Skill Center Manual Final 10-14-19

13 • Chapter 2 Chapter 2 Ten-Year Capital Plan and Long Range Plan Planning A Ten-Year Capital Plan lays out the path by which a new or existing skill center plans, finances, and con

Skill Centers Capital Manual

Guidelines for School Districts

Planning for the 2021-23 State Capital Budget

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Office of Superintendent of Public Instruction

School Facilities and Organization - Revised October 2019

Skill Centers Capital Manual

Guidelines for School Districts Planning for the 2021–23 State Budget

Originally prepared September 2013 by Robert Dengel, Program Development Manager Revised October 2019 by

Tyler Muench, Policy & Outreach Coordinator

Office of Superintendent of Public Instruction School Facilities and Organization

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability

The following employee has been designated to handle questions and complaints of alleged discrimination:

Title IX/Section 504 Coordinator:

Equity and Civil Rights Director P.O Box 47200

Olympia, WA 98504-7200 (360) 725-6162

Table of Contents

Introduction 4

Chapter 1: New Core, Branch, or Satellite Campuses 12

Chapter 2: Ten-Year Capital Plan and Long Range Plan 13

Chapter 3: Minor Works 17

Chapter 4: Major Works Phases and Deliverables 21

Chapter 5: Major Works Various Project Requirements 26

Chapter 6: Major Works: Preservation Projects 31

Chapter 7: Major Works and New Satellites Prioritization 32

Chapter 8: Major Works Final Budget Project Submittal 48

Chapter 9: Major Works Modified D-Form Process 52

Chapter 10: Major Works Allotment and Reimbursement Documents 54

OSPI School Facilities & Organization Contact Information 56

Appendices Appendix A: New Skill Center Campus Form 57

Appendix B: Ten-Year Capital Plan Example 63

Appendix C: Long Range Plan Example 65

Appendix D: Final Minor Works Rank Summary Form Example 74

Appendix E: Minor Works Reimbursement Request Schedule 76

Appendix F: Major Works Reimbursement Request Schedule 79

Appendix G: Modified D-Form Process 81

Appendix H: Major Project Status Report 85

Appendix I: Special Capital Grant Claim Form 1288SK 88

Appendix J: Expected Use of Bond/COP Proceeds Form 90

Appendix K: Rubric for Priority Criteria 4: Significant Health, Safety, and Energy Issues 93

Appendix L: Rubric for Priority Criteria 10: Flexible Space 94

Appendix M: Capital Budget Request Form Example 96

Appendix N: Administrative Council Resolution 102

Appendix O: C-100 Budget Form 104

Appendix P: DAHP Letter Example 107

Appendix Q: 2017-27 OFM Capital Plan Instructions: Financing Guidelines 109

package for skill center capital projects and submits the information to the Governor’s Office of Financial Management (OFM) Authority is provided by WAC 392.600.040

This manual follows a coordinated approach between the skill center directors, host districts, SF&O, and the state’s biennial capital budget Grant funding appropriated by the Legislature to skill center projects is administered by SF&O via reimbursements of host district claims

Alongside the Washington State budget process, OFM provides specific instructions to OSPI for

submitting budget and allotment approval requests Policies and procedures explaining OFM’s processes can be found within Capital Budget Instructions and Allotment Instructions, both of which are updated every 2 years This manual is subsequently updated every 2 years as necessary

Grants may also be provided from other existing funding programs, in which case, the rules of the

program will help direct procedures

Since OSPI’s capital budget process for skill centers continues to evolve, and OFM’s instructions are updated biennially, this manual will be revised as needed to conform to any new requirements The

information will assist skill centers in developing long-range plans that serve as a foundation for capital budget requests

Depending on the type of request, there will be different requirements that need to be met For instance, there is a prioritization process for minor works repair projects performed by a consultant who is hired by the skill center directors By contrast, there is different prioritization process for major works, which is completed by SF&O Satellite facility projects are handled as minor works, however the prioritization process is the same as major works For this reason, it is important to understand the different

categorizations of skill centers contained at the end of this chapter in the Glossary of Skill Center Capital Terms on page 9

This manual is organized into four parts: 1) planning, 2) minor works projects, 3) major works, and 4) major works preservation projects See Figure 0.1

5 • Introduction Figure 1.0

6 • Introduction

Minor Works Submittal Timeline

December 15, 2019 Skill center and its host district retain architect and/or

project manager to develop potential project ideas and cost estimates

February 15, 2020 Proposed projects are due to a consultant for evaluation and

prioritization

February 2020 Skill center directors identify primary schedule milestones,

with assistance from a consultant

May 31, 2020 Consultant’s prioritized list is due to directors and SF&O

August 2020 SF&O submits capital budget request to Superintendent

works with the Governor to produce a state capital budget proposal for the Legislature’s consideration

Spring 2021 Legislature passes a capital budget, and the Governor signs it

OFM approves allotment requests and SF&O will send out a grant letter with the approved fund amount OSPI encumbers this amount, ready for reimbursement claims

7 • Introduction

Major Works Submittal Timeline

Present – December 2019 Skill center and its host district retain architect and/or

project manager to develop potential project ideas and cost estimates

December 15, 2019 Ten-Year Capital Plan and Long Range Plan outlining

potential projects are due to SF&O

August 2020 SF&O submits capital budget request to Superintendent

works with the Governor to produce a state capital budget proposal for the Legislature’s consideration

