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Guidelines for School Districts:
High-Performance School Buildings Program
May 2015 Update
Randy I. Dorn State Superintendent of
Public Instruction
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Randy I. Dorn Superintendent
of Public
Instruction
Ken Kanikeberg Chief of Staff
JoLynn Berge Chief Financial
Officer,
Financial
Resources Gordon Beck Director,
School Facilites
and
Organization
Guidelines for School Districts
High-Performance School Buildings Program
Updated May 2015 by
Nancy Johns, Coordinator
School Facilities and Organization
Office of Superintendent of Public Instruction
Gordon Beck, Director
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. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.
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Table of Contents
Part One: Applicability and Responsibilities ............................................................ 3
Part Two: High Performance Standards for Washington K–12 Schools ................... 6
Part Three: High-Performance by Integrated Design............................................... 8
Part Four: Step-by-Step Procedures and Submittal Requirements ........................ 11
Part Five: Energy Conservation Report (Energy Life Cycle Cost Analysis) .............. 14
Part Six: Resources ................................................................................................ 16
Forms and Examples ............................................................................................. 17
Form D-3 ........................................................................................................................... 17
Form D-5 ........................................................................................................................... 18
Form D-7 ........................................................................................................................... 19
Form D-9 ........................................................................................................................... 21
Form D-11 ......................................................................................................................... 23
Sample Request for Exemption Letter .............................................................................. 24
Sample D-11 Certification Letter to Disbursement Officer .............................................. 25
At-A-Glance Flowchart: High-performance Applicability and Documenting Compliance 26
WSSP 2010 Scorecard ....................................................................................................... 27
WSSP 2015 Scorecard ....................................................................................................... 31
List of Tables
Table 1: Projects the Law Applies To ....................................................................... 4
Table 2: Assessed Value .......................................................................................... 4
Table 3: Construction Cost Allocation ..................................................................... 4
Table 4: Exemptions and Required Documentation ................................................ 5
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PART ONE Applicability and Responsibilities
High-Performance Public Building Law for K–12 Schools
In 2005, the Governor signed the high-performance public buildings bill into law. It requires state funded major facility projects, including K–12 schools, to be designed and built to a high-performance or “green” building standard. The law is Chapter 39.35D RCW - High-Performance Public Buildings. One section of the law, 39.35D.040, outlines the requirements for school districts and the Office of Superintendent of Public Instruction (OSPI). Those sections are listed below.
School Districts must select and follow a green building standard for design and construction:
“(1) All major facility projects of public school districts receiving any funding in a state capital budget must be designed and constructed to at least the LEED silver standard or the Washington Sustainable School Protocol.”
OSPI has a leadership role in the development of procedures to ensure that school districts are successful in this effort:
“(4) The superintendent of public instruction shall develop and issue guidelines for administering this chapter for public school districts. The purpose of the guidelines is to define a procedure and method for employing and verifying compliance with the LEED silver standard or the Washington Sustainable School Protocol.”
School Districts are responsible for monitoring, documenting, and reporting annually to OSPI for five years after local board acceptance:
“(2) Public school districts under this section shall: (a) Monitor and document appropriate operating benefits and savings resulting from major facility projects designed and constructed as required under this section for a minimum of five years following local board acceptance of a project receiving state funding; and (b) report annually to the superintendent of public instruction. The form and content of each report must be mutually developed by the office of the superintendent of public instruction in consultation with school districts.”
OSPI is responsible for reporting to the Governor and the Legislature:
“(3) The superintendent of public instruction shall consolidate the reports required in subsection (2) of this section into one report and report to the Governor and Legislature by September 1st of each even-numbered year beginning in 2006 and ending in 2016. In its report, the superintendent of public instruction shall also report on the implementation of this chapter, including reasons why the LEED standard or Washington sustainable school design protocol was not used as required by 39.35D.020 (5) (b). The superintendent of public instruction shall make recommendations regarding the ongoing implementation of this chapter, including a discussion of incentives and disincentives related to implementing this chapter.”
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Applicability
The law applies to all school facility projects, including skill centers, that:
Table 1: Projects the Law Applies To
New Facility or New Building Project Facility or Building Modernization Project 1
Receive state funding, and are over 5,000 gross square feet of occupied or conditioned space as defined in the WA State energy code.
Receive state funding, and are over 5,000 gross square feet of occupied or conditioned space as defined in the WA State energy code, and the cost of modernization exceeds 50 percent of the assessed value.
The building assessed value for school modernizations is defined as:
Table 2: Assessed Value
Assessed Value = Construction Cost Allocation x Total Building Square Footage 2
The Construction Cost Allocation (CCA) is set by the Legislature and changes every year. It is the per-square-foot amount the state pays for eligible construction costs. When determining the assessed value, use the CCA in effect at the time a D-3 is submitted to the Office of Superintendent of Public Instruction (OSPI).
Table 3: Construction Cost Allocation
Construction Cost Allocation per Square Foot 3
2012-2013 $188.55
2013-2014 $194.26
2014-2015 $200.40
1 RCW 39.35D.020 uses the term renovation as opposed to modernization. The term modernization is used by OSPI in the School Construction Assistance Program (SCAP). 2 WAC 392-347-035 defines the assessed value for state-funded modernization school projects. 3 The CCA is established at the beginning of each fiscal year. Contact OSPI School Facilities and Organization for the most current rates.
