Bayshore_High_School_Educational_Specification_202604_Final.pdf

SCHOOL DISTRICT OF MANATEE COUNTY

Educational Specifications For

BAYSHORE HIGH SCHOOL

CTE Programs & Campus Upgrades

April 2026 - Final

CTE EDUCATIONAL SPECIFICATIONS FOR BAYSHORE HIGH SCHOOL

TABLE OF CONTENTS Page

1. INTRODUCTION 1

2. FACILITIES LIST (and Concept Plans) 2

3. GENERAL GUIDELINES 3

A. Site Design 4

B. Facility Design 7

C. Specific Space Design

1) General Classrooms (Vocational Related Spaces) 12

2) Early Childhood Education Lab 14

3) Technology Education Lab 16

4) Engineering & Robotics Lab 18

5) Welding Lab 20

6) Automotive Repair Lab 22

7) Aviation Maintenance Lab 24

8) Construction Lab (Carpentry/ HVAC/ Plumbing/ Electrical) 26

9) Media Center/ TV Production 28

10) Other Spaces 29

11) Custodial 30

4. FURNITURE & EQUIPMENT 31

1. INTRODUCTION

Educational Specifications assist design professionals with the development of new and prototype schools, and renovations of existing schools. They serve as a guide for conveying program and functional criteria.

The goal of this document is to give relevant information to produce a building that will:

❑ Enhance the learning environment ❑ Is flexible for future adaptations ❑ Creates a safe and controllable facility ❑ Is environmentally friendly ❑ Takes into consideration long term budget implications

What experience has taught design professionals over the past decades is to be thoughtful in designing buildings for the “future”. Adaptability and a common-sense approach will always be important and should be integral in the design of the new facility.

This document supplements the approved Bayshore High School Facilities List for the School District of Manatee County (SDMC). The guidelines do not address detailed building systems or technology requirements. They should be used in conjunction with the most recent edition of the SDMC Design Standards & Specification Guidelines for school projects.

Program meetings must be conducted with the SDMC Project Team (Department of Construction Services and curriculum staff) to clarify and confirm the Educational Specifications and district standards. Factors such as site constraints, existing conditions, special programs of emphasis, etc., may necessitate variances to the standards.

The Bayshore High School project shall be designed to meet all applicable, current codes.

2. FACILITIES LIST

Utilizing the district’s Facilities List, a specific program will be developed for the Bayshore High School CTE project. A project specific list must be reviewed and confirmed with SDMC district personnel during the programming phase. An FDOE approved facilities list is the maximum size (area and student stations) a school campus can be constructed. Districts have the option to construct a new campus or remodel an existing campus less in size and stations than the approved list without having to obtain subsequent FDOE approval. This is important on projects with funding restrictions that may require an approved Educational Plant Survey recommendation.

The Facilities List calculates the student stations and capacity based on the current State of Florida Department of Education F.I.S.H. Manual and SREF, Chapter 6. The proposed CTE program spaces and repurposing of existing spaces at Bayshore High School will result in an overall campus net reduction of 187 student stations.

Concept plans, with suggested locations for the technology labs and classrooms, are included at the end of the facilities list.

District: 341 Manatee County Total Stations 250 Gross Sq Ft: 46,379

New 100 New GSF: 25,938

Repurposed 150 Repurposed GSF: 20,441

Level: High School 9-12 Student Capacity 238 Utilization: 95% Bayshore High CTE

NET SQUARE FEET DESIGN TOTAL GROSS

NO. FISH -------- ------- CAPACITY STATIONS SQ/FEET

SPACES CODE DESCRIPTION UNIT TOTAL PER UNIT UTILIZED TOTAL NOTES

GRAND TOTALS 33,145 250 46,379

EARLY CHILDHOOD EDUC

1 231 9-12 Practical Exp Lab 1,600 1,600 25 25 2,239 Locate total lab in building 4 1 808 Storage, Material 100 100 140 1 843 Laundry 50 50 70 1 814 Student Restroom 60 60 84

Subtotal 1,810 1,810 2,533

TECH EDUC

4 241 9-12 Small Educ Lab 1,625 6,500 25 100 9,095 Locate total lab in building 6 4 808 Storage, Material 100 400 560

Subtotal 1,725 6,900 9,655

ENGINEERING / ROBOTICS

1 242 9-12 Medium Educ Lab 1,600 1,600 25 25 2,239 Locate total lab in building 1 1 808 Storage, Material 100 100 140 1 852 Tech Resource Center 800 800 1,119

Subtotal 2,500 2,500 3,498

HVAC LAB

1 245 9-PS Medium Educ Lab 1,800 1,800 20 20 2,519 1 810 Storage, Material 395 395 553 1 840 Related Classroom 680 680 951 Locate in building 6 1 Subtotal 2,875 2,875 4,023

WELDING LAB

1 245 9-PS Medium Educ Lab 1,800 1,800 20 20 2,519 1 810 Storage, Material 395 395 553 1 840 Related Classroom 680 680 951 Locate in building 6

