The terms listed below are used throughout this manual:  

• "Biennium" refers to the two-year state budget period used for appropriations and grant funding
• "[School] Board" refers to the local board of directors of a school district
• "Capital Project" refers to a project involving the acquisition, construction, modernization, replacement or major renovation of school facilities
• “District” refers to a local school district 
• "Educational Specifications" refers to the document describing a district's education program requirements and how a facility is intended to support those needs
• "Eligible Area" refers to the square footage or space recognized by OSPI for purposes of determining state funding assistance
• "Housed Students" refers to students who can be accommodated within the school district's existing SCAP-recognized instructional space. See also "SCAP," "Unhoused Students," and "Overbuilt"
• "Instructional Space" refers to space used directly to support educational programs and student learning activities
• "Modernization" refers to the renovation or improvement of an existing school facility to extend its useful life, improve functionality, or address deficiencies
• "New Construction" refers to the construction of a new school facility or addition that creates new instructional space
• "Overbuilt" refers to a school district whose SCAP-recognized space exceeds the amount of space justified by enrollment and applicable state space allocation formulas. See also "SCAP," "Housed Students," and "Unhoused Students"
• "Project Approval" refers to OSPI's authorization for a district to proceed with a project phase or receive state funding assistance
• “OSPI” refers to the Office of the Superintendent of Public Instruction 
• “RCW” refers to the Revised Code of Washington.  
• “Regional Coordinator” refers to an OSPI staff member who serves as a facilitator and compliance advisor, helping school districts navigate program requirements and funding processes, especially the School Construction Assistance Program
• “SBE” refers to the State Board of Education 
• "SCAP" refers to the School Construction Assistance Program, a state funding program that provides financial assistance for eligible school construction and modernization projects. 
• "SFO" or "SF&O" refers to the OSPI's School Facilities and Organization office
• "State Funding Assistance" refers to state financial participation in eligible school facility projects administered by OSPI
• “Shall” or “must” indicates a mandatory or legal requirement 
• "Study and Survey" refers to the districtwide planning process required for participation in certain state funding programs and used to identify long-range facility needs
• "Unhoused Students" refers to students who cannot be accommodated within the school district's existing SCAP-recognized instructional space and therefore represent an unmet capacity need. See also "SCAP," "Unhoused Students," and "Overbuilt"
• “WAC” refers to the Washington Administrative Code 

Washington State Superintendent of Public Instruction

The Superintendent of Public Instruction is a constitutionally authorized, nonpartisan, elected executive officer of the State of Washington. The State Superintendent is elected for a term of four years.  

The School Facilities and Organization (SFO) Section of OSPI

The School Facilities and Organization section of OSPI is responsible for administering the state’s K-12 capital grant programs for local school districts and assists with state policy development in the areas of facility management and capital projects.  

State and Local Responsibilities

School districts and OSPI have distinct responsibilities in planning, developing, and funding school facilities. District boards of directors are responsible for determining the type and configuration of facilities needed to serve their students. OSPI is responsible for administering state school facilities assistance in accordance with applicable statutes, rules, appropriations, and program requirements.

State assistance is intended, insofar as possible, to promote equitable access to capital resources and educational opportunities while providing a level of state support consistent with available funding. Districts may need to provide local funds in excess of state assistance to complete facilities consistent with their educational specifications and local priorities.

School Districts 

A school district is a territory under the jurisdiction of a single governing board designated and referred to as the board of directors. See RCW 28A.315.025. 

The school district board of directors is the primary agency with the responsibility and authority to determine the type of school facilities it desires for the district. It is also the contracting agent in procuring the services of consultants, design professionals, and contractors to assist in construction.  

School district administration, faculty, staff, and students play a major role in planning school facilities consistent with their specific skills and knowledge.  

OSPI Regional Coordinators

Regional Coordinators are a district's primary point of contact for the School Construction Assistance Program (SCAP) and other grant programs administered by OSPI's School Facilities and Organization (SF&O) office. They provide technical assistance and guidance to school districts regarding state funding opportunities, program requirements, eligibility, and compliance with state laws and regulations.

Regional Coordinators work with school administrators, boards of directors, consultants, architects, and engineers to help districts understand funding options, long-range facilities planning requirements, project eligibility, application procedures, and state funding processes.

School districts are encouraged to contact their Regional Coordinator early in the planning process to discuss facility needs, funding options, and project eligibility requirements.

See section 003: Regional Coordinators and District Assignments for more information. 

Educational Service Districts 

The State of Washington is divided into nine educational service districts (ESD’s) that can provide cooperative and informational services to local school districts. Districts can also hire private project management firms.  

Consultants 

The process of developing a school facility is demanding and time-consuming and requires specialized expertise not commonly found with a school district’s staff. School districts typically look to independent consultants for the resources to fulfill their building project needs.  

The planning, design, and construction of a school facility typically involve many of the following consultants:  

• Educational planning consultants to provide expertise in defining facility program needs, functions, and space requirements.  
• Financial planning consultants, bond counsel, and investment banking firms to advise and structure bond issues, investments, and cash flow requirements. 
• Architectural and engineering design consultants and specialized sub-consultants, as needed, to provide design solutions to the school districts expressed needs within an agreed budget and schedule.  
• Project manager or construction program manager to provide leadership in meeting schedules, cost, and program objectives, and to assist in project budgeting, scheduling, construction cost estimating, formulating design and construction strategies, and construction oversight.  
• Other specialized technical consultants, as may be required, for surveying, soils analysis, environmental analysis, value engineering, constructability reviews, building commissioning, as well as asbestos and hazardous materials identification.  

The team of varied disciplines should have clearly defined responsibilities and authorities. It is necessary to coordinate continuously to achieve an integrated design, avoid duplication of effort, and to monitor work necessary for the total project. This coordination should be undertaken by a capable construction manager, whether in-house or on a consulting basis.  

Citizens 

Citizens play a key role in the schools in their community and should be encouraged to participate in school planning activities as early as possible.  

Other Governmental Agencies 

Other state and local agencies, such as health departments, fire marshals, building authorities, and zoning boards, have specified roles in planning or reviewing school facility plans where they have authority.  

OSPI Regional Coordinators (RCs) manage the SCAP process, including calculating SCAP eligibility for school districts and reviewing and approving Study and Survey submissions and D-Form applications. They also work with districts to evaluate how their SCAP eligibility can best be used, identify potential project options and timing, and navigate the requirements and milestones of the program.

Districts are encouraged to contact their Regional Coordinator early in the planning process—often as early as pre-bond planning—to discuss their SCAP eligibility and potential funding strategies. Regional Coordinators are available throughout the process to answer questions, address concerns, and help districts navigate SCAP.

Regional Coordinators divide the state into three regions: Northwest, Southwest, and Eastern. See below to determine which region serves your district.

TAC is the culmination of a two-year effort to reconstitute the School Facilities Advisory Board (SFAB). TAC is comprised of members appointed by OSPI and was initially impaneled by transition of the SFAB membership into TAC. TAC members represent various organizations and industries involved with the construction and preservation of schools. TAC is responsible for: 

•    Promoting cost effective planning, design, and construction of public schools in order to achieve reduced maintenance and operation costs.
•    Providing expertise and advice on technical matters related to the construction, modification, and maintenance of school facilities throughout the state.
•    Facilitating communication between OSPI and professional organizations on technical issues.
•    Representing field conditions and school districts.
•    Recommending changes to enhance and improve service to school districts.

See the School Facilities Advisory Groups page on the OSPI website for more information.
 

CAP advises and makes recommendations to OSPI regarding: 
•    School facilities.
•    Funding for school construction.
•    Joint planning and financing of educational facilities.
•    Facility plans and programs for non-high school districts.
•    Determinations of remote and necessary schools.
•    Citizen Advisory Panel Membership Requirements
See the School Facilities Advisory Groups page on the OSPI website for more information.

Education Data System 

ICOS runs under the Education Data System, a centralized suite of web-based applications regarding educational data, which is administered by data security managers for each organization and maintained by OSPI. For more information on EDS, access Education Data System Administration (EDS).

Follow the steps for EDS Setup and ICOS Access: 

1. EDS Setup— Before access can be granted to an ICOS profile, an individual must first set up a free EDS account, via the EDS website.
2. ICOS Access—Once an EDS account has been created, access to a school district or tribal school’s ICOS account can only be granted through that organization. 

Local funding sources will be required to receive state funding assistance. Sources of local funding may include voter-approved capital levies and bonds, impact fees, mitigation payments, interest income from the capital project fund, transfers from the district’s general fund (with OSPI approval). 

Enrollment Projections

The OSPI “K-Linear Cohort Projection” model is used along with the space allocations described in this section to make the determination of eligibility.

K-Linear Cohort Projection Model

The K-Linear cohort projection model estimates future enrollment by tracking how groups of students (cohorts) historically progress from one grade to the next using average "survival ratios" (for example, the percentage of first graders who become second graders the following year). These ratios are applied to current enrollment to project grades 1-12, while kindergarten--because it has no preceding grade that is factored--is projected separately using a linear trend based on historical kindergarten enrollment. The result is a straightforward projection that assumes future enrollment pattern will generally follow recent historical trends. A school district's Form 1049 shows these projections and can be found in their ICOS profile. 

(Source: WAC 392-343-045)

Capacity needs are estimated based on:

• A three-or-five-year cohort survival enrollment projection for growth districts, whichever is greater (pursuant to Form 1049 )
• A three-or-five-year cohort survival enrollment projection for declining districts, whichever is lesser (pursuant to Form 1049)
• Actual enrollment of preschool students with disabilities, factored at fifty percent (pursuant to Form 1066)

(Source: WAC 392-343-045)

Space Allocation

These space allocations are used for purposes of determining eligibly for state funding assistance and do not necessarily reflect an accurate need of space for a school district as determined by the educational specifications. 

