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

Chris Reykdal Superintendent

of Public

Instruction

T.J. Kelly Chief Financial

Officer,

Financial

Resources Randy Newman Director,

School Facilites

and Organization

Scott Black Program Development Manager, School Facilities and Organization Tyler Muench Policy &

Outreach

Coordinator,

School Facilities

and Organization

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

4 • Introduction

Introduction

Overview

This document was developed by the Office of Superintendent of Public Instruction (OSPI), School

Facilities and Organization (SF&O) section. It is intended to provide guidance for planning, designing, and

constructing skill center capital projects. Undertaking capital projects is a joint exercise between skill center

directors (who understand program needs) and host school district facilities, business, and/or operations

staff (who have capital project experience) that will be managing the projects. A substantial portion of this

guidance document addresses capital budget requests and reimbursements. OSPI prepares a budget

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.

June 2020 OSPI/Skill Center Directors Project Prioritization

August 2020 SF&O submits capital budget request to Superintendent.

September 2020 Superintendent submits capital budget proposal to OFM, who

works with the Governor to produce a state capital budget

proposal for the Legislature’s consideration.

January 2021 Legislature convenes.

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

into law.

Following enactment of capital

budget

Any projects appropriated funds shall provide SF&O

documentation necessary for allotment request approvals by

OFM.

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.

May 1, 2020 Final budgeting documents are due to SF&O.

June 2020 OSPI/Skill Center Directors Project Prioritization

August 2020 SF&O submits capital budget request to Superintendent.

September 2020 Superintendent submits capital budget proposal to OFM, who

works with the Governor to produce a state capital budget

proposal for the Legislature’s consideration.

January 2021 Legislature convenes.

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

into law.

Following enactment of capital

budget

Any projects appropriated funds shall provide SF&O

documentation necessary for allotment request approvals by

OFM.

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.

Satellite Projects.

Capital requests for new satellite campuses will only be requested through the minor works process

consistent with WAC 392.600.040. However, they will be prioritized in the same manner as major

projects.

OSPI will work with skill center staff to make the appropriate identification, for preservation projects

between $1 million and $5 million.

Types of Major Works Projects

New

A new project is the development of a new skill center core or branch campus.

Modernization

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.

Growth

A growth project creates additional square footage at an existing core or branch campus to meet

increased educational, enrollment, and program space needs. This can be in the form of a new

building on an existing campus, and/or an addition to an existing building.

Modernization + Growth

A modernization + growth project improves an existing building and creates additional square

footage.

Preservation

A preservation project is designed to maintain, preserve and extend the life of existing facilities.

Preservation projects are limited to replacement or repair of nonfunctioning or outdated building

systems such as HVAC systems, roofs, boilers, and other major building systems. Preservation

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.

12 • Chapter 1

Chapter 1

New Core, Branch, or Satellite Campuses

Approval Process

Prior to a new skill center campus receiving capital funding, the program(s) must first be approved by

OSPI’s Career and Technical Education department (CTE) by completing a feasibility study as well as an

inter-district cooperative agreement. (Please note that new satellite programs have a separate set of

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 P.O. Box 47200 Olympia, WA 98504-7200

Each phase will be reviewed by CTE, fiscal, and SF&O staff for approval. Additional information may be

requested before making a determination to approve, or deny, a potential new campus.

Additional Information

See Appendix A for the New Skill Center Campus Form. An electronic version is available.

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.

14 • Chapter 2

b. Timeline for completing milestones (e.g. predesign, design, bidding, construction, and

occupancy).

c. A draft cost estimate, including predesign, design, and construction phases. Include

cost estimates for furniture, furnishings & equipment (FF&E).

Project Criteria.

Each major capital project must address and meet the Long Range Plan project criteria listed

below.

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.

b. Growth projects:

Indicate if growing enrollment and/or programs to be offered through the

expansion project are currently being offered at temporary locations.

Explain why additional space is needed instead of rearranging existing space to

accommodate for new programs.

c. Preservation Projects.

Brief statement of the overall facility condition, its deficiencies, and financial

limitations of the skill center minor repair and maintenance capital account

(RCW 28A.245.100).

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.

15 • Chapter 2

Also attach a site and area floor plans depicting all spaces of the facility. Include a Building

Inventory Report(s) from ICOS in the long range plan.

The latest certified Building Condition Assessment (BCA). Provide the most recent certified

BCA by attaching a Building Summary Report(s) from OSPI’s Information and Condition of

Schools (ICOS) system, not more than 6 years old. If requesting modernization funding for the

upcoming biennium, a current certified BCA is required instead.

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).

4. Funding:

Identify the last 3 end-of-year balances and the current balance for the skill center’s operational

and capital funds pursuant to WAC 392.600.030.

Identify all revenue sources (contributions and per pupil allocation methodologies), limitations,

and fund balance of the required skill center minor repair and maintenance capital account

(RCW 28A.245.100)

The amount and sources of local contribution that will be provided for each project explained

above. Provide 1 or 2 sentences.

5. Enrollment:

11th and 12th grade enrollment for the past ten years for the entire skill center. Students in

grades 10 or lower should be included, but shown separately.

Projected enrollment for the next 5 years. New core campus projects must show how they can

meet the 150 FTE threshold, within a 3 year period, per WAC 392.600.050.

6. Host District & Administrative Council Approval:

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.

Approximate dimensions.

Sketches/models to explain the concept.

Project schedule.

Preliminary construction cost estimates.

Construction Stage

The Construction stage includes four major parts: 1) design development, 2) construction documents, 3)

bidding, and 4) construction. The goal of the Construction stage is to finalize design and complete the

buildout of the facility.

Design Development

In design development phase the schematic plans and elevations are reviewed, revised, and expanded to

develop details required for permitting. The architect/engineer team develops the following design

components:

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.

24 • Chapter 4

The host district must obtain OSPI approval in order to sign contracts (or sign a MACC agreement in

GC/CM). At this time a grant letter is issued, authorizing the signing to occur.

Construction

Construction transforms the needs, ideas, and proposals of the skill center (as defined by the plans and

specifications) into a physical structure. Work begins with a Notice to Proceed from the host district. The

project manager, and possibly also the architect/engineer team, continues to prepare and document all

design issues, changes, and specifications as well as verify that the construction documents are being

followed.

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.

Project/Construction Manager (CM)

The CM is the person responsible for representing the district, controlling the budget and timeline, and

managing all parties in the project. This person should be well qualified in facilities planning and

construction, and have extensive experience with K–12 schools in the state. To ensure accountability for

spending state funds, a Construction Management Plan may be requested as early as the predesign phase.

The Construction Management Plan should include all people involved with management, their duties,

their hierarchy, and a breakdown of the estimated cost involved.

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.

28 • Chapter 5

ArtsWA is responsible for administering these funds, and has established guidelines for expenditures. The

host district should contact ArtsWA to coordinate what type of art is desired and who is able to be

commissioned. If the art is to be integrated into building construction, the conversation should occur very

early in construction phase. ArtsWA handles the legwork, and receives reimbursement directly from OSPI.

Funds associated with the art allotment do not go through the host district.

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

construction allotment.

After construction, a level 4 analysis will be submitted to OFM with the Final Project Close-out

report.

The Life Cycle Cost Tool can be found at OFM’s website at:

https://www.ofm.wa.gov/sites/default/files/public/legacy/budget/capitalforms/lifecyclecosttoolinstructi

ons.pdf

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

Chapter 39.08 RCW

Contractor’s bond

Chapter 39.12 RCW

Prevailing Wages on Public Works

Chapter 49.60 RCW

Discrimination – Human Rights Commission

Chapter 49.28 RCW

Hours of Labor

RCW 60.28.011

Lien for Labor, Materials, Taxes on Public Works

and WAC 392.344.147

Retained Percentage Law Related Requirements

Chapter 70.92 RCW

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

Criteria 1 Skill center capital maintenance account 15 points

Criteria 2 Building Age 25 points

Criteria 3 Building Condition 30 points

Criteria 4 Significant, health, safety, and energy issues 30 points

TOTAL 100 points

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

Percentage of Statewide Average Points

31% - 100% 15 Points

21% - 30% 10 Points

11% - 20% 5 Points

0% - 10% 0 Points

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

Code Activity

Statewide

Expenditure

62 Grounds Maintenance 79,823,417.23$

64 Maintenance 270,804,763.98$

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.