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Exemptions by Law and Not Practicable
The requirements outlined in Chapter 39.35D RCW- High Performance Public Buildings, include the following major facility project exemptions.
Exempt by Law: Specific building types such as transmitter buildings, pumping stations, hospitals, research facilities (primarily used for sponsored laboratory experimentation), laboratory research or laboratory training in research methods; or other similar building types that may be included in school district projects as determined by OSPI. Not Practicable Exemption: Projects that the public school district and the design team determine the LEED silver standard or the Washington Sustainable Schools Protocol (WSSP) to be not practicable. When the LEED silver standard or WSSP is determined to be not practicable for a project, then it must be determined if any LEED standard or WSSP point-level is practicable for the project.
Table 4: Exemptions and Required Documentation
Exemption by Law Required Documentation
Specific building types per RCW Submit letter of exemption request to OSPI at D-3.
Transportation Co-ops that include less than 5,000 gross square feet of conditioned space and serve one or more FTEs
Submit letter of exemption request to OSPI at D-3.
Not Practicable Exemption Required Documentation
Historic Landmarks Submit letter of exemption request to OSPI at D-3.
Complete the WSSP scorecard and submit to OSPI at D-9 indicating points the project plans to achieve.
Submit the final WSSP scorecard to OSPI at project completion or at D11 indicating points that were achieved.
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Table 4: Exemptions and Required Documentation, continued
Not Practicable Exemption Required Documentation
Bond Issue Date
Bond prior to 6/08 for Class 1 Districts (=/> 2,000 FTE pupils)
Bond prior to 6/09 for Class II Districts (<2,000 FTE pupils)
Submit letter of exemption request to OSPI at D-3.
Complete the WSSP scorecard and submit to OSPI at D-9 indicating points the project plans to achieve.
Submit the final WSSP scorecard to OSPI at project completion or at D11 indicating points that were achieved.
Site environmental situation (adjacent to airport, freeway) or other constraints
Submit letter of exemption request and/or explanation to waive specific points to OSPI at D-5.
Excessive or unplanned costs to comply
Submit letter of exemption request and cost-benefit analysis of actual bid costs to comply to OSPI at D-9.
Change in availability of planned for products or services
Submit letter explaining unavailability of products or services to OSPI at D-9 (highly unusual).
Contractor was unable to comply with certain high-performance aspects due to extenuating circumstances.
Submit letter of explanation from contractor with a cover letter from the district to OSPI at D-11 (highly unusual).
Other situations. Submit letter of explanation to OSPI at appropriate time in the D-form process.
All school district projects receiving state funds are included in the OSPI High-Performance School Building Biennial Report to the Governor and Legislature.
PART TWO
High-Performance Standards for Washington K–12 Schools
School districts that are required to comply with the high-performance public buildings law may choose between two green building standards. They may choose either the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design (LEED) standard or a standard developed by Washington State, for Washington State schools, called the Washington Sustainable Schools Protocol (WSSP). The WSSP is based on the Collaborative for High-Performance Schools (CHPS) criteria, but explicitly defines a high-performance
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school for the state of Washington. The original WSSP, developed in 2006, was created by members of the WSSP Protocol Committee and vetted by members of the Implementation Team. In 2010 the original version of WSSP was updated to reflect code changes and lessons learned. The Update Committee included many members of the original team, as well as some new participants with experience implementing the WSSP on projects. WSSP was updated again in April 2015 to reflect the most recent energy and building code changes, the addition of new optional credits and new credit requirements for modernization projects.
The Collaborative for High-Performance Schools (CHPS) began in November 1999 in California. Interest in high-performance design grew and CHPS expanded its focus, developing a national version of the standards. CHPS has become a nationally recognized green building standard with state-specific versions written and used in 13 states. This year CHPS published U.S. CHPS, a criteria that is available for use by any state that does not have their own version.
The WSSP addresses the multiple facets of high-performance schools by providing credits in the categories of energy efficiency, water efficiency, site planning, materials, and indoor environmental quality. WSSP offers a section that emphasizes comprehensive planning, operations, and evaluation actions that cross the categories; as well as innovative actions that go above and beyond what is described in existing credits offered within the main categories.
For each of the categories, the WSSP has both required and optional credits. A school project must meet all of the required credits and select optional credits to earn a minimum number of points. Class I districts, those with equal to or greater than 2,000 FTE pupils, building a new facility (school) or a new building, must achieve a minimum of 45 points, and Class II districts with less than 2,000 FTE pupils, the minimum is 40 points. Modernization projects have a lower number of required credits because the scope of work may not affect all credit categories of work. Class I district modernizations must meet 34 points; Class II, 29 points. The WSSP is pass/fail based on the requirements and minimum point levels. However, school district planners are encouraged to earn as many points as possible that are appropriate for a given project. In other words, treat the minimum points as a target to beat. Currently required credits, those that must be met by all high-performance schools, have a zero point value.
Each building owner is expected to document compliance with the WSSP through a process of self-certification. Plan your credit requirements and goals and begin documenting your findings as you move through project phases. Maintain a high-performance compliance binder that includes all of your credit calculations and back-up documentation. The binder should remain with the project records. At this time, Washington schools can only earn a CHPS Designed self-certification when complying with WSSP. The Office of Superintendent of Public Instruction (OSPI) requires documentation of high-performance compliance through the School Construction Assistance Program (SCAP) D-Form process. Compliance documentation for skill center projects is exactly the same as for SCAP projects, and follows
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the same submittal process. The 2010 and 2015 version of the Washington Sustainable Schools Protocol standard is available for download at (http://www.k12.wa.us/SchFacilities/Programs/HighPerformanceSchoolBuildings.aspx). The standard outlines all of the required and optional credits, the points available, calculations, and provides helpful resources.