For state funding assistance purposes, per-student space allocations are factored with enrollment projections (see above) in accordance with the following

(Source: WAC 392-343-035)

Small High School Factor

Space allocation for state funding assistance purposes for districts with fewer than 400 students in grades 9-12 shall be computed as:

(Source: WAC 392-343-035)

SCAP Eligibility determines the amount of square footage of a construction project that may be eligible for state funding assistance.

There are two types of eligibility:

• New construction (or “unhoused”) eligibility, and
• Modernization eligibility, which may also be used toward replacing an existing facility (called “new construction in lieu of modernization” or simply "new-in-lieu"). 

Eligibility is first calculated for the entire school district and then may be used in projects depending on various factors, such as the type of eligibility, type of project, how much eligibility is available, whether the eligibility can be used toward the grade span, whether an existing facility is “age-eligible” (in the case of modernization or replacement project. See Section "Modernization" below for more information), and other factors.  

Be sure to stay in touch with your Regional Coordinator for assistance in determining SCAP Eligibility. 

School District Assigned Grade Spans 

Assigning grade spans for a district is a local determination (WAC 392-343-050, Item 4). SCAP eligibility can only be used toward the grade span for which it was calculated. For example, if a school district is designated as a K-8 primary district and 9-12 secondary, then eligibility calculated for K-8 cannot be used for 9-12 construction projects and vice versa. For K–12 school districts, the eligibility may be used for all K–12 school buildings that are SCAP recognized.

New Construction (“Unhoused”) 

New construction is the construction of a new school facility or an addition to an existing school that creates instructional space that did not previously exist. These projects provide additional space to accommodate a growing student population or expand educational programs. A new construction project is eligible for state funding when the district demonstrates a need for additional instructional space based on its number of unhoused students. 

Calculating New Construction SCAP Eligibility 

New construction eligibility factors a school district’s total SCAP-recognized inventory (square footage of recognized buildings) of the assigned grade span against the total space allocations for that grade span. 

Modernization/New-in-Lieu

Modernization is the renovation of an existing school facility to extend its useful life and update building systems. Modernization projects may address structural components, HVAC and electrical systems, building and fire codes, health and safety requirements, and accessibility improvements.

To be eligible for SCAP assistance, a modernization project must represent a significant scope of work, with the estimated cost of major structural changes equal to at least 40% of the building’s replacement value (factored against the Construction Cost Allocation), as required by WAC 392-347-035.

A modernization project is eligible for state funding when there is a demonstrated need to modernize an existing facility that is at least 30 years old and has not been modernized with SCAP assistance within the previous 30 years.

New-in-Lieu (Replacement Option) 

New construction in lieu of modernization (New-in-lieu) allows a district to use modernization eligibility toward the construction of a replacement facility when modernizing an existing facility is not financially or structurally feasible. The replacement facility must generally meet the same eligibility requirements as a modernization project. If the replacement facility provides more square footage than the existing facility, the additional square footage is considered new construction and must meet new construction eligibility requirements or be funded by local dollars.

“Improved space” consists of all eligibility captured in SCAP-funded projects in the past 30 years and any locally funded new square footage that is recognized by SCAP in the last 30 years (see "Recognized versus Non-Recognized Space").

Other Factors for Modernization Projects 

The 40 Percent Rule 

State funding is not available for projects that do not exceed 40 percent of the Construction Cost Allocation (See WAC 392-347-035). When calculating the cost-per-sf for the purpose of the 40 percent rule, the entire footprint of the existing facilities must be considered. 

Age-Eligible Space 

Age-eligible space is existing facility space that is eligible to receive modernization or "new-in-lieu" funding based on its age and funding history. Generally, existing space must be at least 30 years old and cannot have received SCAP funding assistance or other recognized improvements within the previous 30 years. Modernization and new-in-lieu eligibility can only be used toward existing square footage that is age-eligible. 

In addition, if an existing facility receives SCAP funding assistance for Modernization, the entire building, or the portion of the building that was age-eligible at the time of the project, is no longer age-eligible for SCAP funding for 30 years.

The SCAP funding formula is used to determine the maximum amount of state funding available for an eligible project. It combines the project’s SCAP-eligible square footage, the applicable Construction Cost Allocation (CCA), and the district’s State Funding Assistance Percentage (FAP). Because these factors can change during the course of a project, districts should stay in contact with their Regional Coordinator to confirm the applicable values when calculating potential state assistance.

The following formula is used to determine SCAP eligibility for a school district:

Funding Formula Equation

SCAP Eligibility x Construction Cost Allocation (CCA) x State Funding Assistance Percentage (FAP) = Maximum Allowable State FundingSCAP Eligibility (sf) 

See "Calculating SCAP Eligibility per Project Type" for more information on SCAP eligibility. 

Construction Cost Allocation (CCA) 

The Construction Cost Allocation is the maximum construction cost per square foot used to determine the amount of state financial assistance available to school districts. An annual CCA is determined through the biennium budget as approved by the legislature. 

State Funding Assistance Percentage (FAP) 

The state funding assistance percentage is the percentage of project costs that will be paid for by the state (up to the construction cost allocation amount). It is determined in accordance with the state funding assistance formula set forth in RCW 28A.525.166.

The ratio varies in relation to the local district’s ability to raise funds measured in terms of assessed value per student. State funding assistance percentages average 50% statewide but vary from (a mandated minimum of) 20% to 100%. The variation in state funding assistance percentages equalizes the differences in local school district’s abilities to fund construction.

A district’s state funding assistance percentage is calculated each calendar year. The applicable state funding assistance percentage is the highest rate determined at these three times during the development process:

• At time of securing local funding (normally passage of school bond issue)
• At time of OSPI project approval (Form D-4, see Chapter 5 for DBB projects, Chapter 6 for GC/CM, and Chapter 7 for Progressive Design Build)
• At date of secured funding status or authorization to open bids (Form D-8, see Chapter 5 for DBB projects, Chapter 6 for GC/CM, and Chapter 7 for Progressive Design Build)  

State funding assistance percentages per school district can be found on the School Facilities and Organization website.  

SCAP funds are distributed as reimbursement for several categories of work. The following categories are eligible for state assistance:  

• Districtwide Study and Survey activities (see “Advanced Planning—Study and Survey”) 
• Developing educational specifications 
• Architectural and engineering design service fees 
• Construction of school facilities 
• Value engineering 
• Energy conservation reports 
• Certain special inspections and testing 
• Furniture and equipment 
• Constructability Reviews 
• Building commissioning 
• Construction management 
• Art (funds provided for art in public places. Contact XXX for more information) 

See WAC 392-343-120 for a list of costs that are not eligible for state funding assistance. 

SCAP Eligible Cost Categories and Requirements

SCAP State Assistance Calculation by Eligible Cost Category

In certain circumstances, districts may be eligible for additional or modified state assistance.

School Facilities Abatement and Order to Vacate 

If a school facility is abated and ordered to vacate and required to be replaced as defined by WAC 392-343-115, the district is eligible for additional assistance if the district has authorized the issuance of bonds and/or levying of excess taxes to its legal limit.

Indirect Cooperative Centers 

For indirect cooperative projects conforming to provisions of Chapter 392-345 WAC, districts are eligible to receive moneys up to ninety percent of the total project cost determined eligible for state funding assistance. To be eligible, the facility shall meet the following criteria:  

• Provides educational opportunities, including vocational skill programs, not otherwise provided.  
• Avoids unnecessary duplication of specialized or unusually expensive education programs or facilities. 

(See Chapter 3, Section 308: Transportation Cooperative SCAP Funding Assistance)

School Housing Emergency 

A district with a housing emergency, requiring an allocation of state moneys in excess of the amount allocable under the statutory formula, is eligible for additional assistance if the district has authorized the issuance of bonds to its legal limit. 
 
The total amount of state moneys allocated shall be the district’s regular state funding assistance percentage plus 20 percent, but it shall not exceed 90 percent of the total approved project cost determined to be eligible for state funding assistance.  

See WAC 392-345-115(3).

Improved School District Organization 

OSPI shall provide state funding assistance, based on the total approved costs of the project at 75 percent, if two or more districts reorganize into a single district and the construction of new school facilities results in the elimination of:  

• A high school with a fulltime equivalent enrollment in Grades 9-12 of less than 400 students. 
• An elementary school with a fulltime equivalent enrollment of less than 100 students.  

For more information on these, see the "Small High School Factor" part of Chapter 3, Section 302: Estimating SCAP Capacity Needs)

Racial Imbalances

If a district that has a racially imbalanced school facility, as defined in WAC 392-342-025, demonstrates that new construction or modernization eliminates the racial imbalance in accordance with WAC 392-343-115(5), the district may receive an additional ten percent above the district’s regular state funding assistance percentage. This amount may not exceed 90 percent of the total approved cost of construction.  
 
If the school facility does not remain racially balanced for five years, the additional state moneys shall be subject to recapture by the state from any future state facility construction funds.  

Local funds must be used for the following items as they are not eligible for state funding assistance per WAC 392-343-120: 

1. Area in excess of the space allocations in WAC 392-343-035 
2. Acquisition costs of the site 
3. Maintenance and operation 
4. Alterations, repairs, and demolitions (except alterations necessary to connect new construction to an existing building) 
5. Central administration buildings 
6. Stadia/grandstands 
7. Costs incidental to advertising for bids, site surveys, soil testing for site purchase and costs other than those connected directly with construction of facilities.  
8. Bus garages, except interdistrict cooperatives 
9. Sales and/or use taxes levied by local governments other than those sales and/or use taxes generally levied throughout the State 
10. All costs in excess of state support level factors established by OSPI 
11. All costs associated with the purchase, installation and relocation of portable classrooms. 
12. Costs for work performed by district staff for tasks (other than construction management as

Interdistrict transportation cooperatives are eligible for state funding assistance under a separate set of requirements from the typical SCAP eligibility calculations described elsewhere in this chapter. Rather than determining eligibility based on the standard SCAP space and project-type formulas, OSPI reviews the proposed transportation cooperative and project to determine which costs are eligible for state assistance.

