Report - 2020 School District Inventory Legislative Report Ra 02 14 2020 Bd Ra Bd 02
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- 2020 School District Inventory Legislative Report Ra 02 14 2020 Bd Ra Bd 02
Summary
A Washington State Department of Commerce report to the Legislature, School District Inventory Data Assessment, dated February 2020 and prepared under Chapter 413, Laws of 2019, Section 1037(9). It responds to a capital budget directive to identify buildings in the Inventory and Condition of Schools (ICOS) database no longer used for K-12 instruction that could be repurposed as early learning facilities. The report states that OSPI identified 25 potential buildings in 21 school district sites, of which only nine are rated good or excellent and two are in high priority districts. It also reports a survey sent to 308 school districts that drew 90 responses, 78% of which reported no available facilities. The report concludes that the ICOS database, as configured, is not an effective tool for this purpose.
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School District Inventory
Data Assessment
Chapter 413, Laws of 2019, Section 1037(9)
LOCAL GOVERNMENT DIVISION February 2020
COMMUNITY CAPITAL
FACILITIES REPORT TO THE LEGISLATURE
Lisa Brown, Director
2.0
Acknowledgments
Washington State Department of Commerce Washington State Department of Commerce
Mark Barkley, Assistant Director, Local Government
Division Tony Hanson, tony.hanson@commerce.wa.gov
Tony Hanson, Deputy Assistant Director, Local LOCAL GOVERNMENT DIVISION,
Government Division COMMUNITY CAPITAL FACILITIES UNIT
Katrina Perez, Program Manager, Local 1011 Plum St. SE
Government Division P.O. Box 42525
Olympia, WA 98504-2525
Pat Gibbon, Program Manager, Local Government
Division www.commerce.wa.gov
For people with disabilities, this report is available
Office of Superintendent of Public Instruction on request in other formats. To submit a request,
Randy Newman, Director, School Facilities and please call 360.725.4000 (TTY 360.586.0772)
Organization
Tyler Muench, Policy & Outreach Coordinator,
School Facilities and Organization
Morgan Powell, High Performance Schools
Coordinator, School Facilities and Organization
Department of Children, Youth, and Families
Genevieve Stokes, Government Affairs Advisor,
Government Affairs and Community Relations
Grace Sebugwawo, Community Funded
ECEAP/Early Learning Facilities Specialist
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT
Table of Contents
Executive Summary ..................................................................................................................................... 2
Introduction ................................................................................................................................................. 3
ICOS Data .................................................................................................................................................... 3
Data Analysis............................................................................................................................................... 5
Appendix A: ICOS Site Data .......................................................................................................................... 8
Appendix B: ICOS Building Data ................................................................................................................... 9
Appendix C: ICOS Data Glossary ................................................................................................................ 11
Appendix D: School District Survey Results ................................................................................................ 15
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 1
Executive Summary
Overview
The 2019-21 capital budget (HB 1102, Section 1037(9)) directs:
The department, in consultation with the office of the superintendent of public instruction and the department of
children, youth, and families, must identify buildings in the inventory and condition of schools database that are
no longer included in the inventory of K-12 instructional space for purposes of calculating school construction
assistance pursuant to chapter 28A.515 RCW, but that could be repurposed as early learning facilities and made
available to eligible organizations. The department must report its findings and the list of buildings identified in
this section to the office of financial management and the appropriate fiscal committees of the legislature by
January 15, 2020.
The legislature has found a significant and critical need for additional early learning facilities to meet the
state's commitment to providing high-quality early learning opportunities for children from low-income
households, including the legal mandate to provide preschool opportunities through the Early Childhood
Education and Assistance Program (ECEAP), to all eligible children by 2023. The Washington State Caseload
Forecast Council estimates there are approximately 4,200 eligible 3- and 4- year-olds who would participate in
ECEAP if space were available.
The legislature has directed the Department of Commerce (Commerce), in consultation with the Office of
Superintendent of Public Instruction (OSPI) and the Department of Children, Youth and Families (DCYF), to
identify buildings in the Inventory and Condition of Schools (ICOS) database that are no longer included in the
inventory of K-12 instructional space for purposes of calculating school construction assistance pursuant to
RCW 28A.515. The goal is to determine if any unused spaces may be repurposed as an early learning facility
for eligible organizations as defined in RCW 43.31.575.
Key Findings
Using the ICOS database, OSPI identified 25 potential buildings in 21 school district sites that are no longer
included in the inventory of K-12 instructional space and may by repurposed as early learning facilities.
