OSPI recognizes: 

• The statutory responsibilities and authority of the district board of directors to determine the type of school facilities it desires to construct for the children of its district.
• The statutory responsibilities and authority of the OSPI to administer control, set terms and conditions and disburse allotments to districts to assist them in providing school facilities. 

In prescribing these rules and regulations, it shall be the policy of OSPI to: 

• Equalize, insofar as possible, the efforts of districts to provide capital monies. 
• Equalize, insofar as possible, the educational opportunities for the students of the state.
• Establish a level of state support for the construction and modernization of school facilities consistent with monies available. 
• Recognize that districts may find it necessary to apply local monies in excess of state funding assistance in order to provide facilities consistent with their respective educational specifications.

Section 203: Local Funding Sources

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). 

Section 204: Estimating Capacity Needs 

Enrollment Projections

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

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)

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 (see Chapter XXX).

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

Grade Levels	SF Per Student
K-6	90 sf
7-8	117 sf
9-12	130 sf
Students with Developmental Disabilities (See Form 1066 for more details)	144 sf

Source: WAC 392-343-035

Small High School

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

Figure 1: Small High School Space Allocation

(Grades 9-12)  Number of Headcount Maximum Space Allocation Per Facility	Maximum Space Allocation Per Facility
1-200	42,000 square feet
201-300	48,000 square feet
301 or more	52,000 square feet

Source: WAC 392-343-035

Section 205: Calculating SCAP Eligibility per Project Type

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”).

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 XXX 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.

New Construction (“Unhoused”)

Brand new construction of a school facility, or an addition to an existing school. Provides square footage that has not previously existed to house more programs or a growing student population. A new construction project is eligible for state funding if the district has a need for instructional space based on 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.

Formula for Calculating New Construction Eligibility:

Capacity Needs per Section 204 minus SCAP-Recognized sf (district-wide) = New Construction Eligibility

Source: WAC 392-343-035

Modernization

Remodel of an existing school. Addresses structural, HVAC and electrical components; building, fire safety and health codes; and ADA. A modernization construction project must be a significant scope of work, as modernization of any given building with SCAP assistance must comprise of at least 40% of its replacement value (WAC 392-347-035).

A modernization project is eligible for state funding when there is:

• Need for modernization of an existing facility that satisfies the housing needs of the district and is more than 20 years old and has not been modernized under the provisions of Chapter 392-347 WAC in the last 20 years, prior to January 1, 1993. 
• Need for modernization of a facility that was built after January 1, 1993, and is at least 30 years old. 

New-in-Lieu (Replacement Option)

The full term is “New construction in lieu of modernization,” or a district’s ability to use modernization eligibility toward new construction. Provides a new facility when the effort to bring an older one up to date is not financially nor structurally feasible. If the replacement facility is larger than the older one, the difference in square footage is considered new construction. New-in-lieu replacement of existing facilities is generally subject to the same criteria as modernization. New-in-lieu replacement of existing facilities is generally subject to the same criteria as modernization.

Calculating Modernization (New-in-Lieu) Eligibility

Modernization eligibility factors a school district’s “improved space” of the assigned grade span against the total space allocations for that grade span.

“Improved space” consists of all eligibility captured in SCAP-funded projects in the past 30 years (but no earlier than January 1, 1993) and any locally funded new square footage that is recognized by SCAP (see WAC XXX for more information on SCAP-recognized space).

Formula for Calculating Modernization (and “New-in-Lieu”) Eligibility:

Capacity Needs per Section 204 minus “Improved Space” = Modernization (and “New-in-Lieu”) Eligibility

Source: WAC 392-343-035

Other Factors for Modernization Projects

The 40% Rule

State funding is not available for projects that do not exceed 40% of the Construction Cost Allocation. When calculating the cost-per-sf for the purpose of the 40% rule, the entire footprint of the existing facilities must be considered, as well as any other separate buildings being modernized as part of the contract.

In addition, if that cost-per-sf does not exceed the Construction Cost Allocation (CCA), then the district is only eligible for receive funding assistance for that project up to the cost-per-sf amount of the project.

For these reasons, modernization projects that are seeking SCAP assistance generally need to be more significant in scope.

Age-Eligible Space

Modernization and new-in-lieu eligibility can only be used toward existing square footage that is age-eligible. Existing space that is not age-eligible is also called “improved space” and consists of all eligibility captured in SCAP-funded projects in the past 30 years (but no earlier than January 1, 1993) and any locally funded new square footage that is recognized by SCAP (see WAC XXX for more information on SCAP-recognized space).

In addition, if an existing facility receives SCAP funding assistance, the entire building, not simply the square footage that receives funding assistance, is no longer age-eligible for 30 years.

Section 206: SCAP Funding Formula

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

Eligibility x Construction Cost Allocation x State Funding Assistance Percentage = Maximum Allowable State Funding Assistance

Eligibility (sf)

See Section 205 for more information on SCAP eligibility.

Construction Cost Allocation (CCA)

The construction cost allocation is the maximum cost per square foot of construction used to calculate the amount of state financial assistance to school districts for construction. 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 Section XXX for more information)
• At date of secured funding status or authorization to open bids (Form D-8, see Section XXX for more information)

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

Section 207: State Assistance Funding Categories

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 Section XXX in the “Advanced Planning—Study and Survey” chapter”)
• 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.