An interdistrict transportation cooperative is generally formed by two or more school districts that share transportation operations and administrative functions. For purposes of state funding assistance under Chapter 392-346 WAC, the cooperative includes participating districts that anticipate making full use of the cooperative’s services and contribute their agreed share of local funding, as well as contract districts that agree to use the cooperative’s services for a specified period. The district where the facility will be located serves as the applicant district and is responsible for submitting the application for state funding assistance. See Chapter 392-346 WAC for the requirements governing interdistrict transportation cooperatives.

Under WAC 392-346-070, participating school districts may receive 90 percent state funding assistance for eligible transportation cooperative project costs. OSPI reviews the proposed project and determines which costs qualify for assistance. Districts considering formation of an interdistrict transportation cooperative or seeking funding for a transportation cooperative facility should contact their Regional Coordinator early in the process. The Regional Coordinator can help identify the applicable requirements, discuss the proposed project, and provide the appropriate application materials.

Transportation Cooperative Application Packet of Information 

Design-Bid-Build (DBB) is the traditional method of delivering a construction project. The district contracts with an architect or architectural and engineering firm to design the project and, separately, with a general contractor to construct it. The design is developed first. One the design is complete enough to bid, the project is advertised and contractors submit competitive bids to construct the project. The selected contractor according to the construction documents. 

Under DBB, the designer and contractor have separate contracts with the district, and the contractor generally does not participate in developing the design. The sequence is straightforward: design, then bid, then build (construction). 

See Chapter 5: Design-Bid-Build (DBB) D-Forms Process for more on how DBB works with the SCAP.

General Contractor/Construction Management (GC/CM) brings the general contractor onto the project during the design phase rather than waiting until the design is complete, like in Design-Bid-Build. The district contracts separately with the architect and the GC/CM. The architect continues to design the project for the district, while the GC/CM provides construction expertise during design, including estimating, scheduling, constructability review, and evaluation of construction options. 

Because the GC/CM is involved before the design is complete, the district can use the contractor's experience to help identify potential construction issues and manage cost and schedule as the design develops. GC/CM can also allow certain portions of construction to begin before the entire design is complete through early work or early bid packages For the purpose of SCAP, these bid packages cannot include construction on the building itself (See "Breaking Ground" in subchapter "001: Terms Used" in the Introduction chapter for OSPI's definition). 

Early bid packages establish the construction cost for a defined portion of the project before the overall MACC is established. These are sometimes referred to as "mini-MACC's" because they represent a portion of the overall MACC. Once the design is at least 90 percent complete, the district and the GC/CM establish the project's Maximum Allowable Construction Cost (MACC), which incorporates the costs established through the early bid packages. 

Because the GC/CM is involved before the design is complete, the district can use the contractor's experience to help identify potential construction issues and manage cost and schedule as the design develops. GC/CM can also allow certain portions of construction to begin before the entire design is complete through early work or early bid packages. For the purpose of SCAP, these bid packages cannot include any construction on the building itself (See "Breaking Ground" in subchapter "001: Terms Used" in the Introduction chapter for OSPI's definition). Once the design reaches the required level of completion, the district and GC/CM establish the project's Maximum Allowable Construction Cost (MACC), typically established at 90 percent into design phase. The early bid packages are, therefore, called "mini-MACC's," as they are a slice of the overall MACC Agreement. 

The defining characteristic of GC/CM is early contractor involvement while the architect and GC/CM remain separately contracted with the district.

See Chapter 6: General Contractor/Construction Management (GC/CM) D-Form Process for more on how GC/CM works with the SCAP.

Progressive Design-Build (PDB) combines design and construction under a single contract. Rather than separately contracting with an architect and a general contractor, the district selects a design-builder responsible for both design and construction. The design-builder is involved early, while the project is still being developed. 

The district and design-builder work together to develop the project's scope, design, cost, and schedule. As the design becomes more defined, the construction cost becomes more defined as well. The design-builder then proceeds with completing the design and constructing the project in accordance with the agreed-upon terms. 

The defining characteristics of PDB is one contract with a design-builder responsible for both design and construction. The designer is part of the design-builder's team rather than being separately contracted directly with the district.

Progressive Design-Buil is currently the only type of Design-Build that can be accommodated by the School Construction Assistance Program (SCAP). See Chapter 7, Progressive Design-Build (PDB) D-Forms Process for more information on how PDB works with SCAP. 

Here is a high-level comparison of the three construction delivery methods. The table below shows, in simple terms, who the district hires, when the builder becomes involved, and how the project moves from design to construction.

In simplest terms:

• Design-Bid-Build (DBB): Design, then one bid, then build (construction)
• General Contractor/Construction Management (GC/CM): Hire the designer and builder separately, but bring the builder in early
• Progressive Design-Build (PDB): Hire one team to design and build the project

High-Level Comparison of DBB, GC/CM, and PDB

Early in the planning stage, a school district should work with its OSPI Regional Coordinator (See "003: Regional Coordinators and District Assignments" in the Introduction section of this manual) to determine if it has School Construction Assistance Program (SCAP) eligibility that can be used toward one or multiple projects (See Chapter 3: School Construction Assistance Program Eligibility).

The application process of requesting SCAP funding assistance for a project begins with the submission of form D-3, OSPI approval of that form and then the issuance of form D-4. However, before a district can submit form D-3, it must have a completed and approved Study and Survey report, which verifies square footages of district facilities, updates the district long-term capital plan, looks at its bond-to-debt capacity, among other things. (See Chapter 11: Advanced Planning—The Study and Survey).

Once a project has begun the application process by being issued a D-4, there are several steps the district must reach during the design phase before it will be allowed to sign construction contracts (or, in the case of GC/CM and PDB projects, execute the final GMP). This chapter details each step of the D-Form, how those steps can vary depending on the project delivery method, key deadlines for districts to pay attention to, lessons learned and more.

SCAP is a unique grant program in that the funds are not yet available to be issued to the district at the point when it begins this application process. The purpose of the D-form process is to help OSPI track a project's status, and viability as it moved toward eligibility for state funding assistance. 

In its current form, SCAP is mainly designed for a Design-Bid-Build (DBB) project delivery method but can also accommodate General Contractor/Construction Manager (GC/CM) and Design-Build (DB) methods. See Chapter 4: Project Procurement Methods Supported by SCAP. This chapter will outline the process of the D-Forms by the three procurement types it can accommodate (DBB, GC/CM and DB). 

D-Forms Summary Chart for Design-Bid-Build (DBB) Projects

The D-1 is an application for reimbursement for the Study and Survey (See Chapter 11: Advance Planning--The Study and Survey). The intent of the Study and Survey is to update and have certified by an architect the school district’s facilities inventory, update its long-term capital plan, communicate the district’s financial status, among other things. This includes a PDF report submitted to OSPI, as well as an update of the inventory in ICOS. A Study and Survey must have been submitted and approved within six years of submitting a D-3 (applying for SCAP funding support of a project). Once the D-1 has been submitted and the Study and Survey has been received and approved by OSPI, a D-2 is awarded allowing the district to submit a claim for reimbursement.   

Front-funding is the process by which a district elects to proceed with a project before state assistance funding is available, assuming the financial risk that the funding may not be awarded. State assistance funds are released annually in July, at which time districts are notified whether their project(s) will receive funding.

A district may front-fund a project if it can certify that it has sufficient financial resources to cover the full cost of the project should state funding not become available. Front-funding allows the district to proceed with bidding and construction before the annual July release of state assistance funds.
If a district is dependent on the state's share of project funding, the project cannot be front-funded (and is therefore considered non-front-funded). In that case, bidding and construction activities must be scheduled to occur after the state assistance funds have been released.

What the "(1)" Means

For front-funded projects whose SCAP funds have not yet been released, OSPI issues a D-6(1), D-8(1), and D-10(1) in place of the standard D-6, D-8, and D-10. The "(1)" designation indicates that the project has been authorized to proceed under the front-funding provisions, but the project's SCAP funds have not yet been released. Once the state assistance funds are released, OSPI issues a standard D-10, replacing the D-10(1), to confirm that the project's SCAP funds have been secured. The "(1)" designation also authorizes the project to proceed with applicable milestones that would otherwise require the state funds to have been released.

D-3/D-4 (Application for Project Approval)

The D-3 is an application for state funding assistance for a new, new-in-lieu (replacement) or modernization project with state funding assistance. 

After a district has secured or is near to securing local funds through a bond, levy, impact fees or other source. Projects cannot proceed past D-4 if local funds are not yet secured. Submit an individual D-3 for separate projects.  

D-4 approvals are issued by OSPI on the 15th day of every month. D-3 forms must be submitted at least four-to-six weeks prior to the D-4 issuance date.  

Key D-4 Dates: 

• The last business day in October before the November 15th D-4 issuance date is the final opportunity for the year to capture the prior year's enrollment projections (Form 1049).

• A project must have received a D-4 by January 31st, and the district must be able to certify funding for the project (either total project costs or local share) to be eligible for that year's release of funds.

D-3 Items Submission Checklist (For Design-Bid-Build Projects)

Setting up D-Form Authorize Signees

Individuals included on the Resolution with Signatures of Authorized District Personnel will each need to create an EDS account to be able to sign D-Forms (this can be done at the EDS web page) and then given access to the district’s ICOS profile (see "Set up and Access" in Chapter 2: Inventory and Condition of Schools)

The project architect will also need to have an EDS account and have access to the district’s ICOS profile in order to e-sign the Estimate of Construction at D-7.  