The WSSP is organized similar to the USGBC’s LEED rating system. The preceding paragraphs have focused on WSSP because it has been the overwhelming choice of green building standard to use for school district projects since the high-performance requirements became law. The USGBC’s LEED for Schools rating system is an excellent standard. Becoming LEED certified requires registering a project and obtaining a third party certification. Districts are encouraged to compare the standards and the requirements. The LEED for Schools rating system can be found on the USGBC website at (http://www.usgbc.org/leed/rating-systems/schools). No interchangeability between the systems is expressed or implied. A school complying with Washington Sustainable Schools will contain many of the elements needed for LEED certification, but there is no reciprocity between the two systems. Teams wishing to pursue a LEED rating or to become CHPS verified must do so independently. The USGBC and CHPS have developed excellent support materials that could be useful as a background for understanding related WSSP credits. See the USGBC’s web site at (http://www.usgbc.org) and CHPS at (http://www.chps.net/dev/Drupal/node) for more information on how to join these organizations and obtain technical resources.
PART THREE
High-Performance by Integrated Design
According to the Collaborative for High-Performance Schools (CHPS) “Good teachers and motivated students can overcome inadequate facilities and perform at a high level almost anywhere, but a well-designed facility can truly enhance performance and make education more enjoyable and rewarding. Students and teachers shouldn't have to fight against their own classrooms to have a productive learning experience.”
A high-performance school building, also called a green school building, has been described as healthy, comfortable, safe and secure, adaptable, easy to maintain, and resource efficient. Green building standards exist to guide school districts in making sustainable choices.
Early collaboration leads to high-performance buildings. OSPI encourages the project team members to hold an “Integrated Design Meeting” or “Eco-Charette” no later than mid-schematic design. This planning meeting includes the owner’s representative, design consultants, contractors, and end users. The goal is to develop a range of high-performance green building strategies for the categories of WSSP or LEED. Often high-performance goals are established as a “district design standard” making these goals part of the initiation phase of a project and therefore included in the initial project budget and timeline.
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Washington School Priorities
WSSP and LEED span a wide variety of areas, from site planning and energy use, to material specifications and indoor environmental quality. Required credits in WSSP generally reflect actions that are required by building code or state law; although, there are other required credits the Protocol Team felt could and should be met by most projects.
There are credits that relate directly to high priorities for K–12 schools that were expressed by school planners, designers, and legislators. The intent of these credits is to provide best practice criteria for designing healthy, resource-efficient, low environmental impact facilities.
Listed below are design areas and credits that are recommended as high priorities to optimize performance of schools in the state. The points ascribed to each credit in WSSP are the amount of points possible.
Daylighting Quality daylighting designs have been shown to improve student productivity and well-being. When integrated properly with the electric lighting system, daylighting can save significant energy.
Energy Efficiency Energy efficiency is considered a cornerstone of a Washington Sustainable School to reduce operational expenses, conserve natural resources, and reduce local and global pollution and greenhouse gas emissions. All schools are commissioned to ensure the design meets the expectations of the district, and the school is built as it was designed. Commissioning ensures that all building systems are working properly, and that school staff knowhow to operate and maintain them. Applicable credit categories include:
o Superior Energy Performance
o Controls
o Commissioning
o Management
Indoor Air Quality Good indoor air quality is essential for healthy schools and occupants. Indoor air quality can be impacted by design and construction choices, as well as material choices and maintenance practices. Particular care in choosing interior building materials and controlling sources of pollutants is essential. Applicable credit categories include:
o Ventilation and Filtration
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o Low-Emitting Finishes
o Source Control
o Operations
Acoustics If not controlled, noise from loud ventilation systems, outdoor sources, and neighboring rooms can significantly impede communication between teachers and students. Young learners, students with hearing difficulties, and those learning English as a second language are particularly vulnerable. Classrooms should be designed to enable all students to hear clearly.
Sustainable Materials Hidden within all materials are the resources, energy, chemicals, and environmental damage related to their production. When reuse is possible (of building materials or the building itself, or furniture and equipment), this can represent avoided costs for new materials and disposal, as well as avoided environmental impacts of producing new building materials. Applicable credit categories include:
o Waste and Material Reduction
o Environmentally Preferable Material Procurement
o Material and Product Declarations
Site Selection A high-performance school will avoid degrading natural ecosystems, while seeking to incorporate natural conditions to enhance the building’s performance. In addition, the school design will encourage non-polluting transportation alternatives. Applicable credit categories include:
o Selection and Use
o Transportation Alternatives
o Stormwater Management
Water Efficiency Basic efficiency measures can significantly reduce a school’s water use. These reductions help the local environment while reducing operating expenses.
o Outdoor System Use
o Indoor System Efficiencies
Districts are encouraged to research the many facility design guides that are available on line for integrated, whole-building design. Four national guidelines are listed below.
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The Whole Building Design Guide, a program of the National Institute of Building Sciences is “a gateway to up-to-date information on integrated ‘Whole Building’ design techniques and technologies.” The guide is accessible at (http://www.wbdg.org/).