INCLUDE TABLE 2.1?

Section 208: Additional State Assistance

Additional state assistance may be available to districts for the following purposes: 

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.

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. 

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. 

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.

Section 209: Costs to be Financed Entirely with Local Funds (Non-SCAP-Recognized Costs)

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

• Area in excess of the space allocations in WAC 392-343-035
• Acquisition costs of the site
• Maintenance and operation
• Alterations, repairs, and demolitions (except alterations necessary to connect new construction to an existing building)
• Central administration buildings
• Stadia/grandstands
• Costs incidental to advertising for bids, site surveys, soil testing for site purchase and costs other than those connected directly with construction of facilities. 
• Bus garages, except interdistrict cooperatives
• Sales and/or use taxes levied by local governments other than those sales and/or use taxes generally levied throughout the State
•  All costs in excess of state support level factors established by OSPI
• All costs associated with the purchase, installation and relocation of portable classrooms.
• Costs for work performed by district staff for tasks (other than construction management as defined by WAC 392-343-102 shall not be eligible for state funding assistance.

Section 2010: Transportation Cooperative

Per WAC 392-346-070, school districts participating in an interdistrict transportation cooperative may receive 90% state funding assistance for eligible transportation project costs. OSPI approves and determines which costs qualify for this funding. See Figure 1: Transportation Cooperative Application Packet of Information for details on what items must be submitted to apply.

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 Project” model is used along with the space allocations described in this section to make the determination of eligibility.

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)

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 (see Chapter XXX).

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

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

Figure 1: Small High School Space Allocation

Source: WAC 392-343-035

DBB is a traditional construction project delivery method, which involves completing three phases (design, then one bid, then build). Construction does not begin until the design process is complete and bid accepted. Upon completion and approval of the final documents with the bidding requirements, a school project is ready to be released to contractors to obtain proposals or bids. See Chapter 4, Section 404: Design, Build, Bid D-Form Process for more on how DBB works with the SCAP. 

GC/CM is a construction project delivery method where the hiring organization consults a general contractor to participate as an advisor during the design process. In this way, the general contractor is seen as a construction manager and works with the architect and engineering firm to ensure constructability of the design and reduce the need for changes during construction. Some “early work” during design may be possible, such as site preparation and purchase of materials (sometimes to take advantage of seasonal prices).  
 
When the project has reached 90% of design, defined as having complete plans and specifications prior to permit review, the GC/CM firm can propose a Maximum Allowable Construction Cost (MACC) and then negotiate a Final Guaranteed Maximum Price (GMP) with the school district.   

Design-Build (DB) is a construction project delivery method where the hiring organization contracts with one team to design and build the facility. There are three types of Design-Build, including progressive, traditional, and bridging. Progressive Design-Build (PDB) involves the design-build team in the early stages of the development of the project, ensuring they are part of the project team and design process to maximize collaboration between the owner, designer, and contractor.  

Progressive Design-Build is currently the only type of Design-Build that can be accommodated by the School Construction Assistance Program (SCAP). See Chapter 4, Section ??? for more information. In addition, PDB projects that apply for SCAP funding must be front-funded (see Chapter 4, Section 403). 

A Small Works Roster is a list of qualified contractors who can bid for eligible projects below $350,000. They are less restrictive and time consuming than full formal competitive bids. See RCW 39.04.155(2) for a list of the requirements for roster contracts.  

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 

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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. 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. Consult your Regional Coordinator for guidance on the study and survey report and in updating ICOS. 

Table 5.1:  Content of a Study and Survey Report 

Building and Site Condition Assessments are conducted via the online system ICOS. Refer to Chapter 1: Inventory and Condition of Schools (ICOS) for details on accessing ICOS. 

Building and Site Condition Assessments are required for various OSPI programs. Refer to Figure 1 below for a detailed breakdown.  

Figure 1: Required Instances for Building and Site Condition Assessments 

A Site Condition Assessment systematically evaluates site components to aid in capital planning and prioritization, similar to a BCA. It is a high-level, subjective evaluation, not a detailed audit or inspection. Refer to Section 603 of this chapter for information on when Site Condition Assessments are required.

A Building Condition Assessment (BCA) is a systematic evaluation of the various components comprising a structure, aimed at aiding in capital planning and prioritization. This assessment is characterized by its high-level, subjective nature, focusing on the overall condition and functionality of the building, as well as its life expectancy of its components, rather than detailed audits or inspections. Refer to Section 603 of this chapter for information on when Building Condition Assessments are required. 

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 OSPI website (LINK) for a roster of BCA-Certified Assessors.   

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.

Certification requires:  

• Attendance and completion of an in-person BCA Certification training, conducted by OSPI School Facilities and Organization staff. Contact your OSPI Regional Coordinator for more information on when the next training might be available.  
• An Education Data System (EDS) account (See Chapter 1: Inventory and Condition of Schools (ICOS); Section 102: Setup and Access) 
• Submission to OSPI of engineer or architect license number, or a professional resume showing the individual has sufficient experience working with buildings.  

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.