2024 Bond Common Questions

• A bond is debt that must be repaid with interest over a set period of time, usually 20 years. Purchasers of the bonds pay for the bonds immediately, giving the district instantly available funds. The bonds have a maturity date. Money raised from bonds may only be used for specific new construction projects. Passing a bond requires a supermajority of 60% “yes” votes; and, voter turnout must equal 40% of the number of people who cast ballots in the district during the prior General Election. 

• A levy is a tax imposed on local property owners to raise money for services and maintenance. The term “levy” refers to the act of imposing a tax to raise revenue. Levies have a shorter term, usually three to six years, and must be renewed by voters when they expire. The amount is spread across the district's property owners, assessing the levy on each in proportion to the size and value of their property. Levies provide an annual fixed amount of money to the district and are often used for general operations, purchase of buses, critical repairs and technology. To validate a school levy, a simple majority is required (50% plus one vote).

Issaquah School District is asking the community to consider a $642.3 million school modernization and construction bond in the November 5, 2024 election.
School construction and modernization are minimally funded by the state, which is why school districts rely on local, voter-approved bond funding. Funding from the bond would be used to modernize buildings and infrastructure, giving every student in our district access to secure schools and innovative learning experiences that prepare them for their future. Bond funding would preserve our investment in facilities and ensure efficient and sustainable operations.

Typically, the district has run bonds every four to six years. Our last bond measure was approved eight years ago. The November 2024 package essentially includes two cycles’ worth of building needs. We did not run a bond in 2020 due to COVID.  

The levy measures that voters approved in 2022 included a Capital Levy (Technology and Construction); an Educational Programs and Operations Levy; and a Transportation (Bus) Levy. The construction dollars approved in the 2022 Capital Levy were recently repurposed via a formal School Board resolution. The district is not allowed to break ground on the new high school until full funding is available, so the School Board moved the funds to immediate needs related to safety and security, and land acquisition for early learning and Transportation. 

In 2016 voters approved a bond for $533.5 million; the value of that total in today’s dollars would be approximately $899 million (average construction escalation based on Mortenson Index).  

The phrase “levies are for learning” typically refers to an Educational Programs & Operations levy, but there are other types of levies, including: 

• Capital levies, which can provide funding for needs such as critical repairs and technology.  
• Transportation levies, often used to purchase buses. 
• Generally, levies do not provide enough funding for major construction projects, which require full funding up front. 

The current tax rate for all existing bonds and levies is $3.13 for the calendar year 2024. The estimated total combined tax rate if the bond is approved is $3.42, based on calendar year assessed value data. 

Historic and Projected Tax Rate Information

Over the past 20 years, the average total combined tax rate for Issaquah School District bonds and levies has been $3.91 per $1,000 assessed property value. 

The projected total combined tax rate if the proposed 2024 bond passes would be $3.42 per $1,000 assessed property value, based on calendar year assessed value data.

Here is what we included in the average combined tax rate for the past 20 years, and the new projected tax rate if the bond is approved: 

o    The district’s past and current levy measures, in green. Note that the green representation of levies includes all of our current levy measures, and also projects that we will continue to have an Educational Programs and Operations Levy, a Technology Levy, and, as needed, Transportation (bus) levies. 

o    All of the district’s past and current bond measures are in dark teal.  

The projection for the proposed bond measure is in light teal. 

Historic and Projected Tax Rate Information

If compared to the 19 districts in King County, Issaquah’s total tax rate is about in the middle of the pack, at $3.13 per $1,000 assessed property value, with the highest district at $4.71 and the lowest at $0.46 per $1,000 assessed property value, respectively. If compared to districts of a similar total assessed property value across the state, Issaquah is still about in the middle of the pack, with the highest total tax rate at $4.38 and the lowest at $1.44 per $1,000 assessed property value.

No, voters approve a total amount for the district to collect. As property values increase or as more properties are built, the rate paid by individual taxpayers may go down. 

For the 2012 bond, the district projected a combined $4.42 tax rate per $1,000 assessed value for the years 2013 through 2024. Over that period of time, the actual tax rate averaged $3.77 per $1,000 assessed value.

For the 2016 bond, the district projected a $4.14 total combined tax rate per $1,000 assessed value for the years 2016 through 2020 and $4.06 for the years 2021 through 2024. Over that period of time, the actual tax rate averaged $3.53.

Yes, bond debt is essentially a loan to fund large projects that is paid off over many years. This comes with an amount of interest the district must pay back. Given the district’s stable financial outlook and high bond rating (Moody’s AA+, S&P AAA), we are able to secure funding at low interest rates and also refinance to take advantage of even lower rates. To date, the interest related to the 2012 bonds is 20% less than the original projection. Similarly, the interest to date related to the 2016 bonds is 17% less than the original projection. This amounts to a reduction of $72.7 million in the expected interest payments, and also lowers the anticipated tax rate. The district still has potential to refinance some of the 2012 and 2016 bonds over time, which could reduce the interest burden to taxpayers even further. The superintendent and Finance team are continually watching for opportunities to lower the interest cost to taxpayers and keep the tax rate as low as possible. 

Yes, we have an approved land use permit, an approved clearing/grading permit and the main building permit is in its second review cycle and expected to be ready for issuance by the end of the year. If the bond passes in November 2024, we anticipate beginning construction on the new high school in Spring of 2025 and opening in time for the 2027-28 school year. 