Program(s) Type of Temporary Location

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

≥100% = 25 points

90% - 99% = 20 points

80% - 89% = 15 points

60% - 79% = 10 points

50% - 59% = 5 points

<50% = 0 points

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).

Program(s) Occupation(s)

Statewide Demand Program

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

http://wtb.wa.gov/HighDemandFields.asp

List each statewide high demand program followed by the relevant high demand occupation(s).

Program(s) Occupation(s)

Local Area Demand Programs ______ + Statewide Demand Programs ______ = ____ Total Programs

Total Programs x 2 Points = _____ TOTAL Points

(10 Point Maximum, Satellites 4 Point Maximum)

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).

41 • Chapter 7

Criteria 11: Building/Land Ownership and Lease Agreement Skill center or host district provides documentation

Score is based on the ownership, or the longevity of the lease agreement, for the skill center location.

Automatic renewals will be seen as being part of the term of the lease. A copy of the ownership or lease

documents shall be submitted, with the term of lease identified.

Fee simple ownership = 10 points

60+ year lease = 8 points

51-59 year lease = 7 points

41-50 year lease = 6 points

31-40 year lease = 5 points

30 year lease = 4 points

Ownership/Lease Length: ______ ______ Points

(10 Point Maximum, Satellites divide point in half with a 5 Point maximum)

Criteria 12: Type of Space Skill center host district provides documentation

Score is based on the type of spaces of the project. Square footage of individual rooms, labs, shops, and

common space will be classified as either direct instructional/community use, instructional support, or

program support space. The Skills Center Project Summary of Assignable Square Feet Matrix below is

required to be completed to categorize the square feet of the proposed project.

Direct Instructional/Community Use: Includes classrooms, laboratories, library space, learning

resources (areas used as instructional and serving areas for culinary programs should be classified as laboratories), and

community use spaces.

Instructional Support: Includes assembly, service, and support (e.g. library supply room), student

services, and office space.

Program Support: Includes cafeteria/food service and general support service (e.g. maintenance area,

equipment storage).

42 • Chapter 7

Scoring

Total Assignable Square Feet (TASF) = ___________

________ Direct Instructional and Community Space sq. ft./TASF = ______ x 25 = _______

________ Instructional Support sq. ft./TASF = ______ x 18 = _______

________ Program Support sq. ft./TASF = ______ x 10 = _______

______ Total Points (25 Point Maximum)

Skills Center Project Summary of Assignable Square Feet Matrix

Building and/or Area Name(s)

TOTAL

1. Direct Instructiona l and Community Use Space

A. Classrooms

B. Laboratories

C. Library

D. Learning Resources

E. Physical Education

F. Share of Multipurpose

G. Community Use

Total

2. Instructiona l Support

A. Classrooms

B. Laboratories

C. Library

D. Learning Resources

E. Physical Education

F. Share of Multipurpose

Total

3. Program Support

A. Classrooms

B. Laboratories

C. Library

D. Learning Resources

E. Physical Education

F. Share of Multipurpose

Total

43 • Chapter 7

Criteria 13: Planned Facility Utilization by Program Skill center or host district provides documentation

Score is based on the projected average FTE enrollment of the program divided by the program

instructional space’s area capacity. This section is used to determine how efficiently the space will be used

as a result of the project. Provide an overall floor plan and a description of the projected FTE count.

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

(Projected Average Enrollment / Projected Instructional Space Capacity = Projected Facility Utilization

≥100% = 25 points

90% - 99% = 20 points

80% - 89% = 15 points

60% - 79% = 10 points

50% - 59% = 5 points

<50% = 0 points

44 • Chapter 7

Criteria 14: Enrollment Expectations Skill center or host district provides below

Score is based on the ability of the skill center to show that the new satellite program will have the FTE

capacity to sustain the program. Provide a narrative and any other relevant documentation to respond to

the enrollment expectations based on the scoring guidance below.

The program(s) is/are being offered at an alternate or temporary location and

currently has/have enrollment to sustain the program.

5 Points

The program(s) is/are being offered at an alternate or temporary location that

currently restricts the FTE enrollment.

3 Points

The program currently is not being offered at a temporary location. However, a

feasibility study of the satellite program(s) shows current FTE demand for the

program will sustain the program.

2 Points

Enrollment Expectations _____ Points (5 Point Maximum)

45 • Chapter 7

Criteria 15: Reasonableness of Cost Skill center or host district provides documentation

Overview and Application

The reasonableness of cost criterion proposed for skill centers has been borrowed considerably from the

OFM’s Capital Projects Evaluation System: Four-Year Higher Education Institutions. This criterion

applies to any project requesting construction phase funding.

Calculating Expected Costs

Expected costs are based on data from historic skill center costs for the entire projects. The expected costs

are escalated to the construction mid-point based on the latest construction cost index provided by OFM.

CONSTRUCTION COSTS / GSF

TOTAL PROJECT COSTS / GSF

Facility Type Expected Cost

Skill Center $500

New, Growth, and New-In-Lieu Projects POINTS

Total project cost is less than or equal to the expected cost 8-10 per square foot for the facility type. Project cost is between 100% and 111% of expected cost. 5-7

Project cost is between 111% and 137% of expected cost. 2-4

Project cost is more than 137% of expected cost. 1

Modernization Projects POINTS

Total project cost is between 60% and 80% of expected cost for new construction of the facility type. 8-10 Project cost is between 80% and 90% of expected cost. 5-7

Project cost is between 90% and 109% of expected cost. 2-4

Project cost is more than 109% of expected cost. 1

Project Cost ________ / Project Sq. Ft. ________ = ________ Cost per Sq. Ft.

______ Points (10 Point Maximum)

46 • Chapter 7

Scoring the Projects

The projects will be separated by project category and scored accordingly based on an applicable project

scoring template with a total of 100 maximum points.

Projects will be scored by a panel comprised of up to 3 school facility experts (as determined by SF&O)

and 1 representative from SF&O. No facility staff of a host school district for a skill center campus is

eligible to score projects for a biennium (e.g. pre-construction) in which it competes. Evaluators will score

projects based on the required information.

Combined projects, that include a modernization and growth component, will have each component

scored separately with the two scores combined in a prorated manner, based on the square footage of each

given component.

Example: Modernization Score X (Modernization sq. ft. /Total project sq. ft.) = Prorated Mod Score

Growth Score X (Growth sq. ft. /Total project sq. ft.) = Prorated Growth Score

Prorated Mod Score + Prorated Growth Score = Total Project Score

Prioritized Lists of Projects and Their Use

Based on the total points a project received through the scoring process, a prioritized list will be developed

by OSPI in collaboration with skill center directors. The prioritized lists will inform decision makers in

developing the capital budget. Up to 3 prioritized lists of all the capital projects will be developed based

solely on the project’s prioritization score:

Major Projects at the Pre-Construction stage

Major Projects at the Construction stage

Major Preservation Projects

New Satellite Campuses

SF&O will submit the prioritized to the Superintendent to be considered as part of OSPI’s capital budget

request.

Unfunded Projects

Projects included on the singular prioritized list, that did not receive a biennial appropriation, are free to

resubmit their project the following biennium with any updated information.

47 • Chapter 7

Additional Information

See Appendix K for the priority rubric for Criteria 4: Significant Health, and Safety Issues. An electronic

version is available.

See Appendix L for the priority rubric for Criteria 10: Flexible Space. An electronic version is available.

48 • Chapter 8

Chapter 8

Major Works Final Budget Project Submittal

Capital Budget Request Questions

After major works projects are prioritized, a final budget project submittal must be provided to SF&O by

May of even-numbered years. Using OFM’s capital budgeting system, OSPI takes this information and

develops its formal capital budget request for submission to the Governor and Legislature. The guidance

provided in this chapter is also designed to help address common questions from the Legislature and other

key decision makers regarding skill center capital projects.

Note: All documentation must be provided in a Word or Excel format so that it can be easily copied and

pasted.

Budget requests must contain responses to the following questions:

Project Information

Project title

Project phase (Predesign/Design/Construction)

Host district.

Project contact (name, phone, email).

Location of project (street address, city, county, zip code, and legislative district if available).

Project Summary

In a paragraph of 100 words or less describe the project. Address the questions Who, What, When, Where,

and Why?