Subtotal 2,875 2,875 4,023

AUTOMOTIVE LAB

1 246 9-PS Large Educ Lab 4,000 4,000 20 20 5,597 1 810 Storage, Material 395 395 553 1 840 Related Classroom 680 680 951 Locate in building 6 1 847 Storage, Flammable 125 125 175 1 Subtotal 5,200 5,200 7,276

AVIATION LAB

1 246 9-PS Large Educ Lab 4,000 4,000 20 20 5,597 1 810 Storage, Material 395 395 553 1 840 Related Classroom 680 680 951 Locate in building 6 1 847 Storage, Flammable 125 125 175

Subtotal 5,200 5,200 7,276

CONSTRUCTION TRADES LAB

1 246 9-PS Large Educ Lab 4,000 4,000 20 20 5,597 1 810 Storage, Material 395 395 553 1 840 Related Classroom 680 680 951 Locate in building 6 1 Subtotal 5,075 5,075 7,101

OTHER SPACES

1 815/816 Student Toilet 200 200 280 1 822/823 Public Toilets 200 200 280

Subtotal 400 400 560

CUSTODIAL

2 331 N-PS Service Closet 155 310 434

Subtotal 155 310 434

April 2026 - Final stega Typewritten Text stega Typewritten Text stega Typewritten Text Page 2-A stega Typewritten Text stega Typewritten Text

B A

Y S

H O

R E

H

IG

H S

C H

O O

L

S

IT

E P

LA

N

C O

N C

E P

T

N ew

C

TE

h ig h ba y bu ild in g

N ew p av ed se rv ic e ya rd w ith co ve re d ca no py

R ep ur po se d ar ea s

April 2026 - Final stega

Page 2-B

Y S

H O

R E

H

IG

H S

C H

O O

L

B U

IL

D

IN

G

F

IR

S

T F

LO

O

R P

LA

N

C O

N C

E P

T

R ep ur po se d ar ea to

R el at ed

C la ss ro om s fo r ne w

C

TE

L ab s (5

C

TE

s up po rt s pa ce

O ut si de a cc es s

N ew p av ed se rv ic e ya rd w ith co ve re d ca no py

R eb ra nd ed C

TE

ci rc ul at io n sp ac e

April 2026 - Final stega Typewritten Text Page 2-C

Y S

H O

R E

H

IG

H S

C H

O O

L

B U

IL

D

IN

G

S

E C

O N

D F

LO

O

R P

LA

N

C O

N C

E P

T

R ep ur po se d ar ea to

T ec hn ol og y

La bs

(4

R eb ra nd ed ci rc ul at io n sp ac e

April 2026 - Final stega Typewritten Text Page 2-D stega Typewritten Text stega Typewritten Text

3. GENERAL GUIDELINES

The following sections provide general design information for:

A. Site Design

B. Facility Design (campus design issues)

C. Specific Space Design (design issues related to each space identified in the facilities list)

Each space category is divided into four parts:

❑ General Comments – general statements about the type of space

❑ Design Considerations – issues about the design and configuration of the space, including activities that can be served within the space

❑ Built-in Equipment

❑ Technology

A. SITE DESIGN

1. Orientation of Facility on Site

The master plan for new schools should be sensitive to adjacent land uses – particularly if located within an existing residential neighborhood, consistent with municipal zoning regulations and criteria indicated in the currently adopted Amended and Restated Interlocal Agreement for Public School Facility Planning.

Setbacks, site lighting photometrics, access roads, the location of dumpsters and mechanical yards should be considered.

The new proposed Career & Technical Education (CTE) lab building should be located for convenient after-hours public access. The proposed location is adjacent to Buildings 5 and 6 on the south side of the high school campus. The new building will be used by high school students during school hours, and by Manatee Technical College (MTC) afterwards. They should be located so that the security of the entire campus is not compromised during after-hours usage.

Orient new buildings to take advantage of natural light and to reduce solar heat gain where possible.

Particular attention shall be noted for building and adjacent grade elevations to comply with s.1804.4, Florida Building Code (8th Edition, 2023) to ensure minimal surface water intrusion into the building. Sidewalks and pedestrian circulation paths shall also be above elevation to adjacent grade to avoid standing water. The stormwater collection system design shall also ensure surface water ponding does not occur along pedestrian and vehicle circulation paths. Similar attention shall be made in the design of playfield elevations to ensure surface or groundwater does not stage nor is retained on the field and perimeter adjacent surfaces. Storm water runoff from exterior lab work areas that may include vehicle oils and solvents shall have required pollution abatement.

2. Vehicular Access and Circulation

A new parking lot will be needed for the CTE program. Careful consideration shall be given to separating the new parking area from existing bus, automobile, bicycle, and pedestrian traffic. Automobile and lab service access, along with additional parking spaces, can be accessed from 57th Avenue West northward to the east of the proposed CTE lab and Building 6. This area will be available upon approval of the Castaldi demolition analysis of the former shooting range building and the Tropicana building.