The EPA hosts a site that is dedicated to creating healthy indoor environments in schools. Learn about issues to avoid by designing schools for a healthy environment at (http://www.epa.gov/iaq/schools/).
Find certified products and materials to consider in your design on the Green Seal website at (http://www.greenseal.org/) including resilient flooring products (Floor Score) certified by SCS, the Carpet and Rug Institute, Greenguard, EPA Energy Star and a long list of others.
ASHRAE offers the Advanced Energy Design Guide for Schools that provides a sensible approach to easily achieve advanced levels of energy savings without having to resort to detailed calculations or analysis. Design guides are available for 30 and 50 percent efficiency.
PART FOUR Step-by-Step Procedures and Submittal Requirements
The law applies only to school construction projects receiving state funding assistance. However, all school projects are highly encouraged to meet the intent of the legislation. The high-performance steps and submittal requirements, up to and including the final scorecard and cost analysis, are part of OSPI’s School Construction Assistance Program (SCAP) D-Form process. The same submittal process applies to skill centers. The following section outlines the step-by-step procedures and the district’s D-form high-performance building submittals. Copies of each D-form mentioned below are included in the Forms and Examples section of this guideline.
The D-Form Process
D-3 Application for Project Approval
In the Additional Project Information section, indicate which high-performance standard will be pursued or exemption:
___ Washington Sustainable Schools Protocol
___ LEED (Silver)
___ LEED for Schools (Silver)
___ Exempt by Law____ Exempt-Not Practicable*
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*The district must include a letter of request that explains the exemption. OSPI will respond with a determination. A sample letter is included in the Forms and Examples section of this guideline.
D-5 Application for Preliminary Funding Status
Submit a preliminary design WSSP or LEED scorecard only. Districts may use the scorecard only or the WSSP Workplan scorecard tab. The Workplan can be used to capture these preliminary credits (Yes, No, Maybe) and updated as the project moves through the design and construction process. See the OSPI School Facilities Website for digital copies of these and other high-performance related documents.
D-7 Application to Proceed with Bid Opening or Negotiate MACC
An Energy Life Cycle Cost Analysis (ELCCA) is required by Chapter 39.35 RCW – Energy Conservation in Design of Public Facilities for all projects over 25,000 square feet or modernizations of greater than 50 percent of the assessed value. The ELCCA is referred to as the Energy Conservation Report. Indicate cost of the report on the D-7 and include the DES review letter with D-7 package. No separate submittal is required.
D-9 Application for Authorization to Sign Contracts or MACC Agreement
Submit the four documents listed below with the D-9. Use the WSSP Workplan for WSSP projects. The Workplan includes a scorecard, a cost analysis and a design premium tab. Use the LEED scorecard and a similar format for the cost analysis for all LEED projects.
Final design-phase WSSP or LEED scorecard For WSSP use the scorecard tab in the Workplan to indicate credits (Yes, No, Maybe).
Final design phase WSSP or LEED cost analysis Use the Cost Analysis and Design & Admin Premium tabs in the WSSP Workplan. The cost analysis follows the same format as the scorecard. Incremental costs for credits typically include construction costs and contractor fees, as well as permitting. Include district administration and reporting costs, professional design and consultant fees in the Design Premium tab. If using LEED follow the same format.
Sustainable Building Strategy Provide a two to four page narrative of the selected sustainable features. (Often generated during the eco-Charette or planning meetings.)
Energy Life Cycle Cost Analysis executive summary, if applicable. The executive summary typically includes the narrative of alternate systems studied and the energy cost and energy use data for the selected system. Do not submit the third-party review of the analysis.
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D-11 Application to Release Retainage
Submit the following three documents prior to, or as part of, the D-11 process:
Final WSSP or LEED scorecard. Use the WSSP Workplan (submitted at D-9), and update the scorecard to reflect the final credits earned or update the LEED scorecard.
Final WSSP or LEED cost analysis, and Design & Admin Premiums. Capture all final incremental costs and premiums. For WSSP projects use the Workplan submitted at D-9 and update the tabs, or update the D-9 LEED submittal.
Certification Letter. State the district has provided the high-performance submittals listed above in D-5, D-9, and the finals in D-11 and that annual monitoring and reporting to OSPI will take place for five years. Address and submit this letter to the Disbursement Officer. A sample letter is included in the Forms and Examples section of this guideline.
The process above has been captured in an at-a-glance flowchart that districts can use to determine whether or not they must comply, and if so, what documents are required throughout the D-form process. The at-a-glance flowchart is included in the Forms and Examples section of this guideline.
Annual Reporting
Annual reporting is required by law for five consecutive years following the local board acceptance date of the project. Districts that prefer to begin reporting following occupancy may do so. A copy of the final WSSP or LEED scorecard must be available to staff in order to complete the annual report. All projects should use the WSSP Annual Reporting Workbook. Instructions for completing the various tabs of the workbook are included in tab one. A digital copy can be found on the OSPI School Facilities High-Performance School Buildings website. Districts using LEED will need to format either tab four or five to fit the LEED scorecard credits.
Reporting requirements
The annual report includes monthly energy and water use. Reporting is by meter, by energy source, and by use (i.e. exterior and interior water use). If you are reporting energy and water use from a meter that serves multiple buildings (the high performance building and another building) please be certain to indicate that on the reporting spreadsheet. If you use Portfolio Manager you do not need to complete tabs two and three in the Workbook. You may send in Portfolio Manager energy and water use reports with the Annual Report Workbook, or share the school Portfolio Manager account with OSPI’s Portfolio Manager account named WASCHOOLS.