Who is the lead district for the project on behalf of the skill center? Are there any partner

organizations on the project that will play a direct role in its development (e.g. community college

overseeing construction on its own campus)?

Quickly explain what the scope of the project is and identify the type of project (new campus,

modernization, new-in lieu, growth, etc.).

Note: A full explanation of the project scope needs to be included with the project description.

When will the project take place, including expected construction and completion dates?

49 • Chapter 8

Where is the project taking place? Is it at an existing skill center campus? Please note if it is at or

immediately adjacent to high school, community college, etc.

Why is the project needed? Explain the drivers for why the project is needed.

Project Description

Prepare a narrative describing the project, and use the following questions as a guide:

What is the proposed project?

Provide an explanation of the project scope. Include the square footage of the project that will be new construction

and/or square footage that will be modernization of an existing facility. If the project is being modernized, what are

the locations and systems in the existing building being modernized? What skill center programs will be added or

modernized, or otherwise moved as a result of the project? Where will the project be located, including if it will be

attached or adjacent to another facility? Identify if the project is located at a community college or high school. Is this

project part of a larger phased construction build out or modernization, if so what are the other phases, and when are

they expected to be completed? Provide other additional information that will be useful in understanding the scope of

the project.

What is the business problem driving this request?

This is the why of the project. Why is this project needed and what are the drivers pushing for the project need (e.g.

increased student demand, facility conditions, etc.)

How does this project support the agency and statewide results?

OSPI will provide response.

What are the specific benefits of this project?

List each benefit of this project in order of importance.

What economic impact does this project have?

Identify how many jobs will be created through the construction number based on the jobs multiplier to be provided by

OSPI. Explain any other long term benefits to the economy, such as well-trained skill center students entering the job

market in key fields.

How will clients be affected and services change if this project is funded?

Speak to clients as potential skill center students.

Why is it the best option or alternative?

Explain why this option or alternative was chosen above others.

Historical Significance

Does this project alter any structure on the historical register or have any archaeological impacts?

50 • Chapter 8

Please note that a letter from the Department of Archaeology and Historic Preservation (DAHP) is required for

projects seeking construction funding, see cultural resources below.

Operating Budget Impacts

Does this project impact the state’s operating budget? If yes, how is it impacted?

a. Explain any new positions or costs from the capital project that would affect the operating budget (e.g.

bringing on staff to oversee construction project that will later perform administrative work at the skill

center).

b. Identify any increases in student FTEs as a result of the project.

c. Identify any cost savings as a result of the project (e.g. a modernization of a building that provides more

efficient use of energy resulting in lower electrical bills).

Describe Growth Management Impacts

Is the proposed capital project identified in the host city or county’s comprehensive plan including

the capital facility plan and implementation rules adopted under chapter 36.70 A RCW?

Is the proposed capital project located within an adopted urban growth area?

If located within an adopted urban growth area, does the project facilitate, accommodate, or attract

planned population and employment growth?

If located outside an urban growth boundary, does the proposed capital project create pressures

for additional development?

Was there regional coordination during project development?

Does the project include leveraging of local or other funds?

Include any information that was provided in the Local Contribution form submitted during the prioritization

process.

Have environmental outcomes and the reduction of adverse environmental impacts been

examined?

Capital Budget Request Documents

The following documents and requirements must be completed by May of even-numbered years:

51 • Chapter 8

Capital Budget Request form (the above section)

This summarizes your project request into a quick read for legislative staff.

Administrative Council resolution

A copy of the administrative council resolution from the board requesting state capital funding for

the project(s).

Project cost estimates

Complete a C-100 budget form, template provided by OFM. The C-100 can be found at:

http://www.ofm.wa.gov/budget/capitalforms/C100_2016.xlsx

Schematic drawings

Include relevant schematic-level drawings.

Expected Use of Bond/COP Proceeds form

Since skill center projects are commonly paid with state general obligation bonds, it is important to

communicate building use to OSPI for the entire life of the bond when submitting project

requests.

Specific use of the building will determine what funding the project should be financed with.

Complete the Expected Use of Bond/COP Proceeds form which can be found at:

http://www.ofm.wa.gov/budget/capitalforms/expecteduse.doc.

Cultural resources review letter (Construction stage requests only)

There must be a review of each project requesting state construction funds for the purposes of

determining the impact to cultural resources. The Department of Archaeology and Historic

Preservation (DAHP) and the Governor’s Office of Indian Affairs (GOIA) must be consulted.

Submit a copy of the letter from DAHP to confirm that the proposed capital project has been

reviewed. For more information please go to http://www.dahp.wa.gov/governors-executive-

order-05-05

Additional Information

See Appendix M for an example of the Capital Budget Request form. An electronic version is available.

See Appendix N for the Administrative Council Resolution. An electronic version is available.

See Appendix O for the C-100 budget form. An electronic version is available.

See Appendix J for the Expected Use of Bond/COP Proceeds form. An electronic version is available.

See Appendix P for an example DAHP approval letter.

52 • Chapter 9

Chapter 9

Major Works Modified D-Form Process

After receiving a Construction stage grant letter, the host district receiving funding will begin following a

modified D-Form process used by OSPI to approve bid opening, signing of the construction contract, and

to administer funds. The modified version of the D-Form process originated in the K–12 School

Construction Assistance Program (SCAP). This provides oversight for the state’s investment to ensure

best construction practices are being followed. Each project will differ in its administration needs

depending on the scope.

Table 9.1 compares the standard D-Form process with the modified D-Form process for skill center

major projects. Modified D-forms may be downloaded from this website:

http://www.k12.wa.us/SchFacilities/Programs/SkillCenters.aspx

Table 9.1

Stage SCAP Projects Skill Center Major Works Projects

D-1 Study & Survey Grant

Application

Not applicable. Skill centers provide a Ten-Year Capital

Plan and a Long Range to express need for capital

projects. → Chapter 2

D-2 Grant Approval Not applicable.

D-3 Project Application Not applicable. Skill center projects provide predesign

documents for legislative consideration. → Chapter 4

D-4 Project Approval Not Applicable. Skill center projects receive direct

legislative appropriation. OSPI will issue a grant letter

acknowledging allotment approval for Pre-Construction

stage.

D-5 Application for Preliminary

Funding Status

Modified D-5 form. A submittal of preliminary project

information, to help track progress of design phase.

Includes SEPA determination, a preliminary high-

performance scorecard, and if applicable, GC/CM

documentation.

D-6 Authorization to Proceed OSPI will issue a letter acknowledging D-5 submittal is

complete.

53 • Chapter 9

D-7 Application to Proceed with

Bid Opening/Negotiate

MACC

Modified D-7 Form. Application to Proceed with Bid

Opening or to Negotiate MACC (GC/CM). Requirements

are generally the same, except cost estimates for individual

services are not needed. Those are covered by information

the district provides in the C-100. → Appendix O

D-8 Authorization to Open

Bids/Negotiate MACC

OSPI will issue a letter acknowledging D-7 submittal is

complete and the district can proceed with bid opening. Bids

cannot be opened until this letter is issued. For GC/CM

projects, the final MACC cannot be negotiated until this

letter is issued.

D-9 Application for Authorization

to Sign Contracts/Sign

MACC Agreement

Modified D-9 Form (or D-9 Form for GC/CM).

Application for Authorization to Sign Contracts or Sign

MACC Agreement (GC/CM). Requirements are generally

the same, except final billing statements for individual

services are not needed. Final design-phase high-

performance documents are required at this submittal.

D-10 Authorization to Sign

Contracts/Sign MACC

Agreement

OSPI will issue a grant letter acknowledging D-9 submittal

and construction-phase allotment approval. Construction

contract (or MACC agreement) cannot be signed until this

letter is issued.

D-11 Application to Release

Retainage

Modified D-11 Form. Application to Release Retainage.

Includes architect’s certification, host district board’s

acceptance of final construction completion, various district

certifications, various state agency releases, and final high-

performance documents.

D-12 Authorization to Release Retainage. 5% of the construction contract that is retained by the

host district cannot be paid out until this D-12 is issued.

Additional Information

See Appendix G for additional details on modified D-form submittals.

Skill center major projects are typically subject to the same state and OSPI requirements as other K–12

projects that receive state assistance funds. See Chapter 5 for more details.