Spring 2021 Legislature passes a capital budget, and the Governor signs it

PRE-CONSTRUCTION PROJECTS: OFM approves allotment requests and SF&O issues a grant letter with the approved amount OSPI encumbers this amount, ready for reimbursement claims for predesign and/or schematic design Develop project scope for square footage, needed equipment, resources, and budget Begin preparing for Construction Stage request, which will be due next budget submittal cycle

MAJOR CONSTRUCTION PROJECTS: OFM approves allotment requests and SF&O issues a grant letter with the approved amount OSPI encumbers this amount, ready for reimbursement claims for final design phases and bid phase Project starts modified D-form process beginning with D-5 and D-7 submittals

8 • Introduction

PRE-CONSTRUCTION AND MAJOR CONSTRUCTION STAGES: OFM approves allotment requests and SF&O issues a grant letter with the approved amount OSPI encumbers this amount, ready for reimbursement claims for all design, bid, and construction phases Project starts modified D-form process beginning with D-5 and D-7 submittals

PRESERVATION PROJECTS: OFM approves allotment requests and SF&O issues a grant letter with the approved amount OSPI encumbers this amount and host districts can submit reimbursement claims

Following bid opening Submit modified D-9 to SF&O Appropriate documents are

submitted to OFM for allotment approval SF&O issues a grant letter to allow signing of construction contract with the approved amount for construction and related art allocation,

if applicable

Throughout construction phase For projects $5 million or more, submit project status reports

every 6 months until project closeout is complete

Prior to FF&E purchasing Submit documents to SF&O for FF&E allotment approval

OFM approves allotment requests and SF&O issues a grant letter with the approved amount OSPI encumbers this amount, ready for reimbursement claims for FF&E items

At project closeout Submit modified D-11 to SF&O for authority to release

retainage payment to contractor Following final reimbursement claim, submit final project status report

9 • Introduction

Glossary of Skill Center Capital Terms

Types of Campuses: Core, Branch and Satellites

There are three types of skill center campuses defined in WAC 392.600.010:

 Core Campus

“The facility housing a majority of the skill center students enrolled It is operated by the skill center The cooperative shall manage and maintain the core campus.” The school district that hosts the operations (the host district) also receives appropriated capital funding and is responsible for administering the project

 Branch Campus

“A common school or higher education facility which provides three or more programs at a

location other than the skill center core campus.” In most cases, the core campus host district administers the project, but an inter-district cooperative agreement can allow the district in which the branch campus resides to administer the project

 Satellite Program

“A facility or site which provides less than three programs at a location other than the skill center core campus.” A satellite program may also be approved as a rural satellite; additional information can be found in RCW 28A.245.020

Major vs Minor Capital Projects, including Satellites

OFM defines two primary types of capital projects:

Major Projects have one or more of the following features:

 Costs more than $5 million (regardless of fund sources)

 Takes 2 or 3 biennia to design, construct, and occupy

 Are privately owned buildings under development

Minor Projects

 One or more projects valued between $25,000 to one $1.0 million (Total cost cannot exceed $1.0 million.)

 Projects that will be completed within the biennium

 DOES NOT INCLUDE:

10 • Introduction

a Work on a phase of a larger project

b Work that, if combined over a continuous period of time, will exceed $1 million

c Studies (except for technical engineering reviews or designs that lead directly to and

support a project on the same minor works list)

d Supplement funding for projects with funding shortfalls

e Planning activities

f Moving expenses

g Land or facility acquisition

h Design outside the scope of work on a minor works list

i Moveable, temporary, and traditionally funded operating equipment that is not in

compliance with the criteria listed in the Financing Guidelines Allowable and Non-Allowable uses of Long-Term Financing

j Software not dedicated to control of a specialized system

A modernization project includes the “making of major structural changes in such facilities and

may include as incidental thereto the replacement of fixtures, fittings, furnishings, and service systems of a school facility in order to bring it up to a contemporary state consistent with the needs of changing educational programs and applicable codes.” See WAC 392.347.010 Generally, modernization of any individual building should have the estimated cost of major structural change not less than 40% of the estimate cost of replacement

11 • Introduction

 New-in-Lieu (Replacement)

A new-in-lieu project replaces an existing core or branch building(s) in lieu of modernizing it, because the district’s analysis has determined the cost of modernizing would exceed the cost or effort of new construction A new-in-lieu project is treated as a modernization for prioritization

scoring purposes only

projects are limited to cost between $1.0-$5.0 million

Additional Information

See Appendix Q for OFM’s Capital Plan Instructions, Financing Guidelines This document spells out

what is allowed with state capital funding, and what is not

requirements.) The New Skill Center Campus Form will help guide host districts through each phase of obtaining approval for a new skill center core, branch, or satellite

There are two parts to requesting the creation of a new skill center core or branch: 1) request for funding, and 2) review and approval phases including:

 Feasibility study and preliminary approval

 Inter-district cooperative agreement and final approval

Note: New satellite programs must address the review and approval requirements identified in the form

After completion of each phase of the form, please send it to:

Director of Career and Technical Education

Office of Superintendent of Public Instruction

13 • Chapter 2

Chapter 2

Ten-Year Capital Plan and Long Range Plan

Planning

A Ten-Year Capital Plan lays out the path by which a new or existing skill center plans, finances, and

constructs all minor and major capital projects It is required every 10 years, whenever there is an update,

or upon request by OSPI

A Long Range Plan lays out a short and concise road map (10-15 pages) for potential major capital

investments and helps ensure all projects are carried out in a logical and cost-effective manner

