Guidelines for School Districts:
High-Performance
School Buildings
Program
May 2015 Update
Randy I. Dorn
State Superintendent of
Public Instruction
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
Page 2
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
Receive state funding, and are over 5,000
gross square feet of occupied or
conditioned space as defined in the WA
State energy code.
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, 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

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.


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)
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/ratingsystems/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 midschematic 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.
Page 10

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 lessonslearned. 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 designteam 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.
Page 16
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
Page 24
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 highperformance measures.
Sincerely,
Gran E. Smith
Superintendent
Page 25
At-A-Glance Flowchart: High-performance Applicability and
Documenting Compliance for SCAP and Skill Centers
Page 26
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
Site
Group
1) Selection & Use
17 points
2) Transportation
3) Stormwater
Management
4) Outdoor
Surfaces
5) Outdoor
Lighting
Credit
Number
Credit Name
Points
S1.0
Code Compliance
R
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
S2.1
Public Transportation
1
S2.2
Bicycle Lanes & Security
1
S2.3
Minimize Parking
1
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
S4.1
Reduce Heat Island - Site
1
S4.2
Reduce Heat Island - Roof Design
1
S5.1
Light Pollution Reduction
1
Total possible
Water
1) Outdoor
Systems
9 points
2) Indoor Systems
17
W1.0
Outdoor Water Use Budget
R
W1.1
Irrigation Water Reduction (50%, 100%)
1-2
W1.2
Control Irrigation Water Use
1
W1.3
Irrigation System Testing and Training
1
W2.1
W2.2
Potable Water Use Reduction for Sewage
(25%, 45%)
Potable Water Use Reduction (20%, 30%,
40%)
Total possible
Page 27
Yes
Maybe
0
0
0
0
1-2
1-3
9
Category
Materials
18 points
Group
1) Waste
Reduction &
Efficient Materials
Use
2) Sustainable
Materials
Credit
Number
Credit Name
Points
M1.0
Storage and Collection of Recyclables
R
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
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
Energy
1) Efficiency
34 points
('09)
27 points
(’06)
2) Controls
3) Alternative
Energy
4) Commissioning
5) Management
18
E1.0
Minimum Energy Performance
E1.1
Superior Energy Performance
E1.1a
Superior Energy Performance NREC 2009
4-20
E1.1b
Superior Energy Performance NREC 2006
4-12
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
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
E4.0
Fundamental Commissioning
R
E4.1
Enhanced Commissioning
E4.1.1
Commissioning Review
E4.1.2
Verification and Assurances
E4.1.3
Systems Manual
1
1
1
E5.1
Energy Management Systems
1-2
Maybe
0
0
0
0
R
Total possible
Page 28
Yes
34 (’09)
27 (’06)
Category
Indoor
Environmental
Quality
Group
1) Daylighting
29 points
2) Electric
Lighting Quality
Credit
Number
4) Acoustics
5) Thermal
Comfort
6) User
Controls
Points
IEQ1.1
Daylighting (25%, 50%,75%, 100% critical
visual spaces)
1-2
IEQ1.2
Permanent Shading
1
IEQ1.3
Views - Direct Line of Vision
1
IEQ2.1
Electric Lighting Quality
1
IEQ3.0
Minimum Requirements (Ventilation, Filtration,
& Moisture Control
R
IEQ3.0.1
3) Indoor
Air
Quality
Credit Name
1
IEQ3.0.2
Evaluate Envelope
Mitigation Measures
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
IEQ4.0
Minimum Acoustic Performance
R
IEQ4.1
Improved Acoustical Performance
1-2
IEQ4.2
Audio Enhancement
1
IEQ5.0
Thermal Code Compliance
R
IEQ6.1
User Control - Windows
1
IEQ6.2
User Control - Temperature & Lights
1
Maybe
1
Total possible
Page 29
Yes
29
0
0
Category
Planning,
Education,
and
Operations
Group
1) Planning
Credit
Number
Credit Name
Points
PEO1.1
Integrated Design Workshop
1
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
PEO3.3
Project and/or District Operational
