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School Construction Resource Manual, 2013
- 1. Facilities Planning [Go to Page]
- a. The Importance of Planning
- b. Long-Range Planning [Go to Page]
- (1) Planning Philosophy [Go to Page]
- (a) Community Aspirations and Goals [Go to Page]
- A study should be made to review the area’s history, traditions, socioeconomic conditions, and projections for the future in terms of interests and willingness to pay for new facilities. Needs assessments, Right-Sizing data, and other survey instrume...
- (b) Education Goals [Go to Page]
- The lifestyle of a community will reflect an affinity to certain subject areas and vocations, such as the arts, sciences, career and technical education, or perhaps languages. In addition to the basic Core subjects required by the State Board of Educ...
- (c) Identify the Most Suitable Grade Organization [Go to Page]
- There may be several solutions regarding grade organization and attendance areas in a school district or charter school, depending on the philosophy and character of the educational program, distribution of pupil homes, and the capacity, location, and...
- (d) Long-Term Economy [Go to Page]
- A good long-range plan is geared to long-term economy in capital outlay, maintenance, and operation. Such a plan provides maximum space utilization and keeps costs of operation, maintenance, transportation, supervision, and administration to a minimu...
- (e) Flexibility [Go to Page]
- Any long-range plan must provide for the foreseeable as well as provide allowances for the unforeseeable. The plan should be devised so as to leave as many alternatives as possible open to future boards of education. For example, if a school distric...
- (2) Enrollments
- (3) Survey of Existing School Facilities [Go to Page]
- (a) Educational Adequacy [Go to Page]
- Several items need to be checked when considering educational adequacy for the future. Is the site large enough for the educational program? Are special facilities needed to house unique local programs? Does the school district or charter school ha...
- (b) Right-Sizing – Building Physical Condition Evaluation [Go to Page]
- Providing proper sizing and types of spaces are critical to facility successes. As a result of the November 2008 State Legislative Auditor’s office publishing the results of the Performance Audit of School Building Construction, and the USOE review o...
- One portion of the audit recommended that school districts apply the USOE recommended guidelines for square feet per student. The School Finance section at the USOE, which is charged with oversight of school construction, determined that the “Per Stu...
- The right-sizing committee comprised of individuals from the USOE, school districts, and architectural firms were charged with reviewing and determining if the guidelines needed to be updated to be in line with current standards, codes, rules, statute...
- The committee determined the best process to follow would be to:
-  Develop an instructive narrative explaining the best practices for school programming.
-  Gather data through surveys to LEAs regarding spaces of school facilities throughout the state; compiling the information to determine high and low parameters to recommend, as well as averages for various spaces.
-  Work to gather regional and national data about school facility spaces, comparing them to well-functioning schools in Utah, and about Utah school facilities to determine if any spaces would need to be reexamined in the future.
- DEVELOPING SCHOOL RIGHT-SIZING PRACTICES
- Survey data for facilities were assembled and analyzed to determine criteria such as historical minimums, historical maximums, weighted averages, variances, etc.
- The results involve changes to the USOE SP-5 Final Plans Data on Proposed School Facilities form used for reporting new construction and renovations to existing facilities. The modified SP-5 form includes tables to add specific details regarding quan...
- (c) Temporary Housing [Go to Page]
- In some school districts or charter schools, a peak enrollment period will be predicted, will in fact occur, and will be followed by an enrollment decline. In other districts or charters, growth may be so rapid that permanent construction does not ke...
- (d) Orderly Replacement of Facilities [Go to Page]
- Long-range planning should provide for the orderly replacement of all school facilities over a period of 50 to 75 years. General obligation bonding, voted capital property tax levies, or use of capital outlay reserve funds are methods which may be us...
- (4) Fiscal Ability Projections [Go to Page]
- A long-range building program should be geared to the financial ability of the school district or charter school. It should be realistic and practical from the standpoint of public acceptance but should not compromise desirable goals and sound educat...
- For school districts to make accurate forecasts of their capital outlay financial abilities, it is necessary to project assessed valuations, bonding ability, reserve fund potential, debt service, and estimated state and other building aid. These comp...