3. Pedestrian Access and Circulation

At a minimum, sidewalks should be provided for the following:

❑ Along frontage roads of school board-owned property ❑ Access/circulation around parking lots (rather than through them) ❑ Connection of bike parking/racks to main ingress/egress sidewalks ❑ Low point elevations along pedestrian circulation paths shall be avoided. All surface water shall shed off of pedestrian walkways and be collected into the collection system. Walkway canopy drains shall not discharge onto the sidewalk surface.

The sidewalk design should minimize the crossing of any vehicular traffic aisles.

Sidewalks should be kept a minimum of 5’ away from vehicular roadways (except at drop-off areas).

(Refer to the SDMC Design Standards & Specification Guidelines, Division 31 00 00 for detailed information about site issues)

4. Parking

Confirm with SDMC and MTC staff the number of new parking spaces needed to serve the CTE programs, including student, staff and visitor spaces. Provide flush curb areas to facilitate overflow parking on grass.

Bicycle racks (if desired) shall be provided within a secured, fenced in location.

6. Signage

Each building shall also be identified by large numbers (up to 18” high), in a color that contrasts with the exterior building materials (for quick identification by first responders). (Refer to the SDMC Design Standards & Specification Guidelines, Division 10 14

00.)

7. Landscaping and Irrigation

Provide Florida-friendly and native plants for the majority of the area around the new building(s). Consider shade trees near any uncovered areas where CTE students may be working. (Refer to the SDMC Design Standards & Specification

Guidelines, Divisions 32 80 00 and 32 90 00)

8. Site Lighting

Good lighting is needed in the parking lots and along pedestrian walkways for after-hours activities. (Refer to the SDMC Design Standards & Specification Guidelines, Division 26 51 00)

9. Agricultural Management Program Amenities

Confirm with SDMC staff if a pole barn and/or greenhouse is required for the current agricultural management program.

B. FACILITY DESIGN

1. Program Relationships

The district wants to “re-brand” Bayshore High School as part of the proposed facilities additions/improvements at the campus. The current campus is under-enrolled and is in need of a new image.

While the primary focus of this project is the addition of CTE programs and the facilities to house them, other campus improvements are also being considered.

The selected design team will work with the SDMC staff to establish a list of priorities based on what can be accomplished within the project budget. Current considerations for refreshes are:

❑ A more inviting entrance into the Administration Building (Building 1). The current approach is through a large dark corridor. Remodel this area to accommodate the primary security point and seating for visitors. Consider electronic displays and exhibits featuring the CTE programs.

❑ Remodel the overly large media center and its support spaces on the second floor of Building 1 to accommodate the Engineering/ Robotics Lab. This new “clean” tech lab program can be easily showcased to the public, as it is a part of the Administration Building.

❑ The existing TV Production Lab has sufficient square footage and can remain in its current location within the media center. The design team will consult with SDMC staff regarding upgrades to the TV Studio.

❑ Renovate the technology lab in Building 4 (rooms 507 & 508) to house the Early Childhood Education program, which was originally designed for this space.

❑ Replace kitchen serving lines ❑ New gym bleachers ❑ Upgrade the field house ❑ Refurbish locker rooms ❑ Upgrade finishes campus-wide ❑ Replacement of the HVAC system

Consider locating the new CTE building(s) south of Buildings 5 and 6 with a large covered canopy between the buildings. Supporting classrooms for the new labs could be located on the first floor of Building 6, providing a visual connection to outdoor work associated with the CTE programs.

A clear and secure point of entry should be provided for the CTE programs.

2. Flexibility

Provide as much design flexibility as possible for all spaces. Consider having limited or no built-in casework in the general classrooms and labs. (Moveable furniture and storage give the school staff the ability to adapt the spaces to suit changing curriculum, instructional methods, technology, and class size trends.

This will also reduce construction costs.). The design should accommodate as physically practical, adjacent, open lab space areas that can be separated if desired by “temporary” partition types such as fencing, low partition walls, etc..

3. Security & Safety

It is important to maintain an inviting campus atmosphere, while also providing a safe environment for students, staff and the community. The well-known Crime Prevention Through Environmental Design (CPTED) is an approach that uses passive and active measures, along with the FDOE publication Florida Safe School Design Guidelines. The school design should emphasize clean lines of observation and surveillance, and controlled entry.

A relevant approach of designing a safe building is to create concentric rings of access, starting with the perimeter and then working inward into the school. If there is an intruder, each layer of security is designed to delay them until first responders can arrive. The outermost layer of security shall begin at the property line. The second level will be the exterior building access. The third level will be within the building itself. The building components shall form a logical and easily supervised facility. It is imperative that the design team reassess security protocols with district security and local law enforcement agencies for each new project.

