibility. As well, multi-layer gypsum board partitions separate them from other acoustically sensitive spaces to minimize disruptions. 2.3. Gymnasium Building The Gymnasium will host sporting events as well as large student gatherings and events. Acoustic design includes nearly complete coverage of the Gymnasium ceiling with an acoustically absorptive finish to meet reverberation time criteria. This treatment allows for greater audio system clarity for events, public and emergency announcements, and reduces overall sound power from large events. 2.4. Music and Performance/Gathering Spaces 2.4.1 Flexible Music Hall The Flexible Music Hall is envisioned as a flexible space that serves as the Dance, Theater, and Music Performance space with an emphasis on music performance. The space accommodates various events with retractable seating and floor platforms. Acoustic design includes absorptive treatments on the ceiling above the theatrical tension wire grid system and at side and rear wall areas to promote speech intelligibility for events and control overall noise levels when the space is active with patrons or students. Concrete walls with buffer corridors and sound and light lock vestibules have been designed for the space for proper sound isolation from adjacent spaces. 2.4.2 Audio Recording Studio The Audio Recording Studio is designed to include acoustically absorptive and diffusive treatments to allow for high- quality audio recordings. High sound isolation to adjacent spaces and low noise levels from HVAC systems is also critical to the recording studio's function and should be integrated into architectural and HVAC designs. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 230 Acoustic Narrative *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 231 Acoustic Narrative Cont. St. Croix Central High School Technical Narratives July 16, 2021 5 St. Croix Central High School Acoustic Design Criteria 2.4.3 Music and Dance Rehearsal Spaces The Music Building and Visual Arts/Dance Building contain a variety of sizes of spaces for music and dance rehearsal and instruction. Rehearsal spaces are designed to promote effective listening for the student, both the ability to hear themselves clearly and group intonation and blend. Large rehearsal rooms such as Band/Orchestra and Dance include gypsum board ceiling diffuers with acoustically absorptive panels distributed evenly above the diffusers and on walls. Mid-sized rooms such as Choir, Steel Pan, and Jazz/Chamber include gypsum board ceilings with acoustically absorptive baffles and acoustically absorptive and diffusive panels distributed on walls. Small music practice rooms will include absorptive acoustic wall and ceiling treatments to provide a space with a low reverberation time to control loudness, promote clarity, and provide an effective music instruction environment. Buffer storage spaces have been placed between larger rehearsal rooms, when possible, to allow for more cost- effective wall assemblies. Where buffer spaces cannot be used, wall partitions between Music Rooms will include double stud construction to control noise transfer. 2.5 Dining Areas The dining areas include acoustically absorptive ceilings to provide overall noise level control when full of students. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 232 Theatrical Narrative Theatrical Narrative St. Croix Central High School July 16, 2021 1 St. Croix Central High School Theatrical Design Criteria 1. DESIGN CRITERIA 1.1. Introduction 1.1.1. Summary The following narrative is a summary of scope for Virgin Island District of Education (VIDE) based on the current understanding of the spaces and how they are programmed. Assumptions have been based on similar projects, best practices or industry standards. It will be the responsibility of the school district to verify if any of the proposed solutions must be revised to meet specific needs prior to construction. As system designers of technology-based solutions, it is understood that solutions that meet program needs may evolve over the course of design and construction. Where possible and feasible within budget accommodations, provisions will be made to support known future technologies and program development. It will be the responsibility of the client to review the design as it progresses and validate prior to an issue of contract documents for bid and identify if the systems provided will meet curriculum and operational needs of the school. The following buildings are involved in this project for the theatrical scope of work: • Theater Systems described herein pertain to theatrical equipment for facilitating performances and uses in specific spaces. The project scope includes: • Theatrical lighting control systems • Theatrical lighting fixtures and accessories • Theatrical wiring devices • Theatrical rigging and tension grids • Theatrical drapery and track • Acoustic