Livermore Valley Joint Unified School District Bond Implementation by lionakis graphics

LIVERMORE SCHOOL DISTRICT

LIVERMORE VALLEY JOINT UNIFIED SCHOOL DISTRICT

B••• I•••!•!•"#"$•• P•#• APRIL 2017

A%'()*+01230(45 LVJUSD Board of Trustees

LVJUSD School Principals

LVJUSD Facili!es Advisory Commi"ee

LVJUSD Maintenance and Opera!ons Facili!es Staﬀ

Craig Bueno Board President

PJ Daley Granada High School

Jennifer Ackerman

Kathy Scarbrough

John Mulrooney, LVJUSD Electrical

Cindy Alba

Jan Shipley

Romeo Bartosis and Jose Moreno, LVJUSD Mechanical

Chuck Rogge Clerk of the Board

Vicki Scudder Livermore High School

Darrel Avilla

Michelle Silva

Ryan Lindahl and Jus#n Ackley, LVJUSD Plumbing

Kate Runyon Board Member

Pat Avilla Christensen Middle School

Kelly Bowers

Elaine Simmons

Adam Pricke$, LVJUSD Fire Alarm

Craig Bueno

Kiara Steinhorst

Glenn Sherman, LVJUSD MOF Assistant Director

Chris Wenzel Board Member

Helen Gladden East Avenue Middle School

Kelsey Cardana

Aimee Thompson

Geoﬀ Warner and Frank Marty, LVJUSD IT/Low Voltage

Anne White Board Member

Susan Sambuce# William Mendenhall Middle School

PJ Daley

Chris Van Schaack

Mar Sanchez, LVJUSD Lights/EMS

David Darlington

Sco$ Vernoy

LVJUSD Staﬀ

Frances Dillard

Geoﬀ Warner

Jus#n Enright

Bruce Wilke

Dayna Taylor Junc#on Avenue K-8

LVJUSD Superintendent’s Cabinet Kelly Bowers Superintendent Chris Van Schaack Assistant Superintendent Cindy Alba Assistant Superintendent Susan Kinder Chief Business Official Geoff Warner Chief Technology Officer Melissa Theide Director of Human Resources Bruce Wilke Director of Maintenance, Opera#ons and Facili#es MaryAnn Frates Director of Special Educa#on

Dr. Laura Lembo Michell K-8

MaryAnn Frates Tara Aderman Altamont Creek Elementary School Denise Nathanson Arroyo Seco Elementary School Kendra Helsley Croce Elementary School Shari Johnston Jackson Avenue Elementary School

Mary Grace Janet Gulbransen Cindy Hatzenbuhler

Alberto Solorzano Marylin Avenue Elementary School Steve Mar#n Rancho Las Positas Elementary School

Dave Hinds Julie Janzen Susan Kinder

Sco$ Vernoy Satellite Campus Tammy Rankin Emma C. Smith Elementary School

Noah King Denise Nathanson Keith Pickering-Walters

Terri Quesinberry Sunset Elementary School

Amy Robbins Director of Curriculum & Special Projects

Darrel Avilla Del Valle High School

Ravi Prabhala Philomena Rambo

Amy Dutchover Eileen Greenlee April Hansen Susan Johnston Michelle Kumamoto Jeannine Leiter Rachel Mar#n Larry Mar#n Susan Ortner Erin Os#en Pam Puro, LVJUSD Special Educa#on Lyne$e Reisdorf Ma$ Robles Vicki Scudder Jennifer Walker Jefrey Wa$s

Amy Robbins Alex Eckert Vineyard

Tim Boczanoski Bond Program Director Cathy McConnell Execu#ve Assistant - Superintendent

Helen Gladden Ellen Goold

Philomena Rambo Director of Programs & Partnerships

Sco$ Vernoy Director of Student Services

Alana Garcia-Chavez

Kelly Drief

Chuck Rogge Joy Sanchez

LVJUSD Parent Club Informa!on Council

Mar Sanchez Pam Sanchez Cate Sarraille

Architectural/Engineering Team Lionakis BKF Engineers Capital Engineering Consultants, Inc. Harry Yee & Associates Cumming Corpora#on

T!"#$ %& C%'($'() SUMMARY OVERVIEW AND PROCESS KEY PRINCIPLES THE LEARNING ENVIRONMENT RECOMMENDATIONS BOND IMPLEMENTATION PLAN BUDGET MODEL

8-9 10-15 16-17 18-19 20-21 23-29

HIGH SCHOOLS GRANADA LIVERMORE

32-41 42-52

MIDDLE SCHOOLS CHRISTENSEN EAST AVENUE MENDENHALL

54-62 64-72 74-81

K8 SCHOOLS JUNCTION AVENUE MICHELL

84-93 94-102

ELEMENTARY SCHOOLS ALTAMONT CREEK ARROYO SECO LEO R. CROCE JACKSON AVENUE MARYLIN AVENUE RANCHO LAS POSITAS EMMA C. SMITH SUNSET

106-111 112-118 120-125 126-132 134-139 140-146 148-154 156-162

SPECIALTY CAMPUSES DEL VALLE HIGH SCHOOL VINEYARD ALTERNATIVE ARROYO MOCHO SATELLITE CAMPUS

164-169 170-175 176-181 182-186

MORE INFRASTRUCTURE MATRIX ENGINEERING ASSESSMENT

188-193 194-231

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S••••••

O••••••• The Livermore Valley Joint Uniﬁed School District (LVJUSD) serves approximately 12,500 students and has over 17 campuses in opera!on: 2 comprehensive high schools, 3 middle schools, 2 K-8 schools, 2 alterna!ve schools, and 8 elementary schools. LVJUSD is developing the Bond Implementa!on Plan (BIP) to iden!fy the needs of each school and to make recommenda!ons to appropriately spend the $245 million bond. Each school was examined, reviewed and priori!zed on that basis.

Altamont Creek ES

Christensen MS

In 2016 the residents of Livermore approved a $245 million Measure J Facili!es Bond to repair and upgrade the district’s aging school facili!es. The bond will be used to modernize classrooms, repair aging infrastructure, renovate facili!es, improve school visibility, increase access for individuals with disabili!es, upgrade hardcourts, and improve overall safety and security.

Croce ES

Granada High School - 400 Wall Street Livermore High School - 600 Maple Street

Rancho ES

Christensen Middle School - 5757 Haggin Oaks Avenue East Avenue Middle School - 3951 East Avenue

Junc!on K8 Livermore HS Jackson ES

Satellite ES

Marylin ES

Mendenhall Middle School - 685 East Jack London Boulevard

East Ave MS

Granada HS

Junc!on Avenue K8 - 298 Junc!on Avenue Michell K8 - 1001 Elaine Avenue

Del Valle HS Arroyo Mocho ES

Smith ES

Altamont Creek Elementary School - 6500 Garaventa Ranch Road Arroyo Seco Elementary School - 5280 Irene Way

Mendenhall MS

Michell K8

Sunset ES

Croce Elementary School - 5650 Scenic Avenue Jackson Avenue Elementary School - 554 Jackson Avenue Marylin Avenue Elementary School - 800 Marylin Avenue Rancho Las Positas Elementary School - 401 East Jack London Boulevard Legend:

Emma C. Smith Elementary School - 391 Ontario Drive Sunset Elementary School - 1671 Frankfurt Way Del Valle High School - 2253 Fi#h Street

Legend:

The loca!ons of the nineteen schools located throughout the city of Livermore.

Legend: High Schools

Vineyard Alterna!ve School - 1401 Almond Avenue

High Schools

Middle Schools and K-8 Schools

Elementary Schools

Elementary Middle Schools and K-8 Schools Schools

8 Arroyo Mocho Elementary School - 1040 Florence Road Satellite Campus - 2451 Portola Avenue

Elementary Schools

High Schools

Arroyo Seco ES

Vineyard Alterna!ve

P••••••

• •

The bond implementa!on was divided into three phases, focused on development of an implementa!on plan that met the needs of the District and its stakeholders. This process is an itera!ve one that ﬁrst listens to stakeholders expecta!ons, assesses the exis!ng condi!ons and then priori!zes those areas of greatest importance. In summary:

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Needs Assessment

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ͻ sŝƐŝŽŶ͗ ůƚĞƌŶĂƟǀĞƐ ͻ WƌŝŽƌŝƟĞƐ • Budget Modeling

• Stakeholder Input • Demographics • Deferred Maintenance

Wh a t A half day mee!ng between architects, engineers, and the District’s maintenance and opera!ons specialists was invaluable in evalua!ng the infrastructure needs in the District.

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Reaching a place of Equity across our school facili!es, regardless of where you live; Enhancing the Curb Appeal of our aging schools to promote student and community pride; Providing welcoming, Safe and Secure places for students, faculty and staﬀ by addressing core infrastructure needs; Mee!ng the needs of 21st Century Learning and Teaching with ﬂexible, technology rich spaces; In a Fiscally Responsible and transparent way.

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The process for the bond implementa!on plan for Livermore Valley Joint Uniﬁed School District was intended to iden!fy a conceptual and phased approach to mee!ng the facility needs of 21#$ century learners, while addressing the aging infrastructure throughout the District. The design team engaged stakeholders at many levels, including the District’s Board of Trustees, District Cabinet, Maintenance and Opera!ons personnel, the Facili!es Advisory Commi%ee, grade level sub-commi%ees, and the special educa!on team. With the guidance, insight, and recommenda!ons of these district stakeholders, a conceptual plan was developed for each campus with the inten!on of aligning community expecta!ons, high priority facility needs and available funds. The process was guided by ﬁve cri!cal success factors, developed in discussion with the Facili!es Advisory Commi%ee. Success, at comple!on of the bond implementa!on, will be:

P•••••• What do we have? • Data Collec!on- The data collec!on phase includes gathering available data – building plans, roofing reports, classroom assignments/scheduling, demographic studies, etc. This data became the base informa!on upon which to evaluate proposals. • Facili!es Inventory – The inventory includes analysis of facility use, facili!es size and capacity. Site visits were conducted by the architectural team for each of the school campuses; engineering disciplines also visited the middle and high school campuses. • Condi!on Assessment - Documents were procured from the District to assess the age, services, and construc!on type of each building found on each school. Addi!onally, informa!on from the maintenance personnel in the district completed the condi!on analysis of the exis!ng schools. What do we want and need? • Stakeholder Input – In prepara!on for the GO bond, the district conducted a needs assessment to create a project list intended to guide bond planning. The bond “list” was significantly longer than the available funds, so stakeholder input was essen!al to bridging that funding gap. The bond was also meant to upgrade the exis!ng learning environment to 21st century levels: safe and secure, flexible and technology rich. • Demographics and Growth – The demographic study conducted by the District with consul!ng firm, Coopera!ve Strategies, projected growth in the District and within each school a%endance area. From there, District Administra!ve established targeted capacity for each site. That data was used to iden!fy facili!es needs for each site. • Deferred Maintenance Needs – The bond recognized that District aging facili!es had significant deferred maintenance needs; these needs are documented in the Deferred Maintenance Needs matrix in the appendix of this document. What does that look like? • Vision and Alterna!ves – It was important to develop graphic plans to evolve from a project list to a viable vision for implementa!on. These alterna!ves also include conceptual phasing plans for implementa!on. • Budget Modeling – The budget modeling was an important component in the recommenda!ons; essen!al to managing the expecta!ons of stakeholders and encouraging that the vision aligns with available funds. • Priori!za!on – Stakeholders discussed priori!za!on, agreeing that in addi!on to the most significant maintenance issues, the proposals should be high impact improvements that would meet the goals established by the Cri!cal Success Factors. 9

K(; P&:<+:*=(> To guide the priori!za!on process, the design team u!lized key principles that would allow a consistent approach to planning each of the campuses. These key principles will be thema!c throughout the implementa!on plan.

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1. Address Capacity

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Capacity is a signiﬁcant criteria in the development of school master plans. It allows the design team to determine the required classrooms for each of the district campuses. Too many excess classrooms, and the district is maintaining and opera!ng surplus space. Too few, and the capacity goal cannot be met. Capacity can also impact “core” facili!es such as administra!ve space, libraries and mul!-use spaces. The District established the following capacity goals for their campuses in order to meet demographic projec!ons iden!ﬁed between 2017 and 2026. The prototypical classroom assump!ons are shown, by school, later in the report. • • •

Elementary School Enrollment - The elementary schools, including the K8 schools, are projected to have a maximum enrollment of 6,586 students in the 2026/2027 school year. Middle Schools- The middle schools and the two K-8 schools are projected to have a maximum enrollment of 3,185 middle school students in the 2019/2020 school year. High Schools - The high schools are projected to have a maximum enrollment of 4,883 students in the 2022/2023 school year. This ﬁgure includes 252 students a#ending either Del Valle Con!nua!on High School or the Vineyard Alterna!ve High school. Therefore, 4,631 students would be expected at their preferred “school of a#endance.” The proposal includes two non-equal sized high schools, which would address the school of a#endance projec!ons supplied by the demographer. • •

Projected enrollment at Granada is 2,606 students in 2022, and 2,109 at Livermore High School in 2020. The proposal suggests a permanent capacity at Granada High School of 2,400, Livermore High School to 2,100. School choice would need to be controlled to match those capaci!es with the enrollment surge.

2. Replace Aging Portables While the original needs assessment iden!ﬁed a signiﬁcant renova!on cost for aging portables, the stakeholders preferred inves!ng in new permanent replacement facili!es for portable buildings. The District currently has 179 portable buildings, with 44% more than 20 years of age. Permanent Buildings

Permanent Buildings Portables Over 20 Years Old

30%

Portables Over 20 Years Old

46% Portables Under 20 Years Old

24%

This graph shows the breakdown between permanent and portable buildings across all of the school sites. 54% of the buildings in the District are portable classrooms.

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This table shows the recommended capacity for each school, including the site speciﬁc SDC ﬁgures, comparing our recommended totals to the maximum requirements from the demographic study. Prototypical program was created to address capacity as well as parity and equity across the District.

Portables Under 20 Years Old

Aging portable buildings throughout the District are in need of replacement.

K•• P•••••!"•# P••&••'••# Nice To Do

3. Improve Aging Infrastructure

4. Address “Signature” Projects

Aging infrastructure can be a signiﬁcant issue as schools strive to provide technology rich 21() century learning spaces. Underground u%li%es, hea%ng, ven%la%ng and air condi%oning (HVAC), power and wireless data infrastructure, as well as safe and secure campus buildings and grounds are just a few of the areas that will require investment before new or replacement facili%es can be developed. These needs are documented in the Deferred Maintenance Needs matrix on the following page, as well as included in the implementa%on plan for each school site.

Several projects/campuses were speciﬁcally named in the bond expecta%ons, and as such became important signature projects in the bond implementa%on plan. They are listed below:

Improvement/expansion at the Michell campus to accommodate the K8 program

Should Do

Must Do Renova%on of East Avenue Middle School MUST MUST DO: DO: ADA ADA

SHOULD DO: DO: SHOULD 21st Century Learning Learning 21st Century

Structural Safety Safety Structural Fire/Life Safety Safety Fire/Life

Aging Infrastructure Infrastructure Aging Signature Projects Signature Projects

Title Title 5 5 Title 9 9 Title

Safety and and Security Security Safety Curb Appeal Curb Appeal

NICE TO TO DO: DO: NICE /ĚĞŶƟĨǇ &ƵƚƵƌĞ WŚĂƐĞƐ /ĚĞŶƟĨǇ &ƵƚƵƌĞ WŚĂƐĞƐ

Equity Equity

A signiﬁcant part of the planning process was focused on priori%za%on. In addi%on to the bond approved priori%es, the concept of “Must do,” “Should Do,” and “Nice to Do” became an important guiding principle. In discussions with stakeholders, ensuring that they understood the “must do” issues of code compliance and the need to replace aging infrastructure was essen%al so that expecta%on could be managed from the very beginning. The best plans are developed holis%cally, so that opportuni%es that present themselves while addressing the required improvements can be leveraged to create higher impact transforma%on.

The image above, taken at Granada High School, shows aging infrastructure located on campus. This fenced enclosure was sited in a busy student circula%on path between the new science wing and the theater/student union buildings.

Livermore High School - Stadium Upgrades - Athle%c/P.E. Complex/Pool

The image to the le- was taken of the doorway to the library at Rancho Elementary School, indica%ng a need for improved ven%la%on. Granada High School - Stadium Upgrades - Pool Complex

K'( P)*+/*34'6 5. 21st Century Learning Environments For projects in the implementa!on plan, the District asked that standards be developed for next genera!on “classroom” spaces at all grade levels. Stakeholders at all grade levels were involved in the discussion and development of those standards.

Flexible furnishings and integrated technology are hallmarks of 21st century learning environments, yet most of the classrooms in the District remain as originally constructed, some more than 50 years ago.

Discussion with grade level stakeholders – teachers and administrators – developed the learning environment standards that are presented here. Inspira!onal rendering and imagery, were used to inspire the dialogue. In addi!on, LVJUSD has created a number of classroom spaces u!lizing alterna!ve furnishings; these rooms were well known to the stakeholders and also inﬂuenced their input. It was recognized that many of the classrooms in the District are exis!ng, so alterna!ve planning concepts for 21#$ century learning were not explored. However, it was agreed that many aging facili!es are not prepared for the rigorous technology-dependent curriculum needed to educate students in the 21#$ century.