Only nine of the 25 buildings identified have a rating of "good" or "excellent". Only two of these buildings
are located in high priority school districts (Kent and Sunnyside).
School districts are not required to update information in the ICOS database on a regular schedule. Lack of
current data represents a significant limitation for the purposes of this study.
School districts hold title to school buildings, not the state. Repurposing a district-owned building for early
learning would require a sale or long-term lease between the eligible organization and the school district.
Conclusion
The ICOS database, as currently configured, is not an effective tool for identifying K-12 buildings with potential
for addressing the state's shortage of quality early learning sites. Survey data and anecdotal information
suggest that local communication networks are at least somewhat effective in identifying school buildings
with potential for re-purposing to early learning.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 2
Introduction
Background
The Legislature directed Commerce in consultation with OPSI and DCYF to identify buildings in OSPI's ICOS
database that are no longer included in the inventory for K-12 instructional space for purposes of calculating
school construction assistance pursuant to chapter 28A.515 RCW, but that could be repurposed as early
learning facilities and made available to eligible organizations.
Washington has a significant and critical need for additional early learning capacity, particularly capacity that
serves children in the ECEAP and the Working Connections Child Care (WCCC) program. In 2017, the
Legislature established the Early Learning Facilities (ELF) grant and loan program at Commerce. The program
provides grants and loans to school districts and eligible organizations for predesign, minor renovation or
repair to existing early learning facilities, major construction and renovation to create or expand early learning
facilities, or facility purchase. Commerce convenes a committee of early learning facility experts to advise
Commerce on program design, prioritization methodology, and project selection. The advisory committee
includes the DCYF, OSPI, Washington Housing Finance Commission (WHFC), Enterprise Community Partners
Community Development Financial Institution (CDFI), and early learning advocates.
Commerce worked with OSPI to pull data for potential available K-12 buildings and/or spaces for use as early
learning facilities. Commerce and DCYF met with OSPI to review and discuss their findings. The data
presented by OSPI identified 25 school district buildings (Appendix B: ICOS Building Data) that could
potentially be repurposed for early learning. During this meeting, OSPI also provided an overview of the data
and highlighted limitations of the data, such as incomplete and non-current information. Given the limitations
of the data, the agencies developed a survey to collect additional information to address the gaps of the
available inventory. The survey was sent to over 300 school districts (Appendix D: School District Survey
Results).
Under chapter 28A.530 RCW, school districts have authority to use bonds to purchase land, buildings, and
equipment. RCW 28A.335.090 authorizes school districts to hold title to the land and buildings belonging to
the district and to convey by deed property which is no longer required for school.
ICOS Data
Overview
The ICOS database is a web-based site and facilities inventory tracking system that stores information and
building condition details about each school district. ICOS meets the increasing demand for accurate school
facility information and building condition data that supports statewide programs, such as the School
Construction Assistance Program (SCAP), district facility management, and information requests, and policy
decisions. This information also supports the performance-based Asset Preservation Program, which
assesses the state of maintenance at facilities, buildings, and sites.
ICOS benefits the districts by providing inventory tracking, condition rating, record-keeping, and comparative
and report analysis. It is a useful, no-cost tool to help districts identify future capital needs. The data collected
covers a wide range of datasets useful in tracking the status and condition of school district facilities, such as
location data sets, square footages, site and building conditions, building types, building uses, room types, etc.
(Appendix C: ICOS Data Glossary).
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 3
ICOS collects data on school district sites and facilities. Sites typically are buildings or groups of buildings that
provide or support educational activities. A site is commonly referred to as a "school" and has a unique
identification number. Vacant land owned by the district may also be defined as a site. Buildings are
categorized as either recognized or non-recognized. Recognized buildings are eligible for state assistance per
WAC 392-343-019. They are permanent (non-portable) buildings where K-12 instruction takes place. Non-
recognized buildings are portable buildings or non-instructional buildings, such as administrative offices,
stadia, and grand stands. There are currently 2,239 sites, 4,479 recognized buildings, and 6,103 non-recognized
buildings in ICOS.
Limitations of the Data
The ICOS database has limitations in its usefulness in identifying potential early learning facilities due to the
completeness and timeliness of the data entered.
The data does not include all available vacant school district properties in the state. OSPI regularly
encourages school districts to keep their ICOS data up to date. However, unless a school district is applying for
SCAP funding, there is no requirement to do so. Typically, if a school district is not applying for SCAP funding,
it will not enter updated data into the ICOS database. In addition, the district is not required to report on
facilities not used for K-12 instruction. When a building has been replaced with SCAP funding, it is no longer
included in that school district's inventory.