drapery and track • Telescopic seating risers with integral chairs • Scissor lift seating risers (with loose chairs, refer Arch / Interiors drawings for further information) 1.1.2. Applicable Codes and Standards The following codes and standards are to be implemented as referenced by the building code. Refer elsewhere in these design narratives for specific building code references. Coordination shall be required between all trades to establish and accommodate the power, heat, and structural needs of these spaces as it relates to theatrical equipment, and the deployment of this equipment shall be coordinated with the telecommunications designer to confirm Data and CATV needs of theatrical equipment. General: American Society for Testing and Materials (ASTM) American National Standards Institute (ANSI) Entertainment Services and Technology Association National Electrical Manufacturers Association (NEMA) National Fire Protection Administration (NFPA) Occupational Safety and Health Administration (OSHA) Underwriters Laboratory (UL) July 16, 2021 2 St. Croix Central High School Theatrical Design Criteria 1.2. Theatrical Design Narrative It is our understanding that the Theater building will be programmed as a home for a variety of performance types including instrumental music, vocal music and dance, with some provisions for theatre performance planned for future expansion of course offerings and program development. Safe and easy-to-operate technical systems are required based on anticipated staffing and educational use of the spaces. Systems to be designed with access and maintenance in mind, and accommodations will be considered to require limited staff and/or faculty to changeover between uses. Operationally, schedule must allow time for space reconfiguration. For example, in the Flexible Performance Hall, while we anticipate the “permanent” stage area may typically remain clear for classroom use during the day, the seating area and technical systems may require more time to reconfigure between events. The Flexible Performance Hall is to be configurable to seat up to 500 seats with loose and retractable seating risers, while allowing these seats to store away to provide a flat floor configuration in the space. The rear wall of the Flexible Performance Hall will have an operable partition, allowing access to an accompanying retractable partition that opens both spaces to the Outdoor Amphitheater. This will provide a two-sided performance space to increase total seat count and provide a unique experience for both audience and performers. Performance system infrastructure connects the spaces, and portable equipment will serve some functions in both the Flexible Performance Hall and Outdoor Amphitheater. The Flexible Performance Hall will host a variety of performance types and general uses, including the following: • Primary function is unamplified music ensembles (steel drum ensembles will perform in the Music building, see below) • Secondary function is dance with amplified music playback • Tertiary functions include: O Lectures / presentations / assemblies (amplified) O Functions requiring flat floor configurations such as fairs, banquets, general assembly and classes 1.2.1. Theatrical Lighting Control System Control All spaces that are intended to be used for performances or video production are to be controlled through a theatrical networked lighting control system. The lighting control system serves production / theatrical lighting and architectural lighting needs. Combining control of architectural lights, work lights, and theatrical lighting into one network realizes the following benefits: • Ability to control house lights from the stage lighting console and write them into lighting cues • Ability to recall basic stage lighting presets from architectural pushbutton stations, allowing simple lighting looks to be recalled for classes, lectures or film screenings without the use of the stage lighting console • Ability to lock-out architectural pushbutton stations during performances • Ability to interface with other systems such as AV (audio, video, lighting with one preset) and/or BAS systems as required • One point of contact for all lighting service issues in “performance” spaces The theatrical lighting system will use an Ethernet backbone. This Ethernet distribution connects all theatrical lighting control equipment and relay panels to a central lighting network control rack. Ethernet taps will be distributed at all theatrical lighting positions and control locations. Any of these taps will be used for the following purposes: • Input for stage lighting control console • Input for portable touchscreen • Output for DMX control of stage lighting fixtures and equipment, via Ethernet-to-DMX gateways Integrated architectural lighting controls consist of: • Preset recall pushbutton stations at each entrance to the stage or audience chamber, as well as control booths and technical access areas • Wall-mount color LCD touchscreens with pin code lockout and multiple authorization levels, located at critical locations such as backstage common entry • Portable color LCD touchscreen, similar to above, for use at house mix or control booths • Integral system time clock will control all architectural lighting and power controls, with manual user override available at LCD touchscreens when after-hours operation is required. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 233 Technical Narratives July 16, 2021 3 St. Croix Central High School Theatrical Design Criteria Each station has customizable interface capable of controlling any combination of house lights, work lights or basic stage lighting. The stations allow room partitioning so lights in adjacent or “digitally connected” spaces remain unaffected during performances. We recommend limiting stage lighting playback to color-changing LED fixtures, not moving lights with programmable focus positioning. If moving lights are used in the space, a stage lighting console and trained operator should be utilized. Power Architectural lighting fixtures and stage circuits will be routed to pass through DMX-enabled relays for power control. Required 0- 10V control outputs are integral to the relay panels for control of architectural lighting fixtures. Additional 0-10V control outputs may be required pending zoning and controls noted in the electrical drawings. DMX-controlled architectural lighting fixtures also to be controlled by the theatrical control system. Lighting control Emergency Bypass equipment is provided to override architectural lighting when triggered by firm alarm or loss of power. Outdoor Amphitheater Dry category cable connections are provided between an operator position and performance area to facilitate setup of control equipment. Control of site lighting at this area may be overridden by pushbutton station located in the corridor between the Flexible Performance Hall and Outdoor Amphitheater. Uncontrolled, convenience power receptacles in rated enclosures will be located at performance area and operator position. Additional equipment may be powered by portable cables routed through exterior cable pass from backstage. 1.2.2. Theatrical Lighting Fixtures Portable theatrical lighting fixtures can be located as needed for performance lighting. All theatrical lighting fixtures will be LED, color-changing fixtures. This allows easy programming of dynamic theatrical lighting scenes. A variety of fixture types will provide systems of stage lighting including profile fixtures, wash fixtures, and cyc fixtures. Fixture quantities will be provided assuming 7 areas across and 4 areas deep, as well as spare fixtures for specials and dance booms. Portable studio fixtures will be specified if video production is a critical component. Fresnel fixtures will be used for key light, 1x1 panels will be used for fill, and cyc fixtures will light a green screen. Accessories for the above fixtures include template holders, lenses, power cable, data cable, mounting hardware, safety cables, etc. It should be noted that while portable fixtures may be connected to the lighting infrastructure at the Outdoor Amphitheater, they are not intended to be outdoor rated fixtures for long-term setup outdoors. 1.2.3. Theatrical Wiring Devices Theatrical wiring devices are receptacle boxes and connector strips designed to be used exclusively by theatrical lighting equipment, designed for repeated plugging and unplugging, and marked with circuit numbers. Recess and surface mount devices occur at the stage perimeter, permanent box boom positions and catwalk lighting positions. Device types and locations will be verified 1.2.4. Theatrical Rigging A wire tension grid in the Flexible Performance Hall will provide a working platform for adjustment of theatrical lighting fixtures, overhead static rigging equipment and building systems. This grid is comprised of modular 6’-0” by 6’-0” panels with columns connecting to building structure above. The walk surface will be designed for 40 lbs/sqft capacity, and a point load of 300 lbs. These tension grid panels form a walking-working surface by which a technician can access the pipes and structure above to mount stage equipment. Architectural lighting and HVAC may be maintained from this platform as the design allows. Theatrical lighting beams can pass through these small wire cables relatively unobstructed. The flexible pipes above this tension grid can be used for any combination of scenery, lighting, AV equipment, etc. An inventory of pipes and adjustable (swivel) cheeseborough couplers would be provided to increase the flexibility of this system. July 16, 2021 4 St. Croix Central High School Theatrical Design Criteria Anticipate approximately 4500 SF of tension grid, with (12) horizontal pipes, and intermediary spanning