Skill center directors must work with their host district’s capital facilities, business, and/or operations staff

as well as their administrative council to complete a Long Range Plan prior to making a capital budget request Developing a Long Range Plan for skill center core, branch, and satellite campuses is an important part of the capital planning process, and will determine how to proceed

Both a Ten-Year Capital Plan and a Long Range Plan must be submitted to OSPI in electronic format (Word, Excel, or PDF) by December of odd-numbered years to meet the capital plan submittal

requirements of WAC 392.600.040 This creates a logical foundation for each project

Below are expanded descriptions of what should be included in a Long Range Plan

1 Major capital improvement project information:

 A Ten-Year Capital Plan for your skill center Refer to any previous submittals made to OSPI

 A description of each major capital project that was identified in the Ten-Year Capital Plan Each project must be based on a specific need described in the Long Range Plan Preservation, modernization and new-in-lieu projects should reference the existing building condition section and growth projects should reference enrollment and future program(s) sections as well as the potential project location Describe in 3-4 sentences

a Identify the additional full-time equivalent (FTE) gain to the skill center as a direct

result of the project by program Note: modernizations might not have an FTE gain

 Projects seeking state funding in the upcoming biennium must include the additional following information:

a Explanation of the project scope

a Modernization and new-in-lieu projects:

 A building must be 30 years or older at the time the project would begin to receive construction phase funding

 If seeking a new-in-lieu project, include a financial and building condition

justification (cost-benefit analysis) Note: it is recommended that buildings with

a BCA score 62 or higher to be modernized, not replaced Likewise, it is recommended that buildings with a BCA score under 62 to be replaced, not modernized

 Specify which building systems require repair/replacement, how long the building system to be replaced has been in use, BCA score, and the expected life of the new building system

 Describe whether the preservation project reduces the overall maintenance backlog of the facility

2 Existing building inventory and condition:

 Skills Center Building Inventory and Area Analysis Current building inventory data must be entered at the building level into OSPI’s Information and Condition of Schools (ICOS) system Building level square feet must be entered at the area level including the year built

 A description of the repairs and replacements needed for the facility as a whole (e.g roof, HVAC, etc.) Please use 1 or 2 sentences for each repair

3 Narrative of skill center programs:

 Existing Programs

a Program description, 2-4 sentences each

b Adequacy of program facilities, 1-3 sentences each

c Facility improvements and expansions needed for program, if any

 Future Programs

a Program description, 2-4 sentences each

b Facility needs for the program, 1-3 sentences each

c Community and stakeholder support for the program, 1 or 2 sentences each

d Potential location for the program(s)

 The amount and sources of local contribution that will be provided for each project explained above Provide 1 or 2 sentences

16 • Chapter 2

 Host district Superintendent approves skill center project

 The skill center’s administrative council resolution approving the Long Range Plan and major capital project requests

 Most recent inter-district cooperative agreement, if updated or modified within the last 2 years, consistent with WAC 392.600.020

OSPI Review and Acceptance

SF&O will review each Ten-Year Capital Plan and Long Range Plan for completeness based on the above criteria A written response will be sent identifying any additional information necessary for acceptance Additional Information

See Appendix B for an example of a Ten-Year Capital Plan

See Appendix C for an example of a Long Range Plan

17 • Chapter 3

Chapter 3

Minor Works

Minor Works Projects

This chapter only applies to minor works projects To determine whether a project is minor or major works, please see the introduction chapter

OSPI will submit two funding request lists for skill center minor works funding They are:

 Repair or program upgrades to existing skill centers

 New satellite programs

Requirements that apply to both of these processes are explained below

Prioritization of Repair or Program Upgrades to Existing Skill

Center Facilities

With the assistance of their host district’s facility, business, and/or operations staff, each skill center

director develops a list of minor works projects for their own individual skill center in odd-numbered years

to be considered for funding A consultant hired by the skill center directors group tours each skill center campus making a request, reviews the projects, and prioritizes the list using pre-established criteria The list

is submitted o SF&O using the Final Minor Works Rank Summary Form to be included in the

Superintendent’s budget request to the legislature for funding

The projects are scored by assigning values to priority and deferability choices for the projects The intent

is to mix the importance and urgency of each project and rank them accordingly Priority choices include six categories (listed in descending value order):

 Health, safety, environment

 Facility use

 System use

 Increased repair/replacement cost

 Increased operating cost

 Quality of use

The deferability choices weigh the urgency of completing the project The longer a project can wait, the lower the deferability value The priority choice value is multiplied by the deferability choice value equaling the “severity score.” The highest possible “severity score” is 60 and the lowest possible is 18

18 • Chapter 3

Prioritization of New Satellite Programs

New satellite program capital funding requests are considered separately from existing skill center minor works projects for repairs and program upgrades These projects are scored and placed on a ranked

priority funding list along with the major capital projects After being scored and prioritized, the minor works budget request forms described immediately below are submitted

Minor Works Project Allotments and Approval

Following legislative appropriations for minor works and/or satellite projects:

Detailed Scope of Work:

Each minor works project will require a separate detailed scope of work provided by OSPI This form is a condensed version of the cost estimate used for past skill center capital budget requests Depending on the size and complexity of the project, there may not be a need to fill in all the categories of expenses It is important to involve the host district's facility, business, and/or operations staff in this process and to have them review the final version of this form Additional guidance for this form can be found on the instruction tab of the worksheet