This rendering depicts a 21st century learning environment with ﬂexible furnishings for students working in groups with integrated technology. Sustainable features such as natural dayligh!ng and view windows enhance the educa!onal environment and can posi!vely impact student performance.

The classrooms shown here were designed to be flexible, technology-rich spaces that encourage project-based learning and collabora!ve instruc!on. Both students and educators are able to benefit from the flexibility of classrooms which can be adjusted to fit a variety of different learning or teaching styles. Access to power at the room’s perimeter and at its center was considered essen!al. Sustainable features such as natural dayligh!ng and view windows work to enhance the educa!onal environment and can posi!vely impact student performance. The images shown here are diagramma!c and are intended to display the characteris!cs desired by LVJUSD teachers as discussed throughout the process. Direct applica!on of these goals will be part of a future planning process. 12

The District’s prototype classroom u!lizes individual desks that can be conﬁgured for individual study or into groups of various sizes.

This image shows a variety of ﬂexible furnishings that are in place at Michell K8.

SAMPLE CLASSROOM LAYOUTS MOVABLE TEACHER DESKS WITH THE ABILITY TO RAISE AND LOWER

MOVABLE DESKS

OPTION 1

K•• P•••••!"•# TEACHING WALL • Built in casework • Mounted monitor or short throw projector • Movable marker boards

OPTION 2

WHITEBOARD WALL

SINK AND BUBBLER/ DRINKING FOUNTAIN AT ELEMENTARY AND MIDDLE SCHOOLS

OPTION 3

SINK AND BUBBLER/ DRINKING FOUNTAIN AT ELEMENTARY AND MIDDLE SCHOOLS These op$ons show the same typical classroom space with a variety of sea$ng arrangements. This layout is for group work and collabora$on.

The desks are re-arranged in this layout to focus on the instructor and the teaching wall.

Op$on 3 is a hybrid between the other two op$ons, oﬀering great views of the teaching wall while s$ll promo$ng group interac$on.

K#$ P%&'*&+/#0 MOVABLE TEACHER DESKS

KINDERGARTEN

• • TEACHING WALL • Built in casework • 1 Short throw projector • 4 Movable marker boards

Kindergarten Classrooms are larger, as deﬁned by Title 5 of the California Code of Regulators. This diagram is representa"ve of a typical kindergarten layout that may be used as a star"ng point for future design and planning.

STORAGE • Full wall length cabinets • Addi"onal storage behind sliding marker boards

SHARED RESTROOM • 2 Shared restrooms per pair of kindergarten classrooms • Separate sinks, at kindergarten grade level height and adult height CLASSROOM

CUBBIES AND BACKPACK HOOKS

SUPPORT

CLASSROOM

RESTROOMS

A COMBINATION OF HARD SURFACE FLOORING AND CARPET

WORK ROOM

SHARED WORKROOM OR RESOURCE SPACE

Locking wheels Ability to raise or lower (for stand-up instruc"on)

SINK WITH BUBBLER

BACKPACK HOOKS

MOVABLE DESKS WITH LOCKING WHEELS

K•• P•••••!"•# S!•••%" E&(•%)•*• Considera$on for the District's moderate to severe special educa$on popula$on was also included as part of the bond implementa$on planning process. A mee$ng with the special educa$on team yielded these recommenda$ons for new or renovated facili$es.

SHARED RESTROOM • Space for changing table

LINOLEUM FLOORING THROUGHOUT WITH CARPET TILE IN SMALL GROUP READING AREAS

STORAGE • Full wall length cabinets • Addi$onal storage behind sliding marker boards

TEACHING WALL • Built in casework • Short throw projector • Movable marker boards

POSSIBLE LCD AT THE BACK OF THE CLASSROOM WHITEBOARD WALLS FROM 3'-0" TO 7'-0" WITH TACKABLE PANELS ABOVE AND BELOW

RESTROOM

MOVABLE TEACHER DESKS

CLASSROOM

CUBBIES 15 MINIMUM

SPEECH/PSYCH/ RESOURCE

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SINK WITH BUBBLER

MOVABLE FLIP TOP TABLES WITH WRITABLE SURFACES AND LOCKING WHEELS

INDIVIDUAL MOVABLE DESKS WITH LOCKING WHEELS

Locking wheels Ability to raise or lower (for stand-up instruc$on)

T•• L••••••! E•"••#•$••% The matrix summarizes the discussions with grade level commi(ee members regarding furnishings, equipment, and ameni&es desired in the learning environment. While speciﬁc selec&ons were not made, the images shown here were representa&ve of the type of furnishings that were preferred.

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Inspira&onal imagery such as this Maker Space was used with the stakeholders to inspire a conversa&on regarding the future of the learning environment.

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Flexible furnishings allow students to work collabora&vely and focus on diﬀerent areas of the classroom simultaneously.

Libraries are changing - more learning common or student union than the tradi&onal book-centric library.

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A technology-rich learning space that features natural dayligh&ng, view windows, and tackable wall surfaces.

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A Maker Space with shared work tables. This space provides connec&ons to outdoor learning spaces via glass garage doors.

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A classroom featuring a teaching wall with LCD monitor, teaching sta&on on wheels, tackable wall panels, and easy access to power throughout the 17 room.

R&'())&*+023(*4 The bond implementa!on plan was an important next step for LVJUSD. Balancing available resources and the needs/wants of the stakeholders was an integral part of the recommenda!ons. A"er significant public outreach, evalua!on of the exis!ng facili!es condi!on and the needs for each campus, the recommenda!ons focus on significant interven!on and expenditure at the K-8 schools, middle schools and high schools and “must do” infrastructure renova!on at the elementary schools. The matrix summarizes the recommenda!ons. The highest priority items are probably those that can be accomplished within the available bond dollars. The likely category may be accomplished, depending upon the climate of the construc!on market place. The desirable items are included so that the project design team can pro-ac!vely and adequately design and priori!ze with site commi$ee and user groups. Availability of alterna!ve funding, such as state funding, may make the likely and desirable projects possible. More detailed informa!on is provided later in the report, however, it is important to understand that there are many influences on the cost of construc!on that will impact the project list: • • •

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B••• I•••!•!•"#"$•• P•#• Using this Bond Implementa•on Plan (BIP)

Condi•on Assessment Diagram

The BIP is organized by school site, and includes content that summarizes the three phases of planning for each school site. Each campus has been assessed, a program/scope was developed and an implementa%on plan was created.

The architecture and engineering team, prior to the bond implementa%on planning, assessed the condi%on of exis%ng buildings and site infrastructure. With key feedback from the District’s maintenance team, the most cri%cal deferred maintenance needs were captured. This process allowed for recommenda%ons that would be required to meet the needs of 21)* century learners and to allow the useful life of facili%es to be extended. Speciﬁc informa%on is included in the campus speciﬁc chapter, but some general thoughts are shared here.

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Inventory Diagram For each of the school sites, a summary of the current use of each space on campus was documented. This was useful in determining any excess capacity that may exist at the sites and also in determining program and facility equity across the District.

Building Type Diagram LVJUSD has a significant amount of portable and modular construc%on throughout. The building type diagram documents the four types of construc%on including permanent, prefabricated modular, "enhanced" portables and typical portables. "Enhanced" portables differen%ate themselves by having a permanent concrete walkway or ramp at the entrance. This is an important piece of informa%on in that portable buildings have a shorter lifespan than tradi%onal permanent construc%on. This informed recommenda%ons in the implementa%on plan, specifically, limi%ng the investment the District will make in renova%ng portable buildings. Undersized Classrooms For the high schools, the exis%ng classroom spaces were evaluated for size. Title 5 of the California Code of Regula%ons mandates a minimum classroom size of 960 square feet.

•

Site Underground U%lity infrastructure (such as power, water, and sewer) will need to be repaired and increased in capacity, for example. Mechanical units across the majority of the campuses need to be replaced, as well as providing air condi%oning to the gyms and mul%-purpose rooms. All campuses are in need of more shade structures, data infrastructure upgrades, and issues of accessibility must be rec%fied. Buildings The condi%on assessment diagram uses color coding to communicate the condi%on of the buildings at the %me of this Bond Implementa%on Plan: • Excellent Condi•on (green) – New buildings within the last 10 years. • Good Condi•on (yellow) – Generally these buildings have received a significant investment in renova%on (HVAC, roofing, etc.) within the last 15 to 20 years, but will require addi%onal interven%on to meet 21)* century learning goals and/or extend their useful life. • Fair Condi•on (orange) – These buildings are aging and have not received any significant renova%on within the last 20 years. They will need a significant renova%on to extend their useful life. • Poor Condi•on (red) – These buildings, shown in red, suggest that the magnitude of the required renova%on costs make replacement a strong considera%on. Typically, portable buildings that are older than 20 years fall into this category and/or facili%es that were constructed without appropriate approvals. • Not in Scope (grey) – Buildings shown in grey are not in the scope of this assessment, and are usually Extended Student Service buildings owned by the Livermore Area Recrea%on and Park District.

A typical modular classroom building at Rancho Elementary School.

This image depicts an enhanced ramped portable building at Rancho Elementary School.

A portable classroom building at Croce Elementary School.

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Site Speciﬁc Goals

Project List

The design team, in addi%on to mee%ng with iden%fied district stakeholders, met with each site’s administrator(s). Their priori%es had significant influence on the recommenda%ons.

For each site, a proposed project list has been created. In the case of the elementary schools, this is focused on infrastructure requirements. For the high schools, middle schools and K-8 campuses, the project list has a wider scope, as these schools have the greater iden%ﬁed need. The list does recognize priori%es, understanding that budget inﬂuences may impact the quan%ty of work that may be expected at any site.

Bond Expecta!ons A typical classroom at Rancho Elementary School that falls into the category requiring moderate renova%ons.

Speciﬁc categories of projects were iden%ﬁed in the language of the bond implementa%on plan. These expecta%ons were also incorporated into the recommenda%ons. However, it is important to recognize that those expecta%ons must align with available funds. Program and Capacity In order to meet the District’s projected capacity needs, it was important to determine a base program iden%fying classroom and core facility needs. That program varies by site, and helps to establish the need for classroom space. It was then possible to determine whether all exis%ng classroom facili%es were needed in the long term and make recommenda%ons for their replacement or removal.

Implementa!on Plan For the projects with signiﬁcant interven%on, a phased implementa%on plan was provided for each site. This phasing plan not only deﬁnes the recommenda%ons, but also will contribute to development of a phased project schedule, recognizing the complica%ons of working on an exis%ng, occupied campus.

The original gym building at East Avenue Middle School, built in 1976. A typical building that would require signiﬁcant renova%on, as many of its features are original and are not ADA compliant.

The original shop building at Livermore High School, built in 1956. This building should be replaced as it has not had any renova%ons in the last 40 years and the mezzanine classrooms are not accessible.

A sample model showcasing what the ﬁnal implementa%on plan could achieve, in this case, the Granada High School Campus.

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B"#&'( M)#'* The budget model is intended to frame an approach to spending the $245 million dollar general obliga•on bond passed by voters of the Livermore Valley Joint Uniﬁed School District in 2016. The budget model relies on conceptual es•ma•ng; cost per square foot for both new construc•on and renova•on. Those assump•ons are shown in this sec•on. Site development costs were developed using rule-of-thumb data from projects of similar size and scope and should be taken as an allowance. Because detailed design work has not been done, and detailed study of the exis•ng site condi•ons was not a part of the scope of this plan, the team relied on informa•on received from site visits and from data received from the District’s maintenance and opera•ons staﬀ. The model creates budgets against which the detailed design solu•ons can be measured. Of note, at the District’s direc•on: •

The model does include a 10% con•ngency on all projects.

•

A 30% mul•plier has been applied to all projects for “so! costs” such as design fees, plan review fees, surveys, etc.

•

Escala•on has NOT been included in the budget model – the model assumes 2017 costs for all projects. To that end, phasing that extends the implementa•on may have signiﬁcant escala•on associated with it. The ﬁnal implementa•on schedule is not available at this •me; therefore building escala•on into the budget model was not possible. The budget model, shown here, provides an allowance of approximately thirty million dollars for improvements at the elementary schools throughout the District. That allowance has not been validated; the District will priori•ze the elementary school projects shown in the BIP throughout the dura•on of the bond.

It is expected that the budget model will con•nue to be reﬁned as the schedule evolves and design solu•ons alter the conceptual work shown in the BIP. The model does, however, help to deﬁne the priori•es that were established in the BIP planning process. The budget model assump•ons for each of the high school, middle school and K-8 school plans is included as well for reference.

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entry is secured. To the north of the entry stands a mobile home that s"ll houses a vandal watch program. There is a parking lot for visitors and staff directly in front of the entrance. The main student parking lot is situated on the south side of campus, yet staff parking and shipping containers are randomly located throughout the campus. One of the most popular and busy classroom buildings, Building F, faces and exits onto a parking lot to the west. The renovated inner quad offers a nice gathering space for students, with tables, concrete benches, and trees.

ARROYO MOCHO CREEK

2,200 STUDENTS (CURRENT) 43.75 ACRES 210,983 SQUARE FEET 445 PARKING SPACES

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2,493 STUDENTS (DESIRED CAPACITY) 27:1 LOADING STANDARD 89 TEACHING STATIONS 6 SPECIAL EDUCATION @ 15:1 95 TEACHING STATIONS

The response to incremental growth at Granada has led to a signiﬁcant number of portable buildings at the edge of campus, separated from the majority of campus by the gymnasium. This, when combined with storage containers, aging fencing, and asphalt paving, create an area of campus in need of improvement. O

Building L has a prominent loca"on on campus, and houses the dining and food services, as well as the music program. This loca"on must receive campus deliveries, but the route crosses the main student circula"on path. The stage has been “walled oﬀ ” from the mul"-purpose space, is not currently ADA compliant, and is being used as a storage space for the music department. Although the food service area has been approved by the health department, it has not been approved by the Division of the State Architect (DSA).

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There have been a number of improvement projects done over "me, with the most signiﬁcant being the moderniza"on of Building H, and the addi"on of the prefabricated Science Building done between 2007 and 2008.

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Granada High School is Livermore Valley Joint Uniﬁed School District’s largest high school. The high school serves grades nine through twelve, with a current student popula"on around 2,200. The 43.75 acre campus consists of nineteen buildings with a total of 210,983 square feet. Granada’s original two buildings, A and B, were completed in 1962. Many building addi"ons have been added to the campus since then, most recently with the staﬀ lounge, Building S, in 2011 which is adjacent to the 2007 Science Building.

The technical programs and classes at Granada High School are very popular and include courses in video produc"on, anima"on, digital arts, and robo"cs to name a few. Most of these programs are housed in Building F, in reclaimed spaces not speciﬁcally designed for this use. In addi"on to adequately addressing the needs of appropriately sized classrooms and ﬂexible spaces, such as maker labs.

The site is bordered, and accessed, by Wall Street on the west, parking lots and athle"c ﬁelds to the north and south, and the Arroyo Mocho creek bed on the east. The school has good curb appeal, monumental stairs, clear signage and front entry, and the

The highest priority items that were voiced by the staﬀ at Granada High School are improved athle"c facili"es, a new classroom building to replace the portables, renova"on of Building F, and a new or updated drama classroom/li=le theater space. 33

E#$%&$'( I')*'&+-/ The inventory summarizes the building square footage and classroom count per building. Addi!onally, the diagram provides, for a ﬁxed point in !me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

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B#$%&$'( T)*+ The majority of the buildings on campus are permanent buildings or prefabricated permanent construc!on. Building O is currently not used due to safety concerns. Where applicable, leased portable buildings have been iden!ﬁed.

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Granada High School 35

C#$%&'&#$ A(()((*)$' This overview shows the general condi!on of the exis!ng facili!es, and was completed based on informa!on gathered from mee!ngs with the district facili!es, maintenance and opera!ons staﬀ, a review of exis!ng drawings, and a walk through with district personnel and the architectural and engineering teams. The results are summarized here and color coded by likely need for, and level of, renova!on. The matrix outlines the original construc!on date as well as subsequent renova!on, however minimal. Photos presented here speak to the range of issues that exist on campus.

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The entrance to Granada High School has improved curb appeal, with clear signage, landscaping, and a monumental stair. The entry is easy to iden"fy and there is a secured front door. However, the crosswalk leads one directly into a storm drain and curb, which is not an ADA compliant design.

Granada High School’s portable complex, featuring a large expanse of asphalt.

The “backside” of campus, including an oak tree, a mul"tude of storage containers, the weight room, and a non-DSA approved portable storage building. These structures create inters""al spaces that are hard to monitor for safety.

The outdated pool complex with non-DSA approved structures, non-ADA compliant bleachers and two small pools. Swimming events must be held elsewhere because neither pool is adequate in size.

A view inside Building F and the video produc"on space.

The theater, at the heart of Building E, has signiﬁcant egress and non-ADA compliant issues.

Granada High School 37

U%&'()*+'& C/1))(224) Title 5 of the California Code of Regula!ons sets minimum classroom size at 960 square feet. While it is understood that a signiďŹ cant number of classrooms in California do not meet this threshold, iden!fying undersized classrooms may inďŹ&#x201A;uence future project decisions. The classroom sizes were analyzed based on the as-built construc!on drawings. This graphic shows those classrooms that fall below the 960 square foot threshold in blue. Any classroom space that was greater than 960 square feet is shown in green, and non-classroom spaces were le$ blank. It is clear that the majority of the classrooms in the older, permanent buildings are undersized.