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The annual report includes Operations and Maintenance Performance Observations. For each credit achieved, please record observations about performance, durability, health and safety benefits, maintenance costs, and other observations, or lessons-learned. This information will be helpful in the design and construction of future facilities and helpful in determining the value of a high-performance measure.
The annual report includes PEO3.3 credit tabs for districts to report operational program performance.
Starting with the 2013–2014 fiscal year reporting cycle, the annual reports are due to OSPI in March of each year. Districts should consider completing this annual report concurrent with the Asset Preservation Program (APP) annual assessment which is due prior to April 1 each year. The first reporting year may be a partial year (less than 12 months). Thereafter, annual reports should be for a 12 month period.
PART FIVE Energy Conservation Report
An energy consumption analysis has long been required of public facilities over 25,000 GSF. In 1975, the WA State Legislature enacted Chapter 39.35 RCW – Energy Conservation in Design of Public Facilities. It ensures that energy conservation practices and renewable energy systems are considered in the design of major publicly owned or leased facilities. Known to many as an Energy Life Cycle Cost Analysis (ELCCA), public agencies are required to study various alternate energy systems and produce a comparative document substantiating the modeled findings. School districts with new and modernization projects, that meet the 25,000 GSF thresholds, are required to comply. Currently, that means following the Department of Enterprise Services (DES) Guidelines. The DES guidelines for ELCCA’s are found at (http://www.des.wa.gov/services/facilities/Energy/ELCCA/Pages/default.aspx).
School Districts are further directed to comply with the ELCCA requirement in WAC 392-343-075 - Energy Conservation Report. This WAC directs school districts to comply with chapter 39.35 RCW and complete an Energy Conservation Report (ECR) that will be reviewed by the DES. An ELCCA is a decision-making tool that compares the first cost and the owning and operating costs of various different building energy systems including heating, cooling, lighting, building envelope, and domestic hot water. The analysis provides the building owner a method to evaluate different energy-using systems and to select the system for the project. The system selected could be the least first cost, the least operating cost, the most energy efficient, or any combination the district determines to fit the project goals.
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How Do ELCCAs fit in with High-Performance?
The Washington Sustainable Schools Protocol (and LEED) steer school projects toward superior energy performance by requiring the building to, at a minimum, meet the current state energy code. WSSP 2015 provides points for achieving energy efficiency (use) that is 5 to 40 percent above the code. LEED awards points for energy (cost) savings that is 12 to 48 percent above code. The 2009 Washington State Energy Code was adopted in Washington State on January 1, 2011. Projects approved for design and construction under the 2009 energy code will find the WSSP 2010 was written to comply with this and the previous 2006 energy code. Washington’s energy code has changed again. On July 1, 2013 the 2012 International Energy Conservation Code (IECC) with Washington State Amendments was adopted by the state. Projects required to follow the WA 2012 IECC will use that code as the baseline for design, applying efficiency percentages, and points as currently stated in WSSP 2015 or LEED.
Compliance with a high-performance building standard (WSSP or LEED) does not negate the state law to conduct an ELCCA. Changing this requires action by the Legislature.
To make the energy analysis a more effective decision-making tool for the district, DES and OSPI strongly recommend the analysis be completed early in the schematic design process. It is suggested that by the time the D-5 Application for Preliminary Funding Status is submitted the district should have already completed the ELCCA work plan. The ELCCA must be complete and have been reviewed and commented on by DES at D-7.
Owner’s Project Requirements and Basis of Design
For a more effective comparison of all building systems, including the energy systems, the building owner is strongly encouraged to establish the Owner’s Project Requirement (OPR) at project inception. This document will guide the design development and construction of active and inactive building systems. The design team, at key phases of the project, will provide an explanation of how the OPR has been incorporated into the design. That design-team generated document is called the Basis of Design (BOD). The OPR and BOD are required as part of the fundamental commissioning credit in WSSP 2015.
The OPR is developed by the owner’s project stakeholders. It documents the owner’s functional requirements and should include:
Owner and User Requirements.
Environmental and Sustainability Goals.
Energy Efficiency Goals.
Indoor Environmental Quality Requirements.
Equipment and Systems Expectations
Building Occupant and O&M Personnel Expectations.
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The BOD is a narrative and analytical documentation prepared by the design team. It explains how the Owner's Project Requirements are met by the proposed design. It describes the technical approach used for system selections, integration, and sequence of operations focusing on design features critical to overall building performance.
These documents give rise to, and build on, one another. Programming leads to the OPR. The OPR leads to the BOD. Both lead to a designed and constructed building that meets the owner’s intents.
PART SIX Resources
Copies of all WSSP documents can be found at: High-Performance School Buildings.
School Facilities Manual for the School Construction Assistance Program.
High-performance public building was enacted by Chapter 39.35D RCW.
The National Institute of Building Sciences makes available to the public their Whole Building Design Guide.
U.S. Green Building Council LEED rating systems.
Collaborative for High-performance Schools (CHPS).
Energy Star Portfolio Manager.
Energy Star Target Finder Calculator to evaluate energy use or set targets during design.