The design of the facility shall include the following:

❑ Limited/controlled access points that are easily supervised. Direct access to the “front door”/Administration suite and to the campus beyond should be monitored and controlled by a series of doors and buzzer system.

❑ The exterior of the building should eliminate “natural ladders” and blind areas where supervision will be difficult

❑ Access to after-hours areas without compromising the remaining campus ❑ Safe Zones or Hard Corners must be provided in each classroom ❑ Safety areas in labs defined by specific, high-visibility floor markings, such as yellow-and-black striped paint, surrounding machinery, power tools, or hazardous workstations.

Circulation areas should be designed to reduce student congestion

All instructional spaces and administrative offices shall have entry doors with narrow view lites for observation of activities. Provide blinds or other screening devices on interior classroom windows and door lites for Code Red scenarios.

The design of the campus shall include provisions for fencing and an electronic security system. All fencing plans shall be reviewed and approved by the district’s Security Department and Grounds Maintenance Department. Review the requirements for the security system, cameras and video surveillance, and card access system in the SDMC Design Standards & Specification Guidelines, Divisions 28 07 27, 28 07 82, 28 13 00, and 28 23 00.

4. Environmental

Consider utilizing aspects of LEED (Leadership in Energy & Environmental Design) by the U.S. Green Building Council, to implement sustainable and greener strategies that can create high performing buildings. LEED addresses water conservation, reduction of landfill waste, green materials, and paints and finishes that are free from harmful chemicals.

Provisions to reasonably accommodate developing renewable energy systems for future installation such as photovoltaic (PV) solar systems should also be considered. Such provisions can include increasing electrical room space sizes for future PV switchgear, stubbed out conduit raceways into and out interior electrical rooms, and structural design considerations of roof framing to support panels, etc.

Also consider measures to enhance student learning:

❑ Natural lighting wherever possible ❑ Acoustical treatments to improve behavior, attention and academic concentration ❑ Air quality ❑ Materials to reduce dust and pests ❑ Green spaces (in addition to playfields) for outdoor classrooms ❑ All furniture and equipment selections should consider the GREEN USGBC

LEED requirements

5. Materials & Specialties

Refer to the latest edition of the SDMC Design Standard & Specification Guidelines. Deviations from these standards must be documented and submitted to the SDMC Project Team for review and approval.

In general:

❑ Exterior and interior surfaces, electrical and plumbing fixtures, and furniture and equipment shall be easily maintainable, durable and resistant to vandalism.

❑ In high traffic areas, such as corridors, it is especially important to use durable materials like concrete block or impact resistant drywall. Unpainted exterior finishes, such as clear anodized aluminum, are more desirable than painted finishes – however, compatibility of materials must be considered on sites with existing buildings.

❑ Brick and masonry are preferred exterior building materials – however, budgetary constraints and site-specific issues must be considered.

❑ For cost, consider insulated pre-engineered metal building frame and roof design for lab building structure.

❑ Flooring in all lobbies and corridors, classrooms, computer labs and technology labs shall be LVT or VCT.

❑ Sealed concrete slab with water based, non-slip epoxy finish for all lab and associated storage spaces (automotive, aviation, construction, etc.)

Review the Color Selection Process in the SDMC Design Standards and

Specification Guidelines, Division 00 00 20.

In general:

❑ Create varying color schemes within the school. This provides “way-finding” assistance for the students.

❑ Accent classroom entryways and walls at the end of corridors with paint from the selected color scheme.

❑ Use an accent paint on the teaching wall in the classrooms (remaining walls to be a neutral field color).

❑ Provide a neutral field color of paint in the corridors, and a “wainscot” of a darker neutral paint color to 4’-0” A.F.F. in the corridors. Consider painting a wainscot of the darker neutral color to a higher elevation in the gym.

❑ Use a neutral LVT or VCT field color with a darker accent along the walls in the corridors. Four (4) additional accent colors are permissible. Use a medium to dark tone for the vinyl base.

❑ Use neutral colors for all built-in’s – countertops and vertical surfaces ❑ Use neutral ceramic tile colors in the toilet rooms. (Medium tones for the floor tile and grout, and light tones for the wall tile and grout.) One (1) accent floor tile color, and two (2) accent wall tile colors are permissible. Keep the patterns simple.

❑ Use neutral colors for tack boards and vertical blinds (match the neutral wall paint).

❑ Accent colors are permissible for acoustical wall panels, but neutral colors are also a good option.

❑ In the group toilet rooms, use black with white specks toilet partitions (Santana product or equal).

6. Technology

Current and future technology shall be considered in the design. The future of technology is connectivity, and infrastructure is paramount. The infrastructure must be reasonably adaptable to facilitate future changes, including support for wireless applications.

The classroom system shall be able to input and process various incoming audio and video signals from a variety of multi-media sources such as display panels, computers, Bluetooth devices, IPTV signals, and document/presentation cameras. Network connectivity within classrooms and labs to be wireless.