Adequately Sized Classrooms Undersized Classrooms

C!"#$%&'() P*(+,"- P)(" STADIUM UPGRADES • Bleachers • Concession stands • ADA compliance NEW ATHLETIC COMPLEX • 6-8 Lane pool • Weight room • Restrooms • Storage facility

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1 EXISTING The following represents one scenario for phasing and implementa/on of the improvements an/cipated at Granada High School. It is expected that a par/cipatory design process may yield a revised approach within the parameters established here.

2 NEW ATHLETIC COMPLEX AND STADIUM UPGRADES The new athle/c complex will replace the two exis/ng undersized pools, the weight room, several storage containers, the non-DSA approved portable building and the accessory pool buildings. There will be a new, six to eight lane pool, weight room, restrooms and storage facility. The new complex will be fully fenced, while s/ll allowing easy access from the locker rooms. Upgrades will be made to the stadium, bleachers, and concession stands, and all aﬀected areas will be brought up to ADA compliance.

3 RELOCATE PORTABLES The portables will be relocated from the northeast corner to the northwest corner of the campus. This allows construc/on to move forward for the new permanent buildings without diminishing exis/ng student capacity.

Granada High School 39

C !"#$%&'( P*'+,!- P('! REMOVE PORTABLES

NEW 2-STORY CLASSROOM BUILDING AND BLACK BOX THEATER

4 NEW 2-STORY CLASSROOM BLDG AND BLACK BOX THEATER In the footprint of the relocated portables, a new 2-story permanent classroom building and 3,000 square foot black box theater will be constructed. The original theater (in Building E) had significant issues in regards to occupancy, egress, and ADA. The new theater will act as another campus hub, and can be easily accessed for performances. The classroom building will feature adequately sized classrooms for today’s 21st century learners on the second floor, with larger spaces on the ground floor for Career Technical Educa/on (CTE). The first floor will feature maker spaces, produc/on areas, and the classrooms will be able to open up to the newly landscaped outdoor learning space between the gym and new building. 40

RENOVATE BUILDING F: High range renova/on

5 RENOVATE BLDG F The produc/on and digital arts programs will now be housed in the new classroom building, allowing the renova/on of Building F. The rooms will be reconﬁgured to create adequately sized classrooms, but the exis/ng concession area will remain.

RENOVATE BUILDING E: High range renova/on

6 RENOVATE BLDG E AND REMOVE PORTABLES Building E will be renovated to provide eight new classrooms. The central space that once housed the theater now has a STEM focus. The new building will also house math and robo/cs classrooms. At this point the portable classrooms can be removed. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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SUMMARY This page summarizes the implementa•on plan, highligh•ng new construc•on, renova•on as well as site and infrastructure projects. As previously established, 97 classroom/lab spaces are required to meet the desired long term capacity of 2,400 students. The assumed classroom count, per building, is shown on the diagram adjacent to each building. These numbers should guide the future development and/or renova•on of campus buildings throughout the implementa•on phase.

The following represents the project list as proposed and priori•zed for Granada High School. 14

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Granada High School 41

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L&+)%<'%) drop off loca!on near the small gym. School Street ends in a culde-sac, but extends as a student pedestrian thoroughfare. The track and football field are located on the far north of the site, with the baseball fields to the east. SCHOOL ST.

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1,800 STUDENTS (CURRENT) 29.6 ACRES 222,653 SQUARE FEET 337 PARKING SPACES

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P%'Z%?< C?[?@&(\ 2,196 STUDENTS (DESIRED CAPACITY) 27:1 LOADING STANDARD 78 TEACHING STATIONS 6 SPECIAL EDUCATION @ 15:1 84 TEACHING STATIONS

The historic main building is the prominent face of the campus; however wayﬁnding is unclear, as the original main entrance to the building is no longer used as the entry, with a new main entry developed from the parking east of the main building. Parking has extended on to campus, especially near the portable classrooms and auto and shop buildings.

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There is a central quad, including a amphitheater and it faces the dated pool facility and large gym. The pool is undersized, and is located at the heart of the campus, oﬀering li$le privacy to users. The large gym was originally built in 1948 and features a quonset hut design. The small gym was built a few years later, has never been renovated, and is underu!lized. The stadium complex, including the concession stand, bleachers, press box, and weight room are outdated, with major ADA concerns. This athle!c complex is a focal piece of the bond implementa!on plan.

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PARKING M AP LE ST .

The career technology buildings - autoshop and agriculture facili!es, for example - and portables classrooms are located on the edge of campus. There are storage containers, fencing, parked cars at the exterior of the auto, metal, and wood shops.

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With the excep!on of the new Science Wing, the balance of the campus is in aging buildings, most of which are overdue for renova!on.

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Livermore High School serves grades nine through twelve, with a current student popula!on around 1,800. The 29.6 acre site consists of twenty one buildings with a total of 222,653 square feet. The buildings on campus range widely in age, the oldest being the Administra!on building, constructed in 1929, the newest is the Science Building, constructed in 2007. There have been many renova!ons over !me, with a few of the most recent being the new football ﬁeld, the campus wide restroom moderniza!ons, and the construc!on of the new science wing.

The highest priority items voiced by the Livermore High staﬀ are:

The site is bordered by Fourth Street, Maple Street, and East Avenue. School Street bisects the campus and oﬀers a student

• • •

New gym complex with an aqua!c center and wrestling room 21st century classrooms Updated spaces for the career technology programs.

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B!"#$"%& T'() The majority of the buildings on campus are permanent buildings. Buildings J3, S, T, and U are portable classroom buildings located on the edge of campus. Where applicable, leased portable buildings have been iden*ﬁed. The new science building is prefabricated permanent construc*on.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

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Livermore High School 45

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The facade of a typical classroom building at Livermore High School, built between 1950 and 1960. Building H, K, and L are all built in this style, with classrooms along a double loaded corridor. These buildings will need to be modernized in order to achieve adequately sized classrooms.

The exterior of the metal and wood shop, Building J. The visual impact of storage fencing is signiďŹ cant.

Portable classrooms are well maintained, but lack a real connec!on on the campus academic core.

The Science Buildingâ&#x20AC;&#x2122;s quad is underu!lized due to lack of shade and outdoor furnishing.

The original gym, Building C, with its original quonset hut design, is undersized for current student popula!on and ac!vi!es.

The pool area is undersized for compe!!on and is located adjacent to the school's main quad.

Livermore High School 47

U !"#$%&"! C()$$#**+$ Title 5 of the California Code of Regula,ons sets minimum classroom size at 960 square feet. While it is understood that a signiďŹ cant number of classrooms in California do not meet this threshold, iden,fying undersized classrooms may inďŹ&#x201A;uence future project decisions. The classroom sizes were analyzed based on the as-built construc,on drawings. This graphic shows those classrooms that fall below the 960 square foot threshold in blue. Any classroom space that was greater than 960 square feet is shown in green, and non-classroom spaces were le3 blank. It is clear that the majority of the classrooms in the older, permanent buildings are undersized.

Adequately Sized Classrooms Undersized Classrooms

C!"#$%&'() P*(+,"- P)(" STADIUM UPGRADES • New restrooms • ADA compliant building and access • Press box • Bleacher sea.ng

U P E1 E C

NEW AGRICULTURAL COMPLEX • Classrooms • Greenhouse NEW ATHLETIC COMPLEX • 6-8 Lane pool • New gym • Weight room • Locker room • Weight room

RELOCATE PORTABLES

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1 EXISTING The following represents one scenario for phasing and implementa.on of the improvements an.cipated at Livermore High School. It is expected that a par.cipatory design process may yield a revised approach within the parameters established here.

2 NEW ATHLETIC AND AG COMPLEX AND STADIUM UPGRADES The new athle.c complex consists of a new pool, gym, weight room, locker room and dance rooms as the exis.ng large gym is undersized for the current student capacity. The stadium upgrades will provide new restrooms in an ADA compliant building and access, press box, and new bleacher sea.ng.

3 RELOCATE EXISTING PORTABLES The exis.ng portables adjacent to the baseball ﬁelds are to be temporarily relocated to the west side of the campus near the new athle.c complex. This will allow that area to be redeveloped. Three op.ons for that redevelopment - 4A, 4B and 4C - are shown on the following page.

The new agriculture complex was originally envisioned in an applica.on to receive Career Technical Educa.on (CTE) funding from the State School Faculty Program. It is recommended that this applica.on be revisited to ensure it responds to the current program needs. Livermore High School 49

C !"#$%&'( P*'+,!- P('! NEW HARDCOURTS • Basketball courts • Tennis courts • Or a combina.on NEW CLASSROOM BUILDING • 13 classrooms • Support spaces

KEEP CTE BUILDINGS

RENOVATE BUILDINGS K AND L: High range renova.on

4A NEW CLASSROOM BUILDING

4B CTE TO REMAIN

4C RENOVATE

In op.on 4A, a new single story classroom building and new hardcourts will take the place of the old shop buildings and portable classrooms. The athle.c complex displaces basketball courts which would be replaced here. The portables, in their temporary loca.on behind the gym, can then be removed as there will be suﬃcient classroom space on campus.

In this op.on, Career Technical Educa.on Buildings P and N1 will remain, instead of crea.ng new basketball courts next to the tennis courts.

This op.on keeps all of the shop buildings and portable classrooms intact, but renovates Buildings K and L. The renova.ons would include right-sizing the exis.ng classrooms, many of which are much smaller than adequate classroom standards.

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These pages summarize the implementa&on plan, highligh&ng new Ͳconstruc& on as well as site and infrastructure ZĞŶŽǀĂƟŽŶ DĞĚŝƵŵ on, renova& EĞǁ ŽŶƐƚƌƵĐƟŽŶ projects. As previously established, 84 classroom/lab spaces ZĞŶŽǀĂƟŽŶ Ͳ ,ŝŐŚ to meet the EĞǁ ,ĂƌĚĐŽƵƌƚƐ are required desired long term capacity of 2,100 students. The assumed classroom count, per building, is shown EĞǁ ŽŶƐƚƌƵĐƟŽŶ on the diagram adjacentEŽƚ ŝŶ ^ĐŽƉĞ to each building. These numbers should guide the future development and/or renova&on of campus EĞǁ ,ĂƌĚĐŽƵƌƚƐ buildings throughout the implementa&on phase. EŽƚ ŝŶ ^ĐŽƉĞ

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Livermore High School 51

S)**+,The following represents the project list as proposed and priori(zed for Livermore High School.

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680 STUDENTS (CURRENT) 11.69 ACRES 85,153 SQUARE FEET 63 PARKING SPACES

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The following represents the assumed program to achieve the desired capacity for Christensen Middle School. The program spaces were iden!ﬁed for all Middle Schools in the District. $

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Christensen Middle School is one of three middle schools in the District. The current enrollment is 680 students, but the campus has the capacity to house somewhere between 850 and 900 students. Recently, Christensen received about 100 students from the closure of the nearby charter school. There are ten buildings on the 11.69 acre site, with one of those being a portable daycare building that is currently not in the scope of this bond implementa!on plan. The majority of the buildings on campus were built in 1992, including the two modular "pods", each with six classrooms. The mul!-purpose space, Building J was built in 1976, and has been renovated twice, in 1992 and again in 2000. The campus is bordered by Haggin Oaks Avenue to the north, residen!al areas to the east and west, and a park to the south. The parking lot and student drop oﬀ are located oﬀ of Haggin Oaks Avenue. The aesthe!cs of the school, including materials, trees, fencing, and paint colors work well in the exis!ng neighborhood and the front entry has good "curb appeal". All of the exis!ng buildings on campus are connected via a covered walkway, and there is a large quad area with a small covered ea!ng area.

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P&'=&'2'%/ There are a few classrooms that are not being used, since the school is not currently opera!ng at full capacity. The Bond Implementa!on Plan is an opportunity to "right size" the campus, replacing and reclaiming exis!ng spaces.

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While the majority of the classroom buildings and the mul!purpose space are in good shape, some of the buildings on campus need varying degrees of renova!on. The two modular buildings, E and F for example, are aging and in need of signiﬁcant repair or replacement. The gym needs air condi!oning and larger locker rooms. Building J was the original administra!on building, yet it has now been converted to music and choir spaces. The music program, with approximately 60 students, is now using rooms with poor acous!cs and low ceilings, without enough prac!ce or storage space. The Bond Implementa!on Plan recommends: • Removal of one modular building (E), renova!on of the other (F) • A new music and maker space building • Renova!on of the gymnasium • Development of a special educa!on complex 55

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The inventory summarizes the building square footage and classroom count per building. Addi!onally, the diagram provides, for a ﬁxed point in !me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

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B!"#$"%& T'() The majority of the buildings on campus are permanent buildings or prefabricated permanent construc*on. Building N is a portable classroom, but not in the scope of this Bond Implementa*on Plan. Where applicable, leased portable buildings have been iden*ﬁed.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

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A por)on of the front entry to Christensen Middle School. The school "curb appeal" ďŹ ts in with the aesthe)cs of the neighborhood.

The shaded exterior lunch area, which also matches the campusâ&#x20AC;&#x2122; exterior covered walkways.

Addi)onal shade is desired at the campus quad.

A typical classroom at Christensen. Technology has been brought into the classrooms, but it is outdated and not integrated.

A typical science classroom.

The gym building is in need of an air condi)oning system. The adjoining locker rooms are undersized for the number of students.

Christensen Middle School 59

C$%&'()*+P/+45%7 P-+% RENOVATE BUILDING F: Low range renova!on

RENOVATE BUILDING C: • Main gym: low range renova!on • Locker rooms: high range renova!on

REMOVE BUILDING E

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1 EXISTING The following represents one scenario for phasing and implementa!on of the improvements an!cipated at Christensen Middle School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met:

• • • • • •

Fire alarm replacement A/C for MPR/Gym 10GB Data infrastructure Paving Exterior paint Security cameras

2 RENOVATE BUILDING C (GYM) AND BUILDING F The renova!on of the gym is necessary due to the lack of HVAC systems and signiﬁcantly undersized locker rooms. The locker room is unable to support the current number of students and coaching staﬀ at Christensen. This phase also includes the renova!on of Building F, a modular classroom building.

3 REMOVE BUILDING E In this phase modular Building E is removed.

C"#$%&'()* P+)-/#0 P*)# NEW MAKER LAB AND MUSIC BUILDING

RENOVATE BUILDING J: High range renova!on

4 NEW MAKER LAB AND MUSIC A new building will now be in the old loca!on of Building E. This building will include a Maker Space and a new area for the music department. The current music program is housed in Building J, which was originally intended to house administra!on uses.

5 RENOVATE BUILDING J Since the music and choir department will be relocated, Building J will be renovated for the moderate to severe special educa!on program and life skills training.

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EŽƚ ŝŶ ^ĐŽƉĞ Christensen Middle School 61

S"##$%& This page summarizes the implementa!on plan, highligh!ng new construc!on, renova!on as well as site and infrastructure projects. As previously established, 33 loaded and non loaded classroom/lab spaces are required to meet the desired long term capacity of 765 students. The assumed classroom count, per building, is shown on the diagram adjacent to each building. These numbers should guide the future development and/or renova!on of campus buildings throughout the implementa!on phase.

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The following represents the project list as proposed and priori!zed for Christensen Middle School. 6

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640 STUDENTS (CURRENT) 10.35 ACRES 77,576 SQUARE FEET 81 PARKING SPACES

East Avenue Middle School is the oldest of the three middle schools in the District, primarily built in the mid 1950’s. The current enrollment is between 625 and 640 students, and approximately ten students per year transfer to Mendenhall Middle School from the East Avenue a@endance area. There are 13 buildings on the 10.35 acre site, with three of those being portable classrooms, and the rest permanent construc•on. Many of the buildings were renovated in 1976 and then again in minor fashion in the late 1990’s.

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The campus is bordered by East Avenue to the north, residences to the east, a baseball field and park to the south, and a cemetery to the west. The parking lot and two lane student drop off area are along East Avenue. The front entry to the school is dated. A new entry scheme would address safety and security issues as well. Currently, the public can walk into the school without checking in at the administra•on office and many of the classrooms open directly to the street.

The following represents the assumed program to achieve the desired capacity for East Avenue Middle School. The program spaces were iden•ﬁed for all Middle Schools in the District. "% &

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P!("!()(;/ In order to address aging infrastructure, code and ADA compliance issues with the buildings and restrooms throughout campus as well as the lack of integrated technology for 21st Century Learning, a thorough renova•on is warranted. The Bond Implementa•on Plan recommends: • High level renova•on of all permanent buildings. • A new permanent classroom wing to replace portables. • A new (or relocated) exercise building.

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B!"#$"%& T'() The majority of the buildings on campus are permanent buildings. The three portable buildings on the edge of campus house special educa*on programs and an exercise space. Where applicable, leased portable buildings have been iden*ﬁed.

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East Avenue Middle School 67

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The outdated front entrance to East Avenue Middle School. The entry is not secure so visitors can walk into campus without checking in with the administra!on oﬃce. You’ll also no!ce the classroom doors that open directly onto the busy drop oﬀ area.

The drab inters!!al space between the classroom wings needs to be livened up.

The portable classroom buildings at the back of campus that are beyond the secured fence line.