D-5/D-6 (Application for Preliminary Funding Status)

The D-5 form is essentially a check-in during design phase but with some key assurances provided by the district. The Environmental Review (SEPA) is typically the most time-sensitive item to be submitted with the D-5 and the site review/building walkthrough with the district’s regional coordinator often occurs around this time, as well.  

The D-5 must be submitted to OSPI no later than one year from the D-4 issuance date.  

The D-6, or D-6(1) in the case of front-funded projects prior to their release of funds, is the approval document (with letter) issued for the D-5 per WAC 392-342-050. It is important to note that a D-6 will not be issued with non-front-funded projects until the funds are made available by the Legislature, July 15th of that project’s release year.  

D-5 Items Submission Checklist (For Design-Bid-Build Projects)

Site Walkthrough with OSPI Regional Coordinator 

Pursuant to WAC 392-342-020, OSPI “together with the school district shall conduct a review and evaluation of sites for new and existing state funding assisted projects.” While not specifically a component of the D-5 requirements, this walkthrough is typically done with the regional coordinator around the time of the D-5 submission. With that said, school districts should refer to these guidelines prior to finalizing its selection of a site. 

In selecting sites for schools, a district shall consider the follow:  

• The property upon which the school facility is or will be located is free of all encumbrances that would detrimentally interfere with the construction, operation, and useful life of the facility; 
• The site is of sufficient size to meet the needs of the facility. The minimum acreage of the site should be five usable acres and one additional usable acre for each one hundred students or portion thereof of projected maximum enrollment plus an additional five usable acres if the school contains any grade above grade six. A district considering the use of a site that is less than the recommended minimum usable acreage should assure that: 
  • The health and safety of the students will not be in jeopardy (see Health & Safety Worksheet below); 
  • The internal spaces within the proposed facility will be adequate for the proposed educational program; 
  • The neighborhood in which the school facility is or will be situated will not be detrimentally impacted by lack of parking for students, employees, and the public; and 
  • The physical education and recreational program requirements will be met. 
• A site review or predesign conference has been conducted with all appropriate local code agencies in order to determine design constraints; 
• A geotechnical engineer has conducted a limited subsurface investigation to gather basic information regarding potential foundation and subgrade performance. 

Health & Safety Worksheet 

Like the site walkthrough, The Health & Safety worksheet is not technically part of the D-5 application but is often submitted at that time. While not submitting it at the time of the D-5 submission will not necessarily hold up the issuance of the D-6(1), for the project to be eligible to receive SCAP funding in that given release yet it will need to be submitted to and accepted by OSPI no later than June 30th of that year.  

The Health & Safety worksheet is a contributing factor for determining priority ranking of projects seeking SCAP funding assistance. (See Chapter 9: SCAP Priority System). 

D-7/D-8 (Application to Proceed with Bid Opening) 

In the case of DBB, the D-7 is an application for the district to open bids for the project and select a low-bid general contractor. On a GC/CM or DB project, the D-7 is considered an application to begin or continue negotiating the final MACC agreement. In both cases, the D-7 sets the baseline in determining the estimated budget of the project prior to the D-9. 

The D-7 must be submitted: 

• No later than one year from the D-6 issuance date to stay in the D-Form process 

• (It is suggested to submit the D-7 application) at least four weeks BEFORE the expected date of bid opening or final MACC negotiation to ensure enough review time.  

• No later than June 30th of the project’s release of funds year if the district wishes to keep the project in that assigned release year.  

D-7 Items Submission Checklist (For Design-Bid-Build Projects)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools)

Area Analysis Plan Diagram for D-7

The area analysis diagram for the D-7 submission is a floor plan of the building that identifies the gross square footage of each project area and the proposed work within those areas. Building spaces should be measured in accordance with the "Area Definitions and Measurements" in Chapter 11. 

Additionally, see the "Area Analysis and Plan Diagram" section of Chapter 11 for more guidance.

Opening Bids with Design-Bid-Build

The D-8 or D-8(1), in the case of front-funded projects, is the approval documents (with letter) issued for the D-7 (WAC 392-344-200) authorizing the school district to proceed with bid openings. A project using Design-Bid-Build delivery method may not open bids without this approval.

Form D-8(1) is provided to districts as a grant of authority to proceed with bid openings without SCAP-secured funding status, applicable only to "front-funded" projects (see the "Front-Funding versus Non-Front-Funding" section of this chapter for more details). 

D-9/D-10 (Application for Authorization to Sign Construction Contracts)   

The D-9 is an application for the district to sign contracts with the project's Board-accepted contractor. Note that these forms closely resemble the D-7 application, except that they use actual board-approved contract amounts, not A/E estimates. A construction contract cannot be signed until all D-9 requirements are fulfilled and a D-10 is issued.

The D-9 must be submitted no more than 90 days from the D-8 issuance date unless an extension has been granted.  

A D-10 or D-10(1) must be issued before construction contracts can be signed and building construction can begin, including foundation work, pilings, or any other work associated with the building itself.

D-9 Extension Request and Approval 

If the project is coming in at more than 10 percent of the estimated total project cost established by the D-8, then the district may request an extension of 90 extra days (for a total of 180 days from when the D-8 was issued) for submitting the D-9. This may be done only once per project.  

To request an extended 90 days for submitting the D-9, the district should write a letter addressing its regional coordinator before the first 90 days are up.   

D-9 Items Submission Checklist (For Design-Bid-Build Projects)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools)

Reimbursement requests must include sufficient documentation to establish a clear and auditable trail from the grant claim to the underlying contract, invoice, and payment records. Documentation must clearly identify the grant-eligible work being claimed and demonstrate that the costs were incurred and paid.

At a minimum, reimbursement requests should include:

• A completed reimbursement claim form.
• Invoices supporting the amount claimed.
• Proof of payment, such as a voucher register, warrant register, or other accounting records showing payment.
• Documentation demonstrating how the reimbursement amount was calculated (if needed).

Submitting documentation in a clear and organized manner will help avoid delays in reimbursement processing. Districts are encouraged to provide a summary showing how the claimed amount was calculated and how supporting invoices and payments correspond to the reimbursement request.

Early in the planning stage, a school district should work with its OSPI Regional Coordinator (See "Participants, Roles and Partnerships" in the Introduction section of this manual) to determine if it has School Construction Assistance Program (SCAP) eligibility that can be used toward one or multiple projects (See Chapter 3: School Construction Assistance Program Eligibility).

The application process of requesting SCAP funding assistance for a project begins with the submission of form D-3, OSPI approval of that form and then the issuance of form D-4. However, before a district can submit form D-3, it must have a completed an approved Study and Survey report, which verifies square footages of district facilities, updates the district long-term capital plan, looks at its bond-to-debt capacity, among other things. (See Chapter 11: Advanced Planning—The Study and Survey).

Once a project has begun with the application process by being issued a D-4, there are several steps the district must reach during the design phase before it will be allowed to sign construction contracts (or, in the case of certain alternate public works, the final GMP, or Guaranteed Maximum Price). This chapter details each step of the D-Form, how those steps can vary depending on the project delivery method, key deadlines for districts to pay attention to, lessons learned and more.

SCAP is a unique grant program in that the funds are not yet available to be issued to the district at the point when it begins this application process. The purpose of the D-form process is to help OSPI determine a project’s status, progress, and viability so that OSPI can make a formal request for the funds to the Legislature on the district’s behalf.

In its current form, SCAP is mainly designed for a Design-Bid-Build (DBB) project delivery method but can also accommodate General Contractor/Construction Manager (GC/CM) and Design-Build (DB) methods. See Chapter 4: Project Procurement Methods Supported by SCAP. This chapter will outline the process of the D-Forms by the three procurement types it can accommodate (DBB, GC/CM and DB). 

D-Forms Summary Chart (For General Contractor/Construction Management Projects) 

 Contact your OSPI Regional Coordinator with questions. 

The D-1 is an application for reimbursement for the Study and Survey (See Chapter 11: Advance Planning--The Study and Survey). The intent of the Study and Survey is to update and have certified by an architect the school district’s facilities inventory, update its long-term capital plan, communicate the district’s financial status, among other things. This includes a PDF report submitted to OSPI, as well as an update of the inventory in ICOS. A Study and Survey must have been submitted and approved within six years of submitting a D-3 (applying for SCAP funding support of a project). Once the D-1 has been submitted and the Study and Survey has been received and approved by OSPI, a D-2 is awarded allowing the district to submit a claim for reimbursement.

Front-funding is when a district applying for SCAP funding certifies that it has the financial capacity to pay the full project cost without relying on the state assistance. The district may proceed past a D-8 with the project before SCAP funding is available. Historically, SCAP funding has been released annually in July. However, funding is not guaranteed until the Legislature passes the capital budget. Once the capital budget is passed and the project has met the applicable funding milestones, OSPI releases the state assistance funds. 

Front-funding allows the district to proceed with bidding and construction before the annual July release of state assistance funds. If a district is dependent on the state's share of project funding, the project cannot be front-funded and is therefore considered non-front-funded. In that case, bidding and construction activities must be scheduled to occur after the state assistance funds have been released. This does not apply to mini-MACC's or early work packages involving non-building construction in GC/CM and Progressive Design-Build projects. These activities may proceed before the release of state assistance funds; however, the school district assumes the financial risk for proceeding before those funds are available. 