54 • Chapter 10

Chapter 10

Major Works Allotment and Reimbursement

Documents

Where the Legislature has appropriated funding for a skill center project, OSPI must receive allotment

approval for the project from the OFM prior to awarding the host district a grant letter authorizing the

project to receive state funding. Required documents include:

A completed Reimbursement Request Schedule

Provide a schedule for estimated project reimbursements for the purpose of understanding when

the district plans to request reimbursements from OSPI. OFM requires that OSPI award grants in

phases that align with their allotment processes (predesign, design, and construction).

OFM requires that OSPI perform quarterly allotment adjustments for every skill center capital

project where the Reimbursement Request Schedule varies from the actual reimbursements by

10% or more. Additional justification and a new project C-100 budget form may be required if

there is significant deviation from the C-100 originally submitted.

Therefore, when developing a Reimbursement Request Schedule, the goal is to be as accurate as

possible. The following provides OFM guidelines to assist in developing estimates for spending,

which should not substitute for analysis and planning:

a. Most all projects that are re-appropriated should be spent during the first year of the

biennium.

b. Projects should approximate the project schedule as provided in the agency’s capital budget

request until an updated plan is available.

c. In the absence of more specific project information, construction spending can be

approximated as 25% spent over the first one-third of the construction period; 50% spent

during the second one-third of the construction period; and 25% spent during the last one-

third of the construction period.

Project/Construction Management Costs and Administration

The host school district must develop a Construction Management Plan to achieve goals of the

skill center, the state, and the community—on budget and on schedule. Construction Management

(CM) is a delivery system that applies project management techniques to planning, design,

construction and project commissioning for the purposes of controlling time, costs, and ensuring

quality. OSPI requires that a qualified construction manager, approved by OSPI, is selected and

involved with the project during the planning phase. Capital funds should not be used to subsidize

55 • Chapter 10

operating budget costs or for program development. Allowable staff costs must be specific to the

capital project and directly relate to the execution of the design and construction of the project.

6-month major project status updates.

The host district must provide OSPI updates regarding the current status of the project, no later

than the following dates: January 1 and July 1.

Quarterly updates.

The host district must provide OSPI quarterly updates of the Reimbursement Request Schedule if

planned spending is expected to deviate from the original spending by 10% or more.

Additional information.

Depending on the type of development work being performed, additional documentation may be

needed in order to make an allotment.

Reimbursements and Reporting

Reimbursement Claims

As soon as a grant 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.

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 F for the major project Reimbursement Request Schedule (at all major project phases and

also quarterly as needed). An electronic version is available.

See Appendix H for the Major Project Status Report (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.

56 • Contacts

Contact Information

School Facilities and

Organization

600 Washington Street SE (P.O. Box 47200)

Olympia, WA 98504-7200

Phone (360) 725-6265 Fax (360) 586-3946

Randy Newman, Director Randy.newman@k12.wa.us (360) 725-6267

Tyler Muench, Policy and Outreach

Coordinator

tyler.muench@k12.wa.us

(360)-725-4973

Brenda Hetland, Financial Consultant

brenda.hetland@k12.wa.us

(360) 725-6263

Teri Lee, Administrative Assistant III

teri.lee@k12.wa.us

(360)-725-4953

Cameron Bell, Data Analyst cameron.bell@k12.wa.us (360) 725-6418

Scott Black, Program Development Manager scott.black@k12.wa.us (360) 725-6268

Roen Esmond, Disbursement Officer roen.esmond@k12.wa.us (360) 725-6187

Morgan Powell, High Performance Schools Coordinator morgan.powell@k12.wa.us (360) 725-6269

Regional Coordinators

John Heinley, Eastern WA

john.heinley@k12.wa.us

(360) 725-0414

John McLaren, Northwest WA

john.mclaren@k12.wa.us

(360) 725-6262

Phil Partington, Southwest WA

Regional Coordinator

phil.partington@k12.wa.us

360-725-6221

57 • Appendix A

Appendix A

New Skill Center Campus Form

58 • Appendix A

New Skill Center Campus Form Core | Branch | Satellite

Host District: Date:___________________ Contact: Phone:__________________ Email:________________________________________________ n This form is designed to guide designated host districts through each phase of obtaining approval for a new skill center core, branch or satellite campus. In order to have a new skill center core or branch campus approved by the Office of Superintendent of Public Instruction (OSPI), a feasibility study must be completed as well as an interdistrict cooperative agreement. New satellite programs have a separate set of requirements (see WAC 392-600-080). The application to establish a new branch campus or satellite campus, must be initiated by the Host District. Two parts to requesting the creation of a new skill center core or branch campus:

A. Request for funding (if available, see page 1) B. Review and approval phases

1. Feasibility study and preliminary approval (see page 2) 2. Interdistrict cooperative agreement and final approval (see page 3)

New satellite programs must address the review and approval requirements identified on page 4. Please send the form after completion of each phase to: Director of Career and Technical Education, PO Box 47200, 600 Washington St. SE, Olympia WA, 98504-7200, or electronically to cte@k12.wa.us and rebecca.wallace@k12.wa.us. Indicate the type of campus for which approval is being requested:

□ Skill Center Core Campus

A facility housing a majority of the skill center students enrolled. It is operated by the skill center (WAC 392-600-100).

□ Skill Center 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 (WAC 392-600-100).

□ Skill Center Satellite Program

A facility or site which provides less than three programs at a location other than the skill center core campus (WAC 392-600-100).

Campus will qualify as a Rural Satellite Skill Center (RCW28A.245.020)

Feasibility Study Procedures The skill center core campus host district will be the primary contact for OSPI and will be responsible for disseminating information to member districts regarding the feasibility study. In the case of branch campuses, the existing skill center host district and administrative council shall be the applicant or co-applicant of the feasibility study.

59 • Appendix A

Funded Formal Feasibility Study Verses Waiver:

New Skill Center Campus Form Core | Branch | Satellite

Funded Formal Feasibility Study: Expected to be a significant process which includes multiple surveys, public forums, several stakeholder meetings, and site visits to existing skill centers. A host district undertaking a Funded Formal Feasibility Study will seek state funding from the legislature. If funding is provided, the host district could begin receiving funding for the Feasibility study as early as July of the year after the funding request was made. Waiver: A host district can seek a waiver from a Funded Formal Feasibility Study, which allows the host district to perform an expedited study that addresses the elements of a Feasibility study (as identified below) without having to undertake the significant process (e.g. multiple surveys, public forums, etc.) of a Funded Formal Feasibility Study. Where a waiver is being requested, a feasibility study (see Phase 1 below) must also be included, since OSPI approval for a waiver depends on the ability of the expedited feasibility study to address the required elements. Indicate the initial request of the host district:

□ Funded Formal Feasibility Study: Requests for funding must be received by OSPI no later than May 1 in order to be included for the next legislative session. OSPI will provide the host district with a grant notification letter where a feasibility study has been funded by the legislature.

A joint resolution between two or more school district and signed by the respective superintendents, designating the host district must be included with this request.

□ Waiver from a Feasibility Study funded by the Legislature: A feasibility study, or equivalent documentation, must still be completed that addresses the elements of a feasibility study identified below. Complete Phase 1 simultaneously.

Phase 1: Feasibility Study and Preliminary Approval Elements of Core and Branch Campus Feasibility Study and Deadline

For OSPI Internal Purposes Only Approval Initials CTE: _________ SF&O: __________ Fiscal: _________ Enrollment: _________ Notes/Grounds for denial: ___________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

60 • Appendix A

A completed feasibility study must be included by the host district with this phase of the application to OSPI within one year from the grant notification letter (see WAC 392-600-080). A district seeking a waiver must submit their feasibility study, or equivalent documentation, with their waiver request. OSPI will conduct a review of the draft feasibility study based on the minimum elements and provide a response to the lead school district in writing.

New Skill Center Campus Form Core | Branch | Satellite

The minimum elements of a Core or Branch Campus Feasibility Study will include the following:

List school districts, businesses and local community members that participated in the feasibility study. Include a regional map with illustrated boundaries of the school districts within the proposed service area.

Provide a facility needs assessment with proposed campus site(s), and list and describe any existing facilities that may be used. Indicate whether a capital budget request (with a project description) will be needed for the skill center to operate initially.

Indicate the proposed administrative structure for governing the branch or core campus.