Many updates are necessary for the campus to become ADA compliant.

The typical classroom at East Avenue Middle School. Spaces like these need integrated technology and ﬂexible furnishings to foster 21st century learners.

The mul!-purpose space in Building K. Renova!ons are necessary here to bring the space up to current code for ADA compliance.

East Avenue Middle School 69

C#$%&'()*+ P-*/3$4 P+*$ NEW EXERCISE ROOM

ONLY RENOVATE PERMANENT BUILDINGS: Building K & J: Mid range renova"on All others: High range renova"on NEW CLASSROOM

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H J

D E

B K F

M N

1 EXISTING

2a NEW CLASSROOM BLDG AND EXERCISE ROOM

The following represents one scenario for phasing and implementa"on of the improvements an"cipated at East Avenue Middle School. It is expected that a par"cipatory design process may yield a revised approach within the parameters established here. In addi"on to the projects shown here, the following basic infrastructure needs must be met: • • • • • 70

Site electrical upgrade Fire alarm replacement A/C for MPR/Gym Rooﬁng replacement Underground u"lity repair/replace

• • • • •

Major ADA compliance 10GB Data infrastructure Paving Exterior paint Security cameras

The ﬁrst phase of the implementa"on plan includes two new buildings, an exercise room near the old gym and a new wing of classrooms.

2b RENOVATE ONLY OPTION This op"on, in lieu of all previous phasing plans, keeps the portable buildings and renovates all current campus buildings. No new buildings would be added with this op"on.

C#$%'()*+P/+02$5 P-+$ RENOVATE ALL PERMANENT BUILDINGS: Building K & J: Mid range renova"on All others: High range renova"on NEW HARDCOURTS

3 RENOVATE ALL BUILDINGS AND ADD NEW HARDCOURTS We propose to extensively renovate all permanent campus buildings in order to achieve ADA compliance, code, safety, and security needs. All campus restrooms need to be renovated to meet ADA compliance as well. A new hardcourt will be added to oﬀset the loss of the exis"ng basketball courts from the addi"on of the new classroom building.

REMOVE PORTABLES

4 REMOVE PORTABLES The new classroom building provides enough new spaces that the portables at the rear of the campus can now be removed.

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EŽƚ ŝŶ ^ĐŽƉĞ East Avenue Middle School 71

The following represents the project list as proposed and priori!zed for East Avenue Middle School.

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M&VX&VY!ZZ F!"# F!$#" 975 STUDENTS (CURRENT) 20.09 ACRES 92,848 SQUARE FEET 78 PARKING SPACES

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O I

The following represents the assumed program to achieve the desired capacity for Mendenhall Middle School. The program spaces were iden•ﬁed for all Middle Schools in the District.

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O%&'%*&+ William Mendenhall Middle School is composed of twelve permanent buildings and four relocatable structures. Today’s campus enrollment is approximately 975 students, up from around 900 students seven years ago. Sunset and Smith Elementary Schools are the two main feeder schools for Mendenhall. The Mendenhall campus is just over 20 acres, with a total of 92,848 square feet of building. The majority of the buildings were built from the mid 1960’s to 1971, with about one building added every ten years a-er that. The newest building on campus, Building N, was built in 2002. Classroom buildings A, B, and F were part of a moderniza•on project done in 2003, but most of the elec•ve buildings and the Building D (mul•-purpose) have not been updated since they were built.

& The campus is bordered to the north and west by parks and sport fields, residences to the south, and El Padro Drive to the east. The campus has a scale and aesthe•c that fits with the surrounding neighborhood. There is only one parking lot, on the southern side of the campus, that serves the en•re school. The parking lot does not have a drop off area, but there is a designated drop off lane along El Padro Drive.

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P'*;'*#*&" In addi•on to the infrastructure needs on campus, the following elements are recommended as highest priority projects in the Bond Implementa•on Plan (BIP): • Signiﬁcant Renova•on of Building E: Locker Room. • Moderate renova•on of Building D: Mul•-Purpose. • Signiﬁcant renova•on of Building I: Maker Space. 75

E!"#$"%& I%'(%$)*+ The inventory summarizes the building square footage and classroom count per building. Addi•onally, the diagram provides, for a ﬁxed point in •me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms. #

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B !"#!$% T'() The majority of the buildings on campus are permanent buildings. Of the sixteen buildings, four are ramped portable classroom spaces. These portables are used for art, SDC, PAL, speech, and foreign language classes. Where applicable, leased portable buildings have been iden*ﬁed.

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Mendenhall Middle School 77

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The 1970's Building I needs renova!on to meet 21"# century learning criteria.

The portable buildings along the edge of campus house art and special educa!on classrooms.

Mendenhall's exercise room oďŹ&#x20AC;ers many ameni!es not seen at the other schools, including cardio equipment, a rock climbing wall, and an outdoor exercise yard.

A typical science classroom in the 2002 N Building.

The mul!-purpose space in Building D is in need of updates.

The woodshop in Building I, along with many of the other elec!ve spaces, has not been renovated since it was built in the 1970's.

Mendenhall Middle School 79

C#$%&'()*+ P4*56$7 P+*$ RENOVATE BUILDINGS G AND H • Building G: midrange renova!on • Building H: high range renova!on

RENOVATE BUILDINGS E, I, AND K • Building E: high range renova!on • Building I: high range renova!on • Building K: low range renova!on RENOVATE BUILDING D: Mid-range renova!on

REMOVE PORTABLES

E C J D

1 EXISTING

2 RENOVATE BLDG D,E,G,H,I AND K

The following represents one scenario for phasing and implementa!on of the improvements an!cipated at East Avenue Middle School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met: • • • • • 80

Fire alarm replacement Mechanical unit replacement A/C for MPR/Gym Rooﬁng replacement Underground u!lity repair/replace

• • • •

10GB Data infrastructure Paving Exterior paint Security cameras

The buildings containing elec!ve courses and the mul!-purpose space will be renovated according to the image and notes above.

3 REMOVE PORTABLES Portable buildings O and P will be removed in this phase. These two buildings contain three classroom spaces for speech, PAL, and Spanish.

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S !!"#$ This page summarizes the implementa&on plan, highligh&ng new construc&on, renova&on as well as site and infrastructure projects. As previously established, 41 loaded and non loaded classroom/lab spaces are required to meet the desired long term capacity of 945 students. The assumed classroom count, per building, is shown on the diagram adjacent to each building. These numbers should guide the future development and/or renova&on of campus buildings throughout the implementa&on phase. The following represents the project list as proposed and priori&zed for Mendenhall Middle School.

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Mendenhall Middle School 81

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900 STUDENTS (CURRENT) 27.53 ACRES 95,107 SQUARE FEET 108 PARKING SPACES

The following represents the assumed program to achieve the desired capacity for Junc#on Avenue K8. The program spaces were iden#ﬁed for all K8 schools in the District. "

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O!"%!•"4 Junc#on Avenue K8 is one of two K8 schools in the District. The school was originally designed as a middle school, but recently a K8. As a result, there are now pre-kindergarten, transi#onal kindergarten, and kindergarten programs in addi#on to grades one through eight. This has forced the kindergarten programs into spaces not originally intended for this use. The current student popula#on is about 900. The 27.53 acre site consists of twelve permanent buildings with six clusters of portable buildings (one of these is the ESS space which is owned by the Livermore Area Recrea#on and Park District and is not in the scope of this plan). The majority of the permanent buildings were built in the early to mid 1950's, and were par#ally renovated in the mid 1970's. The site is bordered by Junc#on Avenue and Ladd Avenue to south, the track and play ﬁelds to the north, and residences to the east and west. There are two

parking lots on the site, and both have designated drop oﬀ lanes. About 75% of the students are on free and reduced lunch plans. Junc#on oﬀers the only Dual Immersion Program in the District, and also has over 100 students in SDC programs. Numerous Title 1 program spaces are spread throughout campus, crea#ng a family based campus. There are currently 22 portable classrooms at the back of campus that have encroached on the playground and hardcourt areas. Also, several of the portable buildings are located beyond the secured fence line.

P%••%•••"/ The growth and grade level reconﬁgura#on at Junc#on has created inequi#es that must be addressed, including the deﬁciency of kindergarten classrooms. The BIP recommends: • Construc#on of a new kindergarten wing. • A new permanent classroom building to replace portables. • A satellite food service Kiosk.

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B !"#!$% T'() Many of the buildings on campus are portable classroom buildings, both enhanced and typical, with several outside the secure fence line. Where applicable, leased portable buildings have been iden*ﬁed.

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Junc*on Avenue K8 87

C !"#$# ! A&&'&&('!$ This overview shows the general condi)on of the exis)ng facili)es, and was completed based on informa)on gathered from mee)ngs with the district facili)es, maintenance and opera)ons staﬀ, a review of exis)ng drawings, and a walk through with district personnel and the architectural and engineering teams. The results are summarized here and color coded by likely need for, and level of, renova)on. The matrix outlines the original construc)on date as well as subsequent renova)on, however minimal. Photos presented here speak to the range of issues that exist on campus.

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The main entrance and drop oďŹ&#x20AC; area of Junc*on Avenue K8.

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The incremental addi*on of portable classrooms has reduced the amount of usable hardcourt space.

Portable classrooms located beyond the secure fence line with the gymnasium to the right.

The mul*-purpose space in Building C.

Most classrooms have teaching walls but lack current technology to meet 21+, century learning environments.

Junc*on Avenue K8 89

C#$%&'()*+ P/*34$5 P+*$ NEW KINDERGARTEN BUILDING AND HARDCOURTS

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1 EXISTING

2 NEW CLASSROOMS, HARDCOURTS KINDERGARTEN, AND FACE LIFT

The following represents one scenario for phasing and implementa!on of the improvements an!cipated at Junc!on K8. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met: • • • • • 90

REMOVE PORTABLES

Fire alarm replacement Mechanical unit replacement A/C for MPR/Gym Rooﬁng replacement Underground u!lity repair/replace

• • • • •

Major ADA compliance 10GB Data infrastructure Paving Exterior paint Security cameras

A new 2-story middle school classroom will be built to replace the extensive portable classrooms that are located on the north side of the campus and a new kindergarten complex will be added to address the middle school component of the K8 school. Hardcourts will be redone and increased to properly accommodate the student capacity at Junc!on. By redoing the exterior of Building C, the campus will have a fresh look and strong curb appeal for the drop oﬀ zone.

3 REMOVE PORTABLES By adding permanent facili!es to the campus, the temporary facili!es are no longer needed and thus removed.

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NEW HARDCOURTS AND FOOD SERVICE AREA

4 NEW HARDCOURT AND FOOD SERVICE New ground is gained by the removal of the exis!ng portable classrooms, allowing for further expansion of hardcourts and ﬁeld space. In addi!on, a new food service area with a satellite serving kitchen will be added to be#er accommodate student lunches and provide outdoor ea!ng areas with shade structures. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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S"##$%& This page summarizes the implementa on plan, highligh ng new construc on, renova on as well as site and infrastructure projects. As previously established, 50 classroom/lab spaces are required to meet the desired long term capacity of 1,155 students. The assumed classroom count, per building, is shown on the diagram adjacent to each building. These numbers should guide the future development and/or renova on of campus buildings throughout the implementa on phase. The following represents the project list as proposed and priori zed for Junc on Avenue K8. 1

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740 STUDENTS (CURRENT) 11.69 ACRES 59,530 SQUARE FEET 86 PARKING SPACES

The following represents the assumed program to achieve the desired capacity for Michell K8. The program spaces were iden&ﬁed for all K8 schools in the District.

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O>#*> #? Michell K8 has gone through significant growth over the past four years, with incorpora&on of the Interna&onal Baccalaureate program and a K8 grade configura&on. The enrollment increased from around 400 students to 740 students a@er this transi&on. The 11.69 acre site consists of four permanent buildings and nine clusters of portable buildings (one of these is the ESS classrooms which is owned by the Livermore Area Recrea&on and Park District). The three original buildings - A, B, and C - were built in 1960's and were modernized in 2004. The portable buildings at the back of the campus have been added over the last five years. The site is accessed along Elaine Avenue to the north, residences to the east and west, and baseball and so@ball fields to the south. There is a designated, two-lane drop off area that runs parallel to Elaine Avenue in front of the school, and a parking

lot on the northeast corner of the site. The so@ball ﬁelds are also used by the LARPD. Currently there are two playgrounds on the site, one for the primary grades and one for the kindergarten. The student gardens are well cared for and important to the students. Michell was originally designed as an elementary school therefore the typical middle school programs such as art, music, drama, and a gymnasium (and locker rooms) lack permanent spaces on campus.

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P* +* ; #= Student growth has been dealt with by adding portable facili&es at the back of the campus. This has put a strain on the amount of open space for hardcourts and fields, and the core facili&es are now undersized for the current amount of students and staff. The BIP recommends: • A new permanent kindergarten wing • Extended drop off zone at the front of campus • A new middle school classroom wing and hardcourt space • A new gymnasium with locker rooms

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B !"#!$% T'() There are more than double the amount of portable buildings as there are permanent buildings on the Michell K8 campus. These portables have been added to the back of campus in clusters of two to three over *me. Where applicable, leased portable buildings have been iden*ﬁed.

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The kindergarten classrooms open directly to the front of the school and the drop oﬀ area, which is not large enough and ineﬃcient.

The secured kindergarten play structure area is too small and not currently being used.

The portable classrooms on the back of the campus are encroaching on the hardcourt area.

Student grown gardens are ﬂourishing in between the original classroom buildings.

Flexible 21%& century furnishings have been successfully integrated into the third grade classrooms.

The mul'-purpose space in Building C. Fundraising events have allowed for the comple'on of some improvement items originally iden'ﬁed on the bond list, including in-wall lunch tables, curtains, and ligh'ng and sound systems for this space.

Michell K8 99

C#$%&'()*+ P-*/4$5 P+*$ NEW KINDERGARTEN BUILDING AND NEW HARDCOURTS

EXTENDED DROP OFF AREA

REMOVE PORTABLE Q

NEW MIDDLE SCHOOL CLASSROOM BUILDING

C A

B H D K

L M

1 EXISTING

2 NEW KINDERGARTEN AND REMOVING PORTABLE Q

The following represents one scenario for phasing and implementa!on of the improvements an!cipated at Mitchell K8. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met: • • •

100

Site electrical upgrade Mechanical unit replacement 10GB Data infrastructure

• • •

Paving Exterior paint Security cameras

A new kindergarten building with new hardcourts will be built on the northwest corner of the campus. Currently, the students at the kindergarten level play on hardcourts that are not age appropriate or secured. By moving the kindergarten students to a new building the exis!ng classrooms can be u!lized for other grade levels. At the same !me, the portables located in the southeast corner of the campus will be removed for construc!on of the new middle school building. An extended drop oﬀ zone will help alleviate conges!on, and will be used in conjunc!on with the new kindergarten building.

3 NEW MIDDLE SCHOOL BUILDING The campus was originally designed as an elementary school rather than a K8 school. This means that permanent space for typical middle school programs is not readily available. The new middle school building will help alleviate these issues by providing six new classrooms, three science classrooms, a maker space and STEM lab.

C"#$%&'()* P+)-/#2 P*)# REMOVE PORTABLES

NEW GYM AND LOCKER ROOMS

REMOVE PORTABLES

4 REMOVE PORTABLES The majority of the portable buildings on campus will be removed except Buildings L and M. This will make room for new hardcourts that the school desperately needs.

NEW HARDCOURTS

5 NEW GYM AND LOCKER The exis!ng campus does not have a gym or lockers for grades six through eight, thus one will be added adjacent to the new middle school building, to the east of the library. New hardcourts can now be added with the removal of the portables, as they had consumed a considerable amount of available campus space. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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EŽƚ ŝŶ ^ĐŽƉĞ Michell K8 101

S"##$%& This page summarizes the implementa!on plan, highligh!ng new construc!on, renova!on as well as site and infrastructure projects. As previously established, 43 classroom/lab spaces are required to meet the desired long term capacity of 915 students. The assumed classroom count, per building, is shown on the diagram adjacent to each building. These numbers should guide the future development and/or renova!on of campus buildings throughout the implementa!on phase.

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The following represents the project list as proposed and priori!zed for Michell K8.

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Bond Implementa•on Plan

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The elementary schools in Livermore Valley Uniﬁed School District are diverse in age as well as facili•es need; however, they generally have less need than the K-8, middle and high school campuses. Many of the schools are newer, and the previous LVJUSD bond focused on some of the older elementary schools. Therefore, the bond implementa•on plan (BIP) recommends an alloca•on from the bond to address basic infrastructure needs at the elementary schools. In addi•on, projects such as new playground equipment, marquee signage and shade structures will be considered in the alloca•on for these campuses. The District will deﬁne the highest infrastructure priori•es, balancing those needs against available budget. Those projects are summarized on the following page, by campus, for District considera•on.