Timeliness and completeness affect the usefulness of the data for purposes of identifying facilities for early
learning. The same reasons that limit the completeness of the data, also effects how current the information
is. Since school districts need to update their data only when applying for SCAP funding, most data is only as
current as the previous SCAP application. Not all school districts apply for SCAP or do it on a regular basis.
School District Survey
Given the limitations associated with the Unused Space Available
ICOS data, Commerce and DCYF developed
and distributed a survey (Appendix D) to 308
for Early Learning?
school districts. The survey included nine
questions designed to create a better
understanding of the potential inventory. 20 70
Certain responses to the survey determined
the questions asked of participants. The
survey was sent on Sept. 9, 2019 and closed 0 20 40 60 80 100
on Sept. 30, 2019. Commerce received 90
Yes No
responses, approximately 30% of the school
districts contacted.
The majority of the survey responses (78%) reported their school district did not have facilities available for
early learning. The remaining 22% of the responses did identify available space. Half of those spaces (11%)
currently are vacant. The other half currently are in use and the majority of those have become early learning
facilities.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 4
The majority of the reported vacant
Building Condition of Available Space facilities are permanent structures.
Permanent structures typically provide a
higher quality setting for early learning.
Ready for instructional
13% When asked how school districts would
use
categorize the condition of their available
buildings, the majority of the responses
Minor repairs needed
identified the condition either being ready
25% 50% for instructional use or needing only minor
Minor or major repairs. Only 38% of the available space
renovations needed would require significant work and
funding to repurpose as an early learning
12%
Tear down/new facility.
construction needed
Given the time limitations to produce this
report, it was not possible to perform a
survey with the detail and breadth of
information necessary to address the
gaps in the ICOS database. This survey was not intended to replace the ICOS data, only to better understand
the inventory data given the time available. Broadly, the survey data and ICOS data report similar results: 1)
not many buildings/sites are available for re-purposing; and 2) when they are available and in decent condition,
they often transition to early learning facilities, presumably through local communication channels.
Data Analysis
OSPI regional coordinators searched the ICOS database for buildings school districts reported as not being
used for K-12 instruction. OSPI identified 21 different school district sites (Appendix A: ICOS Site Data) with
buildings that could potentially be repurposed as early learning facilities. The sites included 29 potential school
district buildings (Appendix B: ICOS Building Data) that are no longer included in the inventory of K-12
instructional space for purposes of calculating school construction assistance pursuant to RCW 28A.515.
OSPI's assessment identified that four of these facilities already are in use as early learning purposes. This
leaves 25 potential buildings that are no longer included in the inventory of K-12 instructional space and
available for use as an early learning facility.
Approximately 10,600 buildings currently are in the ICOS database. OSPI was able to identify only 25 buildings
that met the requirements of the legislation. That means that of all the potential buildings tracked in ICOS,
approximately 0.0024%, are potential options for use as early learning facilities.
Needed Early Learning Capacity
Annually, DCYF prepares the ECEAP and Head Start Saturation Study to analyze access to Washington’s Early
Childhood Education and Assistance Program and Head Start programs serving 3-year-olds and 4-year-olds.
The 2019-2020 study estimates the number of eligible children living within each school district boundary and
calculates the percentage currently served. The study calculates points for each district based on numbers of
unserved children, WaKIDS scores for children in a low-income subgroup and specific race and ethnicity
subgroups, and child maltreatment rates. These data serve to sort districts into groups by priority for ECEAP
slot expansion.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 5
There are eight priority groups in total, with priority group 1 representing the highest need for expansion. The
ICOS data identified nine buildings in good or excellent condition in a total of seven school districts. Only two
of these districts are in a high priority area (Sunnyside and Kent). The other seven buildings are in districts
grouped in the lower half of the rating system.
ECEAP Expansion
School District Priority Group # of buildings
Sunnyside 2 1
Kent 2 1
Bellevue 4 2
Clarkston 5 1
Grand Coulee 5 1
Marysville 5 2
Sedro Wooley 6 1
Total 9
Building Condition
ICOS contains data on the condition of most sites and facilities. The building condition score and the building
condition rating serve as a proxy to estimate how much work and costs may be associated with making a
facility useable. The building condition score is an aggregate score of all the building’s components on a scale
of one to 100. The Building Condition Rating is a level based on the description of the building components
condition. There are five ratings.
1. Excellent (94.9%-100%): New or easily restorable to “like new” condition. Only minimal routine maintenance
is required.
2. Good (84.9%-94.9%): Preventive maintenance and/or corrective repair(s) is/are required.
3. Fair (61.9%-84.9%): Fails to meet code and functional requirements in some cases. Failure(s) are
inconvenient, and extensive corrective maintenance and repair are required.