Provide a regional market assessment of the job market with demographics of the county or counties the skill center campus will serve, member school districts, and the hiring needs of major area industries/employers.

Project enrollment from each of the participating school districts, along with an explanation of how the projected enrollment was derived.

Describe expected programs to be offered at the skill center core or branch campus with the prospective Full Time Equivalent student count for each program.

Provide an executive summary with a final conclusion which is supported by the elements of the study.

Draft a resolution approving of the feasibility study and have it be signed by the school boards of the school districts participating in the study. This resolution should include an estimate of annual operating costs.

Core Campuses must also provide the following additional information:

□ Plan to meet minimum enrollment requirements, of one hundred fifty full-time equivalent students in a minimum of three different programs within three years (WAC 392-600-050).

□ Policies and procedures ensuring cooperation and avoidance of unnecessary duplication of programs within the skill center member districts (WAC 392-600-090).

For OSPI Internal Purposes Only Approval Initials Approved Needs More Work Denied CTE: _________ SF&O: __________ Fiscal: _________ Enrollment: _________ Notes/Grounds for Denial: ___________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

61 • Appendix A

New Skill Center Campus Form Core | Branch | Satellite

Phase 2: Interdistrict Cooperative Agreement and Final Approval An Interdistrict Cooperative Agreement must be included by the host district with this phase of the application to OSPI, within two school years after submitting the feasibility study. An Interdistrict Cooperative Agreement as set forth in WAC 392-600-020 must address the following:

□ The administration of the school facility and of the program or services to be offered.

□ The estimated number of students to be served from each district.

□ The estimated amount of any operating costs of the programs that are not funded from state or federal sources, and the method of sharing the unfunded costs.

□ Financial terms by which each participating district will share in the cost of construction or modernization and operation of school facilities to comply with WAC 392-347-023 (Asset Preservation Program, see page 18).

□ Terms by which the skill center may be dissolved in accordance with the provisions for dissolution of skill centers as outlined in WAC 392-600-120.

□ Duration of the interdistrict cooperative agreement: a. The initial interdistrict cooperative agreement must be a minimum of ten years. b. The minimum period of operation prior to dissolution consideration must be in accordance

with the provisions for dissolution of skill centers as outlined in WAC 392-600-120. c. The renewal or amendments to agreements shall be submitted for approval of the OSPI

career and technical education.

□ Ownership of all capital equipment and skill center facilities.

□ Distribution of assets and liabilities or the payments to be made to the participating districts.

□ Relationship and governance structure of branch campuses, if applicable.

□ Responsibilities for services to be provided by participating school districts directly to the skill center. These shall include, but are not limited to:

a. Transportation. b. Special education. c. Other non-core skill center needs of the student.

□ Programs eligible for consideration and approval by OSPI shall be: a. Voluntary student enrollment. b. Tuition-free. c. Necessary for the express purpose of:

i. Providing educational programs not otherwise available; ii. Avoiding unnecessary duplications of specialized or unusually expensive programs

and facilities.

62 • Appendix A

Note: An existing Interdistrict Cooperative Agreement, which covers an existing skill center core campus may be used for a new branch campus where 1) the existing Interdistrict Cooperative Agreement explicitly addresses branch campuses, 2) the new branch campus does not expand the skill center service area to new school districts, and 3) there is no current intent to develop the branch campus into a core campus in the future. An Interdistrict Cooperative Agreement between the core host district and the new branch host district

New Skill Center Campus Form Core | Branch | Satellite

must still be developed referencing provisions in the existing Interdistrict Cooperative Agreement that address the specific requirements of WAC 392-600-020.

Satellite Program Review and Approval Requirements New Satellite Programs must meet the following requirements:

□ Request for satellite program submitted to the Director of Career and Technical Education (WAC 392-600-110). The request addresses which schools and districts would be sending students to the satellite, projected enrollment from each school, responsibilities of district and core skill center, and description of facilities that may be used. The request must identify if the applicant believes the new satellite will be established as a rural satellite skill center.

□ Provide written approval from district Career and Technical Education Director and Superintendent if satellite is to be located at a comprehensive high school (WAC 392-600-020).

□ Provide written approval from the Skill Center Director and the Administrative Council.

Note: Request for satellite programs must be submitted by the Skill Center Core Campus Director. Satellite programs may only be hosted by a Skill Center Core Campus.

For OSPI Internal Purposes Only Approval Initials Approved Needs More Work Denied CTE: _________ SF&O: __________ Fiscal: _________ Enrollment: _________ Notes/Grounds for Denial: ___________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

63 • Appendix B

Appendix B

Ten-Year Capital Plan Example

64 • Appendix B

65 • Appendix C

Appendix C

Long Range Plan Example

66 • Appendix C

ACME Skill Center Long Range Plan December 2017

ACME

67 • Appendix C

Facility Condition

Skills Center Building Inventory and Area Analysis

Note: Include an extract of the ICOS Building Inventory Report with the following information shown in the above table.

Current Building Assessment

Current Building Condition Assessment (BCA) Score: _62_

Note: If requesting modernization or new-in-lieu funds for the upcoming biennium, a current BCA is needed. BCA scores

are to be computed in ICOS system.

Building Narrative

ACME Skill Center (originally formed in 1981) is a tilt-up, concrete, rectangular building with 70,000

square feet. The host district has maintained the building in working condition with state minor capital

funds. The building shows signs of aging. For example, exhaust fans throughout the building are in need

of replacement, all of the exterior doors are 30 years old, and the hardware is wearing out. The roof is at

the end of its expected useful life and is in need of being replaced. Carpets and paint are also in need of

replacement. Most of the restrooms do not comply with the current ADA requirements. In addition, the

current facility lacks necessary electrical wiring that many of our programs need to keep up with new

demands of industry and changing technology e.g. internet, large servers, robotic equipment.

A recent energy audit, performed by Random Audit Company, found the building to be energy inefficient

compared to an average school facility in the state. They recommended replacement of our boiler,

upgrading all exterior doors, installing motion sensors to turn lights on and off, insulation of concrete

exterior walls, and greater insulation in the ceilings. A lack of windows throughout the facility also creates

higher lighting costs and provides a less than ideal learning environment.

68 • Appendix C

Repairs and Replacements

Repair One Replace the HVAC and exhausts which are no longer reliable and are in constant need of immediate

repair. These systems have greatly increased the annual maintenance costs.

Repair Two A full replacement of the roof is needed since it is over 30 years old and beyond its expected useful life.

There are three major reoccurring leaks throughout the core campus.

Education and Facilities

Existing Education Programs

Culinary Arts

Program Description The Culinary Arts program combines a comprehensive culinary curriculum with on the job training, making the Culinary Arts program unique and exciting for young people. Students exit the program job ready and prepared for further culinary education.

Adequacy of Program Facilities Much of the kitchen equipment that remains operational, is well beyond its useful life. The program, which is usually full, would greatly benefit from a demonstration kitchen to allow more students to take the program.

Facility Improvements and Expansions Needed Kitchen equipment needs to be replaced, and demonstration kitchen needs to be built by expanding the culinary footprint of the building.

DigiPen

Program Description The DigiPen Animation Academy provides students an opportunity to develop skills necessary to pursue post-secondary education in the field of fine art and animation. The course focuses on traditional skills including basic drawing, composition, line and value, as well as perspective drawing. Students are introduced to essential animation skills including character concept and design, basic key frame animation, motion studies, as well as 2D and 3D computer animation.

69 • Appendix C

Adequacy of Program Facilities The classroom lacks access to any daylight and adequate infrastructure needs, including power for the computers and other equipment.

Facility Improvements and Expansions Needed Skylights need to be constructed to allow daylight into the classroom. Update electrical infrastructure to allow more power to be sent into the classroom.

Welding

Program Description The welding programs helps students gain the professional skill necessary to succeed in this high demand career area. This program prepares students for entry into apprenticeship opportunities by allowing them to master required pre-apprenticeship competencies. Students can attain the WABO (Washington Association of Building Officials) Plate Certification.

Adequacy of Program Facilities The equipment and infrastructure is in good working order and fully functional.

Facility Improvements and Expansions Needed

None.

Future Education Programs

Aerospace

Program Description The Aerospace Manufacturing program would immerse students in various aspects of designing, building, testing, selling, and maintaining aircraft, aircraft parts, missiles, rockets, and/or spacecraft. This education, and real world experience, will occur in adequate lab space and area businesses through existing partnerships.