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The exis•ng condi•ons for each of the elementary school campuses was documented and is shown in this sec•on for reference. While needs that were iden•ﬁed by the site administra•on and the Facili•es Advisory Commi!ee (FAC) and are captured in the text of each sec•on, they are not part of the implementa•on plan, but may inform future projects as addi•onal funding becomes available. Generally, however, two areas were consistent: •

•

Campus Capacity It was important to understand the capacity expecta•ons for each site. To that end, two loading scenarios were created and applied to the campuses based on current size of the campus, as well as the needs outlined in the demographic study. Those loading scenarios are shown here. Addi•onally, the district agreed on a standard program for each of the elementary sites, providing “non-loaded” spaces for Science, Maker Space and STEM (Science, Technology, Engineering and Math). The proposal creates capacity for 6,888 students, or about 300 students more than the maximum projected capacity. This addi•onal capacity will serve the District well as their “open enrollment” policy allows students to select their schools, so capacity can vary based on demand. The District currently operates underu•lized classrooms at many of its elementary school sites. With “rightsizing” to meet the desired capacity, it may be possible to reclaim underu•lized spaces and begin to reduce portable classrooms throughout the District.

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Signiﬁcant numbers of portable classrooms on many of the sites should be placed on a •meline for replacement, as they are aging and in some cases are at, or near, the end of their useful life. This should be done in the context of capacity expecta•ons. Also, on many sites, there are inadequate numbers of dedicated kindergarten classrooms. Those programs have been placed in typical classrooms that do not meet the size requirements of Title 5 of the California Code of Regula•ons.

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A\#!Y>?# C'&&] prominent. There are some ADA site-related issues that need to be corrected, including ramps, parking, and the playground equipment. The restrooms appear to be ADA compliant, and only need minor adjustments. The playground equipment is in good condi-on, but does need new surfacing to replace the exis-ng bark. Site security is also an issue because of the adjacent park, and the fencing on the west side of campus is low. Altamont Creek is one of the newest elementary schools, and as such, its needs are minimal.

565 STUDENTS (CURRENT) 8.4 ACRES 53,239 SQUARE FEET 90 PARKING SPACES

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One of the main concerns lies with the kindergarten classrooms. The kindergarten classrooms are located in three separate buildings, a few are undersized, and they do not have integrated toilet rooms or direct access to their designated playground. The classrooms do have teaching walls, but lack updated technology. Many of the shared support spaces between the classrooms has been taken over to accommodate teacher storage and break room space, but ideally these could connect to the classrooms and be used as project-based learning spaces.

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A refresh of the classroom spaces is needed and might include replacing the dated interior ﬁnishes, crea-ng more ﬂexible spaces such as maker labs (there is already a plan to convert the computer lab into a maker space), integra-ng current technology, adding more power outlets, and improving the wireless internet.

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Altamont Creek Elementary School is composed of seven permanent buildings and two relocatable classroom buildings. The two portables are owned by Livermore Area Recrea-on and Park District. The current campus enrollment is 565 students.

Key priori-es voiced by the staﬀ include the following items:

The site is 8.4 acres and has a total of 53,239 square feet of building. The seven permanent buildings were all built in 1999, and appear to be in good condi-on. The campus is bordered to the north by undeveloped land, Altamont Creek Park to the east, Garaventa Road to the southwest, and Hawk Street to the west. The parking and drop oﬀ occurs oﬀ of Garaventa Road. Buildings A and G are the prominent face of the campus, yet they have dated paint colors and the service areas should be less

• • • • • • • • • •

Addi-on of flexible furnishings Elimina-on of fluorescent ligh-ng HVAC repairs An expanded outdoor dining area Mounted projectors in the classrooms New staff dining space New curtains for the stage New front entry gates and secure campus perimeter Replace drinking fountains with hydra-on sta-ons Right-sizing undersized classrooms 107

E+(-)(/# I/23/)"!* The inventory summarizes the building square footage and classroom count per building. Addi•onally, the diagram provides, for a ﬁxed point in •me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

P!"#!$% C$&$'()* The following represents the assumed program to achieve the desired capacity for Altamont Creek Elementary School. The program spaces were iden•ﬁed for all Elementary Schools in the District. #

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B !"#!$% T'() The majority of the buildings on campus are prefabricated permanent construc*on. Building G, the mul*-purpose space, is permanent construc*on. Where applicable, leased portable buildings have been iden*ﬁed.

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Altamont Creek Elementary School 109

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Building G is adjacent to the entrance and student drop oﬀ area, yet the service areas are in full view.

The outdoor dining space is small and lacks suﬃcient shading.

The mul+-purpose space in Building G. The school staﬀ has voiced the need for updated curtains, yet the space as a whole is in good condi+on.

A typical classroom at Altamont Creek. The majority of the classrooms have teaching walls, but do not have LCD monitors. Integra+ng updated technology and equipment is a high priority on this campus.

The classrooms have dated interior ﬁnishes and new ﬂexible furnishings would ac+vate the space.

Many of the shared support spaces are being used for teacher storage or break rooms.

Altamont Creek Elementary School 111

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A""V{V S!@V paving was upgraded, the site desires be/er quality ﬁelds, a new running track, expanded hard court areas, and playground replacement. More outdoor shade structures are needed as grades two through six currently eat outdoors. The restrooms across campus all need to be ADA compliant.

F=>? F=@?> 668 STUDENTS (CURRENT) 8.14 ACRES 45,208 SQUARE FEET 72 PARKING SPACES

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The original buildings on campus - A, B, C, and D - were all built in the 1970's, and with the excep&on of a restroom addi&on in 2003, have not been modernized. The kindergarten program is housed in undersized classrooms, many of which do not have toilet rooms.

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At the &me of this assessment there were three unassigned classroom spaces, which are occasionally used for STEM ac&vi&es. Teaching walls have been added to some classrooms, not all, and none have LCD monitors. The media center is under u&lized, and could be converted into a ﬂexible maker lab. The kitchen space in Building A is small, and food service equipment is staged in the dining area.

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HVAC Replacement (Buildings A, B, C, Q, Q1, and S) Underground U&lity Repair/Replacement 10GB Data Infrastructure Exterior Paint Security Cameras New Marquee Playground Upgrades New Shade Structures

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Arroyo Seco Elementary School is composed of one permanent building, four prefabricated permanent buildings, and many portables, both typical and enhanced. The two portable buildings that house the ESS programs are not owned by the District and are not in the scope of this Bond Implementa&on Plan. The current enrollment is 668 students, and for the past two years has been iden&ﬁed as a STEM school.

Key priori&es voiced by the staﬀ include the following items:

The site is 8.14 acres and has a total of 45,208 square feet of building. The campus is bordered by Big Trees Park to the southeast, Irene Way to the south, and residences to the north and west. There is a school parking lot oﬀ of Irene Way that contains a two-lane drop oﬀ area. Although some asphalt

• • • • • •

New kindergarten facility Updated front entry Renova&on of Buildings A (Administra&on & Mul&-Purpose) and D (classrooms) Updated security measures for Building A Removal or reloca&on of Building J portables Expanded quad, hardcourt, running track, and ﬁeld replacement 113

E+(-)(/# I/02/)"!* The inventory summarizes the building square footage and classroom count per building. Addi•onally, the diagram provides, for a ﬁxed point in •me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

P!"#!$% C$&$'()* The following represents the assumed program to achieve the desired capacity for Arroyo Seco Elementary School. The program spaces were iden•ﬁed for all Elementary Schools in the District.

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B !"#!$% T'() Arroyo Seco Elementary School has a variety of building types on campus. Building A, the mul*-purpose space, is permanent construc*on. There are four portable classrooms that are used as science spaces and a third grade classroom. Where applicable, leased portable buildings have been iden*ﬁed.

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Arroyo Seco Elementary School 115

C•••••••• A••!••"!•• This overview shows the general condi#on of the exis#ng facili#es, and was completed based on informa#on gathered from mee#ngs with the district facili#es, maintenance and opera#ons staﬀ, a review of exis#ng drawings, and a walk through with district personnel and the architectural and engineering teams. The results are summarized here and color coded by likely need for, and level of, renova#on. The matrix outlines the original construc#on date as well as subsequent renova#on, however minimal. Photos presented here speak to the range of issues that exist on campus.

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The original Building A, which houses the administra!on, mul!-purpose space, the library, and media center, located at the front entrance to the school. This building was built in 1976 and needs renova!on, especially a secured entry for administra!on.

Building C, shown here, is a portable building enhanced with concrete walkways and landscaping.

A running track, a hardcourt expansion, and playground replacement are recommended projects.

The kitchen, located in Building A, is small.

The food service equipment is impac!ng the mul!-purpose space rendering most of the space unusable for ac!vity.

A few of the classrooms have teaching walls, but most do not.

Arroyo Seco Elementary School 117

F$%$&' C()*+-'&4%+()* NEW KINDERGARTEN BUILDING

NEW KINDERGARTEN PLAY AREA

NEW ENTRY FEATURES

NEW SHADE STRUCTURES

RENOVATE BUILDING D: High range renova!on

RENOVATE BUILDING A: • Low range renova!on for the MP space • High range renova!on for the kitchen and administra!on areas

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1 EXISTING

2 FUTURE: NEW KINDERGARTEN BUILDING

The following represents one scenario for phasing and implementa!on of future improvements that may be considered for Arroyo Seco Elementary School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs are included in the Bond Implementa!on Plan: • • • 118

HVAC replacement Underground u!lity repair/replace 10GB Data infrastructure

• •

Exterior paint Security cameras

Building B will be removed and replaced with a new building to provide spaces only for the kindergarten/transi!onal kindergarten grade level. At this !me, the kindergarten program is located in undersized spaces and some with no restrooms. Furthermore, the program is split into two diﬀerent buildings: one at the edge of the campus and another at the middle of the campus shared with other grade levels. The new building would increase the curb appeal of the campus. By removing Building C the exis!ng open area can be expanded and converted into a kindergarten playground.

3 FUTURE: NEW ENTRANCE AND RENOVATE BUILDINGS A & D New entrance features will improve the exis!ng exterior entry appeal of the school. Building D would receive a signiﬁcant renova!on to improve security concerns. Building A would also be modernized at this !me. The media center in Building A would be reclaimed to maker space. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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120

L!* R. C'*•! to be resurfaced. As with many other campuses, more shade is needed for the exterior dining areas. New play structures have been selected. Site ligh"ng and irriga"on near the kindergarten classrooms and garden area also are in need of improvements.

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The large portable complex that includes Buildings U and L is aging and should be considered for replacement. While some classrooms currently have teaching walls, many do not, and teachers are using marker boards and projector screens and not LCD monitors. The large pre-kindergarten and SDC programs occupy many classrooms and the resource rooms are used extensively. School staﬀ has suggested that if the resource rooms were redesigned they could be smaller and used for a variety of campus programs. The computer lab is also heavily used, although there is a demand for more chrome books, which may reduce demand on the computer lab. Building F, the large restroom facility, is not up to current ADA compliance.

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Leo R. Croce Elementary School is composed of four permanent buildings, nine prefabricated permanent buildings, and many relocatable classrooms. The current enrollment is around 700, including 100 students who are enrolled in the pre-kindergarten special educa"on program. The majority of the campus was built in the early 1990's and Buildings A, B, C, D, and E were all replaced in the early 2000's. Buildings P and Q (ESS and daycare) are not in the scope of this plan.

Key priori"es voiced by the staﬀ include the following items:

The site is 12.88 acres and has a total of 64,385 square feet of building. Mt. Hamilton Court and green ﬁelds border the school to the north, residences to the east and west, and Scenic Avenue to the south. The asphalt paving is aging and will need

• • • • • •

New in-wall tables, projector, ligh"ng, curtains, and flooring for the MPR Re-design the parking and drop off areas Maker lab Re-design/re-configure the front site fencing Addi"onal site ligh"ng Replace Building U and L (Portables)

121

E+(-)(/# I/03/)"!* The inventory summarizes the building square footage and classroom count per building. Addi•onally, the diagram provides, for a ﬁxed point in •me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

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B••••••• T!"# A third of the campus is permanent construc$on, another third of the campus is of modular building construc$on, while the last third, Buildings A, L, Q, and U are portable classroom buildings. Where applicable, leased portable buildings have been iden$ﬁed.

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Leo R. Croce Elementary School 123

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Conduits and mechanical units are poorly located and do not improve the campus appearance.

The campus drop oďŹ&#x20AC; zone is poorly designed and consists of old fencing.

The wood chips at the playgrounds should be replaced with rubberized surfacing.

Old striping and pavement can be seen throughout campus and should be replaced.

Many classrooms on campus do not have teaching walls nor current technology to support 21"# century learning environments.

The exterior paint of the campus has faded over !me giving the campus an outdated appearance.

Leo R. Croce Elementary School 125

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126

J !"#$% A'(%)( or curbs would be beneﬁcial. New playground equipment has been ordered, and the rubberized playground surfacing appears to be in good condi/on. A few ramps on campus are not ADA compliant, and more shading is needed, especially at the outdoor dining areas.

F #* F !*#

LOYOLA WAY

532 STUDENTS (CURRENT) 9.23 ACRES 55,741 SQUARE FEET 63 PARKING SPACES

G A

Most of the classrooms u/lize teaching walls, without LCD monitors, but the portable classrooms do not. The interior classroom corridors in Buildings A and B need new ﬁnishes, paint, and skylights. Security is also a concern in these buildings, where students can exit through the restrooms at the end of each corridor. There are two science classrooms and a parent center in the portables at the back of campus; however the school intends to move the science classrooms into the underu/lized classrooms in Building B. The parent center, with minimal disrup/on, could also be moved into an open classroom, allowing for the removal of all portable classrooms.

ESS CAPE

F N2

PARKING

JACKSON AVE

O'(='>(? Jackson Avenue Elementary School is composed of seven permanent buildings, three of which are of modular construc/on. There are three portable classrooms in Building G, and three portables that are outside the scope of this Bond Implementa/on Plan - both of the ESS spaces and CAPE. The current student popula/on is 532 students. The campus was renovated in 2006, at which /me Buildings N1, N2, and O were added. The restrooms have also been modernized and appear to be ADA compliant. The campus is bordered by residences to the north, baseball ﬁelds to the east, the school parking lot and Robert Livermore Park to the south, and Jackson Avenue to the west. The school's street frontage along Jackson Avenue is outdated and lined with fencing. There are two designated drop oﬀ lanes within the parking lot, but reorganiza/on of the loop with updated striping

Many classrooms require technology upgrades to support the District's endeavor in developing a “one to one compu/ng” curriculum. The current computer lab is underu/lized and a prime space for a new maker lab. The library does not accommodate book storage, which is occupying an en/re classroom space. A music program has been created for fourth and ﬁHh graders, housed on the mul/-purpose stage. The kindergarten and transi/onal kindergarten classrooms are unequal sizes, toilet rooms are not present in all spaces, and they are located away from the drop oﬀ area.

BIP R(!$XX(%Z *>$%# ( # [)%Z>%\ ]]$?#) • • • • • • • •

Underground U/lity Repair/Replacement 10GB Data Infrastructure Paving Repair Exterior Paint Security Cameras New Marquee Playground Upgrades New Shade Structures

F)*)=( C$%#>Z(= *>$%# Key priori/es voiced by the staﬀ include the following items: • • • • • • • • •

Addi/onal flexible furnishings Speakers and overhead projector for the MP space Correc/ng drainage issues near the quads Upgrading HVAC in Building A Re-design the parking lots and drop off areas Removing Building G portables Maker lab Kindergarten closer to the parking and drop off areas Re-configure the fencing at the front of campus

127

P!"#!$% C$&$'()* The following represents the assumed program to achieve the desired capacity for Jackson Avenue Elementary School. The program spaces were iden•ﬁed for all Elementary Schools in the District.

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ůĂƐƐƌŽŽŵ 128

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B !"#!$% T'() The majority of the campus is permanent construc*on with some modular buildings. Buildings G, CAPE, and ESS are portable classroom buildings. Where applicable, leased portable buildings have been iden*ﬁed.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

DŽĚƵůĂƌ ŽŶƐƚƌƵĐƟŽŶ ; ƚ 'ƌĂĚĞͿ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ;dǇƉŝĐĂůͿ

Jackson Avenue Elementary School 129

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The outdoor dining areas are largely exposed to the natural elements when lunch occurs. Shade structures would help alleviate this issue.

Playgrounds have rubberized surfacing.

Old fencing can be seen throughout the campus. Furthermore, the current exterior paint has begun chipping as seen in the photo above and requires a new paint ﬁnish.

Classrooms throughout Jackson Avenue Elementary School contain outdated devices that are s!ll being used for current curriculum.

The classrooms have teaching walls but display screens are not well-incorporated.

A re-designed parking and drop oﬀ area is needed to improve safety and eﬃciency.

Jackson Avenue Elementary School 131

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NEW SHADE STRUCTURES

UPDATED DROP OFF AND PARKING AREA

REMOVE BUILDING G PORTABLES

N1 N2 O A G B F C

FUTURE: NEW FENCING, DROP 2 OFF, CANOPY, AND RENOVATE PARKING

1 EXISTING The following represents one scenario for phasing and implementa!on of future improvements that may be considered for Jackson Elementary School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs are included in the Bond Implementa!on Plan: • • • 132

Underground u!lity repair/replace 10GB Data infrastructure Paving Repairs

• •

Exterior paint Security cameras

A new fencing design will be created to alter the curb appeal of the campus. The current front of campus features an extensive and unappealing fence that creates an uninvi!ng presence for the campus. Adding new canopy structures would provide shade to the outdoor dining area. The kindergarten is tucked far away from any part of the exis!ng school drop off zone. A new drop off zone for the kindergarten would alleviate this concern. Furthermore, renova!ng the parking lot will provide a be#er organiza!on for the drop off zone and the parking itself.