The district’s Information Technology and Television Services Departments will provide guidance on the room location/placement of any technology infrastructure, along with a current equipment list for all spaces. Refer to the SDMC Design Standards & Specification Guidelines, Division 27 07 20

C. SPECIFIC SPACE DESIGN

1) GENERAL CLASSROOMS (Grades 9-12)

a. General Comments

Self-contained individual classrooms shall be the basis for design. If existing classrooms in Building 6 are utilized to support the CTE programs, they should be refreshed and adapted to support each type of lab curriculum (via infrastructure, furniture and equipment). The selected design team will work with SDMC and MTC staff to determine special needs for the classrooms.

b. Design Considerations

The classrooms shall be designed for a variety of instructional uses. Each classroom shall have the following areas:

❑ Teaching wall ❑ Teacher’s presentation station/desk (locate adjacent to teaching wall with voice/data and electrical) ❑ Class seating area (plan for a minimum of 25 student stations – desks/tables will be specified in the Furniture & Equipment List) ❑ Laptop charging area

Natural light is desired where possible. Use vinyl vertical blinds for window treatment.

c. Built-in Equipment

For flexibility, built-in casework should be kept to a minimum. Each classroom shall have the following equipment (Refer to the SDMC Design Standards & Specification

Guidelines, Division 10 11 00 for details on visual displays):

❑ 8’-0” long markerboards on either side of the interactive display panel on the teaching wall

❑ 4’-0” long tackboards on, or near, the teaching wall ❑ Additional markerboards where practical ❑ Confirm with the SDMC if sinks are required

d. Technology

❑ Presentation method:

o Wall-mounted interactive display panel (75” or greater) centered on the teaching wall with sound bar and a wireless receiver o Other A/V sources such as document/presentation cameras, computers, and IPTV

❑ Infrastructure & Computers:

o The district’s Information Technology and Television Services Departments will provide guidance on the room location/placement of technology infrastructure, along with a current equipment list at the time of design o Refer to the SDMC Design Standards & Specification Guidelines, Division 27 07 20

2) EARLY CHILDHOOD EDUCATION

A self-contained lab shall be the basis for design. The lab will be designed for both “day care” and student training in the area of child development.

b. Design Considerations

The lab shall be designed for maximum flexibility to facilitate the activities of young children. Locate on the ground floor for access to parent drop-off and play area.

Sight lines are critical for supervision of children and teens. All internal doors should have half-lites.

Provide LVT flooring throughout. Activity rugs will be owner-provided.

A fenced, outdoor play area with concrete pad and grass/sand area should be located directly outside the lab (for pre-kindergarten children). Provide a tall privacy wall, hose bib, and drinking fountain.

Connect to the adjacent Child Development Classroom with a door and window wall. Provide vertical blinds.

The lab shall have the following areas:

❑ Presentation wall

❑ Teacher’s desk (rear or side of lab, or office area – provide voice/data)

❑ Class activity area (plan for a minimum of 20 children – furnishings will be specified in the Furniture & Equipment List)

❑ Computer area (provide a minimum of 4 stations)

❑ Adjacent Project Storage, Student Storage, & Laundry Room (combine the square footage to create one large room, and combine with the storage space associated with the adjacent Child Development Classroom. Can create one small teacher planning room out of this square footage)

❑ Kitchen (provide a small kitchen for serving the young children)

❑ Outside Storage (adjacent to the outdoor play area – provide shelving)

❑ Student Toilet (provide pre-K height fixtures) and space for changing table

Natural light is desired where possible. Provide vinyl vertical blinds for window treatment.

The classrooms shall be designed for a variety of instructional uses. Each classroom shall have the following areas:

❑ Teaching wall ❑ Teacher’s presentation station/desk (locate adjacent to teaching wall with voice/data and electrical) ❑ Class seating area (plan for a minimum of 25 student stations – desks/tables will be specified in the Furniture & Equipment List) ❑ Laptop charging area

c. Built-in Equipment

For flexibility, built-in casework should be kept to a minimum. Each classroom shall have the following equipment (Refer to the SDMC Design Standards & Specification

Guidelines, Division 10 11 00 for details on visual displays):

❑ 8’-0” long markerboards on either side of the interactive display panel on the teaching wall

❑ 4’-0” long tackboards on, or near, the teaching wall ❑ Additional markerboards where practical

d. Technology

❑ Presentation method:

o Wall-mounted interactive display panel (75” or greater) centered on the teaching wall with sound bar and a wireless receiver o Other A/V sources such as document/presentation cameras, computers, and IPTV

Departments will provide guidance on the room location/placement of technology infrastructure, along with a current equipment list at the time of design

3) TECHNOLOGY EDUCATION LABS

Self-contained individual laboratories shall be the basis for design. The labs can be used for a variety of studies, such as AI instruction, coding and programming, web development and emerging technologies. It is proposed that eight classrooms on the second floor of Building 6 be remodeled into four technology labs of equal size and configuration.

b. Design Considerations

The setup of the labs should encourage both individual work and collaboration.