pipes and connection hardware. A motorized rigging system of (4) motorized fixed speed hoists / linesets are provided for raising and lowering drapery or scenery pipes at the stage. Supporting equipment for the motorized rigging system includes: rigging control station with pushbutton in/out, remote control pendant for line-of-sight operation, and emergency stop stations distributed at stage perimeter. Each music space to also present performances and recitals may have a dead-hung pipe to mount portable “theatrical” equipment for performances to light soloists, conductors, etc.. Lighting position to meet the following loading criteria: • Uniformly distributed load of (30) pounds per linear foot of pipe. • Grid hangers and anchorages to be designed to support no less than (600) pounds. 1.2.5. Theatrical Drapery and Track All theatrical drapery is constructed of inherently flame retardant (IFR) fabrics, eliminating the need for periodic retreatment. A full complement of drapery consists of the following: • “House Drapery” i.e. House Curtain and House Valance (teaser), in Architect’s selected color, bi-parting with associated heavy-duty curtain track • Manually-operable, bi-parting black velour traveler with associated heavy-duty curtain track 1.2.6. Telescopic Risers with Integral Chairs A telescopic seat bank with fixed, upholstered seating will be provided for the rear area of the main floor of the audience chamber. When deployed, the seat bank seamlessly connects the balcony seating area with the main floor. By motorized actuation, the seats may be folded flat and the platforms retracted into a storage area under the balcony to provide a large flat floor area. 1.2.7. Scissor Lift Seating Risers A system of scissor lift platforms will be provided at the main floor seating area to allow fast changeover from stepped seating to flat floor configuration and to allow other configurations to be created. Adjustment will be by portable drill operation, adjusted to any riser height. Standard rise of steps will be provided per seating layout at 500, but additional steps may be built by faculty or staff to support various riser heights. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 234 Food Service Narrative *Page Intentionally Left Blank US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 235 Food Service Narrative Technical Narratives St. Croix Central High School July 16, 2021 1 St. Croix Central High School Food Service Design Criteria 1. DESIGN NARRATIVE Servery Space The serving space for St Croix Central High School will focus on providing breakfast and lunch for all students in the commons building. There are three lines available for use when students enter and queue in the Commons Space. Two lines are designed for a typical hot and cold food lunch program with the north third line having additional food options of a salad bar type set up. All typical food lines will have (3) cold wells and (4) hot wells. Additionally, there is an action station at the far end where students will be able to have made to order Sandwiches, pasta, burrito bowls, or something of the similar built to order type. Once students have gathered their meal, they have an opportunity to visit the milk cooler then head out to the condiment stations to complete their meal. Upon completion of the meal, students will then take their trays to the dish drop off station where they will pre-scrap then leave the trays on the soiled dish table for staff to clean and return to the Servery via transport carts. Anticipated students being served through the Servery is roughly 900 plus staff, done in several shifts and separated by age groups. Receiving/Back of House When staff first arrives to the building, they have access to lockers for their valuables and small break room where they will get ready for the day to the right. The kitchen manager’s office is centrally located near the exterior door to supervise staff as well as deliveries coming in for the day. When deliveries are made, the driver will check in with the Manager and head directly to the Dry Storage, Walk in Cooler/Freezer or down into the kitchen to pick up their meals for students. If any soiled carts are returned, they have the option to drop off in the trash and cart wash are in a conveniently located area as to not cross contaminate clean and soiled. Walk In Units and Dry Storage 225 square feet of freezer space, 225 square feet of refrigerated space and 230 square feet of dry/ambient temperature storage will give abundant storage space for weekly deliveries of commodities. Vertical air curtains have been placed inside the walk-in entry doors to aid in preserving proper temperatures. Remote type refrigeration has been specified for maintaining proper temperatures. Tiered wire shelving used throughout these areas will allow for product to be easily accessed and cataloged for inventory. The dry storage space will