 Board Resolutions

A board resolution prior to the first reimbursement claim being made certifying:

a Host district personnel that are board-authorized for signature authority

b All state funds appropriated for this project will be utilized by the host district for the purposes specified in the scope of work, project description, and in accordance with public works requirements

c Funds will not be used for non-governmental purposes; which includes the use of bond proceeds to pay the costs of facilities expected to be owned or used by, or to make any loan or grant to:

 The federal government (including any federal department or agency)

 Any private, non-profit corporation (including any 501(c) (3) organization)

 Any other private entity, such as a business corporation, partnership, limited liability company, or association, etc

 Reimbursement Request Schedule

The purpose of this form is to report the host district’s anticipated monthly reimbursement

requests The amounts provided to SF&O will be used to communicate bond sale amounts to the

19 • Chapter 3

Office of the State Treasurer This will ensure the state has funds available to reimburse projects

without selling too many bonds and accruing penalties on excess bond sale proceeds

 Approval Letters

SF&O will issue a project approval letter to the host district after receiving the board resolution, updated project details, detailed scope of work, and reimbursement request schedule from the skill center as well as approval of project allotments from OFM This project approval letter is official authorization that funding is available for reimbursement for the project

Changes to Project Details, Scope of Work, or Budget

Allowed Adjustments to the Scope of Work

As the projects evolve, there may be a need to adjust the scope of work, schedule, or budget due to

unforeseen circumstances Prior approval may be required depending on whether the adjustments of scope are greater than 10% Changes to the scope of work, which expands the capacity of the project beyond what the Legislature intended when they approved the minor works list, will not be approved Any such additional costs incurred outside the scope of work will be the responsibility of the skill center’s host district

Adjustments Less Than 10% of the Total Project Award

Budget adjustments of less than 10% of the total minor works project costs for an individual skill center will not require prior approval The flexibility allowed in this section shall not affect the completion of any

of the approved projects For example, if a skill center has three projects with a total project cost of

$300,000, the skill center may adjust ten percent or $30,000 of the total project cost between projects All three projects must be completed and may not exceed the $300,000 total appropriation

Adjustments 10% or Greater of the Total Project Award

Adjustments to the scope of work or budget, in excess of 10% of the total project award, will require prior approval from before any work can occur Prior approval can be requested by using one of the following processes:

 The host district superintendent can submit the request via email or letter to SF&O, or

 The administrative council can directly submit the request through the skill center director via email or letter to SF&O

Resubmitting Minor Works Projects

In cases where a skill center has received funding for multiple minor works projects, OSPI will not

resubmit for those funded minor works projects in future budget requests when funding was reallocated to

20 • Chapter 3

other projects on the list, and insufficient funds were left to pay for completing the entire list of funded

projects

Reimbursements

All claimed expenditures are reviewed for content and consistency with the approved budget

Reimbursement is made through the state accounting system by warrant or electronic transfer (EFT) and will be processed in an expedient manner Copies of voucher registers (referencing warrant numbers) and invoices must accompany all claims

Additional Information

See Appendix D for an example of the Final Minor Works Rank Summary Form

See Appendix E for the minor works Reimbursement Request Schedule An electronic version is

available

See Appendix I for the Special Capital Grant Claim Form 1288SK to be used when submitting related

invoicing for reimbursement An electronic version is available

21 • Chapter 4

Chapter 4

Major Works Phases and Deliverables

Major Construction Phases and Deliverables

SF&O administers funds for major projects based on a modified version of the School Construction Assistance Program’s (SCAP) D-Form process Information regarding the modified D-Form process will

be included with the project’s grant approval letters

Project requests are based on a two-biennia approach: Pre-Construction Stage and Construction Stage,

as a best practice recommendation by skill center directors and SF&O The Legislature has discretion to follow this method or may offer funding in a single biennium for a particular project Lawmakers may also choose to request more information before any funding is appropriated

Historically, the Legislature funded projects over 3 biennia: predesign phase, design phase, and

construction phase Funding may revert to this approach at the Legislature’s option

Pre-Construction Stage

The Pre-Construction stage includes two major parts:

 Predesign: includes feasibility studies, program specifications, and any other early planning effort

 Schematic Design: includes the early design phases before committing to code compliance, agency approvals, and construction-phase technical details

The goal of the Pre-construction stage is to define the project and provide sufficient information so that a clear concept exists

A Life Cycle Cost Analysis (LCCA) must be included in the predesign submittal at a detail level as

established in consultation with the agency and OFM Typically, the analysis will align with the detail level

of the cost estimate as it is submitted in the predesign

Predesign

The predesign provides a clear definition of the project plan Predesign work may be required for projects that have significant policy implications or may have technical, logistical, or cost concerns to a program or agency Educational specifications also must be developed at this time

22 • Chapter 4

Schematic Design

The schematic design phase provides sufficient information for the design concept and alternatives so that clear direction for subsequent design phases can be determined The architect/engineer team, in

consultation with your host district’s planning team and local code agencies completes:

 Written description of the project, including how the design responds to educational specifications

 Zoning and building codes

 Conceptual site and floor plans

 Incorporation of high-performance features

 Preliminary building sections, systems, and materials

 Site plan, building(s) plan, section, and elevations to establish the final project scope

 Specifications regarding final material selection and descriptions of the architectural, structural, mechanical, plumbing, technology, and electrical systems

 Area analysis

 Sketches, study models, product, and material literature, as well as other samples to explain the project