3 FUTURE: REMOVE PORTABLES Building G, consis!ng of three portable classrooms, will be removed.

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134

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unsafe condi/ons. Ideally, gates should be installed to restrict visitor access into the staﬀ parking lot. Similar to Jackson Avenue Elementary, Marylin has a lot of fencing at the front of campus. Security is a concern as someone could easily walk right past the administra/on building onto campus. Community programs, such as literacy, food bank, and daycare, are housed in the older portables that create an una<rac/ve campus edge.

410 STUDENTS (CURRENT) 9.7 ACRES 55,079 SQUARE FEET 73 PARKING SPACES

DAYCARE KIDANGO D

BERNAL AVE

FALCON WAY

FOOD BANK C K

ESS PARKING

MARYLIN AVE

O%&'%(&) Marylin Avenue Elementary School is composed of five permanent buildings, one of which is of modular construc/on. The relocatable buildings on campus, including daycare, ESS, adult programs, Kidango, and the food bank, are all outside of the scope of this Bond Implementa/on Plan. The current student popula/on is 410, but according to the Principal could be up to 596 students. The four original buildings- A, B, C, and D - were built in the late 1950's and remodeled in 2004. The 2005 library, Building K, is the newest building on campus. The 9.7 acre site is bordered by green fields and a community park to the north, residences to the east and west, and Marylin Avenue to the south. There are two parking lots on the south side of campus in addi/on to a two lane drop off loop. The southeast parking lot exits into the drop off lane crea/ng confusion and

Most of the classrooms u/lize teaching walls without LCD monitors. The double loaded corridor spaces are used by both teachers and students in Buildings A and B. These spaces were originally intended for students to access their rooms, but the tables and storage suggest other uses. Marylin has the greatest enrollment in Title 1 programs in the District, yet these programs are also housed in classroom spaces throughout the campus. Portable classroom overﬂow space is no longer available because of the community programs being housed there. SDC and kindergarten classrooms have spaces that are undersized and not all have the required toilet rooms. The school was designated as a computer science magnet, thus computers are available to every student in grades 3 through 5. The need for the media center is declining as students having access to their own device is increasing.

BIP R&$>??&@H!#(>@" (!" XZ@H(@[ !\\>)") • • • • • • • • • •

Fire Alarm Replacement HVAC Replacement Underground U/lity Repair/Replacement (Storm Drainage) 10GB Data Infrastructure Paving Repair Exterior Paint Security Cameras New Marquee Playground Upgrades New Shade Structures

FZ#Z'& C>@"(H&'!#(>@" Key priori/es voiced by the staﬀ include the following items: • • • • • •

Re-design the parking and drop oﬀ areas, including more ligh/ng Re-organize or relocate the community service programs A running track Conver/ng the media center into a maker space New public announcement system and kitchen upgrades at MPR Re-conﬁgure the fencing at the front of campus 135

E'"(#")• I)*+)#••$ The inventory summarizes the building square footage and classroom count per building. Addi%onally, the diagram provides, for a ﬁxed point in %me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms.

P•••••• C•••!"#$ The following represents the assumed program to achieve the desired capacity for Marylin Elementary School. The program spaces were iden%ﬁed for all Elementary Schools in the District. #

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B !"#!$% T'() The majority of the campus features permanent buildings. Building K1 is of portable construc*on and K is modular construc*on. The portables to the north of the parking lot are also portable construc*on. Where applicable, leased portable buildings have been iden*ﬁed.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

DŽĚƵůĂƌ ŽŶƐƚƌƵĐƟŽŶ ; ƚ 'ƌĂĚĞͿ

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Marylin Avenue Elementary School 137

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The front of the campus features an extensive fence that gives an unwelcoming impression.

The wood chips should be replaced with rubber surfacing.

The school contains portables that do not work with the overall campus aesthe!cs.

The campus entrance corridor is not only dark, but provides easy access to the school for visitors without having to check in at the administra!on.

The in-wall tables at the MPR were recently replaced.

This space could be converted to a Maker Space as 1:1 compu!ng curriculum improves.

Marylin Avenue Elementary School 139

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near the recep;on desk. The campus has grown incrementally through the years by adding portable classrooms. The newest portable, Building F, is already suﬀering from leaking roofs.

E JACK LONDON BLVD

570 STUDENTS (CURRENT) 9.77 ACRES 42,994 SQUARE FEET 99 PARKING SPACES

PARKING

ESS J PARKING

M L

K E F

G N

The campus is bordered by East Jack London Boulevard to the north, residences to the east and west, and a green field and running track to the south. There are several small parking lots around campus, and a two-lane drop off loop accessed via Jack London Blvd. The small parking lots force the staff to park in the surrounding neighborhoods. The campus is well cared for as seen by the painted murals on the portable classrooms, the planter beds and the site landscaping. The outdoor spaces need more shade structures. It appears that most of the campus restrooms are compliant with ADA guidelines, but the mul;purpose stage does not have a wheel chair liY. The classroom teaching environment varies; some have teaching walls (but no LCD), and some only have marker boards and a projector screen. There are two designated science classrooms, one in Building F and the other in Building L. The science classrooms are in portables, with only one sink and no hot water. They also have carpet flooring, which is not adequate to use in dedicated science spaces. The media center is underu;lized and would be a good fit to convert into a maker space. The kindergarten program is currently split between two buildings on campus, P and F. The spaces being used for the kindergarteners in Building F are undersized, have no direct restrooms, and are not adjacent to the designated kindergarten play area.

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O@%?@-%: Rancho Las Positas Elementary School is composed of four permanent buildings, three of which are of modular construc;on. Buildings E, F, G, K and L are enhanced portable classrooms with permanent concrete walkways and ramps. There are two portable buildings to the north of the drop oﬀ loop, the Head Start pre-kindergarten and ESS spaces. These two portable buildings are not in the scope of this Bond Implementa;on Plan as they are owned by the Livermore Area Recrea;on and Park District and New Horizons. The current student popula;on is around 570. Building A, which contains the administra;on, library and mul;-purpose space, is the oldest building on campus - built in 1976. Building A has not been renovated and is in need of repair and a larger kitchen space. The mul;-purpose and administra;on spaces are undersized for the current staﬀ and student popula;on. There is not a pronounced entry and no wai;ng area for visitors

• • • • • • •

HVAC Replacement 10GB Data Infrastructure Exterior Paint Security Cameras New Marquee Playground Upgrades New Shade Structures

F3#3?% C&*"-+%?!#-&*" Key priori;es voiced by the staﬀ include the following items: • • • • • •

New kindergarten classrooms and hardcourts Renova;on of Building A (Administra;on, MPR, and Library) New entry features Re-organized parking and drop oﬀ area Maker lab 141 Relocate community Head Start pre-kindergarten program

P!"#!$% C$&$'()* The following represents the assumed program to achieve the desired capacity for Rancho Las Positas Elementary School. The program spaces were iden•ﬁed for all Elementary Schools in the District.

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ůĂƐƐƌŽŽŵ 142

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B !"#!$% T'() Building A is the only building of permanent construc*on. Several structures are modular construc*on while the rest are portable construc*on. Where applicable, leased portable buildings have been iden*ﬁed.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

DŽĚƵůĂƌ ŽŶƐƚƌƵĐƟŽŶ ; ƚ 'ƌĂĚĞͿ

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Rancho Las Positas Elementary School 143

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A re-designed parking and drop oďŹ&#x20AC; area is needed to improve safety and eďŹ&#x192;ciency.

The administra!on entrance is diďŹ&#x192;cult to locate and a face li# would drama!cally improve visibility for visitors.

The plaster on the exterior of the MPR is becoming heavily deteriorated and requires repair.

The murals, landscaping, and keystone planter beds are evidence that the campus is well cared for.

Behind the playground equipment are several storage sheds and containers.

Food service equipment currently absorbs valuable MPR space, reducing its usability.

Rancho Las Positas Elementary School 145

F%'%() C*+/35)(7'3*+/ NEW KINDERGARTEN CLASSROOMS & PLAYGROUNDS

RENOVATE BUILDING A: • Low range renova!on for the MP space • High range renova!on for the administra!on areas

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1 EXISTING

2 FUTURE: NEW KINDERGARTEN, PLAY AREA

The following represents one scenario for phasing and implementa!on of the improvements an!cipated at Rancho Elementary School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met: • •

146

HVAC replacement 10GB Data infrastructure

• •

Exterior paint Security cameras

One of the highest needs is to expand the current kindergarten program. Two addi!onal kindergarten classrooms will be added to address the issue of undersized classrooms. Furthermore, the hardcourt will be redone to have a secure playground with direct access from the classroom.

2 FUTURE: RENOVATE BUILDING A Building A will receive renova!on for the administra!on area, media center, library, and mul!-purpose space. The administra!on lacks a strong iden!ﬁer for visitors to know where the administra!on is actually located. Hence, a face li# will be done to address this issue. The media center would be converted into a ﬂexible learning space. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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148

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the school on Ontario Drive. The restrooms across campus all appear to be ADA compliant.

770 STUDENTS (CURRENT) 9.98 ACRES 50,316 SQUARE FEET 76 PARKING SPACES

The majority of the classrooms have teaching walls, but they do not currently have LCD monitors. The two dedicated science classrooms, in Building A2, are an excellent example of an elementary school science classroom. Building A3 houses the mul!-purpose space and the kitchen, which is the smallest in the District. The mul!-purpose space does have a stage, but was not designed to be used for indoor sports, like many of the other campus' mul!-purpose spaces. Similar to Jackson Elementary, a music program has been created for fourth and fi?h graders, housed in classroom space with performances on the MP stage. This building would benefit with a renova!on, which might include new paint, finishes, and some skylights.

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The staﬀ at Smith Elementary has also noted that new exterior paint is needed on the underside of the shade canopies between classroom wings. Also, more technology in the classrooms, a decomposed granite running track, and prin!ng sta!ons in the library would be ideal. The computer lab, next to the library, is heavily used by students.

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Emma C. Smith Elementary School sits on nearly 10 acres and is composed of permanent buildings connected via covered walkways. There are four portable classrooms - two are for ESS and owned by LARPD, one is a relocatable toilet building, and the last two are used as fourth grade classrooms. The original buildings- A2, A3, and A4- were built in 1968 and later renovated in 2003. The other classroom wings, B1 and B2, were built in 2003. The current student popula!on is 770 students.

Key priori!es voiced by the staﬀ include the following items:

The campus is bordered by Sapphire Drive to the north, Ontario Drive to the east, parking lots and hardcourts to the south, and residences to the west. There are two drop oﬀ areas, one within the parking lot, and another designated lane in front of

• • • •

New kindergarten building Renova!on of Building A3 (MPR/Kitchen) Maker lab Running track

149

E+(-)(/# I/01/)"!* The inventory summarizes the building square footage and classroom count per building. Addi•onally, the diagram provides, for a ﬁxed point in •me, the actual assigned use for the spaces on campus and were derived from an assessment of the master schedule. The matrix below summarizes building area as well as the assumed number of available classrooms. 0

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B#$%&$'( T)*+ Most of the buildings are permanent construc!on with a few relocatable classroom buildings. Smith is one of the few schools in the en!re District to have no modular construc!on. Where applicable, leased portable buildings have been iden!ﬁed.

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The current kindergarten program is spread out across campus without direct access to the playground and toilet rooms.

The current outdoor dining area is in need of more shade structures, and the campus would also like a running track.

Rus!ng can be seen occurring on the underside of the canopy structure.

The classroom sinks are not ADA compliant.

The campus is one of the few schools without any basketball hoops incorporated into the MPR.

The stage is u!lized by the music program oďŹ&#x20AC;ered by the school. However, it is undersized for music performances.

Emma C. Smith Elementary School 153

F$%$&' C()*+/'&6%+()* NEW KINDERGARTEN CLASSROOMS

RENOVATE BUILDING A3: • Low range renova!on for the MP space • High range renova!on for the kitchen

B1 A4

A3 B2

1 EXISTING

2 FUTURE: NEW KINDERGARTEN BUILDING

The following represents one scenario for phasing and implementa!on of the improvements an!cipated at Smith Elementary School. It is expected that a par!cipatory design process may yield a revised approach within the parameters established here. In addi!on to the projects shown here, the following basic infrastructure needs must be met: • • •

154

Rooﬁng replacement 10GB Data infrastructure Paving Repair

• •

Exterior paint Security cameras

A new kindergarten building is proposed with two classrooms and restrooms.

3 FUTURE: RENOVATE BUILDING A3 At this !me, the mul!-purpose room does not have any sports equipment installed and the kitchen lacks square footage for food prepara!on. The renova!on will incorporate new sports equipment, ﬁnishes, paint, and skylights for the MPR. The kitchen would be reﬁ#ed to have ample space for food prepara!on. ZĞŶŽǀĂƟŽŶ Ͳ >Žǁ

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S#'•%• the main building is a side door next to the double doors to the mul!-purpose room, and under a canopy noted as MPR. To the le< of the entrance doors to Building A sits free standing u!lity infrastructure, such as the electrical switchboard and conduits, making an unsightly ﬁrst impression.

F••• F•••• 795 STUDENTS (CURRENT) 9.98 ACRES 51,383 SQUARE FEET 65 PARKING SPACES

Building A, being the core of the campus, features administra!ve spaces, a library, computer lab, media center, mul!-purpose room, stage, food services, and restrooms. As the ac!ng hub of campus, Building A needs clear signage, a secure entry, and easy wayﬁnding. The kitchen in the MPR is small, and the school currently has no plans on expanding it. The serving line is now located within the MPR space. The library and administra!on spaces are undersized for the current student and staﬀ popula!on.

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O-%$-*%/ Sunset Elementary School is LVJUSD’s largest elementary school, with a current enrollment of 795 students. The school is comprised of twelve buildings, four of which are portable classrooms. Two of the portables classrooms are not owned by the school district, and are not included in the scope of this Bond Implementa!on Plan. The site is approximately 9.98 acres with two thirds of the site paved and the rest consis!ng of mature landscaping and grassy field areas. There are three playgrounds, along with hardcourts on the campus. The majority of the buildings on Sunset’s campus are rela!vely new, completed around 2005. The original building on campus, Building A, was built in 1976, and has been modernized over the years. The two SDC classrooms are the campus’ newest addi!ons, being brought in around 2015. Main access to the site is from Frankfurt Way along the east side of campus. There is an undersized parking lot on the southeast corner of the campus, with two drop off lanes in front of Building A. The campus is bordered by single family homes to the north and south, and fields and a park to the west. The main entrance to the administra!on area is understated and hard to find. In fact, the entrance to

The outdoor ea!ng area needs permanent shade structures. The exis!ng shade structures located over the concrete benches on the hardcourt are underu!lized. There is a lot of fencing sca=ered throughout campus, and the green fields are fenced off from the hardcourt and playground area. It appears that the playgrounds are in good shape, although overcrowded. The two portable classrooms (of unequal sizes) that are solely dedicated to science contain one sink per room (with no hot water), no teaching wall, and carpet flooring. The majority of the other classrooms do have teaching walls, but do not have LCD monitors. One main concern is the undersized kindergarten classrooms. The kindergarten program has expanded and is now housed in two buildings, R and Q, which are separated by Building A. This separa!on makes it difficult for the students to access the playground. The school is planning to add an addi!onal transi!onal kindergarten classroom to the campus next year.

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F#•#$% C&'•*+%$••*&'• Key priori!es voiced by the staﬀ include the following items: • • • • •

New kindergarten hardcourt and upgrades Renova!on of Buildings P1 and P2 Renova!on of Building A (Administra!on and MPR) Maker space New entry features

157

P!"#!$% C$&$'()* The following represents the assumed program to achieve the desired capacity for Sunset Elementary School. The program spaces were iden•ﬁed for all Elementary Schools in the District.

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B#$%&$'( T)*+ Most of the buildings on the campus are permanent construc!on and modular construc!on. Building M, H, L, and the ESS are of portable construc!on. Where applicable, leased portable buildings have been iden!ﬁed.

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Sunset Elementary School 159

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The main entrance to Sunset Elementary School. The main entrance to the administra on area is located under the MPR canopy,

The pavement at the hardcourts showing signs of deteriora on.

The outdoor learning and dining spaces require addi onal shade structure.

The kindergarten program has outgrown the original facility and playground forcing addi onal kindergarten classrooms to be u lized across campus.

The MPR's overall space is reduced due to the loca on of the food service equipment.

Mul ple classrooms in Sunset Elementary School do not have a teaching wall.

Sunset Elementary School 161

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1 EXISTING The following represents one scenario for phasing and implementa•on of the improvements an•cipated at Sunset Elementary School. It is expected that a par•cipatory design process may yield a revised approach within the parameters established here. In addi•on to the projects shown here, the following basic infrastructure needs must be met: • •

162

10GB Data infrastructure Paving Repair

• •

Exterior paint Security cameras

2 FUTURE: RENOVATE BUILDING P1

3 FUTURE: RENOVATE BUILDING P1, P2, A

The kindergarten program is separated into two buildings on separate parts of the campus. One of the buildings has 2 kindergarten classrooms that are undersized, no toilets, no direct access to the playground, and is using a fenced quad. The plan would renovate part of building P1 to house the new kindergarten program, while at the same •me crea•ng a secured playground for the kindergarteners. Portable classrooms M and H would be removed, grade level classrooms would be re-organized and grouped together across campus. The science classrooms will be moved into classroom Building O.