The instructor should have clear sightlines of the students. Consider acoustical treatments to reduce equipment noise.

The labs shall have the following areas:

❑ Teaching wall ❑ Teacher’s presentation station/desk (locate adjacent to teaching wall with voice/data and electrical) ❑ Modular student work stations that can accommodate dual monitors (plan for a minimum of 25 student stations – chairs and work stations will be specified in the Furniture & Equipment List)

❑ Laptop charging area ❑ Storage

Use vinyl vertical blinds for window treatment.

c. Built-in Equipment

For flexibility, built-in casework should be kept to a minimum. (Refer to the Furniture

& Equipment List for owner-provided moveable pieces.)

The labs shall have the following equipment (Refer to the SDMC Design Standards &

Specification Guidelines, Division 10 11 00 for details on visual displays):

❑ 8’-0” long markerboards on either side of the interactive display panel on the teaching wall – consult with the SDMC team if extra display panels are needed

❑ Additional markerboards where practical ❑ Owner-provided lockable storage cabinets

d. Technology

❑ Presentation method:

o Wall-mounted interactive display panel (75” or greater) centered on the teaching wall with sound bar and a wireless receiver

Departments will provide guidance on the room location/placement of technology infrastructure, along with a current equipment list at the time of design

4) ENGINEERING/ ROBOTICS LAB

The purpose of this lab is to teach students about engineering, robotics, automation, computer-aided design, prototyping and manufacturing, among other skills. The lab will support independent and team-based design projects.

b. Design Considerations

Bayshore High School currently has an Engineering & Robotics Lab that is located in Building 4. It is recommended that a new lab be created for this program in a portion of the Media Center in Building 1. This can be accomplished by reconfiguring excess square footage in the reading room and support spaces, without comprising the necessary media center functions. The Engineering & Robotics Lab can be showcased in this area as part of the school rebranding. Considered adding displays in the Media Center for student design projects.

Combine the square footages allocated in the facilities list (medium-sized lab, resource room, and storage) to provide the following areas, with visual connections between each zone:

❑ Teaching wall ❑ Teacher’s presentation station/desk (locate adjacent to teaching wall with voice/data and electrical) ❑ A large open and flexible lab with reconfigurable zones ❑ An area for CAD workstations ❑ An area for fabrication and prototyping that may include 3D printers, laser cutters and fabrication tools ❑ Space for robotics testing and competition ❑ A lockable storage room (or cabinets) for tools, kits, components and projects

c. Built-in Equipment

For flexibility, built-in casework should be kept to a minimum. Discuss with the SDMC team the need for heavy-duty work benches, moveable tables, etc. (Refer to the Furniture & Equipment List for owner-provided moveable pieces.)

The labs shall have the following equipment (Refer to the SDMC Design Standards &

Specification Guidelines, Division 10 11 00 for details on visual displays):

❑ 8’-0” long markerboards on either side of the interactive display panel on the teaching wall

❑ 4’-0” long tackboards on, or near, the teaching wall

❑ Additional markerboards where practical ❑ Owner-provided shelving for the Storage Room ❑ Confirm with the SDMC Project Team if any of the following are needed:

sinks, an eye wash station, and/or a special exhaust system for laser cutting

d. Technology

❑ Presentation method:

o Wall-mounted interactive display panel (75” or greater) centered on the teaching wall with sound bar and a wireless receiver

Departments will provide guidance on the room location/placement of technology infrastructure, along with a current equipment list at the time of design o Provide ample outlets at workspaces and dedicated circuits for robotics chargers, 3D printers, laser cutter, etc.

5) WELDING LAB

A self-contained medium-sized lab shall be the basis for design. The program prepares students for careers in welding, fabrication and manufacturing. The Welding Lab should be located between the Construction Lab and Automotive Lab with flexible partition design options. The lab should also be accessible for easy delivery of materials with exterior access for large projects. The selected design team will work with SDMC and MTC staff to determine special needs for the lab and any associated classroom in Building 6.

b. Design Considerations

The lab includes:

❑ Lab space approximately 35’ x 52’, with a 16’ wide by 10’ high service bay door with a locking overhead door with electric motor operation and backup manual chain operation

❑ Area for minimum 10 welding stations – minimum 6’x6’ per station ❑ Space for cutting and grinding ❑ Outdoor service area under canopy, approximately 800 s.f. along the building at the services bays ❑ An adjacent storage room, approximately 400 s.f., for tools, PPE/safety equipment, rods, wire and gas tanks

c. Built-in Equipment

❑ Electrical service and equipment for 10 welding stations, with non-combustible partitions. 208V/ 240V/ 480V as required by equipment at each station. Dedicated circuits for welders

❑ Emergency shutoffs of all receptacles, water and equipment services per

SREF

❑ Compressed air for air tools ❑ Overhead cord reels for 120VAC tools and equipment ❑ Dedicated exhaust air system at each station ❑ Proper ventilation and fire suppression ❑ Proper grounding for all welding tables ❑ 1 compartment large stainless-steel sink ❑ Eye wash and shower station with floor drain ❑ Electric water cooler with bottle filler ❑ Large overhead fan ❑ Water based epoxy floor with non-slip finish in the lab and storage spaces

d. Technology & Infrastructure

❑ Ethernet data receptacle at designated instructor station ❑ Adequate Wi-Fi coverage throughout the lab space for tablets

See Section 3.C.1 for technology and infrastructure needs for the associated classroom in Building 6.