also house two can racks for high density gravity feed storage. Dunnage racks have also been placed in each respective space for storage of heavy and bulky items. Warewashing and Cart Wash A large conveyor type electric dish machine has been specified to continuous cleaning of trays from the students and soiled wares from the kitchen. A three-compartment sink has also been included in this space for large pots and pans along as acting as a back-up for wash/rinse/sanitizing should the dish machine ever be down for maintenance. July 16, 2021 2 St. Croix Central High School Food Service Design Criteria Cookline Five pieces of heavy duty propane gas cooking appliances have been utilized for this kitchen that will be able to take care of any menu items offered: an eight burner range with a standard oven, 40 gallon kettle, 40 gallon tilting braising pan and two double stack combi ovens. An exhaust hood with Fire Suppression system has been included to ensure all cooking affluent exits the kitchen and fire safety. Behind the cookline, kitchen staff will find a double-sided Chef’s Counter with double sinks, over and under shelves for storage, tiered drawers for utensils, undercounter storage for waste cans and a space for a microwave. Once food is cooked and ready to be served, staff will then place the pans in sheet pan racks to be wheeled into pass through warmers and coolers located in the servery. These units have been located in the Servery space for staff to quickly access for restocking or pulled to be served to students. For food that is being delivered outside of the Servery, large tables have been located in the prep areas as a landing space for food to be portioned and stored for transport in mobile heated cabinets. The Prep area of the kitchen will include two large work table with a single compartment sink with ample counter top space. A bakery work table with mobile ingredient bins for mixing is available in the prep area. A 40-quart mixer and additional wire shelving for storage are located in this same area. Hand sinks have been scattered throughout the space in each area to ensure staff has quick, easy access for washing. Kitchen staff also has separate areas to perform their duties for the day to encourage Social Distancing. US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 236 Logistics, Planning, and Timeline Logistics, Planning, and Timeline MOVE-IN J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 2028 2020 CAMPUS ASSESSMENT BRIDGING DOCUMENTS / DESIGN ACTIVITY Virgin Islands Department of Education Proposed Capital Improvement Program Schedule CAMPUS 2021 2022 2023 A&E PROCUREMENT CONSTRUCTION PROCUREMENT CONSTRUCTION ACTIVITY 2024 2025 2026 2027 STX DISTRICT RICHARDS PREK-8 @ WILLIAMS START RIGHT AWAY ANDREWS PREK-8 ANDREWS CONSTRUCTION TO BEGIN AFTER WILLIAMS COMPLETION WOODSON DC HALF OF WOODSON STUDENTS MOVE INTO WILLIAMS AND CONSTRUCTION MAY START MARKOE PREK-8 INDEPENDENT TRACK - STUDENTS WILL BE HOUSED IN HENDERSON ES SWING SPACE DURING CONSTRUCTION GARDINE PREK-8 RENOVATION OF CAMPUS IN TWO PHASES WITH CLASSES IN SESSION LARSEN PREK-8 MOVE LARSEN STUDENTS TO SWING SPACE WHEN FINISHED CENTRAL HS BUILD NEW CAMPUS ON BALL FIELD WHILE STUDENTS OCCUPY CURRENT FACILITY- THEN BUILD NEW FIELD COMPLEX HS INDEPENDENT TRACK - SHIFT STUDENTS BETWEEN HS/VOC CLASSROOM WINGS AND DO COMMON AREAS IN SUMMER CURRICULUM CENTER / HQ @ MUCKLE Arthur A. Richards PreK-8 School US VIRGIN ISLANDS BRIDGING DOCUMENTS COPYRIGHT© 2021 THIS INFORMATION IS CONCEPTUAL IN NATURE AND IS SUBJECT TO ADJUSTMENTS PENDING FURTHER PROJECT DEVELOPMENT. 237 Schedule MOVE-IN J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D STTJ DISTRICT SPRAUVE K-12 INDEPENDENT TRACK - PROPERTY ACQUISITION IS A 2 YEAR PROCESS CHARLOTTE AMALIE HS OCCUPANCY AUGUST 2024, THEN DEMO CAHS MODULARS AND BUILD ATHLETIC FIELD & GYM LOCKHART PREK-8 MODERNIZATION DURING 3 SUMMERS, NEW CONSTRUCTION BEGINS AUGUST 2024 WHEATLEY SC RENOVATION ABRAHAM ES (PHASE 1 & 2) BOSCHULTE PREK-8 MOVE GOMEZ STUDENTS TO BOSCHULTE AFTER COMPLETION BOWSKY PREK-8 MOVE BOWSKY STUDENTS TO SWING SPACE FOR CONSTRUCTION MULLER PREK-8 MOVE MULLER STUDENTS TO SWING SPACE FOR CONSTRUCTION CURRICULUM CENTER @ GOMEZ START CONSTRUCTION AFTER GOMEZ STUDENTS MOVE OUT TUITT PREK-3 INDEPENDENT TRACK - MOVE TUITT STUDENTS TO DOBER SWING SPACE FOR CONSTRUCTION SIBILLY PREK-3 INDEPENDENT TRACK - CONSTRUCTION TO TAKE PLACE WHILE CLASSES ARE IN SESSION KEAN HS INDEPENDENT TRACK - CONSTRUCTION TO BE PHASED AND TAKE PLACE WHILE CLASSES ARE IN SESSION 2028 2020 CAMPUS ASSESSMENT BRIDGING DOCUMENTS / DESIGN ACTIVITY Virgin Islands Department of Education Proposed Capital Improvement Program Schedule CAMPUS 2021 2022 2023 A&E PROCUREMENT CONSTRUCTION PROCUREMENT CONSTRUCTION ACTIVITY 2024 2025 2026 2027 The Virgin Islands Department of Education embraces ALL students and empowers them to achieve their fullest potential.