What the "(1)" Means

For front-funded projects whose SCAP funds have not yet been released, OSPI issues a D-6(1), D-8(1), and D-10(1) in place of the standard D-6, D-8, and D-10. The "(1)" designation indicates that the project has been authorized to proceed under the front-funding provisions, but the project's SCAP funds have not yet been released. Once the state assistance funds are released, OSPI issues a standard D-10, replacing the D-10(1), to confirm that the project's SCAP funds have been secured. The "(1)" designation also authorizes the project to proceed with applicable milestones that would otherwise require the state funds to have been released.

D-3/D-4 (Application for Project Approval)

The D-3 is an application for state funding assistance for a new, new-in-lieu (replacement) or modernization project with state funding assistance. 

After a district has secured or is near to securing local funds through a bond, levy, impact fees or other source. Projects cannot proceed past D-4 if local funds are not yet secured. Submit an individual D-3 for separate projects.  

D-4 approvals are issued by OSPI on the 15th day of every month. D-3 forms must be submitted at least four-to-six weeks prior to the D-4 issuance date.  

Key D-4 Dates: 

• The last business day in October before the November 15th D-4 issuance date is the final opportunity for the year to capture the prior year's enrollment projections (Form 1049).

• A project must have received a D-4 by January 31st, and the district must be able to certify funding for the project (either total project costs or local share) to be eligible for that year's release of funds.

D-3 Items Submission Checklist (For GC/CM Projects)

Setting up D-Form Authorize Signees

Individuals included on the Resolution with Signatures of Authorized District Personnel will each need to create an EDS account to be able to sign D-Forms (this can be done at the EDS web page) and then given access to the district’s ICOS profile (see "Set up and Access" in Chapter 2: Inventory and Condition of Schools)

The project architect will also need to have an EDS account and have access to the district’s ICOS profile in order to e-sign the Estimate of Construction at D-7.  

D-5/D-6 (Application for Preliminary Funding Status)

The D-5 form is essentially a check-in during design phase but with some key assurances provided by the district. The Environmental Review (SEPA) is typically the most time-sensitive item to be submitted with the D-5 and the site review/building walkthrough with the district’s regional coordinator often occurs around this time, as well.  

The D-5 must be submitted to OSPI no later than one year from the D-4 issuance date.  

The D-6, or D-6(1) in the case of front-funded projects prior to their release of funds, is the approval document (with letter) issued for the D-5 per WAC 392-342-050. It is important to note that a D-6 will not be issued with non-front-funded projects until the funds are made available by the Legislature, July 15th of that project’s release year.  

D-5 Items Submission Checklist (For Design-Bid-Build Projects)

Site Walkthrough with OSPI Regional Coordinator 

Pursuant to WAC 392-342-020, OSPI “together with the school district shall conduct a review and evaluation of sites for new and existing state funding assisted projects.” While not specifically a component of the D-5 requirements, this walkthrough is typically done with the regional coordinator around the time of the D-5 submission. With that said, school districts should refer to these guidelines prior to finalizing its selection of a site. 

In selecting sites for schools, a district shall consider the follow:  

• The property upon which the school facility is or will be located is free of all encumbrances that would detrimentally interfere with the construction, operation, and useful life of the facility; 
• The site is of sufficient size to meet the needs of the facility. The minimum acreage of the site should be five usable acres and one additional usable acre for each one hundred students or portion thereof of projected maximum enrollment plus an additional five usable acres if the school contains any grade above grade six. A district considering the use of a site that is less than the recommended minimum usable acreage should assure that: 
  • The health and safety of the students will not be in jeopardy (see Health & Safety Worksheet below); 
  • The internal spaces within the proposed facility will be adequate for the proposed educational program; 
  • The neighborhood in which the school facility is or will be situated will not be detrimentally impacted by lack of parking for students, employees, and the public; and 
  • The physical education and recreational program requirements will be met. 
• A site review or predesign conference has been conducted with all appropriate local code agencies in order to determine design constraints; 
• A geotechnical engineer has conducted a limited subsurface investigation to gather basic information regarding potential foundation and subgrade performance. 

Health & Safety Worksheet 

Like the site walkthrough, The Health & Safety worksheet is not technically part of the D-5 application but is often submitted at that time. While not submitting it at the time of the D-5 submission will not necessarily hold up the issuance of the D-6(1), for the project to be eligible to receive SCAP funding in that given release yet it will need to be submitted to and accepted by OSPI no later than June 30th of that year.  

The Health & Safety worksheet is a contributing factor for determining priority ranking of projects seeking SCAP funding assistance. (See Chapter 9: SCAP Priority System). 

D-7/D-8 (Application to Negotiate the MACC) 

On a GC/CM project, the D-7 is an application to begin or continue negotiating the final MACC agreement. The D-7 establishes the estimated project costs that are used in the D-8 and provides the basis for comparison with the actual costs submitted at the D-9. 

The D-7 must be submitted:

1. No later than one year from the D-6 issuance date to stay in the D-Form process
2. No later than June 30th of the project’s release of funds year if the district wishes to keep the project in that assigned release year. 

D-7 Items Submission Checklist (For General Contractor/Construction Management)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools)

Area Analysis Plan Diagram for D-7

The area analysis diagram for the D-7 submission is a floor plan of the building that identifies the gross square footage of each project area and the proposed work within those areas. Building spaces should be measured in accordance with the "Area Definitions and Measurements" in Chapter 11. 

See the "Area Analysis and Plan Diagram" section of Chapter 11 for more guidance.

"Negotiating the MACC" and SCAP

Unlike Design-Bid-Build (DBB) projects, GC/CM projects may advertise, open, and award early subcontract bid packages before the D-8 is issued. These early bid packages, sometimes referred to as mini-MACC's, allow the GC/CM to procure portions of the work while the project continues through design and the SCAP approval process. The D-7 review therefore does not generally delay the award of early bid packages on a GC/CM project. 

Early bid packages may not include direct construction of the building or other work that constitutes breaking ground as defined by OSPI. See "Breaking Ground" in the Terms Used section of this manual's Introduction chapter. 

"Final GMP Amendment"

The Final Guaranteed Maximum Price (GMP) Amendment is the final amendment establishing the project's Guaranteed Maximum Price before building construction begins. While GC/CM projects may include one or more early bid packages prior to this point, those packages are limited to work that does not involve building construction. Activities such as foundation work, piling installation, structural concrete, or other work that initiates construction of the building may not begin until the Final GMP Amendment has been executed. For SCAP purposes, execution of the Final GMP Amendment serves a similar function to execution of the construction contract in a design-bid-build project. The D-10 or D-10(1) must be issued before the Final GMP Amendment can be executed or building construction can begin. 

For SCAP purposes, execution of the Final GMP Amendment serves a similar function to execution of the construction contract in a design-bid-build project and requires issuance of the D-10 or D-10(1).

D-9/D-10 (Application for Authorization to Sign MACC Agreement)

The D-9 is an application for the district to sign the Final MACC Agreement with the project's board-accepted contractor. These forms closely resemble the D-7 application, except that they use actual board-approved contract amounts rather than A/E estimates. The MACC Agreement cannot be signed until all D-9 requirements have been fulfilled and a D-10 or D-10(1) has been issued.

A D-10 or D-10(1) must be issued before a GC/CM project may execute the Final GMP Amendment, sign the MACC Agreement, or begin building construction, including foundation work, pilings, or other work associated with the building itself.

The D-9 must be submitted no more than 90 days from the D-8 issuance date unless an extension has been granted. 

D-9 Extension Request and Approval 

If the project is coming in at more than 10 percent of the estimated total project cost established by the D-8, then the district may request an extension of 90 extra days (for a total of 180 days from when the D-8 was issued) for submitting the D-9. The extension may be done only once per project, and OSPI approval is required.

To request an extended 90 days for submitting the D-9, the district should write a letter addressing its regional coordinator before the first 90 days are up.   

D-9 Items Submission Checklist (For GC/CM Projects)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools)

Early in the planning stage, a school district should work with its OSPI Regional Coordinator (See "Participants, Roles and Partnerships" in the Introduction section of this manual) to determine if it has School Construction Assistance Program (SCAP) eligibility that can be used toward one or multiple projects (See Chapter 3: School Construction Assistance Program Eligibility).

The application process of requesting SCAP funding assistance for a project begins with the submission of form D-3, OSPI approval of that form and then the issuance of form D-4. However, before a district can submit form D-3, it must have a completed and approved Study and Survey report, which verifies square footages of district facilities, updates the district long-term capital plan, looks at its bond-to-debt capacity, among other things. (See Chapter 11: Advanced Planning—The Study and Survey).

Once a project has begun the application process by being issued a D-4, there are several steps the district must reach during the design phase before it will be allowed to sign construction contracts (or, in the case of GC/CM and PDB projects, execute the final GMP). This chapter details each step of the D-Form, how those steps can vary depending on the project delivery method, key deadlines for districts to pay attention to, lessons learned and more.

SCAP is a unique grant program in that the funds are not yet available to be issued to the district at the point when it begins this application process. The purpose of the D-form process is to help OSPI track a project's status, and viability as it moved toward eligibility for state funding assistance. 

In its current form, SCAP is mainly designed for a Design-Bid-Build (DBB) project delivery method but can also accommodate General Contractor/Construction Manager (GC/CM) and Design-Build (DB) methods. This chapter will outline the process of the D-Forms by the three procurement types it can accommodate (DBB, GC/CM and DB). 

D-Forms Summary Chart (For Progressive Design-Build Projects) 

 Contact your OSPI Regional Coordinator with questions. 

The D-1 is an application for reimbursement for the Study and Survey (See Chapter 11: Advance Planning--The Study and Survey). The intent of the Study and Survey is to update and have certified by an architect the school district’s facilities inventory, update its long-term capital plan, communicate the district’s financial status, among other things. This includes a PDF report submitted to OSPI, as well as an update of the inventory in ICOS. A Study and Survey must have been submitted and approved within six years of submitting a D-3 (application for SCAP funding support of a project). Once the D-1 has been submitted and the Study and Survey has been received and approved by OSPI, a D-2 is awarded allowing the district to submit a claim for reimbursement of the Study and Survey Grant Award.  

