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.