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FORMS AND EXAMPLES
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Sample Request for Exemption Letter
June 30, 2013 Office of Superintendent of Public Instruction Nancy Johns Coordinator, School Facilities and Organization P.O. Box 47200 Olympia, WA 98504-7200 RE: Green Apple Elementary
Exemption Request, Not Practicable Historic Facility Dear Nancy, The Apple Valley School District is requesting a not practicable exemption from the High Performance Public Buildings requirements of Chapter 39.35D RCW. Green Apple Elementary is currently on the national registry as a historic building. Many of the credits required to be achieved would compromise the integrity of maintaining the historic nature of the facility. The district intends to incorporate as many high-performance strategies as possible, focusing on sustainable operations through energy and water use efficiencies. The district will provide a WSSP scorecard at D9 indicating credits we hope to achieve. A final scorecard will also be submitted at project completion indicating credits we were able to achieve. If you have any questions please feel free to give us a call. Sincerely, Adam Ant Superintendent
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Sample D-11 Certification Letter to Disbursement Officer
September 14, 2013
Office of Superintendent of Public Instruction Attn: Lois Epperson PO Box 47200 Olympia WA 98504-7200 RE: Red Apple Elementary Replacement & Modernization
Project No. 350-I04-10001 Certification of High-Performance Building Compliance
Dear Lois: I hereby certify that Apple Valley School District has submitted the high-performance building documents required at project completion to substantiate compliance with RCW 39.35D. Submittals required at D-11 are:
1. The final Washington Sustainable Schools Workplan workbook or equivalent for LEED. The workbook includes: a. The final checklist, or scorecard, showing all of the credits earned. b. The final cost analysis of credits earned, showing the incremental costs to achieve
high-performance measures and the applicable design premiums. I hereby certify that Apple Valley School District will complete a high-performance building annual report each year, for five years following board acceptance or building occupancy, to comply with RCW 39.35D.040. The report will:
1. Use the Annual Report workbook developed by OSPI and the high-performance steering committee, or a combination of the workbook and Portfolio Manager.
a. Include annual energy and water use and performance observations of high-performance measures.
Sincerely, Gran E. Smith Superintendent
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At-A-Glance Flowchart: High-performance Applicability and
Documenting Compliance for SCAP and Skill Centers
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2010 Edition WSSP Scorecard Effective for projects receiving OSPI approval starting Nov. 15, 2010
District:________________________ Contact Name & Phone:_______________________________ Date:______________
Project Name and Type:__________________________________________
Indicate if this is the D5 Preliminary____, D9 Design-Phase_____, or D11 Construction (Final) _____
Please consider using the 2010 Workplan instead of this scorecard for D5, D9 and D11 reporting. The Workplan includes the
scorecard, tabs for credit worksheets, cost analysis and design premiums.
Category Group Credit Number
Credit Name Points Yes Maybe
Site 1) Selection & Use S1.0 Code Compliance R
17 points S1.1 Sensitive Areas 1
S1.2 Greenfields 1
S1.3 Central Location 1
S1.4 Joint Use of On-Site Facilities 1-2
S1.5 Joint Use of Off Site Facilities 1
S1.6 Minimal Footprint 1-2
2) Transportation S2.1 Public Transportation 1
S2.2 Bicycle Lanes & Security 1
S2.3 Minimize Parking 1
3) Stormwater Management
S3.0 Sedimentation and Erosion Control R
S3.1 On-site Infiltration and Flow Control 1
S3.2 Stormwater Treatment 1
S3.3 Enhanced Stormwater Treatment R - 1
4) Outdoor Surfaces
S4.1 Reduce Heat Island - Site 1
S4.2 Reduce Heat Island - Roof Design 1
5) Outdoor Lighting
S5.1 Light Pollution Reduction 1
Total possible 17 0 0
Water 1) Outdoor Systems
W1.0 Outdoor Water Use Budget R
9 points W1.1 Irrigation Water Reduction (50%, 100%) 1-2
W1.2 Control Irrigation Water Use 1
W1.3 Irrigation System Testing and Training 1