6) AUTOMOTIVE REPAIR LAB

A self-contained large-sized lab shall be the basis for design. The Automotive Repair program prepares students for employment in automotive service technology. It includes live vehicle diagnostics and repair. The lab should be located contiguous to the secured outdoor service/parking area. The selected design team will work with SDMC and MTC staff to determine special needs for the lab and associated classroom in Building 6.

b. Design Considerations

The design of the lab should mirror the bays found in an auto dealership to prepare students for real world work conditions. Suggested features include:

❑ Lab space approximately 75’ x 52’ ❑ Two 21’ wide by 10’ high service bay doors with locking overhead electric motor operation and backup manual chain operation ❑ Outdoor service area under canopy approximately 75’ x 24’ x 15’ high, attached along the building at the service bays.

❑ 3 outdoor vehicle service lifts under canopy. 2 each in front of one service bay opening, and the other near but not obstruction the second opening.

Confirm final desired locations of lifts with staff during design layout development.

❑ Vehicle access and interior location of alignment rack equipment ❑ Adjacent tool storage space approximately 20’ x 20’ for tools, parts and equipment ❑ Hazardous material storage

c. Built-in Equipment

❑ Compressed air equipment and systems for air and paint tools ❑ Exhaust removal systems ❑ 2 compartment large stainless-steel sink ❑ Eye wash and shower station with floor drain ❑ Student lockers and PPE storage ❑ Electric water cooler with bottle filler ❑ Large overhead fans ❑ Adequate power receptacles and circuits to support 120VAC and higher voltage/ 3 phase equipment. 208/ 240V single-phase for lifts, compressors and welders. Dedicated circuits for vehicle lifts, welders and air compressors

❑ Overhead cord reels for 120VAC tools and equipment ❑ Emergency shutoffs of all receptacles, water and equipment services per

SREF

❑ Hose bibbs ❑ Water based epoxy floor with non-slip finish in the lab and storage spaces

d. Technology & Infrastructure

❑ Ethernet data receptacles at the designated instructor station and diagnostic/scanning locations ❑ Adequate Wi-Fi coverage throughout the lab space for scan tools and tablets automotive classroom in Building 6.

7) AVIATION MAINTENANCE LAB

A self-contained large-sized lab shall be the basis for design. The Aviation Maintenance program prepares students for work in aviation maintenance, manufacturing and operations. It provides hands-on skills regarding airplane structures, engines, electronics and avionics. The selected design team will work with SDMC and MTC staff to determine special needs for the lab and associated classroom in Building 6.

b. Design Considerations

The design of the lab should mirror a commercial aviation facility to prepare students for real world work conditions. Suggested features include:

❑ Lab space approximately 75’ x 52’, clear height 18’ – 24’ to accommodate training aircraft, airframe sections, engines and lifts ❑ Consider placing an Avionics/ Systems lab in the associated classroom in

Building 6, with benches for electrical, avionics and instrumentation ❑ Service bay door 35’ wide by 10’ high minimum. Locking overhead electric motor operation and backup manual chain operation ❑ Outdoor service area under canopy approximately 75’ x 24’ x 15’ high, attached along the building ❑ 2 outdoor vehicle service lifts under canopy on each side of bay opening.

This allows joint use with auto repair lab functions.

❑ Adjacent tool storage space approximately 20’ x 20’ for tools, parts and equipment ❑ Hazardous material storage

c. Built-in Equipment

❑ Compressed air system for air tools ❑ Exhaust removal system ❑ 2 compartment large stainless-steel sink ❑ Eye wash and shower station with floor drain ❑ Student lockers and PPE storage ❑ Electric water cooler with bottle filler ❑ Large overhead fans ❑ Adequate power receptacles and circuits with 120V and 208/240V single and three phase service for engine trainers, lifts and compressors ❑ Dedicated circuits for heavy equipment ❑ Overhead cord reels for 120VAC tools and equipment ❑ Emergency shutoffs of all receptacles and equipment services per SREF ❑ Hose bibbs ❑ Water based epoxy floor with non-slip finish in the lab and storage spaces

d. Technology & Infrastructure

❑ Ethernet data receptacles at the designated instructor station and peripheral device locations ❑ Adequate Wi-Fi coverage throughout the lab space, with high-speed internet for diagnostics, documentation and access to digital plans, maintenance manuals and training software aviation classroom in Building 6.