4. Poor (29.9%-61.9%): Consistent substandard performance. Failure(s) are disruptive and costly – fails most
code and functional requirements. Requires constant attention, renovation, or replacement. Major
correction, repair or overhaul required.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 6
5. Unsatisfactory (Less than 29.9%): Non-operational or significantly substandard performance. Replacement
required.
Of the 25 buildings identified, nine
buildings (36%) are in either Building Condition Ratings
excellent or good condition and
likely involve reasonable costs to
4%
complete. Eight buildings (32%) 12%
rated as fair condition, indicating Excellent
that significant renovations and
32% Good
repairs are likely to repurpose the 20%
buildings for early learning. Five Fair
buildings (20%) rate as poor Poor
condition and the remaining two No Rating Available
buildings (12%) do not currently
have a rating. The poor condition 32%
ratings would suggest that these
buildings might not be suitable to
repurpose as an early learning
facility. The renovations and repairs necessary to correct failing systems and meet code requirements would
most likely make the project too costly to produce a viable project. Not all buildings in ICOS receive a condition
rating. Without a rating, an assessment is necessary to determine the cost of a potential capital project.
Conclusion
Using the ICOS database, OSPI identified 25 potential buildings in 21 school district sites that are no longer
included in the inventory of K-12 instructional space and may by repurposed as an early learning facility.
Only nine of the 25 buildings identified have a rating of "good" or "excellent". Only two of these buildings
are located in higher priority school districts (Kent and Sunnyside).
School districts are not required to update information in the ICOS database on a regular schedule. Lack of
current data represents a significant limitation for the purposes of this study.
School districts hold title to school buildings, not the state. Repurposing a district-owned building for early
learning would require a sale or long-term lease between the eligible organization and the school district.
The ICOS database, as currently configured, is not an effective tool for identifying K-12 buildings with potential
for addressing the state's shortage of quality early learning sites. Survey data and anecdotal information
suggest that local partnerships and communication networks are at least somewhat effective in identifying
school buildings with potential for re-purposing for early learning.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 7
Appendix A: ICOS Site Data
Site Site Educational Congre- Legis-
Site School
# Site Inventory Site Type Condition County Service SFO Region ssional lative
Class District
Status Rating District District District
1 Alderwood MS - Old Non- Middle/Junior Urban Snohomish ESD 189 Northwest Edmonds 2 32
(New-In-Lieu'd) Recognized High School
2 Cascade Middle Recognized Middle/Junior Rural 90.00 Skagit ESD 189 Northwest Sedro- 2 39
School High School Woolley
3 Challenger Elementary Recognized Elementary Rural Snohomish ESD 189 Northwest Mukilteo 2 38
School School
4 Charles Francis Adams Recognized High School Rural 68.99 Asotin ESD 123 East Clarkston 5 9
High School
5 Clear Lake Elementary Recognized Elementary Rural 76.14 Skagit ESD 189 Northwest Sedro- 1 39
School School Woolley
6 Clover Park Early Recognized Early 64.80 Pierce ESD 121 Southwest Clover 10 29
Learning Program Childhood/Pre- Park
Kindergarten
7 Des Moines Recognized Elementary Urban 71.99 King ESD 121 Northwest Highline 9 33
Elementary School School
(Old)
8 Educational Recognized Junior/Senior Rural 85.04 Asotin ESD 123 East Clarkston 5 9
Opportunity Center High School
9 Evergreen Elementary Recognized Elementary Rural 71.45 Skagit ESD 189 Northwest Sedro- 2 39
School School Woolley
10 Former John Rogers Non- K-12 Rural Thurston ESD 113 Southwest Olympia 10 22
Elementary School Recognized
11 Grand Coulee Dam Recognized Middle/Junior Rural 88.38 Grant ESD 171 East Grand 4 12
Middle School High School Coulee
Dam
12 Kahlotus Elementary Recognized Elementary Rural 84.19 Franklin ESD 123 East Kahlotus 4 9
and High School School
13 Kent Valley Early Recognized Elementary Urban 90.00 King ESD 121 Northwest Kent 9 33
Learning Center School
14 Marysville ECEAP Recognized High School Rural 91.00 Snohomish ESD 189 Northwest Marysville 2 38