Facility Needs The Aerospace Manufacturing program will require large work areas for technical lab equipment.

Community and Stakeholder Support Multiple local aerospace companies have been requesting that ACME Skill Center develop an Aerospace Program. They have stated they are willing to donate lab equipment and provide apprenticeships. The Aerospace Program will include: 1) Blue Skies Aero Inc., 2) Happy Landing Airlines, and 3) The Smallsberg International Airport.

Potential Location The program will be included at the core campus by expanding the existing building’s footprint on the northwest side.

70 • Appendix C

Capital Improvement Projects

Ten-Year Capital Plan The ten-year capital plan has been completed and is attached.

Description of Each Major Capital Project (Identified in the Ten-Year Capital Plan)

ACME Core Campus Modernization and Expansion

Design in 2021-23 and Construction in 2023–25

Modernization and expansion is needed for the existing skill center building at the core campus.

Modernization includes updating the entire existing 70,000 square feet of the facility’s infrastructure (roof,

floors, doors, HVAC). Most of this is beyond its useful life, so modernization will provide increased

electrical power for programs, as well as creating a more conducive environment for learning. See pages

one through three.

Expansion of the skill center core will provide an additional 20,000 square feet to the existing northwest

side of the core campus building. The expansion will provide space for a new aerospace program and

demonstration kitchen for the existing culinary program. This expansion is needed to provide FTE

capabilities to address increased student demand. Over the last ten years enrollment has grown 18 percent

and is projected to grow by another nine percent in six years. See pages two through four as well as seven

and eight.

It is estimated that the new project will provide an additional capacity of 30 FTE in aerospace and ten

FTE in the culinary program for a total of 40 additional FTE.

Projects seeking state funding in the upcoming biennium

Project scope:

Modernize Building A

Since the existing building is over 40 years old, upgrade the entire 70,000 square foot structure to

all current codes including new fire sprinkler layout and connections. Integrate energy-saving

fixtures, windows, and systems. Reconfigure administration and commons areas for secure access

and to accommodate a larger gathering space and better flow. Install skylights in the DigiPen

classroom. Enlarge restrooms to ADA requirements. Standard classrooms will be remodeled but

will remain. The welding program will get new lockers, booths, and equipment installed. The

71 • Appendix C

commercial kitchen will be updated.

New Building B

Construct 20,000 square feet for aerospace and culinary arts programs. Aerospace will include a

standard classroom and small manufacturing area including outdoor plaza and loading area.

Culinary arts will include a demonstration kitchen classroom. A covered walkway will provide a

direct connection between this room and the existing commercial kitchen in Building A. Primary

storage for all programs will be located here. The goal is LEED Gold, but it will minimally meet

WSSP requirements.

Entire Campus

Install security components on doors at existing building to restrict access at both buildings to

single entry. The new building will have only one unlocked entry. Security cameras will be installed

throughout. DDC for security, HVAC, and some electrical systems for both buildings. New high-

efficiency boilers will be housed in the existing building.

Site improvements

Expanded parking area for 30 more vehicles. Add bus stop on North Road. Add rain garden with

new landscaping in lieu of a retainage pond. Off-site street improvements as required by the city.

Project Timeline

Start Completion

Pre-Design July 15 November 15

Schematic Design November 15 September 16

Design Development July 17 November 17

Bidding Phase November 17 February 18

Construction February 18 March 19

Close Out March 19 May 19

Draft Cost Estimate

Total project cost estimated to be $27,500,000. Please see detailed draft cost estimate, attached.

72 • Appendix C

Project Criteria

Modernization projects As discussed above, the facility is currently 32 years old which is beyond the 30 year requirement.

Growth projects As identified in the enrollment section, ACME skill center is expected to have growth over the coming years. Currently the skill center facility is actively being used by programs with healthy enrollment which maximize all of the existing space, thus making it impossible to offer a new program without removing an existing program or reducing program class FTE.

Funding

Balance of Skill Center Operational and Capital Funds

School Year Balance

2016–17 $50,000

2017–18 $100,000

2018--19 $94,000

Current (2019-2020) $112,000

Local contribution

The full 10% local match for the modernization and expansion project, estimated at $1,000,000, will consist of $700,000 district staff time to manage the project and prepare budget documents and $300,000 in donations of aerospace equipment.

Ten Year Enrollment

School Year FTE Enrollment at all Acme campuses

(core, branches, satellites)

2010–11 350

2011–12 366

73 • Appendix C

2012–13 364

2013–14 362

2014–15 378

2015–16 388

2016–17 390

2017–18 397

2018-19 403

2019-20 410

Projected Enrollment

School Year FTE Enrollment at all campuses

(core, branches, satellites)

2019–20 415

2020–21 423

2021–22 430

2022–23 432

2023–24 440

2024-26 448

Administrative Council Resolution

Attached is an administrative council resolution approving the Long Range Plan and identified major capital project.

Most Recent Inter-District Cooperative Agreement

The ACME Skill Center does not have an updated or modified inter-district cooperative agreement. The

existing inter-district cooperative agreement has been in place for ten years.

74 • Appendix D

Appendix D

Final Minor Works Rank Summary Form

Example

75 • Appendix D

Legend

76 • Appendix E

Appendix E

Minor Works Reimbursement Request Schedule

77 • Appendix E

78 • Appendix F

Appendix F

Major Works Reimbursement Request Schedule

79 • Appendix F

80 • Appendix G

Appendix G

Modified D-Form Process

81 • Appendix G

Modified D-Form Process for Skill Center Major Projects Beginning in 2015-17 Biennial Budget

Version 2.4, Revised July 3, 2014

Table of Contents A. Skill Center Reimbursement Request Schedule B. General OSPI requirements C. Capital budget requirements from OFM, regardless of project scope or size D. Modified D-Forms for Design and Construction phases

1. Modified D-5 2. Modified D-7 3. Modified D-9 4. Modified D-9 for GC/CM 5. D-5/7/9 (Only for projects using an appropriation from a previous project)

E. Submit to OSPI after signing construction contract (or MACC) F. Construction-Phase reminders G. Modified D-11 for Close-Out

A. Skill Center Reimbursement Request Schedule DOWNLOAD

Submit at beginning of major phases (predesign, design, construction, FF&E)

OFM may require a quarterly revision, if the actual expenditures vary by more than 10% or $100,000 of the allotments

B. General OSPI requirements

Following legislative appropriation: Site visit and assessment by OSPI

High-Performance School standard: WSSP or LEED/LEED for Schools (Silver) INFORMATION

30-year maintenance plan: Asset Preservation Program (APP), as applicable INFORMATION C. Capital budget requirements from OFM, regardless of project scope or size

Value Engineering

Constructability Review

Construction Management

Building Commissioning

Fixtures, Furnishings and Equipment (FF&E): to occur during construction phase, as a separate allotment. Provide:

o Up-to-date Reimbursement Request Schedule. o A listing of all FF&E to be purchased, including costs, and references on where the costs are from (hard

copies or links to websites). o A statement that OSPI does not request certification from the host districts of skill centers to purchase

from inmate work programs per RCW 39.26.251, because districts are not a state agency or department, and therefore not required to comply.

o An affirmation statement from the host district that the FF&E purchases will remain within the appropriation amount, and that all FF&E required for start-up and operation of the new facility are allowed.

D. Modified D-Forms for Design and Construction phases

1. Modified D-5 DOWNLOAD

DESIGN DEVELOPMENT STATUS

DUE as soon as all items are in hand.

Instructions on required documents are listed on the form.

Schedule a site visit with your OSPI coordinator, if not already done.

82 • Appendix G

IF YOUR PROJECT HAS RECEIVED A LEGISLATIVE APPROPRIATION FOR CONSTRUCTION PHASE, YOU MAY PROCEED WITH BIDDING PHASE, AND THE MODIFIED D-7.

2. Modified D-7 DOWNLOAD

APPLICATION TO PROCEED WITH BID OPENING OR NEGOTIATE MACC

DUE approximately 30 days before planning to open bids (or negotiate MACC in GC/CM).

Instructions on required documents are listed on the form.

Provide Architectural/Engineering estimate of construction costs on D-7 page 2.