This phase includes a renova•on of the remaining classrooms in Buildings P1 and P2, and the renova•on of the mul•-purpose and administra•on spaces in Building A.

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163

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122 STUDENTS (CURRENT) 4.68 ACRES 24,852 SQUARE FEET 445 PARKING SPACES

Del Valle High School is Livermore Valley Joint Uniﬁed School District’s con"nua"on high school. The campus consists of an “I” shaped Building A with an exis"ng square footage of 24,852. Building A was designed with a double loaded corridor, originally constructed in 1936, and repaired in 1944. Since that "me, there have been a few upgrades, primarily site related. Site improvements were made in 1960, a sun screen was added in 1965, a greenhouse in 1975, and the tennis courts in 2002. The most recent updates to the building include an electrical and HVAC upgrade in 2005 and the windows were replaced in 2007.

5TH ST.

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The building contains classrooms, administra"on spaces, a mul"purpose space that includes a kitchen and dining room, and a library. There is an a#c storage space located above the main entry oﬀ of 5th Street. The building was constructed with wood framing, and is currently the only building on the 4.68 acre site. There are currently no portables housed on the site, but there are a number of storage containers, tennis courts, hardcourts, and two baseball diamonds on the south side of the site. Parking is located to the north of the building on 5th Street. The current enrollment is 122 students, but it can hold up to 150-155 students if needed.

P'*@'*;*&:

6TH ST.

Del Valle offers a number of classes in skilled trades, office skills, and culinary arts. Del Valle’s Culinary Academy began in the 2013/2014 school year, but there are currently only 8 students in the program. There has been a proposal to locate a portable building behind Building A to house the Culinary Academy, but at the moment there are not enough par"cipa"ng students to make this a feasible op"on. For the "me being the students walk over to Livermore High School to use their underu"lized lecture room in the student union building. There are also no classroom spaces available to the skilled trade courses, including carpentry, electrical, plumbing, welding, etc. The office skills courses could be moved into the library space. The current administra"on space is quite small, with no conference rooms, and no office space for the mental health providers that come in from off-campus. The mul"-purpose and kitchen space are quite generous, and the campus offers free and reduced meals. These meals are prepared off-campus and are only warmed up on loca"on. These larger spaces are only used by twelve to fi?een students, making them highly underu"lized. 165

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C !"#$# ! Building A is the only building on the Del Valle campus, and it is a wood-framed, permanent building.

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Del Valle High School 167

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The entrance to Del Valle High School has great curb appeal, with historic charm, clear signage, and nice landscaping The entry is easy to iden!fy and there is a secured front door. However, there is no ADA compliant entrance, and the second-story emergency exit stair detracts from the overall grand entrance.

The extensive hardcourts at the Del Valle campus, shown here are basketball and tennis courts.

The Del Valle bicycle repair classroom - an instruc!onal shop space that repairs old bikes and donates them to local chari!es and families in need.

Pictured above is a typical classroom at Del Valle. Overall this is a nice space, although improvements could be made in regard to technology and storage.

The generous mul!-purpose space that is only used by a dozen or so students. The campus oďŹ&#x20AC;ers free and reduced meals, but only has the ability to warm the prepared meals.

The current ramped access to the restrooms is not ADA compliant.

Del Valle High School 169

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B!"#$"%& T'() Most of the buildings on the campus are permanent construc•on. Building L, K, H, and I are of portable construc•on. Where applicable, leased portable buildings have been iden•ﬁed.

WĞƌŵĂŶĞŶƚ ŽŶƐƚƌƵĐƟŽŶ

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Vineyard High School 173

C!"#$%$!" A&&'&&('"% This overview shows the general condi•on of the exis•ng facili•es, and was completed based on informa•on gathered from mee•ngs with the district facili•es, maintenance and opera•ons staﬀ, a review of exis•ng drawings, and a walk through with district personnel and the architectural and engineering teams. The results are summarized here and color coded by likely need for, and level of, renova•on. The matrix outlines the original construc•on date as well as subsequent renova•on, however minimal. Photos presented here speak to the range of issues that exist on campus.

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B!"#$"%& T'() Most of the buildings on the campus are of portable construc•on. Only building A is of permanent construc•on, while building B and C are modular construc•on. Where applicable, leased portable buildings have been iden•ﬁed.

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DŽĚƵůĂƌ ŽŶƐƚƌƵĐƟŽŶ ; ƚ 'ƌĂĚĞͿ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ;dǇƉŝĐĂůͿ

Arroyo Mocho Elementary School 179

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182

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SATELLITE CAMPUS ELEMENTARY SCHOOL 9.5 ACRES 50,875 SQUARE FEET 83 PARKING SPACES

The Satellite campus, also known as Portola, is composed of seven permanent buildings and two portable daycare classrooms that are out of the scope of this Bond Implementa*on Plan. The library and media center, housed in Building J, was constructed in 2003, while Building O (consis*ng of classrooms) was built in 2006. Buildings A, the oldest building on campus, was built in 1961, followed by Buildings B, C, D, and E in 1966. Buildings A through E were all modernized in 2006.

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The 9.5 acre site is bordered to the north by Portola Avenue and churches and mul*-family residen*al areas to the east, south, and west. There is also a large grass field to the south of the school's hardcourts. The large parking lot is on the eastern edge of campus, and overflow parking is located on the hardcourts. The parking lot also includes a two-lane drop off zone accessed via Portola Avenue. There is an addi*onal smaller parking lot on the northwest corner of the site.

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B !"#!$% T'() The majority of the campus features permanent buildings with two portable buildings. Where applicable, leased portable buildings have been iden*ﬁed.

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ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ; ŶŚĂŶĐĞĚͿ

DŽĚƵůĂƌ ŽŶƐƚƌƵĐƟŽŶ ; ƚ 'ƌĂĚĞͿ

ZĂŵƉĞĚ WŽƌƚĂďůĞƐ ;dǇƉŝĐĂůͿ

Satellite Campus 185

C!"#$%$!" A&&'&&('"% This overview shows the general condi)on of the exis)ng facili)es, and was completed based on informa)on gathered from mee)ngs with the district facili)es, maintenance and opera)ons staﬀ, a review of exis)ng drawings, and a walk through with district personnel and the architectural and engineering teams. The results are summarized here and color coded by likely need for, and level of, renova)on. The matrix outlines the original construc)on date as well as subsequent renova)on, however minimal. Photos presented here speak to the range of issues that exist on campus.

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E•••••••••• A•••••!••" C•#•$ E••••••••

Site Visits 11/15/2016 Livermore High School

Accessibility Issues o Re-grade deficient accessible parking stalls, install detectable warning surface (where needed), install van accessible stalls, restripe and update signage. o Replace deficient path of travel, including access and accessible seating in the Football Stadium. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – no issues reported. o Sanitary Sewer – Reported sanitary sewer clogging issues near the Wood and Auto Shop. Sanitary sewer runs underneath the Administration building and should be rerouted. Facility Upgrades/Expansions o Expand 2-3 lanes on track – limited real estate on the northern and eastern side of the track. o New pool and gymnasium – consideration of new facility based on existing utility infrastructure.

o ·

Accessibility Issues o Re-grade deficient accessible parking stalls, install detectable warning surface (where needed), restripe and update signage. o Replace deficient ramps to portable classrooms (if the classrooms remain), pool deck, weight room, football stadium seating, etc. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – no issues reported. o Sanitary Sewer – Reported sanitary sewer issues because of tree roots near visitor parking lot.

Site Visit 2/10/17 Junction K8

Accessibility Issues o Replace deficient path of travel, including concrete between Buildings D and Buildings A, concrete walk by Building H and asphalt near the locker rooms. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – Poorly placed storm drain inlets/catch basins across the entire site. Flooding issues near Building D1 & Buildings D in landscape area because there are no SD structures. Seat walls were built, but block drainage. There are no drain inlets/catch basins placed in the concrete and concrete is sloping towards the Kindergarten building. Recommend to add drain inlets/catch basins in strategic areas and connect to existing infrastructure. o Sanitary Sewer – Reported sanitary sewer issues near Building D1/office from tree roots. Maintenance rerouted the line to solve the issue. Facility Upgrades/Expansions o New classrooms by the existing hardcourts area – consideration of new facility based on existing utility infrastructure.

East Avenue MS

196

Accessibility Issues o Replace deficient path of travel, including areas by Building K room 25, asphalt by the accessible restrooms and deficient ramps to portable classrooms (if the classrooms remain).

BKF Engineers | 980 9th Street, Suite 1770 | Sacramento, CA | 95814 | 916.556.5800

Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – Minor flooding issues reported. Flooding reported near Building G/Cafeteria and during heavy rain the stormwater backs up into building. Standing water in the landscape near Building B and C and along the main walkway from the office. o Sanitary Sewer – Reported sanitary sewer near the restrooms, but maintenance said it was typical clogging from students. o Fire – There is fire truck access route around the campus, but no hydrants.

Michell K8

Granada High School

Install detectable warning surface, install compliant van accessible stalls (existing van stall does not include separate 5’ loading zone that is not included in the crosswalk)

Accessibility Issues o Re-grade deficient accessible parking stalls. o Replace deficient path of travel, including asphalt near the portables and playground/court areas. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – minor flooding issues by Building C and between Library/Building C. o Sanitary Sewer – Several portable classrooms use a sanitary sewer lift station. If the campus expanses, investigation if the site has enough fall to connect to the sewer main is recommended. o Fire – There is fire truck access route around the campus, but the access on the west is very steep (greater than 10%). Facility Upgrades/Expansions o Construct classroom and gym in the existing western hardcourts – There is a significant grade difference between the hardcourts and Elaine Avenue. o Construct new classrooms by the hardcourts on the eastern side of campus – consideration of new facility based on existing utility infrastructure, especially sanitary sewer.

Mendenhall MS

Accessibility Issues o Install detectable warning surfaces o Replace deficient path of travel, including concrete between Building N and Building H. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – no issues reported. o Sanitary Sewer – no issues reported.

Christensen MS

Accessibility Issues o Install detectable warning surfaces o Replace deficient path of travel, including concrete in the main courtyard. Utility Upgrades o Water – no water pressure issues reported. o Storm Drain – no issues reported. o Sanitary Sewer – no issues reported.

BKF Engineers | 980 9th Street, Suite 1770 | Sacramento, CA | 95814 | 916.556.5800

E•••••••••• A•••••!••" M•#$%••#%& E•••••••• Mechanical & Plumbing Assessment

GRANADA HIGH SCHOOL LIVERMORE VALLEY JOINT UNIFIED SCHOOL DISTRICT

Granada High School

Mechanical & Plumbing Assessment

Granada High School

EXECUTIVE SUMMARY Background and Purpose of Assessment Report

400 WALL STREET LIVERMORE, CALIFORNIA

MECHANICAL AND PLUMBING ASSESSMENT REPORT

This report documents the findings of field survey work performed on November 15, 2016 to determine the condition of the existing HVAC and Plumbing systems at Granada High School in Livermore CA. This report comments on the life expectancy of the existing systems, any observed code or safety deficiencies, and also makes recommendations for improvements for the proposed remodel or building re-structuring. The buildings facing Wall Street (building “I” and “J”) were originally constructed in 1962 and subsequent buildings have been added over the years.

Summary of Existing Conditions and Recommended Improvements HVAC: The mechanical heating and cooling systems for this campus consist of mainly older packaged “BARD” Wall Mounted Gas Fired Units, Roof Mounted Air Conditioning Units and Split Systems Air Conditioning Units. The Gymnasiums and Locker Rooms are served by a Central Boiler and Air Handlers Overall the Majority of Mechanical System Components are in poor condition due to age and we would recommend replacement of the following components: 1.

Replace Rooftop Packaged AC-Units and Split System whenever the units are over 15 years of age.

Replace Refrigerant Line Sets for any new Split Systems for Higher Pressure R410 refrigerant.

Reuse existing air distribution if of adequate size and is not older than 20 years. Additionally, if re-used allow for air system pre-measurement (Air Balance) prior to installing any new system components.

Replace all exhaust fans in Toilet Rooms, Storage Rooms, and Work Rooms.

We would highly recommend duct cleaning for any existing ducting that would be re-used. Duct cleaning will negate the need for an air balance prior to new equipment install.

Install new Energy Management Control System. District prefers newer wireless system, such as Ecobee or Pelican Wireless.

Replace Gas and Condensate Distribution Piping in excess of 15 years old.

PLUMBING: The majority of plumbing fixtures at this campus are original to the construction of each building. Any modernization scope occurring should include full replacement of the fixtures and any associated sewer, water, and the majority of the gas distribution piping. Any work perform shall meet Cal Green Code and 2016 ADA requirements.

PREPARED BY CAPITAL ENGINEERING CONSULTANTS, INC. 11020 SUN CENTER DRIVE, SUITE 100 RANCHO CORDOVA, CA 95670 November 28, 2016 Mechanical & Plumbing Assessment

Add Hydration Station to Student Union Small Gym, Locker Rooms, Staff Breakrooms and High Traffic Areas.

Replace traditional Service Sinks with Floor Mounted Style.

Pool Pump, and Pool Heater are in good condition, suggest adding Variable Frequency Drive to existing Pool Pumps.

Mechanical & Plumbing Assessment

197

E !" ##$" ! A&&#&&'# ( Mechanical & Plumbing Assessment

Granada High School

Mechanical & Plumbing Assessment

BUILDING “A”, “B”, “C”, and “D”- CLASSROOM BUILDINGS:

BUILDING “G” – SHOP BUILDING:

Existing Conditions: The mechanical systems for classrooms on the second floor of the “A” Building consist of wall mounted heat pumps. The Heat Pumps are installed in steel protective enclosures. The interior air distribution is single point supply and return and acoustics are poor for the occupants. The Heat Pump system were installed in 1992 and is near, or at, the end of its life expectancy.

Existing Conditions: The Shops Building contains Ceramics and Metal Shops. These spaces have Heating and Ventilating Units recently installed in 2013. Both system are Heating Only Systems and have no provisions for code required ventilation air.

Ceramics Classroom Heat Vent Unit (2013)

Typical Heat Pump Unit in Protective Enclosure

Typical Air Distribution in Classrooms

Typical Heat Pump Unit in Protective Enclosure

Metal Shop Welding Exhaust Hoods

Suggested Replacement System: Replace existing Unit Heater with new Roof Mounted Air Conditioning Units with full air side economizers. Replace original General Room Exhaust Fans and Welding Hood Exhaust Fans.

Suggested Replacement System: Replace with New Heat Pump, re-use protective enclosure, and install new air distribution system in classrooms.

Mechanical & Plumbing Assessment

Ceramics Kiln with General Exhaust Fan

Typical Heat Pumps – Buildings “A”, “B”, “C”, & “D”

Metal Shop Heat Vent Unit – Original

198

Granada High School

Mechanical & Plumbing Assessment

E•••••••••• A•••••!••" Mechanical & Plumbing Assessment

Granada High School

Mechanical & Plumbing Assessment

Granada High School

BUILDING “F” ARTS/SHOP BUILDING and “H” LIBRARY BUILDING:

BUILDING “M” – MAIN GYMNASIUM BUILDING:

Existing Conditions:

Existing Conditions: The Mechanical system serving this building consist of Heating and Ventilating (Hydronic) Units which are installed in roof penthouses. The heating Hot Water comes from a central boiler (1993). The HV Units appear to be original to the building (1964). All equipment, including exhaust fans should be replaced as they have reached the end of their expected life.

Building “F” Shops/ classrooms have Roof Mounted Air Conditioning Units installed in 1996 and are at the end of their life expectancy. Building “H” has 3 newer AC-Units (2015). The remaining 5 rooftop units (1996) are scheduled to be replaced under Prop-39 funding.

BUILDING “V” - SMALL GYMNASIUM BUILDING: Existing Conditions: The Mechanical system serving this building consist of Heating and Ventilating (Hydronic) Units which are installed on the roof in a mechanical well. The heating Hot Water comes from the same central boiler (1993) serving the Large Gym. The HV Units appear to be original to the building (1964). All equipment, including exhaust fans should be replaced as they have reached the end of their expected life.

Building “F” AC-Unit serving Arts Classrooms

Existing Boiler serving Small Gym and Locker Rooms.

Small Gym Air Distribution at wall.

Building H – Library Rooftop AC-Units

Suggested Replacement System: Arts / Shops Classrooms Building units should be replaced with new Rooftop Packaged Units Classroom Units with full airside economizers. Interlock all New Equipment to new Energy Management System.

Large Gym Air Distribution at wall.

Locker Room Air Distribution at wall.

Suggested Replacement System: Add Air Conditioning: Remove existing boiler, Unit Heaters, Penthouse Air Handlers and all hydronic piping. Replace with High Efficiency Packaged Roof Mounted AC-Units. Suggest units be located on locker room low roof to serve small gym and locker rooms. Replace all exhaust fans in locker rooms. Mechanical & Plumbing Assessment

Mechanical & Plumbing Assessment

199

E !" ##$" ! A&&#&&'# ( Mechanical & Plumbing Assessment

Granada High School

BUILDING “L” - CAFETERIA and KITCHEN: Existing Conditions: The HVAC system for this building consists of Rooftop Packaged AC-Units installed in 2011 and are in good condition. The kitchen recently had a full modernization and the hoods are in good condition and systems are working as designed.