School (Formerly
Msville Mtn View)
15 Marysville Pilchuck Recognized High School Rural 61.16 Snohomish ESD 189 Northwest Marysville 2 39
Senior High School
16 Sherwood Forest Recognized Elementary Rural 100.00 King ESD 121 Northwest Bellevue 9 48
Elementary School School
17 Sunnyside High School Recognized High School Rural 92.74 Yakima ESD 105 East Sunnyside 4 15
18 Talley HS - Secondary Recognized Junior/Senior Rural 98.03 King ESD 121 Northwest Renton 9 37
Learning Center High School
19 Valley View Early Recognized Elementary Urban 80.62 King ESD 121 Northwest Highline 9 33
Learning Center School
20 Weston High School Recognized High School Rural 90.00 Snohomish ESD 189 Northwest Arlington 2 39
21 Woodridge Recognized Elementary Rural 91.06 King ESD 121 Northwest Bellevue 9 41
Elementary School School
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 8
Appendix B: ICOS Building Data
Building
WSSP Year Last
Condi- Year
# Site BuildingID Building Building Profile Inventory Status or Modern-
tion Built
LEED ized
Rating
1 Alderwood MS - Old (New-In- 60735 Building A Gymnasium Non-Recognized 62.64 N 1966 1988
Lieu'd)
2 Alderwood MS - Old (New-In- 60736 Building B Cafeteria/Kitchen Non-Recognized 67.60 N 1966
Lieu'd)
3 Alderwood MS - Old (New-In- 60737 Building C Classroom Building - Slabs On Grade Non-Recognized 67.72 N 1966 1988
Lieu'd)
4 Alderwood MS - Old (New-In- 60738 Building D Wood Shop Non-Recognized 71.77 N 1972
Lieu'd)
5 Cascade Middle School 51345 Building B - District Facility Maintenance and Operations Recognized 90.00 N 1956
6 Challenger Elementary School 56455 Portable 8,9 Portable Non-Recognized N 2014
7 Charles Francis Adams High School 51793 Library Library Non-Recognized 89.91 N 1972 2000
8 Clover Park Early Learning 50209 MPR - ELP2 Gymnasium Recognized 53.46 N 1958 1992
Program
9 Clover Park Early Learning 50210 Nurse - ELP3 Administrative Recognized 48.25 N 1956 2015
Program
10 Clover Park Early Learning 50211 Main Classroom Building - ELP1 Classroom Building - Slabs On Grade Recognized 77.74 N 1992 2015
Program
11 Des Moines Elementary School 55226 Bldg A - Main Building Classroom Building - Multi-Story Recognized 36.94 N 1942 1964
(Old)
12 Educational Opportunity Center 51775 Clarkston School District Office Administrative Non-Recognized N 1953 1990
13 Evergreen Elementary School 51374 Skagit Discovery Center (NWESD) Classroom Building - Slabs On Grade Non-Recognized 86.86 N 1973
14 Former John Rogers Elementary 60606 Main Building Administrative Non-Recognized N 1956
School
15 Grand Coulee Dam Middle School 51990 Annex Classroom Building - Crawl Space Recognized 56.93 N 1955
16 Kent Valley Early Learning Center 55393 Main Building Elementary School - Single Story Non-Recognized 77.51 N 1938
17 Marysville ECEAP School (Formerly 60464 Building D - 400 Building Portable Non-Recognized 88.32 N 1993
Msville Mtn View)
18 Marysville ECEAP School (Formerly 60465 Building B - 600 Building Portable Non-Recognized 87.70 N 1993
Msville Mtn View)
19 Marysville ECEAP School (Formerly 60466 Building A - Office Elementary School - Single Story Non-Recognized 86.14 N 1993
Msville Mtn View)
20 Marysville ECEAP School (Formerly 60469 Building F - 200 Building Portable Non-Recognized 86.99 N 1993
Msville Mtn View)
21 Marysville Pilchuck Senior High 56235 Mech Plant and Former Cafteria - Grounds Recognized 78.88 N 1970
School Bldg E
22 Sunnyside High School 53641 High School 200 Building Classroom Building - Slabs On Grade Recognized 91.38 Y 2010
23 Talley HS - Secondary Learning 56942 Main Building Junior/Senior High School - Multi- Recognized 95.03 Y 2012
Center Story
24 Valley View Early Learning Center 55105 Main Building Classroom Building - Slabs On Grade Recognized 56.59 N 1968
25 Weston High School 54108 Main Building High School - Single Story Non-Recognized 80.22 N 1978
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 9
Instruc- Leased Leased
No. of Gross SCAP Permanent
# Site BuildingID tional Occupied To From Vacant Surplused Classrooms
Floors SqFt SqFt Foundation
SqFt Others Others
1 Alderwood MS - Old (New-In- 60735 1 26,727 26,727 N N N N Y Y
Lieu'd)
2 Alderwood MS - Old (New-In- 60736 1 8,586 8,586 N N N N Y Y
Lieu'd)
3 Alderwood MS - Old (New-In- 60737 1 52,023 52,023 N N N N Y Y
Lieu'd)
4 Alderwood MS - Old (New-In- 60738 1 6,343 6,343 N N N N Y Y
Lieu'd)