23 • Chapter 4

 Updated project schedule

 Detailed construction cost estimate

 A more detailed LCCA must be submitted to OFM prior to receiving the construction allotment

Construction Documents

Construction document phase incorporates further detail from design development documents to

precisely instruct a general contractor how the project is to be built They include all architectural and engineering drawings as well as specifications necessary to allow contractors to accurately bid the project

for a construction contract These documents include two primary components:

 Drawings that show the configuration, location, relationships, and dimensions of work to be done

Note: Construction documents must comply with applicable federal, state, and local codes –

including but not limited to – building, mechanical, plumbing, electrical, and fire codes;

environmental health standards; and accessibility standards

 A project manual that includes general conditions, bidding requirements, contract forms, and material and equipment specifications

Bidding

Bidding a project involves sending bid documents out to be reviewed by prospective general contractors They will have the opportunity to assess if the project is feasible for their company to construct, evaluate the design and its systems, determine subcontractors, and calculate a total bid price For any project, but especially modernizations, it is recommended to have a pre-bid site meeting so potential bidders can familiarize themselves with existing conditions Such meetings may be made mandatory or optional

A day and time is set for sealed bids to be delivered to the host district; after which, all bids are then opened and read aloud in a public setting The general contractor who submits the lowest qualified total bid price becomes the “apparent low bidder.” A vetting process is done by the host district and/or its representatives to ensure the contractor has the required experience, ability to be bonded, and will stand by their price

If a project is utilizing the public works process of General Contractor/Construction Manager (GC/CM), instead of traditional design-bid-build, this phase is primarily focused on negotiating a maximum allowable construction cost (MACC) with the general contractor who is already under contract with the host district Bidding for subcontractors occurs throughout the design and construction phases Your host district or project manager can assist in the earliest planning stages to determine if this public works method is

preferred Permission to use GC/CM must be obtained by The Capital Projects Advisory Review Board(CPARB) at some point early in the planning phases

Throughout the construction phase, situations may arise that require changes or refinements to the

drawing or specifications, creating Change Orders These are modifications of the signed construction contract amount, usually higher All changes must be recorded and documented in the construction

contract dollar amount and timeframe Since appropriated funds are a fixed amount, the host district is responsible for any financial overage

Primary Players

Architect/Engineer (A/E)

For most construction projects, the A/E assumes overall responsibility (as the owner's agent) for the design, bid, and construction observation functions This includes ensuring that the project is completed within the limits of an established budget The A/E also coordinates the activities of other design

professionals working on the project

Reimbursements and Reporting

Reimbursement Claims

As soon as an approval letter is issued for a particular phase, the host district is eligible to submit

reimbursement claims for related expenses incurred Monthly reporting is encouraged to instill a

predictable spending pattern, which helps OFM predict bond sales It also allows the district to recoup its expenditures faster

25 • Chapter 4

All claimed expenditures are reviewed for content and consistency with the approved budget

Reimbursement is made through the state accounting system by warrant or electronic transfer (EFT) and will be processed in an expedient manner Copies of voucher registers (referencing warrant numbers) and invoices must accompany all claims

Financial Reporting for Projects $5 million or more

After granting construction-stage work, a financial and construction update is required every 6 months around January 1 and July 1 using OFM’s Major Project Status Report form

If adjustments of 10% or greater is required in a project’s expected spending, an updates to a project’s Reimbursement Request Schedule should be submitted at the beginning of any quarter (January 1, April 1, July 1, October 1) These updates are reported to OFM to ensure state bonds are continuing to be sold at a proper rate in order to fund the project

Additional Information

See Chapter 9 and Appendix G for more information on the modified D-form process that authorizes

the host district to undertake certain actions

See Appendix F for the Major Works Reimbursement Request Schedule (required at all major project

phases and also quarterly as needed) An electronic version is available

See Appendix H for the Major Project Status Report (required every 6 months) An electronic version is

available

See Appendix I for the Special Capital Grant Claim Form 1288SK to be used when submitting related

invoicing for reimbursement An electronic version is available

26 • Chapter 5

Chapter 5

Major Works Various Project Requirements

Prior to submitting information for a project to be prioritized and included in the OSPI Capital Budget Request, it is important to ensure the following considerations have been made Many of these

requirements will apply throughout and following construction

Bond Funding Requirements

Skill Center capital projects are primarily funded by the state with long term financing such as general obligation or reimbursable bonds The state issues tax-exempt bonds with the understanding that the spaces constructed will be used for governmental purposes only during the term of the bonds

Life expectancy

The life expectancy of the project cannot be shorter than the life of the bonds (typically 25 years)

Allowable Uses

OFM lists the acceptable uses of long term financing for capital projects in its capital budget instructions

An OFM Bond/COP form must be completed with capital budget requests, which can be found at: http://www.ofm.wa.gov/budget/capitalforms/expecteduse.doc

Governmental Purpose

Additionally, the facility cannot be sold or leased to a non-governmental agency for the life of the bonds Non-governmental purposes include use of bond proceeds to pay the costs of facilities expected to be owned or used by, or to make any loan or grant to:

 The federal government (including any federal department or agency)

 Any private nonprofit corporation [including any 501(c) (3) organization]

 Any other private entity such as a business corporation, partnership, limited liability company or

association, etc

School Facility Design Safety Guidance

School districts undertaking construction or modernization projects are required to consider school safety

in plans and designs per RCW 28A.335.010(2) to better protects students and staff This is a state

requirement even if no state money is involved The guidelines can be found at:

https://www.k12.wa.us/sites/default/files/public/schfacilities/publications/pubdocs/safetyguidance.pdf