2) Indoor Systems W2.1 Potable Water Use Reduction for Sewage (25%, 45%)
1-2
W2.2 Potable Water Use Reduction (20%, 30%, 40%)
1-3
Total possible 9 0 0
Page 28
Category Group Credit Number
Credit Name Points Yes Maybe
Materials 1) Waste Reduction &
M1.0 Storage and Collection of Recyclables R
18 points Efficient Materials Use
M1.1 Construction Site Waste Management (50%, 75%)
1-2
M1.2 Building Reuse - Structure/Shell (50%, 75%, 95%)
1-3
M1.3 Building Reuse - Non-Structural Elements (50%)
1
M1.4 Materials Reuse (5%, 10%) 1-2
M1.5 Resource Reuse - Furniture (30%) 1
2) Sustainable Materials
M2.1 Recycled Content (10%/4 mtls, 20%/8 mtls) 1-2
M2.2 Rapidly Renewable Materials 1
M2.3 Certified Wood (50%, Chain of Custody) 1-2
M2.4 Environmentally Preferable Products 1-2
M2.5 Regional/Local Materials 1-2
Total possible 18 0 0
Energy 1) Efficiency E1.0 Minimum Energy Performance R
E1.1 Superior Energy Performance
34 points ('09)
E1.1a Superior Energy Performance NREC 2009 4-20
27 points (’06)
E1.1b Superior Energy Performance NREC 2006 4-12
2) Controls E2.1 HVAC Controls and Operable Windows 1
E2.2 Daylight-Responsive Controls
E2.2a Daylight-Responsive Controls NREC 2009 R
E2.2b Daylight-Responsive Controls NREC 2006 1
3) Alternative Energy
E3.1 On-Site Renewable Energy (5-10% bldg supply)
1-4
E3.2 Green Power Contract 1
E3.3 Distributed Generation (5-10% bldg supply) 1-3
4) Commissioning E4.0 Fundamental Commissioning R
E4.1 Enhanced Commissioning
E4.1.1 Commissioning Review 1
E4.1.2 Verification and Assurances 1
E4.1.3 Systems Manual 1
5) Management E5.1 Energy Management Systems 1-2
Total possible 34 (’09)
0 0 27 (’06)
Page 29
Category Group Credit Number
Credit Name Points Yes Maybe
Indoor Environmental Quality
1) Daylighting IEQ1.1 Daylighting (25%, 50%,75%, 100% critical visual spaces)
1-2
29 points
IEQ1.2 Permanent Shading 1
IEQ1.3 Views - Direct Line of Vision 1
2) Electric Lighting Quality
IEQ2.1 Electric Lighting Quality 1
3) Indoor Air Quality
IEQ3.0 Minimum Requirements (Ventilation, Filtration, & Moisture Control
R
IEQ3.0.1 Evaluate Envelope 1
IEQ3.0.2 Mitigation Measures 1
IEQ3.1 Low-Emitting Interior Finishes 1-4
IEQ3.2 Low-Emitting Furniture 1
IEQ3.3 Source Control 1
IEQ3.4 Ducted HVAC Returns 1 or
(Required when 246-366A in effect) R
IEQ3.5 Particle Arrestance Filtration 1
IEQ3.6 IAQ Management (construction, pre occupancy)
1-2
IEQ3.7 Natural Cooling 3
4) Acoustics IEQ4.0 Minimum Acoustic Performance R
IEQ4.1 Improved Acoustical Performance 1-2
IEQ4.2 Audio Enhancement 1
5) Thermal Comfort
IEQ5.0 Thermal Code Compliance R
6) User Controls
IEQ6.1 User Control - Windows 1
IEQ6.2 User Control - Temperature & Lights 1
Total possible 29 0 0
Page 30
Category Group Credit Number
Credit Name Points Yes Maybe
Planning, Education, and Operations
1) Planning PEO1.1 Integrated Design Workshop 1
12 points
PEO 1.2 Durability, Efficiency & Maintainability of Features
1
PEO1.3 Innovation 1-2
2) Education PEO2.1 Green Building Learning Opportunities 1
3) Operational Activities
PEO 3.0 Operational Performance Monitoring R
PEO3.1 Post Occupancy Evaluation 1-2
PEO3.2 ELCCA/LCCA R-1
4 out of 8
PEO3.3 Project and/or District Operational Activities
1-4
No More than 4
- Maintenance Plan Enhancement
towards minimum - Resource Conservation Plan
- IAQ Management – Tools for Schools
- Integrated Pest Management Program
- Transportation Options
- Fuel Efficient Buses
- Food Related Waste Prevention & Mgmt
- Green Purchasing and Cleaning Plan
Total possible 12 0 0
GRAND TOTAL Possible Points
119 (’09)
0 0
112 (’06)
Minimum required for Washington Sustainable School
40 or 45
Two-tier system:
For Class I Districts: Minimum 45 points
For Class II Districts: Minimum 40 points
Max "Project or District Operational Activity” points that can be claimed toward the minimum requirement is 4; however, a district could implement all of the points
* At time of publication of this standard, the 2009 NREC (WA State Non-Residential Energy Code) was not adopted statewide. It was adopted Jan 1, 2011. Use E1.1a and E2.2a.
Page 31
WSSP 2015 Scorecard
District:________________________ Contact Name & Phone:_______________________________ Date:______________
Project Name and Type:__________________________________________
Use this scorecard for Design (D5) submittal.
Please use the 2015 Workplan for D9 and D11 reporting. The Workplan includes this scorecard, tabs for credit worksheets, cost
analysis and design premiums.