5 Cascade Middle School 51345 1 29,041 Y N N N N Y
6 Challenger Elementary School 56455 1 Y N N N N Y 2
7 Charles Francis Adams High School 51793 1 1 Y N N N N Y 1
8 Clover Park Early Learning 50209 1 8,813 Y N N N N Y
Program
9 Clover Park Early Learning 50210 1 1,799 Y N N N N Y
Program
10 Clover Park Early Learning 50211 1 17,801 Y N N N N Y 14
Program
11 Des Moines Elementary School 55226 2 26,436 26,436 26,436 Y N N N N Y 12
(Old)
12 Educational Opportunity Center 51775 1 1 Y N N N N Y 3
13 Evergreen Elementary School 51374 1 1 Y N N N N Y 1
14 Former John Rogers Elementary 60606 1 N N N Y N Y 6
School
15 Grand Coulee Dam Middle School 51990 1 6,552 6,552 6,552 Y N N N N Y
16 Kent Valley Early Learning Center 55393 1 1 Y N N N N Y 14
17 Marysville ECEAP School (Formerly 60464 1 3,456 3,456 Y N N N N Y 4
Msville Mtn View)
18 Marysville ECEAP School (Formerly 60465 1 2,304 2,304 Y N N N N Y 2
Msville Mtn View)
19 Marysville ECEAP School (Formerly 60466 1 3,062 3,062 Y N N N N Y 2
Msville Mtn View)
20 Marysville ECEAP School (Formerly 60469 1 3,312 3,312 Y N N N N Y 2
Msville Mtn View)
21 Marysville Pilchuck Senior High 56235 1 14,892 1,436 1,436 N N N Y N Y
School
22 Sunnyside High School 53641 1 28,360 28,360 28,360 Y N N N N Y 12
23 Talley HS - Secondary Learning 56942 2 70,831 70,831 70,831 Y N N N N Y 19
Center
24 Valley View Early Learning Center 55105 1 31,411 31,411 15,157 Y N N N N Y 4
25 Weston High School 54108 1 33,323 33,323 Y N Y N N Y 11
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 10
Appendix C: ICOS Data Glossary
The following glossary is a collection of available datasets within ICOS, which includes additional data sets
than those included in Appendix A and Appendix B. This is not a complete glossary of ICOS data sets.
APP Year: The APP year of a building based on a 30-year lifecycle.
Assembly Spaces: A room designed and equipped for the assembly of many persons for such events as
dramatic, musical, devotional, livestock judging, or commencement activities. Includes theaters, concert halls,
stages and related service areas such as checkrooms, coatrooms, projection rooms, storage areas, control
rooms, etc.
Asset Preservation Program: The Asset Preservation Program (APP) is a systematic approach to ensure
performance accountability, promote student health and safety by maintaining and operating building systems
to their design capacity, maintain an encouraging learning environment, and extend building life, thus
minimizing future capital needs.
Building: A building is one continuous enclosed structure that may or may not be connected with other
structures by passageways. It includes the structure itself with all plumbing, sanitary, heating, ventilation,
mechanical, and electrical systems in the structure, as well as all fixed equipment.
Building Condition Rating: A systematic rating of common building components based on Uniformat coding
with five major Assemblies: Substructure, Shell, Interiors, Services, and Furnishings. Under the five major
Assemblies are sub-assemblies and components. The BCA scoring consists of ratings at the component level
with choices that include excellent, good, fair, poor and unsatisfactory.
Building Conditions Score: The individual component scores are weighted and combined to produce a total
building condition score based on a 100-point scale.
Building Profile: The profile defines or identifies the primary use of a building.
Building Type: Defined as either "permanent" or "portable" construction.
Building ID: A unique identifier of buildings within ICOS.
Classrooms: A room used primarily for instruction classes and that is not tied to a specific subject or
discipline by equipment in the room or the configuration of the space. Includes lecture rooms, group music
rooms, lecture-demonstration rooms and seminar rooms.
Condition Review Status: Describes the current status of a building condition rating. Options include Not
Required (some buildings do not require yearly ratings), Required (APP buildings require a yearly Building
Condition Assessment) , District Reviewed (district staff have completed a Building Condition Assessment for
the current reporting year), WSU Certified (WSU has completed a certified Building Condition Assessment for
the current reporting year), and BCA Certified (a consultant has professionally certified a Building Condition
Assessment for the current reporting year).