27 • Chapter 5

High-Performance Schools Requirements and Reporting

High-performance, as it relates to school buildings, refers to features that help provide a healthy,

comfortable, enhanced learning environment while reducing the use of natural resources and reducing operating costs While up-front design and construction costs may be higher, the goal is to improve indoor air quality, reduce energy and water use, and conserve materials Over time, this effort should reduce district operating costs and provide a long-lasting, healthier, more economical school building

All major state-funded capital projects that receive state funding are required to meet a minimum level of high-performance or green building standards (chapter 39.35D RCW) The state threshold is the

Leadership in Energy and Environmental Design (LEED or LEED for Schools) Silver Standard K-12 school districts may choose to use the Washington Sustainable School Design Protocol (WSSP), which is overwhelmingly more popular due to its self-reporting nature, lower administrative cost, and immediate recognition of compliance

Reporting

In addition to documents required within the modified D-form process during the design phases, these standards also require schools to monitor, document, and annually report operating benefits and savings for a minimum of five years, beginning with the first year of occupancy Skill centers are required to use the Energy Star Portfolio Manager to track operating benefits and savings This online program allows the school district, skill center, and OSPI to access and view data Please see High-Performance Schools for

more information, or contact OSPI’s High Performance Schools Coordinator for further guidance

Apprenticeship Utilization

School district public works contracts worth $1 million or more are required to include language stating that a portion of the labor hours must be performed by registered apprentices in state-approved

apprenticeship programs consistent with RCW 39.04.310 and RCW 39.04.320

Art in Public Places

New school facilities that receive state funding must include one-half of one percent (0.5%) of the original (i.e, new or new-in-lieu) construction costs to be expended by the Washington State Arts Commission (ArtsWA) for the acquisition and installation of art See RCW 28A.335.210 for details

Cost for the acquisition of art should be anticipated included with the original budget request SF&O will show a separate line item for art allocation in the construction-phase grant letter Since this amount is a percentage of the total cost of original construction, the actual amount required for public art may differ than the art allocation OSPI has provided in the project approval letter

Note: Please keep in mind the amount determined comes out of the overall project appropriation, and is

not considered additional funds to a capital appropriation

For more information regarding public art in schools, contact ArtsWA at this link:

http://www.arts.wa.gov/public-art

Information and Condition of Schools System

The Information and Condition of Schools (ICOS) system is an OSPI-based application where inventory and condition details about facilities and sites operated by school districts are documented and stored ICOS meets the increasing demand for accurate school facility inventory and building condition data that supports statewide programs such as skill centers This information is also used to support the

performance-based Asset Preservation Program ICOS benefits the districts by providing functionality for inventory tracking, condition rating, record keeping, as well as comparative and report analysis

Host districts or their consultants must enter data related to completed capital projects, including but not limited to geographic location, square footage inventory, condition ratings, and room data

Asset Preservation Program

Skill centers receiving state construction funding for new or new-in-lieu projects are required to participate

in the Asset Preservation Program (APP) as outlined in WAC 392.347.023 Certain modernized projects may face this requirement as well

Under this program, completed skill center projects, working through the administrative council and host district, must perform a building condition assessment (BCA) annually for 30 years, following final

construction acceptance by the host district’s school board Results are reported each year to their

administrative council and host district’s board no later than April 1 of each year Every 6 years, this assessment must be performed by a certified evaluator, hopefully as part of a larger district effort to

complete a capital Study and Survey in order to consolidate efforts

Use ICOS to enter or update assessments, and the score will automatically calculate Enter the date that a report was made to the host district’s board in ICOS’ APP Workflow For many districts, this effort can be done in conjunction with a district’s other APP buildings

The Building Condition Standard is an assessment tool for determining compliance with asset preservation

as well as for helping determine future eligibility for state funding assistance This standard is being

developed and supported by best practices in the building design, engineering, construction, and

maintenance industries This lays out an average scoring system based on the yearly depreciation of a building’s systems and infrastructure Contact SF&O for a copy of the standard

29 • Chapter 5

For more information, visit the Asset Preservation Program webpage

Life Cycle Cost Analysis

All major capital construction projects must include a Life Cycle Cost Analysis (LCCA) using the new Life Cycle Cost Tool (LCCT) developed by OFM This tool will be used to generate the required analysis for projects expected to cost $5 million or greater, or construction of buildings with an area of 5,000 square feet or greater This became a requirement for projects that began pre-design or design phase in the 2015–

17 biennium and afterwards

The LCCT formally considers the cost to build, own, and operate the building or system The primary features are:

 Standard format to simplify review of modeled alternatives

 Standard rates and methodologies based on Washington State guidelines and established LCCA processes

 Variable levels of detail and study life (detail levels align with Uniformat II cost estimating format)

 Cost comparison model that evaluates project or system options based on standard parameters

 Automatically produces an executive report for efficient review of project alternatives

LCCA Submittal Requirements:

 Predesign submittals will include an analysis using the LCCT at a detail level as established in consultation with the agency and OFM Typically, the analysis will align with the detail level of the cost estimate as it is submitted in the predesign

 Design phase will include a more detailed analysis submitted to OFM prior to receiving the