- (5) District or Charter School Advisory Committees
- (6) Priority of Building Projects
- (7) When You Are Ready to Begin Construction
- (8) Maintaining Facilities
- 2. School District Building Official Charter School Board Building Officer and School Construction Inspection [Go to Page]
- a. Selection and Role
- b. Coordination [Go to Page]
- (1) Public School District Construction Inspection [Go to Page]
- (a) Procedure for School District Using Independent Properly Licensed and Certified Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (b) Procedure for School District Using Properly Licensed and Certified School District Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (c) Procedure for School District Using Properly Licensed and Certified Local Municipal or County Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (2) Charter School Construction Inspection [Go to Page]
- (a) Procedure for Charter Schools Using Independent Properly Licensed and ICC Certified Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (b) Procedure for Charter School Using Properly Licensed and Certified School District Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (c) Procedure for Charter School Using Properly Licensed and Certified Local Municipal or County Building Inspector [Go to Page]
- (i) Monthly Inspection Summaries
- (ii) Final Inspection Certification
- (iii) Certificate of Occupancy
- (3) School Districts—Surplus Property
- (4) School Construction Limitations of Municipalities and Counties
- c. Responsibilities [Go to Page]
- (1) Inspection Records
- (2) Inspection Requests
- (3) Approval Required
- 3. School Facility Site Selection and Development [Go to Page]
- a. Long-Term Planning
- b. Size and Location [Go to Page]
- (1) General Soil Conditions
- (2) Site and Surroundings
- (3) Community Use
- (4) Hazards
- (5) Health and Safety
- c. Pupil Transportation Safety Considerations in School Site Selection and Planning [Go to Page]
- (1) Identifying and Avoiding Safety Hazards
- (2) Donated School Sites
- (3) Site Selection Timing
- d. Geologic Hazards and Soils Reports
- e. Environmental Impact Statement (Level 1)
- f. Stormwater Pollution Prevention Plan (SWPPP)
- g. Site Acquisition and Development
- h. New School Construction Coordination [Go to Page]
- (1) Coordination with Counties, Cities and Towns
- (2) Coordination with Utah Department of Transportation
- (3) Coordination with Utilities Providers
- i. School Site Selection Summary
- 4. Plan Development [Go to Page]
- a. Education Specifications [Go to Page]
- (1) Written Education Specifications
- (2) Format and Language
- (3) Not Design Solutions
- (4) Developed by the Planning Team with Consultant Help
- b. Planning Using Education Specifications
- c. Designing Safe, Secure Schools [Go to Page]
- (1) Perimeter of School Grounds
- (2) Parking Areas
- (3) Building Exterior
- (4) Building Interior
- (5) Communications
- d. Selecting an Architect-Engineer [Go to Page]
- (1) Annual Statement of Qualifications and Performance
- (2) Request for Statements of Interest
- (3) Small Purchases of Architect-Engineer Services
- (4) Architect-Engineer Selection Committee
- e. School Facility Design [Go to Page]
- (1) Site Planning and Design
- (2) Building Schematic Design
- (3) Design Development—Selection of Systems and Materials
- (4) Construction Documents
- f. The Architect’s Ongoing Role
- g. School District Building Official (SDBO) or Charter School Building Officer (CSBBO) and State Fire Marshal Plan Review at Schematic Phase
- 5. Plan Review/Value Engineering [Go to Page]
- a. Coordination With Cities and Counties
- b. Value Engineering and Life-Cycle Costing at Design Development Completion [Go to Page]
- (1) Value Engineering
- (2) Life-Cycle Costing
- c. Structural Peer Review of Plans at Ninety Percent Completion
- d. USOE Role in the Review Process
- e. Energy Code Plan Review [Go to Page]
- Note: Relationship Between ASHRAE/IESNA Standard 90.1-2004, the Model Energy Code, and the IECC
- f. Certified Plans Examiner Review
- g. School District Building Official/Charter School Board Building Officer and State Fire Marshal Plan Review
- h. State Fire Marshal Inspections
- i. State Risk Management Plan Reviews
- j. Local Health Department Plan Review