Congressional District: A congressional district is an electoral constituency that elects a single member of
Congress. A congressional district is based on population, which is taken using a census every 10 years.
County: the Washington state county where a facility is located.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 11
Covered Play Spaces: Facilities providing covered play space required to be counted as 1/2 area by School
Facilities Procedures Manual, Chapter 3
Educational Service District (ESD): Primarily a support agency that delivers educational services that can be
efficiently or economically performed regionally. The state of Washington has nine regional ESD’s.
Food Service Spaces: Rooms used for dining and related storage and preparation.
General Support Spaces: Rooms used for building services. Includes data processing areas, maintenance
areas, vehicle storage areas, central receiving areas, and related service areas such as supply storage areas,
closets, equipment rooms, etc.
Gross Sq. Ft: The total gross square feet for the building as measured from finished outside face-of-stud to
finished outside face-of-stud. The following areas shall not be included in any calculation of gross square feet:
exterior covered walkways, cantilevered or supported; exterior porches, including loading platforms; and roof
overhangs.
Includes Skill Center: Skill centers are regional secondary schools that serve high school students from
multiple school districts. They provide instruction in preparatory programs that are either too expensive or too
specialized for school districts to operate individually.
Instructional Space: The total square feet in a building used primarily, or exclusively, for instruction and/or
instructional support (mechanical and storage space included). Portables, if used for instruction, should also
be counted as instructional space. School facility space that is under lease per the provision of RCW
28A.335.040 is considered to be available for instructional space and shall be included in the instructional
space inventory. The following areas shall not be included in any calculation of gross instructional square feet:
exterior covered walkways, cantilevered or supported; exterior porches, including loading platforms; areas
located above instructional spaces which are either vacant or primarily housing mechanical and/or electrical
equipment; space used by central administrative personnel; and stadia and grandstands.
Inventory Status: Describes the current status of a building or facility in terms of SCAP eligibility. Recognized
inventory contains SCAP Recognized Square Feet per WAC 392-343-019.
Laboratories: Rooms used for classes, which require special purpose equipment for student participation,
experimentation, observation or practice in a field of study. Includes science labs, language labs, music
practice rooms, computer and keyboard labs, and vocational labs.
Latitude: The latitudinal value of the location of a facility.
Learning Resource Spaces: Rooms used for the production and distribution of audio-visual, radio and TV
materials and for the operation of equipment for TV studios, radio studios, graphic library, tape library, control
room, video tape recorder room, and recording room.
Legislative District: State legislative districts are the areas from which members are elected to state or
equivalent entity legislatures.
Library Spaces: Rooms used to provide storage for books and audio-visual materials and areas for individual
study. Includes reading rooms, study rooms, circulation desk, card catalog, microfilm processing, and audio-
visual record playback areas.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 12
Longitude: The longitudinal value of the location of a facility.
Lower Grade: The lowest grade level receiving instruction at a school.
Non-Assignable Spaces: Rooms or space not available for assignment to an occupant or for a specific use,
but necessary for the general operation of a building (building services, circulation, and mechanical that are
used to support the building's general operation).
Non-Recognized Building: Non-recognized buildings are ineligible for state-assistance per WAC 392-343-019.
Number of Floors: A count of all levels that can be occupied including basements. This may include an
occupied mezzanine in shops and gyms but is not intended to include mechanical mezzanines, attics, or crawl
spaces.
Office Spaces: Rooms used by faculty, staff or students working at desks and rooms used for non-class group
meetings. Includes offices, conference rooms and related service areas such as vaults, mimeograph rooms,
interview rooms, office supply rooms, closets, etc.
Physical Education Spaces: Rooms used for physical education and athletics. Includes gymnasium, basketball
courts, handball courts, swimming pool, wrestling rooms, etc. and related service areas such as locker rooms
and associated lavatories. Excludes spectator seating, ticket booths, etc.
Portables: A count of the number of portables contained at a facility or district.
Recognized Buildings: A building that is eligible for state-assistance per WAC 392-343-019.
SCAP Sq Ft: Total gross instructional square feet recognized by OSPI for the administration of the School
Construction Assistance Program.
School Code: A four-digit code assigned to the school by OSPI.
School District: A school district is a form of special-purpose district, which serves to operate local public
primary and secondary schools, for formal academic or scholastic teaching.