Other Requirements per State Statute

Major capital projects are also subject to standard state laws that pertain to all public works jobs Contact your host district for assistance in preparing your project specifications during the design phase This includes, but is not limited to:

 Chapter18.27 RCW

Registration of Contractors

30 • Chapter 5

 RCW 39.04.320

Apprenticeship Training Programs — Public Works Contracts — Adjustment of Specific Projects

— Report and Collection of Agency Data — Apprenticeship Utilization Advisory Committee Created

Provisions in Buildings for Aged and Handicapped Persons

Other Agency Approvals

Skill centers will need to work with their local county/city planning offices to ensure all public works, permitting, land use, zoning, environmental reviews, and other requirements are met

Additional Information

See Appendix J for OFM’s Expected Use of Bond/COP Proceeds form An electronic version is

available

31 • Chapter 6

Chapter 6

Major Works: Preservation Projects

This chapter only applies to preservation projects To determine whether a project is classified as a

preservation project, please see the introduction chapter

Preservation Project Eligibility

Preservation project funding is only available to skill centers that meet the following criteria:

 Skills centers must have complete information in the Information and Condition of Schools

(ICOS) data system

 Completed building condition assessment (BCA)

 Building system ICOS BCA score less than or equal to 30

 Skill center capital maintenance account

 Compliance with RCW 28A.245.100

Preservation Project Priority Scoring Criteria

The Skill Center Directors Committee must evaluate final applications from eligible districts The

committee must submit a prioritized list of grants to OSPI If applications for planning grants exceed funds available, OSPI may prioritize the recipients of planning grants in order to help districts with the most serious apparent building deficiencies

Priority Scoring

Skill Center Preservation Project Scoring Criteria

32 • Chapter 7

Chapter 7

Major Works and New Satellites Prioritization

Skill centers must submit their capital projects for prioritization by May 1 of even-numbered years

Prioritization of projects is needed prior to submitting the final budget project See Chapter 8, Major Works Final Budget Submittal

SF&O and CTE, in cooperation with the Washington State Skill Center Directors Association, created this skill center capital facility prioritization process to rank capital budget requests to the Governor and

Legislature With input and buy-in from the Washington State Skill Center Directors Association, this objective process has been updated and modified to simplify the process, increase objectivity, and better meet objectives of identifying those projects most in need of capital funding

The goal of the prioritization process is to develop lists of skill center projects that can be provided to the Superintendent of Public Instruction, the Governor and the Legislature so they can make informed

decisions about which projects are most in need and positioned for capital funding

Scope of Process

All prioritized major works construction projects include modernization, growth, and new core and branch campuses Satellite projects, which are minor works, are also prioritized through this process Repairs of existing skill centers, which are all minor works, are addressed through the minor works process identified

in Chapter 3

Submitting a Project

Skill centers requesting a major works or new satellite campus project will need to submit written

documentation for the evaluators to score the projects by May 1 of even-numbered years, if not already included in the Long Range Plan It is important to provide organized and complete information for the evaluators

The project forms described below should be submitted electronically, using Word, Excel, or PDF format,

so information can be copied and pasted as needed

Minimum Project Requirements

All projects must meet the minimum requirements below to be scored

 Projects for existing skill center campuses must have been identified in a previous Ten-Year

33 • Chapter 7

Capital Plan, as well as the latest Long Range Plan

 If funded, projects for buildings seeking modernization or new-in-lieu replacement must be at 30

years old at the time the project begins to receive construction phase funding

 New skill center campuses must have a completed and approved New Skill Center Campus Form

Priority Scoring Criteria

Provide any necessary back-up documentation to support the information in the applicable scoring criteria

Different criteria will apply, depending on the project type The documentation should address questions

for each applicable criterion

Definitions for each phase and type of project can be found in the Introduction chapter The following is a

list of the criteria that applies to each type of phase and project See also figure 6.1

Figure 7.1

34 • Chapter 7

Priority Scoring Criteria Descriptions

Criteria 1: Minor Repair and Maintenance Capital Accounts

RCW 28A.245.100 requires each host district of a cooperative skills center to maintain a separate minor repair and maintenance capital account for facilities constructed or renovated with state funding Participating school districts must make annual deposits into the account to pay for future minor repair and maintenance costs of those facilities Score is based on

the 2017-18 school year per student FTE expenditure from the required minor repair and maintenance capital account compared to the statewide school district per FTE expenditure for the same time period 2017-18 School Year Statewide Average Expenditure Data

Per FTE Spending % = _  Points (15 Point Maximum)

Note: See OSPI Accounting Manual for School Districts Chapter 6 for Activity Code Descriptions

Criteria 2: Building Age

Skill center host district completes building information in ICOS

Score is based on the current age of the building or time since the last major modernization, whichever is less If more than one building is involved, this score will be weighted

(Current number of years since built or last modernized - 28) x 2 = _ Points

(25 Point Maximum)

Activity

Statewide Expenditure

62 Grounds Maintenance $ 79,823,417.23

67 Building and Property Security $ 26,075,036.30

2017-18 School Year Total Expenditures $ 376,703,217.51

2017-18 Statewide Student FTE 1,112,719.23

Expenditure Per Student FTE $ 338.54

35 • Chapter 7

Note: An affected building must be a minimum of 30 years since built, or last modernized, at the time

pre-construction stage funding will be received

Criteria 3: Building Condition

Skill center host district completes building information in ICOS

Score is based on an up-to-date certified building condition assessment (BCA) This evaluation should be performed by an independent contractor who has taken a certified training course by OSPI for this task Ideally, the host district will have had this already completed in a recent Study & Survey