Reminder to advertise in two journals, each for two consecutive weeks. State statutes to be included in the General Conditions:

Wage rates (RCW 39.12)

Nondiscrimination (RCW 49.60)

Hours of labor (RCW 49.28)

Contractor's bond (RCW 39.08)

Contractor's registration (RCW 18.27)

Provisions for physically handicapped (RCW 70.92)

Apprenticeship utilization (RCW 39.04.320)

3. Modified D-9 DOWNLOAD

APPLICATION FOR AUTHORIZATION TO SIGN CONTRACTS (DESIGN/BID/BUILD)

DUE within 90 days of D-8 letter.

Instructions on required documents are listed on the form.

Provide recommended bidder’s estimate of construction costs on D-9 page 2.

Reminder to provide an updated C-100 and Reimbursement Request Schedule, both reflecting the bidder’s numbers.

4. Modified D-9 for GC/CM DOWNLOAD

APPLICATION FOR AUTHORIZATION TO SIGN MACC AGREEMENT (GC/CM)

DUE with 90 days of D-8 letter.

Instructions on required documents are listed on the form.

Provide GC/CM’s estimate of construction costs on D-9 page 2.

Reminder to provide an updated C-100 and Reimbursement Request Schedule, both reflecting the GC/CM’s numbers.

5. D-5/7/9 (Only for projects using an appropriation from a previous project)

Description of project with emphasis on how it stays within existing programming scope originally proposed when funds were first appropriated.

Timeline.

Letter of intent to follow best building practices including emphasis on continuation of a previously planned project.

Letters from any permitting agency approving construction documents.

Board Resolution of intent to construct project.

Copy of host district board acceptance of low-bid contractor.

Signed bid tabulation sheet.

83 • Appendix G

E. Submit to OSPI after signing construction contract (or MACC)

Copy of signed contract (or MACC agreement)

Copy of contractor’s bond and insurance

Copy of Escrow Agreement DOWNLOAD Contractor’s Option Form DOWNLOAD Retainage Bond DOWNLOAD

NO CONSTRUCTION PHASE REIMBURSEMENT TO TAKE PLACE UNTIL RETAINAGE DOCUMENTATION IS RECEIVED.

F. Construction-Phase reminders

Submit invoices monthly to OSPI Disbursements Officer using claim form. DOWNLOAD

Six-month project updates will be required by January 1 and July 1 of each year. DOWNLOAD

Quarterly updates will be requested, and may be required if expenditures vary by more than 10% or $100,000 of the allotments.

A separate allotment will need to be approved for FF&E, see section C.

An Art Allocation for new construction will be factored out of the project’s legislative appropriation, not added on top.

F. Modified D-11 for Close-Out DOWNLOAD

APPLICATION TO RELEASE RETAINAGE

DUE DATES and instructions on required documents are listed on the form.

84 • Appendix H

Appendix H

Major Project Status Report

85 • Appendix H

86 • Appendix H

87 • Appendix I

Appendix I Special Capital Grant Claim Form 1288SK

88 • Appendix I

89 • Appendix J

Appendix J

Expected Use of Bond/COP Proceeds Form

90 • Appendix J

Expected Use of Bond/COP Proceeds

Host

District

Skill Center

Name

Contact Name:

Phone: Fax:

Fund(s) Number: Fund Name:

Project Number: Project Title:

1. Will any portion of the project or asset ever be owned by any entity other than the state or one of its agencies or departments?

Yes

No

2. Will any portion of the project or asset ever be leased to any entity other than the state or one of its agencies or departments?

Yes

No

3. Will any portion of the project or asset ever be managed or operated by any entity other than the state or one of its agencies or departments?

Yes

No

4. Does the project involve a public/private venture, or will any entity other than the state or one of its agencies or departments ever have a special priority or other right to use any portion of the project or asset to purchase or otherwise acquire any output of the project or asset such as electric power or water supply?

Yes

No

5. Will any portion of the Bond/COP proceeds be granted or transferred to nongovernmental entities (private or non-profit companies or the federal government) or granted or transferred to other governmental entities which will use the grant for nongovernmental purposes?

Yes

No

6. Is any portion of the project or asset, or rights to any portion of the project or asset, expected to be sold to any entity other than the state or one of its agencies or departments?

Yes

No

7. Will any portion of the Bond/COP proceeds be loaned to nongovernmental entities or loaned to other governmental entities that will use the loan for nongovernmental purposes?

Yes

No

If all of the answers are no, request tax-exempt funding. If the answer to any of the questions is yes,

contact your OFM capital analyst for further review.

91 Appendix K

Appendix K

Rubric for Priority Criteria 4: Significant Health,

and Safety Issues

92 • Appendix K

Appendix K

Rubric for Priority Criteria 4: Significant Health,

and Safety Issues

93 • Appendix L

Appendix L

Rubric for Priority Criteria 10: Flexible Space

94 • Appendix L

95 • Appendix M

Appendix M

Capital Budget Request Form Example

96 • Appendix M

350 - Superintendent of Public Instruction

Capital Project Request

17-19 Biennium

Project Title: West Sound Technical Skills Center

Starting Fiscal Year: 2017

Host District: Bremerton School District

Project Phase: Pre Construction __X_ Construction _ __

Location:

City: 101 National Avenue North, Bremerton, WA 98312

County: Kitsap

Legislative District: 26th District

Project Summary

West Sound Technical Skills Center (WSTSC) request funding to complete the pre-design/pre-construction

phase of the capital project for modernization and new-in-lieu. This modernization project provides health,

safety, and important code upgrades to the building as well as programmatic changes required for existing

program needs. WSTSC was built in 1977 as a lower quality warehouse grade facility. While Bremerton School

District and WSTSC have taken great care of the facility, it is significantly out-of-compliance and in need of

modernization. The current facility does not meet current codes or standards for life-safety, seismic, ADA,

energy code, nor health code. The proposed project will modernize the existing building and add classrooms

and labs for new high-demand programs using flexible space. Educational areas will be designed to

accommodate projected growth and expansion of programs. Building spaces are planned to be flexible and

adaptable; the building structure will allow large spaces to be sub-dividable if needed to accommodate future

programs. These revisions will respond to the evolving needs for the coming decades. Further detailed

planning during the pre-design phase will explore ways to maximize flexibility, adaptability, and agility of the

space to best support the educational needs for generations to come. If it becomes apparent that it’s `more

cost effective, the WSTSC is prepared to consider replacement (new-in-lieu) of a portion of the existing facility.

This determination will be analyzed during the pre-design/pre-construction phase and the most financially

viable solution will be proposed.

Project Description

WSTSC is a 70,000 square foot facility originally designed as a 30 year structure. It is now 9 years beyond its

expected life. Bremerton School District has done an excellent job of maintaining facilities on the WSTSC

campus; however, it is evident that building systems, equipment, fixtures, and finishes have exhausted their

useful life.

97 • Appendix M

Educational areas will be designed to accommodate the growth of high-demand program and explore ways to

maximize flexibility, adaptability, and agility of the space to best support the flexible needs of education.

During the pre-design/design educational areas of new-in-lieu and modernization will be analyzed and the final

design will provide for the most cost-effective, energy efficient, LEED model facility, maximizing the use of the

70,691 square feet of space.

What is the opportunity or problem driving this request?

Modernizing West Sound Technical Skills Center will bring the building up to current health, life safety code

requirements, meet seismic requirements, upgrade the mechanical and electrical systems, replace roofing,

address ADA issues, upgrade lighting, add emergency lighting, address all non-compliance issues and meet the

needs of high-demand programming that currently cannot be offered or is minimally offered at WSTSC.

In order to WSTSC to operate, the life safety, health, and code issues must be addressed and the site

improved. There are several issues with the current building including: occupancy and separation ratings are

not in alignment with updated code requirements, many classroom spaces do not have proper exits per code,

hallway widths are inadequate, and the leaking roof is creating corroded wiring and damaged ceiling tiles that

fall, emergency lighting is not currently available in the facility, if there is a power outage many rooms are in

complete darkness due to lack of windows and emergency lighting. The fire alarm system is out-of-date and if

it breaks is not repairable. The intercom system does not work throughout the building and has corroded

wiring, therefore in an emergency, the office is unable to communicate quickly building wide. The plumbing

does not work properly and backs up regularly, causing health hazards for those in the building and limits the

number of restroom facilities available. The current wiring is not adequate for technology industry standards,

impacting the ability of the skills center to offer up-to-date programming. The building needs updated

computer networking and wiring to meet industry needs.