For Progressive Design-Build projects, many project costs are typically lumped together within the Design-Build GMP. For SCAP purposes, these costs must be separately identified and allocated to the appropriate cost categories. Districts should begin tracking and separating these costs at the D-3 stage (and earlier, if appropriate) and maintain the breakout throughout the project as the GMP is developed and amended. 

The cost breakdown will be required as part of the applicable D-7 and D-9 submissions. The template below is provided as a guide to the cost information that will be requested in those D-forms; the template itself does not need to be submitted. Amounts must reconcile to the applicable GMP amendment and, ultimately, the total Design-Build contract value.

GMP Amendment Template

Amendment #: 

Front-funding is when a district applying for SCAP funding certifies that it has the financial capacity to pay the full project cost without relying on the state assistance. The district may proceed past a D-8 with the project before SCAP funding is available. Historically, SCAP funding has been released annually in July. However, funding is not guaranteed until the Legislature passes the capital budget. Once the capital budget is passed and the project has met the applicable funding milestones, OSPI releases the state assistance funds. 

Front-funding allows the district to proceed with bidding and construction before the annual July release of state assistance funds. If a district is dependent on the state's share of project funding, the project cannot be front-funded and is therefore considered non-front-funded. In that case, bidding and construction activities must be scheduled to occur after the state assistance funds have been released. This does not apply to mini-MACC's or early work packages involving non-building construction in GC/CM and Progressive Design-Build projects. These activities may proceed before the release of state assistance funds; however, the school district assumes the financial risk for proceeding before those funds are available. 

What the "(1)" Means

For front-funded projects whose SCAP funds have not yet been released, OSPI issues a D-6(1), D-8(1), and D-10(1) in place of the standard D-6, D-8, and D-10. The "(1)" designation indicates that the project has been authorized to proceed under the front-funding provisions, but the project's SCAP funds have not yet been released. Once the state assistance funds are released, OSPI issues a standard D-10, replacing the D-10(1), to confirm that the project's SCAP funds have been secured. The "(1)" designation also authorizes the project to proceed with applicable milestones that would otherwise require the state funds to have been released.

D-3/D-4 (Application for Project Approval)

The D-3 is an application for state funding assistance for a new, new-in-lieu (replacement) or modernization project with state funding assistance. 

After a district has secured or is near to securing local funds through a bond, levy, impact fees or other source. Projects cannot proceed past D-4 if local funds are not yet secured. Submit an individual D-3 for separate projects.  

D-4 approvals are issued by OSPI on the 15th day of every month. D-3 forms must be submitted at least four-to-six weeks prior to the D-4 issuance date.  

Key D-4 Dates: 

• The last business day in October before the November 15th D-4 issuance date is the final opportunity to capture the prior year's enrollment projections (Form 1049).

• A project must have received a D-4 by January 31st, and the district must be able to certify funding for the project (either total project costs or local share) to be eligible for that year's release of funds.

D-3 Items Submission Checklist (For GC/CM Projects)

Setting up D-Form Authorize Signees

Individuals included on the Resolution with Signatures of Authorized District Personnel will each need to create an EDS account to be able to sign D-Forms (this can be done at https://eds.ospi.k12.wa.us) and then given access to the district’s ICOS profile (see "Set up and Access" in Chapter 2: Inventory and Condition of Schools)

The project architect will also need to have an EDS account and have access to the district’s ICOS profile in order to e-sign the Estimate of Construction at D-7. 

D-5/D-6 (Application for Preliminary Funding Status)

The D-5 form is essentially a check-in during design phase but with some key assurances provided by the district. The Environmental Review (SEPA) is typically the most time-sensitive item to be submitted with the D-5 and the site review/building walkthrough with the district’s regional coordinator often occurs around this time, as well.  

The D-5 must be submitted to OSPI no later than one year from the D-4 issuance date.  

The D-6, or D-6(1) in the case of front-funded projects prior to their release of funds, is the approval document (with letter) issued for the D-5 per WAC 392-342-050. It is important to note that a D-6 will not be issued with non-front-funded projects until the funds are made available by the Legislature, July 15th of that project’s release year.  

D-5 Items Submission Checklist (For Design-Bid-Build Projects)

Site Walkthrough with OSPI Regional Coordinator 

Pursuant to WAC 392-342-020, OSPI “together with the school district shall conduct a review and evaluation of sites for new and existing state funding assisted projects.” While not specifically a component of the D-5 requirements, this walkthrough is typically done with the regional coordinator around the time of the D-5 submission. With that said, school districts should refer to these guidelines prior to finalizing its selection of a site. 

In selecting sites for schools, a district shall consider the follow:  

• The property upon which the school facility is or will be located is free of all encumbrances that would detrimentally interfere with the construction, operation, and useful life of the facility; 
• The site is of sufficient size to meet the needs of the facility. The minimum acreage of the site should be five usable acres and one additional usable acre for each one hundred students or portion thereof of projected maximum enrollment plus an additional five usable acres if the school contains any grade above grade six. A district considering the use of a site that is less than the recommended minimum usable acreage should assure that: 
  • The health and safety of the students will not be in jeopardy (see Health & Safety Worksheet below); 
  • The internal spaces within the proposed facility will be adequate for the proposed educational program; 
  • The neighborhood in which the school facility is or will be situated will not be detrimentally impacted by lack of parking for students, employees, and the public; and 
  • The physical education and recreational program requirements will be met. 
• A site review or predesign conference has been conducted with all appropriate local code agencies in order to determine design constraints; 
• A geotechnical engineer has conducted a limited subsurface investigation to gather basic information regarding potential foundation and subgrade performance. 

D-7/D-8 (Application to Negotiate the Final GMP) 

On a Progressive Design-Build project, the D-7 is considered an application to begin or continue negotiating the final GMP agreement. On a Progressive Design-Build project, the D-7 is an application to begin or continue negotiating the Final GMP. The D-7 establishes the estimated project costs that are used in the D-8 and provides the basis for comparison with the actual costs submitted at the D-9. 

The D-7 must be submitted:

1. No later than one year from the D-6 issuance date to stay in the D-Form process
2. No later than June 30th of the project’s release of funds year if the district wishes to keep the project in that assigned release year. 

D-7 Items Submission Checklist (For Progressive Design-Build)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools)

Area Analysis Plan Diagram for D-7

The area analysis diagram for the D-7 submission is a floor plan of the building that identifies the gross square footage of each project area and the proposed work within those areas. Building spaces should be measured in accordance with the "Area Definitions and Measurements" in Chapter 11. 

See the "Area Analysis and Plan Diagram" section of Chapter 11 for more guidance.

"Negotiating the Final GMP" and SCAP

Unlike Design-Bid-Build (DBB) projects, Progressive Design-Build (PDB) projects may proceed with early bid packages before the D-8 is issued. These early work packages allow the design-builder to advance portions of the project while design, scope, and pricing for the overall project continue to be progressively developed through the PDB process. The D-7 therefore does not generally delay the authorization of early work packages on a PDB project. 

Early work packages may not include direct construction of the building or other work that constitutes breaking ground as defined by OSPI. See "Breaking Ground" in the Terms Used section of this manual's Introduction chapter. 

"Final GMP Amendment"

For SCAP purposes, on a Progressive Design-Build project, the Final GMP Amendment establishes the Guaranteed Maximum Price (GMP) that OSPI will recognize for the construction phase of the project. The GMP may be subject to adjustments under the terms of the construction contract after this point; however, such adjustments do not increase the amount of construction costs eligible for SCAP assistance.

The Final GMP Amendment must be executed before building construction begins and cannot be signed until OSPI has issued a D-10 or D-10(1).  See "Breaking Ground" in the Terms Used section of this manual's Introduction chapter for OSPI's definition. 

Any increase to the GMP or additional construction costs incurred after the Final GMP Amendment are not eligible for additional SCAP assistance, regardless of whether the increase is processed through an amendment to the construction contract. 

D-9/D-10 (Application for Authorization to Sign Final GMP Amendment)

The D-9 is an application for the district to sign the Final GMP Amendment with the project's Board-accepted contractor. Note that these forms closely resemble the D-7 application, except that they use actual board-approved contract amounts, not A/E estimates. The Final GMP Amendment cannot be signed until all D-9 requirements are fulfilled and a D-10 is issued. 

The D-9 must be submitted no more than 90 days from the D-8 issuance date unless an extension has been granted. 

A D-10 or D-10(1) must be issued before a PDB project may execute the Final GMP Amendment and begin building construction, including foundation work, pilings, or any other work associated with the building itself. For SCAP purposes, on a Progressive Design-Build project, the Final GMP Amendment establishes the Guaranteed Maximum Price (GMP) that OSPI will recognize for the construction phase of the project.

D-9 Extension Request and Approval 

If the project is coming in at more than 10 percent over the estimated total project cost established by the D-8, the district may request and extension of 90 extra days (for a total of 180 days from when the D-8 was issued) for submitting the D-9. This may be done only once per project.  

To request an extended 90 days for submitting the D-9, the district should write a letter addressing its regional coordinator before the first 90 days are up.   

D-9 Items Submission Checklist (For Progressive Design-Build Projects)

All D-Forms are submitted digitally through ICOS (See Chapter 2: Inventory and Condition of Schools). Please note that the item numbering may differ from your project in ICOS, as some items are contingent on the type of project (e.g., modernization, new construction, or replacement).