- 6. Procurement (Bidding) Process [Go to Page]
- a. Preparation
- b. Bid Documents
- c. Bid Advertisement
- d. Deposits
- e. Insurance [Go to Page]
- (1) Insurance Provided by the Owner
- (2) Insurance Provided by Contractors
- f. Addenda
- g. Bid Opening
- h. Awarding the Contract
- i. Procurement (Bidding) Process Summary
- j. Purchasing Specifications and Procedures [Go to Page]
- (1) Functional or Performance Specifications
- (2) Design Specifications
- (3) Brand Name or Equal Specifications
- (4) Contractor-Developed Specifications
- (5) Chief Procurement Officer Duties in Maintaining Specifications
- (6) Utah Antitrust Law
- (7) Preference for Commercially Available Products
- (8) Nonrestrictiveness Requirements
- (9) Procedures for Developing Specifications
- (10) Use of Proprietary Specifications
- (11) Rules Regarding Use of Functional or Performance Descriptions
- (12) Rules Regarding Brand Name or Equivalent
- (13) Conditions for Use of Sole Source Procurement
- (14) Facilities Construction Emergency Procurement
- (15) Sole Source and Emergency Procurement Records of Contracts Retention
- (16) Documents and Documentation
- (17) Statement of Interest and Qualifications (SOIQ)
- (18) Request for Proposal (RFP) Procurement Selections
- (19) Construction Manager/General Contractor (CM/GC) Agreement
- (20) Cost Plus a Percentage of Cost Procurement Prohibited
- (21) Felony to Accept Emolument
- (22) U.S. Citizenship Verification
- (23) Federal Funds Used in Projects and Debarment Verification
- 7. Inspection Process [Go to Page]
- a. Building Code Inspection Guidelines [Go to Page]
- (1) Required Inspections [Go to Page]
- (a) Foundation Inspection
- (b) Concrete Slab or Under-Floor Inspection
- (c) Sheathing and Shear Inspection
- (d) Frame Inspection
- (e) Lath or Gypsum Board Inspection
- (f) Final Inspection
- (2) Special Inspections
- (3) Continuous and Periodic Special Inspections
- (4) Approved Fabricators
- (5) Structural Observations
- (6) Nondestructive Testing
- (7) Prefabricated Construction
- b. Other Inspection Guidelines: Plumbing, Mechanical, and Electrical [Go to Page]
- (1) Plumbing Inspections
- (2) Mechanical Inspections
- (3) Electrical Inspections
- (4) Energy Inspections
- (5) ADA Inspections
- c. Foundations and Retaining Wall Inspections and Test
- d. Boiler and Pressure Vessel Regulations and Inspection
- e. Final Inspection
- 8. Emergency Preparedness Planning Guide for Utah Public Schools [Go to Page]
- 2. POLICY [Go to Page]
- 2.1. EMERGENCY PREPAREDNESS PLANNING AND RESPONSE
- 2.2. SCHOOL DISTRICT EMERGENCY MANAGEMENT RESPONSIBILITES
- 2.3. CHARTER SCHOOL EMERGENCY MANAGEMENT RESPONSIBILITES
- 2.7. HAZARD ANALYSIS
- 2.8. COMPONENTS OF AN ALL-HAZARD EMERGENCY PREPAREDNESS PLAN
- 2.9. RESPONSIBILITIES OF LEA AND COMMUNITY STAFF
- 3. PLANNING GUIDELINES FOR SPECIFIC HAZARDS [Go to Page]
- 3.1. COMMUNICATIONS PLAN FOR ANY HAZARD SITUATION
- 3.2. EMERGENCY EVACUATION
- 3.3. BOMB THREATS
- 3.4. CIVIL DISTURBANCE
- 3.5. ASSISTING PERSONS WITH DISABILITIES
- 3.6. EARTHQUAKES
- 3.7. FIRE ALARM PROCEDURE
- 3.8. FIRE AND FIRE DRILL PROCEDURES
- 3.9. FLOODS
- 3.10. HAZARDOUS MATERIALS
- 3.11. SHELTER-IN-PLACE
- 3.12. MEDICAL EMERGENCIES
- 3.13. UTILITY FAILURE
- 3.14. WIND AND OTHER TYPES OF SEVERE WEATHER
- APPENDIX A [Go to Page]
- Rule R277-400. School Emergency Response Plans.
- APPENDIX B [Go to Page]
- SHELTER AND MASS CARE FOR NATURAL AND TECHNOLOGICAL HAZARDS
- APPENDIX C [Go to Page]
- EMERGENCY PREPAREDNESS EDUCATION FOR PRIMARY GRADES, INTERMEDIATE AND SECONDARY GRADES
- APPENDIX D [Go to Page]
- PREVENTING AND RESPONDING TO VIOLENCE
- 3. THREAT ASSESSMENT
- 4. CRISIS PLANNING AND PREPARATION
- APPENDIX E [Go to Page]
- SAMPLE EMERGENCY PREAREDNESS FORMS AND RESOURCES [Go to Page]
- Person in Charge of School: Alternate: [Go to Page]
- STAFF ASSIGNMENTS
- All teachers are to stay with classroom groups or assigned neighborhood groups.
- Notify the following from an offsite location:
- Emergency assistance; 911 or_______________________________________
- Security:_________________________________________________________
- Superintendent/Board Chair:___________________________________________________
- Transportation____________________________________________________
- Search halls, restrooms, common areas, and kitchen.