Category Group Credit Number
Credit Name Possible Points
Yes No Maybe
Site 1) Selection & Use S1.0 Code Compliance R
17 points S1.1 Sensitive Areas 1
S1.2 Greenfields 1
S1.3 Central Location 1
S1.4 Joint Use On-Site 1-2
S1.5 Joint Use Off Site 1
S1.6 Minimal Footprint 1-2
2) Transportation S2.1 Public Transportation 1
S2.2 Bike and Walk to School 1
S2.3 Minimize Parking 1
3) Stormwater Management
S3.0 Construction Stormwater Pollution Prevention
R
S3.1 On-site Stormwater Management and Flow Control
R-1
S3.2 Stormwater Treatment R-1
S3.3 Soil Management 1
4) Outdoor Surfaces
S4.1 Reduce Heat Islands - Site 1
S4.2 Reduce Heat Islands - Roof Design 1
5) Outdoor Lighting S5.1 Light Pollution Reduction 1
Total possible 17 0 0 0
Water 1) Outdoor Systems
W1.0 Landscape Water Use Budget R
9 points W1.1 Irrigation Water Reduction (50%, 100%)
1-2
W1.2 Control Irrigation Water Use 1
W1.3 Irrigation Systems Testing and Training
1
2) Indoor Systems W2.1 Potable Water Use Reduction for Sewage (25%, 45%)
1-2
W2.2 Potable Water Use Reduction (20%, 30%, 40%)
1-3
Total possible
9 0 0 0
Page 32
Category Group Credit Number
Credit Name Possible Points
Yes No Maybe
Materials 1) Waste Reduction & Efficient Material Use
M1.0 Storage and Collection of Recyclables
R
21 points M1.1 Construction Site Waste
Management (50%, 75%) 1-2
M1.2 Building Reuse - Structure/Shell (50%, 75%, 95%)
1-3
M1.3 Building Reuse - Interior Non-Structural Elements (50%)
1
M1.4 Materials Reuse (5%, 10%) 1-2
M1.5 Resource Reuse - Furniture and Equipment (30%)
1
2) Sustainable Materials
M2.1 Recycled Content 1-2
M2.2 Rapidly Renewable Materials 1
M2.3 Certified Wood (50%, Chain of Custody)
1-2
M2.4 Regional/Local Materials 1-2
M2.5 Environmentally Preferable Products - Multiple Attribute
1-4
M2.6 Building Materials Health Product Disclosure
1
Total possible 21 0 0 0
Energy 1) Efficiency E1.0 Minimum Energy Performance R
42 points E1.1 Superior Energy Performance
E1.1.1 Superior Energy Performance 4-20
E1.1.2 Superior Energy Performance Energy Star
1
2) Controls E2.0 Daylight-Responsive Controls R
E2.1
HVAC Controls and Operable Windows
1
E2.2 Occupancy Controls 1-2
E2.3 Demand Control Ventilation 1
3) Alternative Energy
E3.1 On-Site Renewable Energy (5-10% bldg supply)
1-5
E3.2 Green Power Contract 1-2
E3.3 Distributed Generation (5-10% bldg supply)
1-3
4) Commissioning E4.0 Fundamental Commissioning R
E4.1 Enhanced Commissioning
E4.1.1 Commissioning Review 1
E4.1.2 Verification and Assurances 1
E4.1.3 Systems Manual 1
5) Management E5.1 Energy Management Systems R , 1-4
Total possible 42 0 0 0
Page 33
Category Group Credit Number
Credit Name Possible Points
Yes No Maybe
Indoor Environmental Quality
1) Daylighting IEQ1.1 Daylighting Classrooms 1-4
32 points
IEQ1.2 Permanent Shading R-1
IEQ1.3 Outdoor View Windows R-1
2) Electric Lighting Quality
IEQ2.1 Electric Lighting Quality R, 1-2
3) Indoor Air Quality
IEQ3.0
Minimum Requirements (Ventilation, Filtration, & Moisture Control)
R
IEQ3.0.1 Evaluate Envelope 1
IEQ3.1 Low-Emitting Interior Finishes 1-6
IEQ3.2 Low-Emitting Furniture 1
IEQ3.3 Source Control 2
IEQ3.4 Ducted HVAC Returns 1
IEQ3.5 Particle Arrestance Filtration 1-2
IEQ3.6 Construction IAQ Management 1-2
IEQ3.7 Natural Cooling 2
4) Acoustics IEQ4.0 Minimum Acoustic Performance R
IEQ4.1 Improved Acoustic Performance 1-4
IEQ4.2 Audio Enhancement 1
5) Thermal Comfort IEQ5.0 Thermal Code Compliance R
6) User Controls IEQ6.1 User Control - Windows 1
IEQ6.2 User Control - Temperature 1
Total possible 32 0 0 0
Page 34
Category Group Credit Number
Credit Name Possible Points
Yes No Maybe
Planning, Education, and Operations
1) Planning PEO1.1 Integrated Design Workshop 1
14 points
PEO1.2 Durability, Efficiency & Maintainability of Features
1
PEO1.3 Innovation 1-2
2) Education PEO2.1 Green Building Learning 1-2
PEO3.0 Operational Performance Monitoring R
PEO3.1 Post Occupancy Evaluation 1-2
PEO3.2 ELCCA/LCCA R, 1-2
3) Operational Activities
PEO3.3 Maintenance Plan - APP R
No more than 4 of
APP Maintenance Plan on Modernization
1
the 10 Resource Conservation Plan 1
possible IAQ Management Plan 1
Integrated Pest Management Program 1
Transportation Options Program 1
Fuel Efficient Buses and Maintenance
Vehicles 1
Food Related Waste Prevention &
Management 1
Environmentally Preferable
Purchasing 1
Green Cleaning Policy and Program 1
Green School Program 1
Total possible 14 0 0 0
GRAND TOTAL Possible Points
135 0 0 0
Minimum required for Washington Sustainable School
Two tier system:
New Facility and new Building on Existing Facility
For Class I Districts: Minimum 45 points
For Class II Districts: Minimum 40 points
Modernization
For Class I Districts: Minimum 34 points
For Class II Districts: Minimum 29 points
Max “Project or District Operational Activity” points that can
be claimed toward the minimum requirement is 4; however, a
district could implement all of the credits.
40 or 45
29 or 34
For more information about the contents of this document, please contact:
School Facilities and Organization, OSPI E-mail: [email protected]
Phone: (360) 725-6265
This document is available online at: (http://www.k12.wa.us/SchFacilities/Programs/HighPerformanceSchoolBuildings.aspx)
This material is available in alternative format upon request.
Contact the Resource Center at (888) 595-3276, TTY (360) 664-3631.
Office of Superintendent of Public Instruction Old Capitol Building
P.O. Box 47200 Olympia, WA 98504-7200