Form D-11 is used to document the final closeout of a SCAP-funded project and provide OSPI with the information needed to complete the project and authorize release of retainage. The closeout process begins after the school district officially accepts the project as complete and includes documentation related to project completion, final acceptance, commissioning, sustainability requirements, prevailing wage and apprenticeship requirements, liens, and occupancy.

The required documents are submitted at different points following project acceptance. Some items are due within 30 days of official acceptance as complete, while others are due within 60 days or following final board acceptance. Districts should track these requirements throughout project closeout to ensure all documentation is submitted to OSPI when due. If the district is administering retainage, additional agency releases may also be required before OSPI can issue Form D-12 authorizing release of the remaining retainage.

Form D-11 Items Submission Checklist

These items are due within 30 days, following official acceptance of the project as complete, transmit Form D-11 with:

These items are due within 60 days, following official acceptance of the project as complete:

These items are due following the school district board's final project acceptance. If the district is administering retainage, whether cash or bond in lieu of cash, the district must also submit releases (due as soon as available following acceptance of the project as complete) from the following Washington State agencies:

If Liens are Filed Within District

If liens are filed with the district, the amount of each lien plus $3,000 or 25 percent of the amount of each lien (whichever is greater) plus 10 percent of the lien claim for court costs shall be withheld from the retainage until each lien is removed. 

Form D-12 (Release of Retainage)

Upon receipt of all documents described in (D-11 Section), OSPI will issue Form D-12 which grants the release of retainage, except those sums which are to be withheld pending release of any liens which have been filed with the district. 

As each lien is withdrawn, further D-12 forms will be issued confirming authority to release appropriate sums from the withheld retainage.

Annual Reporting for High-Performance Public Buildings

For five years after occupancy of a SCAP-funded new or modernized building, built to high-performance standards, districts must report annually to OSPI. See "Annual Reporting for High-Performance Buildings" in Chapter 10: High-Performance School Buildings Program. 

For five years after occupancy of a new or modernized building built to high-performance standards, districts must report annually to OSPI. See Chapter 10, 1002: Annual Reporting for High-Performance Buildings, for reporting requirements and instructions.

The Washington Sustainable Schools Protocol (WSSP) is OSPI's framework for implementing Washington's high-performance school building requirements under Chapter 39.35D RCW for eligible K–12 construction and modernization projects. State-assisted major school construction projects are required to meet a high-performance building standard and may demonstrate compliance through either WSSP or the Leadership in Energy and Environmental Design (LEED) standard.

See OSPI's High-Performance School Buildings Program web page for additional information, including the current WSSP Manual and scorecard.

Schools subject to the Washington Sustainable Schools Protocol (WSSP) annual reporting must use Energy Star Portfolio Manager (ESPM) to track and report energy and water use during the five-year reporting period. ESPM is a free, online tool developed by the U.S. Environmental Protection Agency (EPA) that allows building owners to benchmark and monitor energy and water consumption.

To complete annual reporting requirements, the school property must be established in ESPM and shared with OSPI School Facilities and Organization (SFO). Energy and water use data must be updated at least annually by March, although quarterly updates are recommended. Additional information, including setup instructions and benchmarking resources, is available through the EPA's Portfolio Manager program.

Financial assistance for conducting a Study and Survey is available to any qualifying district.  Application must be made through the ICOS database (go to the district level and click on the “Grants” link. Contact your Regional Coordinator if you need assistance).   

Grant Award Eligibility 

A district is eligible for a Study and Survey grant six years after the date the last Study and Survey submission was approved by OSPI, provided it received a Study and Survey grant award.  

Grant Award Calculation 

Grant funding is calculated using a two-part formula: 

• a base allocation determined by total district enrollment and 
• an additional allocation based on the district’s estimated gross square footage of existing school facilities. 

Depending on the scope and complexity of a district’s needs, challenges, and objectives, the grant may not fully cover the cost of conducting the Study and Survey.

Grant Reimbursement 

Use claim form SPI 1482 for reimbursement of the Study and Survey grant award. This form may be found in the ICOS database, or you may contact OSPI School Facilities & Organization to request in PDF format.  

The Study and Survey process requires a full update of the school district’s area in the ICOS database, as well as a report in PDF format uploaded into the Study and Survey section of ICOS. This information provides a complete overview of the district’s facilities, current conditions, and planned capital needs.

These should be done by the school district and/or consultant, and includes various items such as site plans, building area analyses, condition assessment summaries, financial analysis of the district, capital long-term plan and list of potential projects. Together, these items provide the information needed to support the Study and Survey process and document the district’s facility needs.

Consult your Regional Coordinator for guidance on the Study and Survey report and in updating ICOS.

Content of a Study and Survey Report 

Area Analysis and Diagram (Building)

A full-building area analysis is most often found in the study and survey (See Chapter 11: Advanced Planning - The Study and Survey) or ICOS building updates (see Chapter 2: Inventory and Condition of Schools).

An area analysis diagram is a floor plan of a building that identifies its gross square footage (see "Area Definitions and Measurements" in Chapter 11: Advanced Planning—The Study and Survey). The diagram must include a summary table showing the gross square footage and SCAP-recognized square footage for each applicable area. The diagram must include a summary table showing the gross square footage and SCAP-recognized square footage for each applicable area. 

For SCAP purposes (See Chapter 3: School Construction Assistance), buildings should be divided into separate areas when they include:

• Portions of the building with different years of original construction (when the construction dates differ and are within 30 years old).
• Attached covered play sheds (Detached covered play sheds should be treated as separate standalone buildings)
• Attached covered learning areas, such as covered auto shop work areas that are not enclosed.
• Permanent district administrative office space located within a K–12 SCAP-recognized building.

Contact your Regional Coordinator if you have questions about how a building should be divided for area analysis purposes.

Area Analysis and Diagram (Project)

A project-specific area analysis submitted is submitted with a D-7 Application (See the D-7 chapter for Design-Bid-Build, GC/CM, or Progressive Design-Build projects). It should show only the portions of the building included in the proposed project. For example, if a project includes additions to an existing facility, the diagram should identify the location and square footage of each addition but does not need to include square footage for existing areas that are unaffected by the project.

OSPI School Facilities and Organization (SFO) generally follows the area and volume measurement standards published by the American Institute of Architects (AIA) in Document D101. This document can be found through an internet search.

School Facilities programs uses gross square footage, measured from exterior wall to exterior wall, most inventory and project-related determinations. Overhangs and covered walkways are generally excluded, although covered play sheds are measured to the limits of the roof coverage.

For questions regarding area calculations, contact your Regional Coordinator.

Instructional Space: The gross square footage of a school facility utilized by a school district for the purpose of instructing students, calculated in accordance with WAC 392-343-019 and AIA Document D101, The Architectural Area and Volume of Buildings, latest edition. Certain areas, such as portable facilities, stadia and grandstands, and other non-instructional spaces, are excluded.

For SCAP purposes--see Chapter 3: School Construction Assistance Program (SCAP) Eligibility--recognized instructional space is the instructional space identified in accordance with WAC 392-343-019 and used in determining facility eligibility and state funding assistance.

Pursuant to WAC 392-347-023, certain school facilities receiving School Construction Assistance Program (See Chapter 3: School Construction Assistance Program Eligibility) funding are required to participate in the Asset Preservation Program (APP) for a period of 30 years following project completion. Established through a State Board of Education policy adopted in 1992, the APP promotes the long-term maintenance and operation of school facilities, helping to protect taxpayer investments in state-assisted construction.
APP reporting can be found within the Information and Condition of Schools system. 

School buildings subject to the Asset Preservation Program include the following:

• Buildings that received School Construction Assistance Program (SCAP) funding within the past 30 years and were constructed entirely as new buildings.
• Buildings that received SCAP funding within the past 30 years where 75 percent or more of the building's footprint consists of new construction. For example, a district may replace the majority of a school while retaining the existing gymnasium. If the new construction represents at least 75 percent of the building footprint, the building is subject to the Asset Preservation Program.

Please Note: The following items are due April 1 of each year for all buildings participating in the Asset Preservation Program (APP). The table below outlines the required deliverables and provides details about what districts must submit or complete each year.

Building and Site Condition Assessments are conducted via the online system ICOS. Refer to Chapter 2: Inventory and Condition of Schools (ICOS) for details on accessing ICOS. 

An ICOS account is required. Please note that your BCA scores will be associated with the name on your account. Contact your Regional Coordinator for additional guidance on navigating ICOS.

Programs that Require Building Condition Assessments

Programs that Require Site Condition Assessments

There are two approaches to completing a BCA: a district-level assessment and a certified assessment. The sections below describe each approach and provide information on locating a certified assessor.

District-Level Building Condition Assessment  

A district-level Building Condition Assessment (BCA) is carried out by school district personnel, typically a facility professional who knows and works with the buildings and its systems, where the assessor does not need to hold BCA certification. It often involves periodic updates of previous certified assessments and can be completed relatively quickly.  

Certified Building Condition Assessment  

A certified Building Condition Assessment (BCA) necessitates engagement by a third-party individual holding BCA Certification. This assessment entails greater depth and complexity, as certification calls for the assessor to possess a comprehensive understanding of the objectives and standards associated with this type of BCA, including its alignment with OSPI’s programs.  

Locating a Certified BCA Assessor 

Please consult the Building Condition Assessment page on the OSPI website for a roster of BCA-Certified Assessors.   

Obtaining Building Condition Assessment (BCA) Certification

Licensed engineers and architects, and facilities professionals who can show sufficient experience working with buildings are eligible to become BCA Certified. School facilities professionals may be eligible for certification, but cannot perform certified BCA’s within their own district, only outside their district. They may, however, conduct district-level BCA’s within their district.