Activities
1-4
12 points
No More than 4
towards minimum
Yes
Maybe
- Maintenance Plan Enhancement
- Resource Conservation Plan
- IAQ Management – Tools for Schools
4 out of 8
- Integrated Pest Management Program
- Transportation Options
- Fuel Efficient Buses
- Food Related Waste Prevention &
Mgmt
- Green Purchasing and Cleaning Plan
Total possible
12
119 (’09)
GRAND TOTAL
Possible Points
112 (’06)
Minimum required for Washington Sustainable School
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 30
40 or 45
0
0
0
0
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
Site
1) Selection & Use
S1.0
Code Compliance
R
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
S2.1
Public Transportation
1
S2.2
Bike and Walk to School
1
S2.3
Minimize Parking
1
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
S4.1
Reduce Heat Islands - Site
1
S4.2
Reduce Heat Islands - Roof Design
1
S5.1
Light Pollution Reduction
1
17 points
2) Transportation
3) Stormwater
Management
4) Outdoor
Surfaces
5) Outdoor Lighting
Total possible
Water
1) Outdoor
Systems
9 points
W1.0
Landscape Water Use Budget
R
W1.1
Irrigation Water Reduction (50%,
100%)
1-2
W1.2
Control Irrigation Water Use
1
W1.3
2) Indoor Systems
17
W2.1
W2.2
Irrigation Systems Testing and
Training
Potable Water Use Reduction for
Sewage (25%, 45%)
Potable Water Use Reduction (20%,
30%, 40%)
Total possible
Page 31
Yes
No
Maybe
0
0
0
0
0
0
1
1-2
1-3
9
Category
Group
Materials
1) Waste Reduction
& Efficient Material
Use
21 points
Credit
Number
Credit Name
Possible
Points
M1.0
Storage and Collection of
Recyclables
R
Construction Site Waste
Management (50%, 75%)
Building Reuse - Structure/Shell
(50%, 75%, 95%)
1-2
M1.3
Building Reuse - Interior NonStructural Elements (50%)
1
M1.4
Materials Reuse (5%, 10%)
1-2
M1.5
Resource Reuse - Furniture and
Equipment (30%)
1
M2.1
Recycled Content
1-2
M2.2
Rapidly Renewable Materials
Certified Wood (50%, Chain of
Custody)
1
Regional/Local Materials
1-2
M1.1
M1.2
2) Sustainable
Materials
M2.3
M2.4
M2.5
M2.6
Environmentally Preferable Products
- Multiple Attribute
Building Materials Health Product
Disclosure
Total possible
Energy
1) Efficiency
42 points
2) Controls
3) Alternative
Energy
4) Commissioning
5) Management
Maybe
1-2
1-4
1
21
Minimum Energy Performance
E1.1
Superior Energy Performance
E1.1.1
Superior Energy Performance
4-20
E1.1.2
Superior Energy Performance Energy
Star
1
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
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
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
E5.1
Energy Management Systems
R , 1-4
Page 32
No
1-3
E1.0
Total possible
Yes
0
0
0
0
0
0
R
42
Category
Group
Credit
Number
Credit Name
Possible
Points
Indoor
Environmental
Quality
1) Daylighting
IEQ1.1
Daylighting Classrooms
1-4
IEQ1.2
Permanent Shading
R-1
IEQ1.3
Outdoor View Windows
R-1
IEQ2.1
Electric Lighting Quality
R, 1-2
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
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
32 points
2) Electric Lighting
Quality
3) Indoor Air
Quality
4) Acoustics
Total possible
Page 33
32
Yes
0
No
Maybe
0
0
Category
Group
Credit
Number
Credit Name
Possible
Points
Planning,
Education,
and
Operations
1) Planning
PEO1.1
Integrated Design Workshop
1
PEO1.2
Durability, Efficiency & Maintainability
of Features
1
PEO1.3
Innovation
1-2
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
PEO3.3
Maintenance Plan - APP
R
No more
than 4 of
APP Maintenance Plan on
Modernization
Resource Conservation Plan
14 points
2) Education
3) Operational
Activities
the 10
possible
Yes
No
Maybe
14
0
0
0
135
0
0
0
1
1
IAQ Management Plan
1
Integrated Pest Management Program
1
Transportation Options Program
1
Fuel Efficient Buses and Maintenance
Vehicles
Food Related Waste Prevention &
Management
Environmentally Preferable
Purchasing
1
1
1
Green Cleaning Policy and Program
1
Green School Program
1
Total possible
GRAND TOTAL Possible Points
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.
Page 34
40 or 45
29 or 34
For more information about the contents
of this document, please contact:
School Facilities and Organization, OSPI
E-mail: nancy.johns@k12.wa.us
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