Service and Support: Service areas directly related to instruction, such as projection rooms, preparation
rooms, resource rooms, coatrooms, and rooms used to store classroom, laboratory, P.E. and library supplies
and equipment.
SFO Region: The School Facilities & Organization Regional Coordinator regions, defined as Northwest,
Southwest, and Eastern Washington.
Site: A single site or contiguous adjacent site(s) where typically a building, or buildings, provide or support
educational activities. A site is commonly referred to as a "school" and has a unique identification number
assigned by OSPI. The identification number should not to be confused with a “school code,” and a site may
contain more than one school code. Vacant land owned by the district may also be defined as a site.
Site Acres: The total acreage of a school site.
Site Class: A designation of urban or rural.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 13
Site Condition Rating: A condition rating of a school site on a 100-point scale, calculated from the Building
Condition Assessment.
Site ID: A unique identifier of sites within ICOS.
Site Inventory Status: Describes the current status of a building or facility in terms of SCAP eligibility.
Recognized inventory contains SCAP Recognized Square Feet per WAC 392-343-019.
Site Type: The site profile type defines or identifies the primary use of a facility.
Student Services: Rooms used by students for health services, clubs, counseling, etc. Includes counseling
rooms, lounge areas, detention rooms, student health and related service areas, such as closets, equipment
rooms, dispensaries, etc.
Upper Grade: The highest-grade level receiving instruction at a school.
Year Built: The year that a building was originally built.
Year Last Modernized: The year the building was last modernized using SCAP funding assistance.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 14
Appendix D: School District Survey Results
Q1: Do you currently have a space and/or site available for a new early learning facility?
Answer Choices Response % Response Count
Yes 22.22% 20
No 77.78% 70
TOTAL 100.00% 90
Q2: Is the surplus building currently in use?
Answer Choices Response % Response Count
Yes 50.00% 10
No 25.00% 5
N/A 25.00% 5
TOTAL 100.00% 20
Q3: Is the space(s) being used for early learning or school-age programs?
Answer Choices Response % Response Count
Early Learning 50.00% 5
School-age, before/after school 10.00% 1
Both 20.00% 2
Neither or N/A 20.00% 2
TOTAL 100.00% 10
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 15
Q4: When was the space(s) last used for any type of birth-to-five or school-aged learning programming?
# Response
The space identified will be vacated in Fall of 2021. At this time the surplus space will need to be
renovated, upgraded to meet the Head Start/ECEAP specifications which required significant money. We
1
currently only serve 31% of our Head Start/ECEAP eligible families. Kelso NEEDS support to make this
happen. We just completed $4 million in cuts and we were a "loser" with the McCleary funding.
2 Currently in use as a preschool.
3-4 used continuously; ECAP program (lost funding); now PK program supported through District levy
3
funds.
4 June 2019.
5 I am not exactly sure. But I believe it was still in use as a middle school for the 2015-16 school year.
6 Has only been used as K-8 classrooms.
7 2013-2014.
8 We have bare land that could accommodate a site.
Q5: What type of surplus building do you have?
Answer Choices Response % Response Count
Portable 12.50% 2
Permanent Facility 81.25% 13
Neither or N/A 6.25% 1
TOTAL 100% 16
Q6: How many potential classrooms are in the building?
# Classrooms # Classrooms # Classrooms # Classrooms # Classrooms
1 20 4 1 7 2 10 6 13 3
2 4 5 1 8 2 11 6 14 4
3 1 6 1 9 12 12 2 15 6
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 16
Q7: What is the gross square footage of the building?
# Gross Sq Ft # Gross Sq Ft # Gross Sq Ft
1
1 55,000 6 12,000 15,000
1
1
2 30,000 7 14,480 10,000
2
1
3 850 8 400 6,000
3
4 900 9 28,000
1
5 700 48,000
0
Q8: Based on your estimate, how would you categorize the condition of the building?
Answer Choices Response % Response Count
Ready for instructional use 50.00% 8
Minor repairs needed 12.50% 2
Minor or major renovations needed 25.00% 4
Tear down/new construction needed 12.50% 2
TOTAL 100.00% 16
Q9: If the space is unused, what type of resources would you need to convert it into an early learning facility?
# Response
1 Roof and HVAC with minor repairs to meet Head Start/ECEAP guidelines.
2 $2 million
3 All new/updated systems like power, plumbing and data. Would need a new roof and major remodeling.
4 The main question would be its seismic compliance.
5 Reconnect plumbing Roof Carpet
6 Funding
7 We would need funding for design, site improvements, construction, etc.
SCHOOL DISTRICT INVENTORY DATA ASSESSMENT 17
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