BCA Certification requires:  

• Attendance and completion of an in-person BCA Certification training, conducted by OSPI School Facilities and Organization staff. Contact any of the OSPI Regional Coordinators for more information on when the next training might be available.  
• An Education Data System (EDS) account (See "Set up and Access" in Chapter 2: Inventory and Condition of Schools) 
• Submission to OSPI of engineer or architect license number, or a professional resume showing the individual has sufficient experience working with buildings. 

Locating a Certified BCA Assessor 

Please consult the OSPI website for a roster of BCA-Certified Assessors.   

Acquiring a New Site

If acquiring a new site, the district may use one or more of the following legal methods: 

• Purchase from the owner. 
• Acceptance as a gift from the owner. 
• Condemnation of private property with purchase at fair market value (RCW 28A.335.220). 
• Receipt of surplus government property. 
• Lease of state-owned property. 

State laws affecting the securing of proposals for sale, appraisals, counteroffers, and options should be investigated thoroughly. 

Apart from land secured on acceptable leases, title to the real property of the site should be vested in the school district, with any or all encumbrances clearly stated in the title documents.  Any title that contains encumbrances should be accompanied by certification from the district’s legal counsel stating that such encumbrances will not interfere detrimentally with the construction, operation, and useful life of the school facility.

Recommended Acreage

Urban and rural sites have different space needs, so OSPI does not require a definite amount of space for the expected number of students.  However, in accordance with WAC 392-342-020 a site should have:

• A base amount of 5 usable acres, plus 1 additional acre for each 100 students. For school facilities with any students above 6th grade the base amount should be 10 usable acres plus 1 additional acre for each 100 students.

Use the above WAC to assure that the site will have sufficient space to offer a healthy environment, adequate space for the facility and educational program, parking, physical education and recreation, as well as satisfy requirements of the local jurisdiction.

Funding Site Acquisition

Sources of funding for site acquisition available to districts include:

• Passage of a capital levy.
• Passage of a bond issue for site acquisition.
• Transfer of funds from the general fund to the building fund.
• Outside sources (developer dedication, growth impact fees, or mitigation payments).
• Sale of district-owned surplus property.
• Non-voted debt.

Data Necessary in Site Acquisition and Assessment

Prior to design studies for site utilization and building placement, a survey of the physical site characteristics and a title search are necessary.  This site survey must be performed by a land surveyor registered in the State of Washington.  The site survey, a responsibility of the district, should contain the following information for the architect/engineer:

• Title of survey, property location, certification, and date.
• Scale and compass orientation.
• Tract boundary lines, courses, and distances, including all easements.
• Names of abutting property owners.  Benchmark with assumed elevation.
• Names and locations of all existing road right-of-ways on or near the tract.
• Location of roads, drives, curbs, gutters, steps, walks, paved areas and the like, indicating types of materials or surfacing.
• Road elevation for all improved roads on or adjacent to property improved gutter elevations on property line side.
• The survey should include opposite side of adjacent street information.
• Location, type, size, and flow of all existing storm and sanitary sewers on or contiguous to the tract, including top and invert elevations of all manholes and inlet and invert elevations of other drainage structures.
• Location, type, and size of all water and gas mains, meter boxes, hydrants, and other appurtenances.
• Location of all utility poles; natural gas and utility pipelines; cable TV, telephone, and power lines (with indication of nearest leads either on-site or off-site), and pertinent information and ownership of all utilities.
• Location of all existing structures on the site, including buildings, foundations, bridges, wells, walls, fences, and rock outcroppings.
• Location of all swamps, springs, streams, drainage ditches, wetlands, lakes, and other bodies of water including line of maximum flood plain if applicable.
• Outline of wooded areas; location of trees, identification of trees by type, identification of trees with trunks over 8 inches in diameter at waist height; and location and identification of any other significant flora and fauna.
• Elevations throughout the site sufficient to develop a complete and thorough contour map for site improvements.
• Construction of permanent property corners such as concrete monuments.

What makes a site feasible?

It depends. A site that is not feasible would likely remain so despite multiple efforts to accommodate its short-comings, design around issues, resolve legal issues, or secure jurisdictional approvals – within what would be considered a reasonable cost and timeframe. Instead, the effort and expense would prove better spent on a different site with fewer issues or more advantages.

An existing site could become less feasible over time depending on how areas and land-use change near it, or due to changes in what the district needs in its facilities.  Ask what made it feasible when first constructed. Does the site have historical or cultural value to warrant extra effort or expense to preserve its continued service as a school or administrative facility?

It may not be possible to locate a site that will totally accommodate all needs.  The selection committee and community should discuss priorities and agree on what qualities are indispensable. 

SEPA Requirements and Process

The Washington State Environmental Protection Act (SEPA), RCW 43.21C.120, and the SEPA rules, WAC 197-11-904, require all state and local governmental agencies to consider environmental values both for their own actions and when licensing private proposals.  The act also requires that an environmental impact statement (EIS) be prepared for all major actions significantly affecting the quality of the environment. 

A portion of WAC 197-11-960 comprises an environmental checklist which must be answered as completely as possible.  The checklist assists agencies to determine whether or not a proposed school facility will require the preparation of an environmental impact statement.  This form does not supersede or void application forms required under any other federal or state statute or local ordinance. 

The district may ascertain if it is the appropriate lead agency having jurisdiction over the proposed facility (action) and may decide if a project is exempt from SEPA requirements.  If a district determines it does not have exempt status, it may have its architect/engineer or consultant complete the environmental checklist.  The lead agency must consider the checklist information and ascertain whether or not the action will have a significant effect upon the quality of the environment. 

If a threshold determination by the lead agency declares the proposal to be non-significant and there are no appeals, the district may proceed with the project.  A copy of the Determination of Nonsignificance – or, Mitigated Determination of Nonsignificance – and a copy of the completed environmental checklist must be transmitted to the Environmental Review section, Department of Ecology, for permanent recording of the determination.  

If a determination of significance is issued by the lead agency, a draft EIS and a scoping form must be prepared, reviewed by all appropriate authorities and published. 

The district’s compliance with the requirements of Chapter 197-11 WAC must be certified to OSPI. 

Occasionally, public hearings must be conducted on the EIS, and a final EIS with public comments would be required.  Guidelines for preparation and review of the EIS are available from the Environmental Review section, Department of Ecology. 

Growth Management Act 

The Growth Management Act (GMA) has significant importance to districts in the counties which are planning under the act.  Districts will obtain maximum benefit from the GMA by actively participating in the planning process with the city or county planning authority. 

Growth management planning may benefit districts by providing information and location of planned growth in the community, guidance in locating school sites, and perhaps financial assistance for new school construction in the form of impact fees.  Disadvantages of growth management planning are that districts may find themselves restricted in locating new schools and in obtaining necessary zoning approvals. 

The GMA requires cities and counties to designate urban growth areas (UGAs) as limits of services such as water, sewer, and streets.  Locating school facilities within the UGAs may be limited either directly through land use regulations or indirectly through restrictions on utilities.  School facilities outside UGAs, that require water and/or sewer service, may need extraordinary measures such as service lines dedicated solely to (and paid for by) the district.  School facilities not listed in the capital facilities element of the local comprehensive plan may not be approved. 

At least two of these elements, land use and the capital facilities plan, are critical to school districts. The GMA requires comprehensive plans to include:

• A land use element designating the proposed general distribution and general location and extent of the uses of land for public facilities, which includes schools. A capital facilities plan element consisting of:
  • An inventory of existing capital facilities owned by public entities, showing the locations of facilities and their present level of service.
  • A forecast of the future needs for such capital facilities based on their proposed level of service.
  • The proposed locations and capacities of expanded or new capital facilities.
  • At least a six-year plan that will finance such capital facilities within projected funding capacities and will clearly identify sources of public money for such purposes.
  • A requirement to reassess the land use element if probable funding falls short of meeting existing needs to ensure that the land use element, capital facilities plan element, and financing plan within the capital facilities plan element are coordinated and consistent. 

If a district is considering a site near, on, or outside its Urban Growth Area, it should consult with city and county planning agencies and with its land use attorney. 

Local jurisdictions are authorized to impose impact fees for school facilities.  The ability of a local jurisdiction to assess impact fees for school districts are dependent upon the adoption of a capital facilities plan element and an enabling ordinance.

OSPI will review proposed school sites, including existing ones, and ask the following questions: 

• Is the site’s size and shape adequate for the grades to be served? 
• Will the site support the educational program? 
• Is the site located conveniently for the majority of pupils? 
• Is the site near other community services such as a library, parks, and museums? 
• Is the site located near existing educational facilities? 
• Will the surrounding zoning and development enhance the school site? 
• Can the site be shared with other community facilities (parks)? 
• Is the site expandable in the future or will it support expanded facilities? 
• Is the topography conducive to desired site development? 
• Is the general environment aesthetically pleasing? 
• Does the land drain properly and are other soil conditions good? 
• Does the site have desired trees and other natural vegetation? 
• Have tests been made to determine underground conditions (Geotech)? 
• Is the site easily accessible for service vehicles? 
• Are the road and traffic patterns surrounding the site suitable? 
• Is the site safe? 
• Is the air quality healthful? 
• Is the site free of industrial and traffic noise? 
• Is the site served by public agencies (police, fire, etc.)? 
• Are adequate water and sewer services available at the site? 
• Are there any easements of any nature affecting the use of the site? 
• Will site development costs be excessive? 
• Has the site been assessed for impacts to cultural resources regarding EO 21-02? 
• Are any of the following energy sources available at the site? 
  • Gas 
  • Electricity 
  • Solar 
  • Geothermal 
  • Other 

OSPI staff will also consider a general evaluation of the site, including any adverse answers to the above questions. The above questions are meant to gather both the District and consultant team’s knowledge of the site as well as the OSPI site reviewer’s impression. The District and OSPI both face an important consideration as to whether the proposed school site is feasible, and to identify potential risks.