8) CONSTRUCTION LAB (Carpentry/ HVAC/ Plumbing/ Electrical)

Bayshore High School currently has a Building Construction Technology program that is located in Building 5. The intent is to relocate the lab to the new CTE building, adjacent to the proposed welding lab. An existing classroom in Building 6 will provide classroom space to support the new lab. Consider relocating the school’s agriculture program to Building 5 once it is vacated. If the budget allows, a greenhouse or pole barn could be constructed nearby to support the agriculture program.

A self-contained large-sized lab shall be the basis for design. The Building Construction Technology program prepares students for careers in various trade aspects of construction, including carpentry, HVAC, plumbing and electrical. The lab should be located for easy delivery of materials with exterior access for large projects. Provide secure perimeter fencing for the exterior work area. The selected design team will work with SDMC and MTC staff to determine specific areas of study for the lab and associated classroom in Building 6.

b. Design Considerations

The lab includes:

❑ Lab space approximately 100’ x 52’, with two 16’ wide by 10’ high locking service bay doors with electric motor operation and backup manual chain operation. The lab should have an open flexible layout for framing, concrete forms, roofing mockups, electrical wiring panels, plumbing mock-ups, air handler and condenser units, with marked zones for different areas of work

❑ Outdoor service area under canopy approximately 2300 s.f. attached along the building at the service bays

❑ An adjacent storage room, approximately 800 s.f., for tools, materials, chemicals and hazardous items, and mobile carts. Also include storage crib lockers in the large lab space

c. Built-in Equipment

❑ Compressed air for air tools ❑ Dust collection system ❑ 2 compartment large stainless-steel sink ❑ Eye wash and shower station with floor drain ❑ Electric water cooler with bottle filler ❑ 120V and 208/240V outlets throughout the lab, with dedicated circuits for table saws, compressors, etc.

❑ Overhead cord reels for 120VAC tools and equipment at island work stations and mock-up locations

❑ Emergency shutoffs of all receptacles, water, equipment and instructional plumbing services per SREF

❑ Student lockers and PPE storage ❑ Large overhead fans ❑ Hose bibs inside and outside, and floor drains in the lab ❑ Water based epoxy floor with non-slip finish in the lab and storage spaces

d. Technology & Infrastructure

❑ Ethernet data receptacle at designated instructor station and peripheral device locations ❑ Adequate Wi-Fi coverage throughout the lab space for tablets construction drawing access. NCCER online testing capability classroom in Building 6.

9) MEDIA CENTER/ TV PRODUCTION

The media center and media support spaces provide all of the school library functions and also serves as the center of technology for the campus. It is proposed that portions of the existing large media center (and its support spaces) be reconfigured to include the new Engineering & Robotics Lab.

b. Design Considerations

The media center still needs to function in the traditional sense, and the reading room should be able to accommodate faculty and large group meetings. Locate the Engineering & Robotics Lab in a visible area, and provide a display area to showcase student projects. Refer to Section 3.C.4 of this document.

The existing TV Production Studio has sufficient square footage, however upgrades to finishes and equipment are desired. Work with the SDMC team regarding these improvements.

10) OTHER SPACES

The term “Other Areas” refers to the “Textbook Storage”, “Student Personal Storage”, “Student Toilet”, and “Public Toilet” areas in the facilities list.

b. Design Considerations

The square footage for Textbook Storage and Student Personal Storage can be considered “flex” space - to draw upon for miscellaneous program needs within the facility.

Provide centrally located student and faculty toilets in the lab areas.

c. Built-in Equipment

Refer to the SDMC Design Standard & Guidelines, Division 10 for details regarding the toilet rooms

11) CUSTODIAL

The term “Custodial” refers to the “Custodial Receiving”, “Flammable Storage”, and “Equipment Storage” areas in the facilities list. The square footage can be combined to create necessary custodial closets and storage throughout the campus.

b. Design Considerations

Custodial closets shall be located to conveniently serve all areas of the school.

(Refer to section 453.20.3, FBC)

Flammable Storage can be created within the building, or as a separate building but shall be constructed pursuant to section 453.20.4.2, FBC.

c. Built-in Equipment

Provide the following equipment:

❑ Custodial Closets o Floor mounted mop sink (hot and cold water) o Utility shelf with mop rack

❑ Equipment Storage o Shelving by owner

Note: do not place the mop sinks in the very back of the closets (difficult to access when cleaning & storage items are placed in the closet).

4. FURNITURE & EQUIPMENT_ __

Furniture and equipment are constantly being evaluated and priced by the school district. In addition, State and other agency contracts that can be used by SDMC to procure furniture and equipment items are constantly changing with updated items and contract terms. The SDMC Project Team can provide the design team with the current standards list during the design phase of the project. Classroom furniture should be selected to promote flexibility of teaching configurations, i.e.

group and project based learning methods, and individual testing. Special programs of emphasis may necessitate adjustments to the types and quantities of equipment needed for a particular project.