Kitchen and Dining Areas

Suggested Replacement System: Existing units to remain. Connect existing AC-Units and Kitchen Exhaust to new Energy Management System.

Mechanical & Plumbing Assessment

200

Mechanical & Plumbing Assessment

Granada High School

BUILDING “E” - THEATER AND SUPPORT CLASSROOM BUILDINGS: Existing Conditions: The existing system consists of Roof Mounted (within roof well area) Packaged AC-Units. The units were installed in 199and have exceeded their useful life! The units are mostly fixed minimum osa with no airside economizer, and fixed minimum outside air. Controls are standalone programmable thermostats.

Theater Exposed Ductwork.

Air Conditioning Units on Roof

Suggested Replacement System: Existing AC-Units should be replaced with new Rooftop High Efficiency Packaged Units. Additionally, due to age we would recommend new air distribution. Include full airside powered exhaust economizers. Replace Gas and Condensate Distribution Piping.

Mechanical & Plumbing Assessment

E !" ##$" ! A&&#&&'# ( Mechanical & Plumbing Assessment

Granada High School

BUILDING “I” and “J” - ADMINISTRATION OFFICES and STAFF SUPPORT OFFICE - AUTO / WOODSHOP BUILDING: The administration offices are currently served by older roof mounted AC-Units and Wall Radiant Panels. The zoning in these spaces is poor and air distribution does not adequately cover all areas.

Wall Heater (not DSA Approved)

Air Distribution (exposed and concealed in soffit.

Mechanical & Plumbing Assessment

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LIVERMORE HIGH SCHOOL LIVERMORE VALLEY JOINT UNIFIED SCHOOL DISTRICT

Livermore High School

Mechanical & Plumbing Assessment

Livermore High School

EXECUTIVE SUMMARY Background and Purpose of Assessment Report

600 MAPLE STREET LIVERMORE, CALIFORNIA

MECHANICAL AND PLUMBING ASSESSMENT REPORT

This report documents the findings of field survey work performed on November 15, 2016 to determine the condition of the existing HVAC and Plumbing systems at Livermore High School in Livermore CA. This report comments on the life expectancy of the existing systems, any observed code or safety deficiencies, and also makes recommendations for improvements for the proposed remodel or building re-structuring. The Main Structure was built in 1930 and subsequent buildings have been added over the years.

Summary of Existing Conditions and Recommended Improvements HVAC: The mechanical heating and cooling systems for this campus consist of mainly older packaged Air Conditioning Units and Split Systems Air Conditioning Units. Overall the Majority of Mechanical System Components are in poor condition due to age and we would recommend replacement of the following components: 1.

Replace Rooftop Packaged AC-Units and Split System whenever the units are over 15 years of age.

Replace Refrigerant Line Sets for any new Split Systems for Higher Pressure R410 refrigerant.

Replace all exhaust fans in Toilet Rooms, Storage Rooms, and Work Rooms.

We would highly recommend duct cleaning for any existing ducting that would be re-used. Duct cleaning will negate the need for an air balance prior to new equipment install.

Install new Energy Management Control System. District prefers newer wireless system, such as Ecobee or Pelican Wireless.

Replace Gas and Condensate Distribution Piping in excess of 15 years old.

PREPARED BY

Building A, K, and L restrooms were remodeled in 2007. Building A Lower Level Restrooms were remodel in 2008.

Add Hydration Station to Student Union Small Gym, Locker Rooms, Staff Breakrooms and High Traffic Areas.

Replace traditional Service Sinks with Floor Mounted Style.

Pool Pump, and Pool Heater should be replaced. VFDâ&#x20AC;&#x2122;s are existing.

CAPITAL ENGINEERING CONSULTANTS, INC. 11020 SUN CENTER DRIVE, SUITE 100 RANCHO CORDOVA, CA 95670 November 28, 2016 Mechanical & Plumbing Assessment

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Livermore High School

Mechanical & Plumbing Assessment

Livermore High School

BUILDING “A” - ADMINISTRATION AREA:

BUILDING “A” – THEATER & CLASSROOMS:

Existing Conditions: The mechanical systems in the administration area and classrooms on the second floor of the “A” Building consist of split system furnaces with condensing units. The furnaces are located in closets and in the attic area. The condensers are located in the basement and the evaporator discharge is ducted to the outside via inline exhaust fans. While the design conceals the condensing units it is not energy efficient due to the secondary inline fan required. The system was installed in 1995 and is near, or at, the end of its life expectancy.

Existing Conditions: The Theatre and Stage Areas are served by a recently installed Carrier High Efficiency Packaged AC-Unit. These systems were installed in 2008 and are in good condition. The 1st floor class 101 thru 107 have “Bard” Wall Mounted Gas Fired Units. These units are not installed per the DSA standards and were installed in 1995.

Building “A” AC-Unit serving Theater and Stage Administration Basement Condensing Units

Building “A” 2nd Floor Classroom Furnaces and Coils

Building “A” 1st Floor Classrooms 101 thru 107

Administration Area Furnaces and Cooling Coils

Building “A” Roof Mounted Condensing Units

Suggested Replacement System: Classrooms on the second floor could retain their furnace/condensing unit system approach however consideration should be given to providing an air side economizer for each system. Additionally, the condensing units should be removed from the basement and mounted over the first floor roof above classroom 107 and exit corridor.

Building “A” 1st Floor Classrooms 101 thru 107

The Main Administration Area could benefit from abandoning the furnace split system in favor of a more flexible Variable Refrigerant Flow System such as a Mitsubishi City Multi System. This system would drastically improve space temperature control allowing individual room control. Replace Gas and Condensate Distribution Piping.

Suggested Replacement System: Theater AC-Unit is in good shape and should remain and we suggest only EMCS integration. Classroom Units should be replaced with new In-Room Classroom Units (Premanufactured Closets w/ Ducted Supply Air Distribution. This will help with sound attenuation.

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Livermore High School

Mechanical & Plumbing Assessment

Livermore High School

BUILDING “C” – MAIN GYMNASIUM BUILDING: BUILDING “B” - MUSIC CLASSROOMS / STANDARD CLASSROOMS and BUILDING “N” CLASSROOM: Existing Conditions:

Existing Conditions: Building “B” Classrooms and Music Classrooms are served by Packaged AC-Units installed in 1997. The majority of the Music Classrooms also have exposed roof mounted ductwork in poor condition. This exposed ductwork serves concentric supply/return diffusers which are noisy and have poor air distribution qualities.

This building is scheduled for demolition and was not surveyed.

BUILDING “E” - SMALL GYMNASIUM BUILDING: Existing Conditions: This building has the original Heating and Ventilating System still in operation. Installed in 1950 is well past it’s life expectancy. Existing Boiler serves hydronic ceiling mounted unit heaters exposed in the space. The locker rooms have the same type of hydronic systems as well as original exhausts fans.

Building “B” AC-Unit serving Music Spaces.

Building “B” Concentric Supply/Return Registers.

Existing Boiler serving Small Gym and Locker Rooms.

Small Gym w/ Hydronic Unit Heaters at ceiling.

Suggested Replacement System: Remove existing boiler, unit heaters and all hydronic piping. Replace with High Efficiency Packaged Roof Mounted AC-Units. Suggest units be located on locker room low roof to serve small gym and locker rooms. Replace all exhaust fans in locker rooms.

Building “N” ground Mounted AC-Unit replaced in 2003 Suggested Replacement System: Music Building Units should be replaced with new Rooftop Packaged Units and new air distribution (exposed inside classrooms. Classroom Units should be replaced with new “In-Room” Classroom Units (Premanufactured Closets w/ Ducted Supply Air Distribution. This will help with sound attenuation. Replace Gas and Condensate Distribution Piping. Building “N” Ac-Units are relatively new and should only be interlock with the new Energy Management Control System. Mechanical & Plumbing Assessment

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Livermore High School

Mechanical & Plumbing Assessment

Livermore High School

BUILDING “G” - CAFETERIA and KITCHEN:

BUILDING “H”, “L”, & “K” – CLASSROOM BUILDINGS:

Existing Conditions:

The HVAC system for this building consists of Rooftop Packaged AC-Units installed in 2004 and are in good condition. The kitchen recently had a full modernization and the hoods are new and systems are working as designed.

The existing system consists of Roof Mounted (within roof well area) Packaged AC-Units. The units were installed in 1993 & 1994 and have exceeded their useful life! The units are mostly Trane Units with no airside economizer, and fixed minimum outside air. Controls are standalone programmable thermostats.

Building “N” ground Mounted AC-Unit Building “L” Typical Roof Mounted AC-Unit. Note Ponding Water

Building “L” Typical Roof Mounted AC-Unit. Note Flues.

Building “L” Gas Piping not installed per code.

Typical Air Distribution in Buildings “H”, “L”, & “K”

Suggested Replacement System: Existing units to remain. Connect existing AC-Units and Kitchen Exhaust to new Energy Management System.

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Livermore High School

BUILDING “J” & “J2” - AUTO / WOODSHOP BUILDING: The Metal Shop has indoor gas fired suspended unit heaters which are original and should be replaced. The Metal Shop also has newer “SMOKEETER” which should remain. The Woodshop has gas fired furnaces, vertical and horizontal style which are mounted inside the teaching space. The units appear original and do not provide any cooling for the classrooms. Additionally, this space has an extensive woodshop collector system and dust collector which appear original and should be replaced.

Dust Collection System and Horizontal Furnace

Suspended Unit Heater and “Smokeeter” systems.

Original Dust Collector

Suspended Gas Fired Unit Heater in Metal Shop

Suggested Replacement System: Existing furnaces should be replaced with new High Efficiency Furnaces. Replace existing metal shop unit heaters. Replace dust collector and adjust duct collector ducting as required for shop program.

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Christensen Middle School

Mechanical Assessment

Christensen Middle School

CHRISTENSEN MIDDLE SCHOOL LIVERMORE VALLEY JOINT UNIFIED SCHOOL DISTRICT 5757 HAGGIN OAKS AVE LIVERMORE, CALIFORNIA 94551

MECHANICAL ASSESSMENT REPORT

EXECUTIVE SUMMARY Background and Purpose of Assessment Report This report documents the findings of field survey work performed on February 10, 2017 to determine the condition of the existing HVAC systems at Christensen Middle School in Livermore CA. This report comments on the life expectancy of the existing systems, any observed code or safety deficiencies, and also makes recommendations for improvements for the proposed remodel or building restructuring. The six main structures were built in 1992. The multi-purpose building â&#x20AC;&#x153;Jâ&#x20AC;? was constructed in 1976 and remodeled in 1992 while the music wing addition was constructed in 1992. The cooling tower serves several HVAC units.

Summary of Existing Conditions and Recommended Improvements HVAC: The mechanical heating and cooling systems for this campus consist of mainly older packaged air conditioning units (AC), heating ventilating (HV) and split systems air conditioning units. Overall the majority of mechanical system components are in poor condition due to age and we would recommend replacement of the following components: 1.

Replace rooftop packaged ac-units and split system whenever the units are over 15 years of age.

Replace refrigerant line sets for any new split systems for higher pressure R410 refrigerant.

Replace all exhaust fans in Toilet Rooms, Storage Rooms, and Work Rooms.

We would highly recommend duct cleaning for any existing ducting that would be re-used. Duct cleaning will negate the need for an air balance prior to new equipment install.

Install new Energy Management Control System. District prefers newer wireless system, such as Ecobee or Pelican Wireless.

Replace gas and condensate distribution piping in excess of 15 years old.

During the reroofing the roof and overflow roof drains to be removed and replaced with new.

PREPARED BY CAPITAL ENGINEERING CONSULTANTS, INC. 11020 SUN CENTER DRIVE, SUITE 100 RANCHO CORDOVA, CA 95670 February 16, 2017 Mechanical Assessment

Mechanical Assessment

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Christensen Middle School

Mechanical Assessment

Christensen Middle School

BUILDING “A” – LIBRARY / CLASSROOM:

BUILDING “B” – ARTS:

Existing Conditions:

The mechanical systems in the Library / Classroom of the “A” Building consist of a “Tempstar” split furnace/ heat pumps units. The indoor units are located in the attic while the outdoor units are located on the roof of the walkways. The office has the package terminal air conditioning unit.

The mechanical systems in the Arts of the “B” Buildings classrooms consist of a “Tempstar” split furnace/ heat pumps units. Classroom 201 has a split “EMI” wall mounted type unit. The indoor units are located in a closet while the outdoor units are located on grade or on the roof of the walkways.

Building “A” Library / Classroom Overall Roof Plan Suggested Replacement System: The classroom 1992 PTAC units along with the split furnace/ heat pump units should be replaced with new split furnace/ condensing units. Due to age we would recommend new air, gas and condensate distribution systems.

Building “B” Furnace Units

Building “B” Condensing Units

Building “B” Overall Roof Plan Suggested Replacement System: Building “B” furnaces and split outdoor units are beyond their life span. The furnace and split outdoor units should be replaced with new furnace units. Due to age we would recommend new air, gas and condensate distribution systems.

Mechanical Assessment

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Christensen Middle School

Mechanical Assessment

Christensen Middle School

BUILDING “C” – GYMNASIUM:

BUILDING “D” – SCIENCE:

Existing Conditions:

Building “C” Gymnasium Building was built in 1992 and is being served by two boilers, cooling tower, heating ventilating units and large blower units. The cooling tower in not currently on and is disconnected. The gym space is heated only with two “Pace” heating ventilating units. Heating ventilating units located in the locker rooms.

The mechanical systems in the “D” Buildings sciences consist of a “Tempstar” split furnace/ heat pumps unitsThe indoor units are located in a closet while the outdoor units are located on the roof of the walkways.

Building “C” Overall Roof Plan

Building “D” Overall Roof Plan

Suggested Replacement System:

Building “C” Gymnasium Building boilers, cooling tower, heating ventilating units and large blower units are beyond their life span. The boilers, cooling tower, heating ventilating units and large blower should be removed and replaced with new AC-units serving the individual spaces. Due to age we would recommend new air, gas and condensate distribution systems.

Building “B” furnaces and split outdoor units are beyond their life span. The furnace and split outdoor units should be replaced with new furnace units. Due to age we would recommend new air, gas and condensate distribution systems.

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Mechanical Assessment

Christensen Middle School

BUILDING “G” – CLASSROOM:

BUILDING “H” – CLASSROOM:

Existing Conditions:

Building “G” Classroom Building was built in 1992. The HVAC for classroom 804 and 805 were replaced in 2012 while the classrooms 801, 802 and 803 were replaced in 2013.

Building “H” Classroom Building was built in 1992. The HVAC for classroom 901, 902, 903, 904 AND 905 replaced in 2011.

Building “G” Overall Roof Plan

Building “H” Overall Roof Plan

Suggested Replacement System:

Building “G” Classroom Building split AC-units were installed in 2012 and 2013 and do not require removal or modifications due to age.

Building “H” Classroom Building split AC-units were installed in 2011 and do not require removal or modifications due to age.

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Christensen Middle School

Mechanical Assessment

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Christensen Middle School

BUILDING “J” – MULTI-USE: Existing Conditions: Building “J” was built in 1976 and remodeled in 1992. The Multi-Use room, Foyer, and the Band room were replaced in 2005. The multiuse is served by two packaged gas roof top units. The kitchen was replaced in in 1992. The band and choir have “Tempstar” split furnace/ heat pump units.

Building “J” Overall Roof Plan Suggested Replacement System: Building “J” Multi-Use building units serving the Kitchen, band and choir units should be removed and replaced with new HVAC equipment. Due to age we would recommend new air, gas and condensate distribution systems. All the equipment serving the Multi-Use room, Foyer, and the Band room were replaced in 2005 and are nearing its expected life expectancy. These units should be replaced with new HVAC equipment. Mechanical Assessment

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EAST AVENUE MIDDLE SCHOOL LIVERMORE VALLEY JOINT UNIFIED SCHOOL DISTRICT

East Avenue Middle School

Mechanical Assessment

East Avenue Middle School

EXECUTIVE SUMMARY Background and Purpose of Assessment Report

3951 EAST AVENUE LIVERMORE, CALIFORNIA 94550

MECHANICAL ASSESSMENT REPORT

This report documents the findings of field survey work performed on February 10, 2017 to determine the condition of the existing HVAC systems at East Avenue Middle School in Livermore CA. This report comments on the life expectancy of the existing systems, any observed code or safety deficiencies, and also makes recommendations for improvements for the proposed remodel or building restructuring. The first six buildings “”, “B”, “C”, “D”, “E”, and “F” built in 1955 and 1956. Building “G” and building “H” were built in 1965. Remodel Work: HVAC units in building “A” (Admin Area), “J” (Gymnasium), and “K” (Library, Music, and Rooms 25, 26, 28 and 29) were replaced in 2000. HVAC units in building “A” (Rooms 5-8), buildings “B”, “C”, “D”, “E”, “F” and “H” were replaced in 1997. Building HVAC in building “G” (staff lounge and room 9) were replaced in 1997. Building “G” Multi-Purpose building is utilizing the original 1965 equipment. Building “H” was partially remodeled in 1998. Building “J” and building “K” were built in 1976. Building “L” HVAC was replaced in 1986. Building “M” HVAC was replaced sometime in the early 1980’s. Building “N” HVAC was replaced in 1998.