How does this project support the agency and statewide results?

OSPI will provide this response.

What are the specific benefits of this project?

The benefits of this project by priority are:

1. Life safety requirements

a. Fire sprinkler layout connections, structural integrity of the building, energy efficient HVAC

systems, mechanical and electrical systems, emergency lighting, lighting upgrades, install

classroom exits, and increase hallway widths

2. Health Issues:

a. Increase natural lighting and/or window space

3. Code Issues:

a. Meet ADA requirements, Fire alarm system, Intercom system

4. Remodel and update current facilities to provide effective, adaptable learning space for students that

is realistic and reflects industry expectations and standards

98 • Appendix M

5. Facilitate programming that is in high-demand and meets local and state economic needs.

6. Address environmental concerns

How will clients be affected and services change if this project is funded?

Currently, the facility does not reflect nor adequately represent the workplace nor does it reflect industry

expectations. When this project is funded and implemented, more students will attend the skills center

because they will gain a state-of-the-art experience in a building that reflects industry and prepares students

for their future. Students will feel pride in and engage with the skills center in new ways because as the

environment will provide a more technologically prepared facility that provides natural lighting and a space

where people feel safe, invited, and learning can better happen. Industry partners will be more likely to

connect and collaborate with the skills center and the students in a facility that is up-to-date, technologically

advanced, and meets industry needs and expectations. A facility that models proper workplace facility is more

likely to have additional partners interested in collaboration. It is expected that these changes will increase the

number of students that attend WSTSC because it will better meet their needs, the needs of employers, and

increase access to high-demand, STEM rich classroom environments.

Why is this the best option or alternative?

During pre-design, pre-construction a determination will be finalized based upon the least costly alternative

either modernization or new-in-lieu, that addresses the building needs. At this time, it appears that

modernization is the best alternative as it is less costly and can use the current footprint with significant

modernization work. There is less programmatic downtime and less cost incurred when utilizing

modernization. Providing modernization and/or new-in-lieu provides students with a facility that best reflects

industry standards and expectations without the additional cost incurred with new construction. WSTSC wants

to provide the best facility at the lowest cost adhering to high quality standards.

Historical Significance • Does this project alter any structure on the historical register or have any archaeological impacts?

What is the impact on the state operating budget?

Once this project is complete, there is expected to be up to 175 additional students (105 FTE), that will

increase state allocation to the skills center through increased FTE and increase MSOC provided to WSTSC. In

addition, it is expected that there will be an additional 3-5 instructors hired to meet the needs of high-demand

programs.

Modernization of the facility will reduce in increased efficiency of building facilities, creating a more energy

efficient facility. The expectation is that there will be an operational savings beyond energy efficiency as the

annual cost of the HVAC system, roof repairs, and falling tiles, as well as other health and safety issues cost

more than $15,000 annually.

What is the agency's proposed funding strategy for the project?

OSPI will complete.

99 • Appendix M

What is the economic impact of this project?

Modernization of the facility will provide students that graduate ready to enter the workforce. It will provide

students that meet and exceed local workplace expectations and improve the economic climate in the local

area. There is high demand in the local area for employees that are workplace ready and possess the skills

necessary to enter the workforce. Improving the facility to replicate the workplace will better prepare our

students for that next step as full-time employees that contribute to the local economy. In addition, this will

reduce the unemployment rate in the community.

ADDITIONAL PROJECT INFORMATION

Growth Management Impacts The main focus of this project is to modernize an out-of-date facility to better meet the educational and

industry needs for students in the Kitsap region. The expectation is that the current space is better utilized, not

creating a growth project, rather just modernization to existing facility. This modernization is not occurring in

an urban growth area and has not impact as it is merely updating an existing building. There is no concern that

this project will create pressures for additional development as it is modernizing a current facility and

enrollment is not based upon zoning regions, rather it is a choice option for students. WSTSC facilities

development must comply with GMA as promulgated by the Kitsap County comprehensive plan and as

regulated by the Kitsap County Unified Development Code. Planning elements that must be considered as

WSTSC moves forward with modernization include: use permit requirements for educational use, impact fees,

storm water and storm drain requirements, and other land use regulations.

High Performance Schools and Environmental Information:

All projects associated with this modernization project will comply with the Washington Sustainable Schools

Protocol, including recycling of materials, preservation, and re-use of structure. New, energy efficient

equipment, systems, and programs will be used in this project increasing savings and reducing the

environmental impact. The project will incorporate water conservation systems to better meet ecologically

sound practices. Natural lighting will be incorporated into the project, reducing need for traditional lighting

sources throughout the day. Other non-traditional energy sources will be considered as the modernization

plans are fully developed.

All onsite natural features will be protected and/or restored in the construction of the project and

incorporated into the landscape of the project.

Funding History:

WSTSC has requested funding for modernization over the past several biennia (2011-2013, 2013-2015, 2015-

2017) and as of yet has not been funded. The initial request was for pre-design and pre-construction. WSTSC

continues to request funding to ensure that the students along the Kitsap Peninsula are receiving equitable

424 Lilly Rd NE, Olympia, WA 98506access to educational opportunities and are able to engage in industry-

standard programs that replicate the workplace.

100 • Appendix M

Based upon the long-range capital plan expectations, the current phase will be completed during the 2017-

2019 biennium, preparing the scope and details to move into the construction phase. WSTSC is ready to

complete the entire project with adequate funding and with matching funds and are prepared to complete the

entire project in the 2017-2019 biennium if available. Once the 2017-2019 biennium is complete, the next

phase is construction during the 2019-2021 biennium. Current expectations of phase completion is:

Project Timeline Start Completion

Pre-Design July 2016 November 2016

Schematic Design November 2016 September 2017

Design Development July 2018 November 2018

Bidding Phase November 2018 February 2019

Construction February 2019 September 2019

Close Out September 2019 January 2020

WSTSC is not apply for alternate sources of state funding for this project.

Does the project include leveraging of local or other funds? The project’s local contribution includes salary percentages of the building administrator, district facilities

director, and other district personnel. We are working to add additional in-kind from local partners in

preparation during the pre-construction phase.

101 • Appendix N

Appendix N

Administrative Council Resolution

102 • Appendix N

RESOLUTION FOR SKILL CENTER MAJORS

APPLE VALLEY SCHOOL DISTRICT NO. 1

RESOLUTION

A Resolution of the Board of Directors certifying those who may sign documents on the Board’s behalf

for the Apple Valley Skill Center project.

WHEREAS, it is required that the host school district, Apple Valley School District No. 1, provide the

Superintendent of Public Instruction (OSPI) with certified signatures of personnel authorized by Board

resolution for the 20xx-20xx Capital Grant for the construction of the Apple Valley Skill Center; and

WHEREAS, OSPI requires the Board to certify that all funds will be utilized by Apple Valley School

District for the purposes specified in the grant and in accordance with public works requirements; and

WHEREAS, the Apple Valley Skill Center construction grant will be funded with bond proceeds, it is

required that all expected and/or actual uses of proceeds for nongovernmental purposes will be identified in

advance and/or reported with claim(s) for reimbursement to OSPI;

THEREFORE, BE IT RESOLVED that the Apple Valley School District Board of Directors certify

that any expected and/or actual uses of proceeds for nongovernmental purposes will be identified in advance

and/or reported with claim(s) for reimbursement to OSPI.

Gran E. Smith, Superintendent _____________________________

P.I. Crust, Director _____________________________

Capital Projects and Planning

Dated this 1st day of April, 20xx, at a regular meeting of the Board of Directors, Apple Valley School

District No. 1.

APPLE VALLEY SCHOOL DISTRICT NO. 1

Board of Directors

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Attest:

_____________________________

Secretary to the Board

103 • Appendix O

Appendix O

C-100 Budget Form

104 • Appendix O

105 • Appendix O

106 • Appendix P

Appendix P

DAHP Letter Example

107 • Appendix P

108 • Appendix Q

Appendix Q

2017-27 OFM Capital Plan Instructions:

Financing Guidelines

What appropriated funds can be used for, and what is not allowed

109 • Appendix Q

110 • Appendix Q

111 • Appendix Q

112 • Appendix Q

113 • Appendix Q

114 • Appendix Q