- Replacements for missing or injured teachers.
- Provide medical assistance.
- Shut off power, gas, and water.
- Notify the following as appropriate: [Go to Page]
- PTA or other Parental Volunteer Group Evacuation Leader
- Name________________________ Phone________________________
- PTA or other Parental Volunteer Group Evacuation Alternative Leader
- Name________________________ Phone________________________
- Activate CALLING TREE:
- Post premade signs and direct the public.
- Lead students and teachers to alternate site.
- Emergency Equipment
- Other:
- Person in Charge of School: Alternate: [Go to Page]
- STAFF ASSIGNMENTS
- Notify Superintendent/Board Chair:
- Notify as appropriate:
- PTA Evacuation Leader [Go to Page]
- Name______________________ Phone___________________________
- PTA Evacuation Alternate
- Name_____________________ Phone____________________________
- Call students and teachers to prearranged inside locations.
- Post premade signs and direct the public.
- Sign out students to responsible adults.
- Emergency Equipment [Go to Page]
- IF A LONG-DURATION STAY IS REQUIRED:
- Trauma, shock, medical care
- Provide light and warmth
- Food arrangements
- Sleeping accommodations
- Internal communication/morale [Go to Page]
- Other:
- 9. Indoor Air Quality [Go to Page]
- a. Air Filtration Improvement
- b. Outside Fresh Air Intake, HVAC Air Handlers, and Building Exhaust Systems
- c. Pollution Source Management
- d. Responding to Occupant Complaints
- 10. Hazardous Waste [Go to Page]
- a. Hazardous Waste Laws, Regulations and Rules
- b. The Hazardous Waste Regulatory System [Go to Page]
- (1) "Listed" Wastes
- (2) "Characteristic" Wastes
- c. Material Safety Data Sheets
- d. Labeling Chemicals
- e. Categories of Hazardous Waste Generators
- f. Typical Waste Materials in LEAs
- g. Managing Hazardous Waste On-Site [Go to Page]
- (1) Storing Hazardous Waste On-Site
- (2) Preparing for and Preventing Accidents
- (3) "Good Housekeeping" and a Safe Environment
- h. When You Need Help
- 11. Legal Liability in Building Maintenance and Operations
- 12. Facility Graffiti Removal and Prevention
- 13. Radon Gas in Facilities [Go to Page]
- a. Health Risks of Radon
- b. Radon Detection
- c. Reducing High Levels of Radon
- 14. Asbestos Removal/Containment in Facilities [Go to Page]
- a. Characteristics of Asbestos
- b. Uses of Asbestos
- c. Friable vs. Non-Friable ACBM
- d. Categories of Asbestos-Containing Building Materials
- e. Summary Key Points About Asbestos
- f. Asbestos Health Risks [Go to Page]
- (1) Relative Hazards of Asbestos Exposure
- (2) The Respiratory System
- g. Asbestos-Related Diseases [Go to Page]
- (1) Asbestosis
- (2) Lung Cancer
- (3) Esthetical
- (4) Other Diseases
- h. EPA Policy for Asbestos Control in Schools
- i. Local Education Agency (School District and Charter School) Responsibilities
- j. AHERA Inspections
- k. The Management Plan
- l. Re-Inspections and Periodic Surveillance
- m. The Operations and Maintenance Program
- n. Handling and Disposing of Asbestos Waste
- o. Training and Accreditation [Go to Page]
- (1) Designated Person Training
- (2) Training for Maintenance and Custodial Workers
- p. Accredited Personnel
- q. Record Keeping
- r. Related Regulations
- 15. The Americans with Disabilities Act (ADA)
- 16. Roof Inspection Management and Maintenance [Go to Page]
- a. Establishing a Roof Inspection Management and Maintenance Program
- b. Methods of Program Development
- c. Roof Inspection Procedures
- d. Earthquakes and Roofing
- 17. Underground Natural Gas Piping
- 18. Relocatable (Portable Classroom) Building Issues
- 19. Outdoor Learning Play Centers and Playgrounds [Go to Page]
- a. Play Equipment
- b. Hard-Surface Games and Sand Play Areas
- c. Field Games
- d. Outdoor Classroom Areas
- 20. Fire Extinguishing Systems Inspection and Test
- 21. Fire and Structural Wall Identification
- 22. Nonstructural Earthquake Hazards
- 23. Storage of Flammable and Combustible Liquids [Go to Page]
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