The basic scoring formula for this criterion is located in WAC 392.343.515, but without considering a cost benefit analysis for new-in-lieu construction, which should have been addressed through long range

planning requirements

91–100 0 points

31–90 Points are awarded proportionally using the following equation:

(90–BCA score)*.50=proportional score

30 or less 30 points

BCA Score _  Final Score based on above equation _ Points (30 Point Maximum)

36 • Chapter 7

Criteria 4: Significant Health, Safety, and Energy Issues

Skill center host district completes health and safety worksheet

Score is based on existing significant health, safety, and energy issues that would need to be resolved in order to bring a building up to date A health and safety checklist must be completed with appropriate documentation to verify that each issue exists

Score based on total of the OSPI’s health and safety checklist Points (30 Point Maximum)

Total score based on Health and Safety Worksheet

30-41: Thirty points

20-29: Twenty points

10-19: Ten points

0-10: Five points

Criteria 5: Cohort Projections for Enrollment

OSPI provides from district-reported data

Score is based on the estimated amount of skill center growth or decline Using WAC 392.343.045 to determine how to project enrollment 3 to 5 years into the future, OSPI will determine the enrollment of grades 11 and 12 from all member districts in the skill center cooperative Using a 3-year average of skill center enrollment information (October headcounts), OSPI will determine the percentage of students attending the skill center from each member school district This percentage is individually applied to each school district of the cooperative to determine future enrollment

For New Core or Branch campuses that have no enrollment history, OSPI will follow the same process as existing skill center campuses as described above, but OSPI will either use information from the feasibility study or equivalent information to project enrollment

The percentage of change in enrollment from the current school year to the projection will derive the scoring for this section based on a range

If Negative Projected Cohort Decline:

-6 to -10 3 Points

0 to -5 6 Points

Cohort Projection = Percent Decline  Points

If Positive Projected Cohort Growth:

(Cohort Projection = Percent Growth x 3) + 4 = Points (30 Point Maximum)

37 • Chapter 7

Criteria 6: Temporary Locations

Skill center host district provides information

Score is based on the number of temporary locations used by current programs, and would be addressed

by the project 6 points are awarded for each A temporary location can include an off-campus site (e.g leased), a portable building, and an on-campus area that was not constructed or acquired for instructional purposes (e.g storage area, garage)

If a program is currently being held in a portable building and counted as a temporary location; the same portable, housing a temporary program, cannot be counted in the future for a point in this category The intent is to create permanent space to replace temporary accommodations

Programs offered at temporary locations x 6 Points = _ Points (30 Point Maximum)

38 • Chapter 7

Criteria 7: Facility Utilization by Program

Skill center or host district provides this calculation

Facility utilization is calculated using morning and afternoon FTE count for the facility based on October enrollments The scoring is calculated by dividing the average student enrollment by the area capacity of the instructional space

Facility Utilization Scoring

(Morning Enrollment + Afternoon Enrollment) / 2 = Projected Average Enrollment

(Projected Average Enrollment / Instructional Space Capacity = Facility Utilization

39 • Chapter 7

Criteria 8: High-Demand Programs

Skill center or host district provides in space below or on a separate sheet

Score is based on each program (associated with the project) receiving a maximum of 2 points by being identified as either a local area demand program or a statewide demand program—but not both The programs must have a logical nexus with the demand occupation it is being identified with

Local Area Demand Program

Local area demand programs are identified by the skills center’s advisory council or the Washington State Employment Security Department as those providing for local area demand occupations in a skill center service area or the skill center is the only “training” facility in an area which is filling a local need

https://esd.wa.gov/labormarketinfo/learn-about-an-occupation#/search

List each local area demand program followed by the relevant local area demand occupation(s)

Statewide Demand Program

Statewide demand programs prepare students for high demand occupations per RCW 28A.700.020

40 • Chapter 7

Criteria 9: Identified Partnerships

Skill center or host district provides documentation

Score is based on partnerships from: a) the community (e.g local governments, clubs, non-profits, and community leaders, etc.); b) post-secondary organizations (e.g colleges and trade schools); and c) labor and business partnerships (e.g specific businesses, unions, service clubs and trade associations, which can provide a contribution such as in-kind services, equipment donations or other investments) Each

partnership is awarded 1 point with a maximum point value for this criterion of 15 points Attach a letter

of support for each identified partnership or a signed resolution by the skill center administrative council acknowledging particular partnerships

Please see the descriptions above for Community, Post-secondary, and Labor and Business

Type of Partnership Number of Partnerships

Community (Maximum of 5 points)

Post-secondary (Maximum of 3 points)

Labor and Business (Maximum of 7 points)

TOTAL Partnerships = Points (15 Point Maximum, Satellites 6 Point Maximum)

Criteria 10: Flexible Space

Skill center or host district provides in a rubric

Score is based on the designed flexibility of the space to accommodate evolving and future high demand use Design consideration should be made to ensure the space can be easily transformed at low-cost such

as non-load bearing walls, stub-outs for future plumbing and lab needs, additional capacity for potential future electrical needs, adaptable FF&E, etc A self-scoring rubric with details is shown in the Appendix L and must be completed with appropriate documentation to verify that each issue exists.Provide a

description for each item identified in the rubric that you are looking to score points for in this category.Score based on rubric _  _ Points (15 Point Maximum, Satellites 15 Point Maximum)