• The district continues to be overcrowded at the high school level, and those conditions are predicted to continue. The new high school would have a “starting” student population of 1,300-1,400 students and the other two high schools would have similar student populations; these are more optimal levels of enrollment based on the site plans for educational programming and student experience. 

• When the new high school opens, approximately 600-700 students will come from EACH of Skyline High School and Issaquah High School. That would mean 600-700 fewer students at both Skyline High School and Issaquah High School.   

• Fewer students at each of Issaquah and Skyline would mean fewer bus riders, fewer parents/guardians dropping off and picking up students, fewer student drivers, and would reduce our dependency on portable classrooms, improving safety at the schools.  

If construction begins in March 2025, the project would be completed approximately two years later, in time for the 2027-2028 school year.   

Approximately $20 million has been spent on permitting, litigation, design, preconstruction services and consultant fees.   

No, the district must ensure that it has all the funds to build the New High School project before construction may begin.

We have $90 million set aside for the New High School. The $182.7 million that the bond measure would provide for the New High School would allow us to begin construction with the current permit, and open the new building in the fall of 2027.

The current estimate to complete the New High School is $292.7 million. When it was initially planned in preparation for the 2016 Bond, the cost estimate was $120 million. Unfortunately, the project was delayed due to permitting, litigation, COVID and other issues. As time passed, the cost went up steadily due to inflation, cost escalation and other factors.  

If we had built the New High School in 2016, it would have cost approximately $120 million, the current estimated cost is $292.7 million. Based on an average escalation of 4.5% year over year it would cost approximately $348.2 million in 2030. If we don’t run a bond now, these projects would cost more due to cost escalation. 

Construction of the New High School was delayed by many years due to multiple factors. Initial delays of 3.5 years were caused by the land and existing structures being designated as historic landmarks, which necessitated litigation to resolve. Later delays were caused by about 2.5 years of permitting. The fact that delays had caused significant escalations in the project costs meant that the district no longer had enough money to complete construction, which is a requirement.

• Current district enrollment projections indicate a slight decline over the next 4 to 5 years before beginning an upward trend.  During that time, it is projected that high school enrollment will still be above the ideal capacity that our facilities at Issaquah High School and Skyline High School were built to accommodate.

  
   

• While the district’s enrollment dipped during and after the pandemic, it is beginning to level off. 

Counts include Transition to Kindergarten, exclude Running Start 

When schools are overcrowded it limits what courses and programs we can offer, students have trouble moving through hallways, and it increases wear and tear on our facilities. Teachers and staff also sometimes have difficulty moving between classrooms between periods. Our students, families and community members experience traffic and congestion at and near our schools. 

Portable Use in High Schools 

*Although Gibson Ek teachers aren’t in portables, two teach in converted locker rooms that are now used as classrooms. 
**Note: This data does not reflect the experience of our teachers and staff, some of whom teach in multiple locations throughout their day, and some of whom do not have a primary/main classroom location. 

Portables help us offer flexible additional space, and manage capacity. However, if students do not have enough time to walk from one classroom to another, they sometimes are tardy to class. Other drawbacks of portables include increased vulnerability to external threats, inconsistency with temperature and noise levels, space constraints, isolation from the main building, and access to basic amenities such as restrooms and sinks. 

It is recommended as a best practice in school design to plan for and show spaces for future portable classrooms in the design of a new school.  Also, when the need of a portable classroom arises, the land use permitting process is much easier if the original land use approved plans show future portable classrooms spaces.

The team has done a lot of work to create a reasonable cost projection, so we don’t encounter that situation again. However, we cannot control all variables or unexpected challenges like COVID. The bond resolution can provide flexibility to address possible cost overages. Projects will be prioritized to ensure the most needed projects are completed first. 

Yes, the new high school will be considered a priority project, along with safety and security, energy efficiency, and other projects.  If the bond passes, these projects will begin immediately before moving on to other bond projects. 

After voters approves the 2016 bond, we purchased land for an elementary school and a high school. At this point, Elementary 17 is on pause but the new high school is underway, pending approval of this bond. The land for the elementary remains in place for future elementary needs. 

To build a smaller facility, the district would need to redesign and go through a different process, with new permits. Issaquah High School is very difficult to add onto due to its site and traffic concerns on 2nd Avenue. Skyline High School has similar concerns. We would need to work with the cities of Issaquah and Sammamish to assess the feasibility of additions at either school. 

In the last several years due to declining enrollment and other factors, the district has had to make up budget shortfalls by implementing cost-cutting measures.

The district would not get additional funding to operate a new high school.  However, efficiencies can be achieved by running our new and existing buildings at optimal capacity. There would be an additional operating cost to running a new high school. Also, a significant number of staff would shift from existing schools to the new school along with the students.

Our current design is as tight and cost-effective as possible. It only includes the elements we need for a comprehensive high school. 

Further expansion at Issaquah and Skyline high schools would significantly impact traffic, leading to severe congestion and the potential for increased safety risks. Issaquah High School already experiences high traffic volumes, and additional growth would worsen congestion, particularly during peak hours. Intersections along 2nd Avenue Southeast and Front Street South could face gridlock, with long wait times and spillover into nearby neighborhoods. Parking would also become more strained, potentially causing people to park vehicles in residential areas. Unfortunately, mitigation options such as widening roads are limited, and minor adjustments may not be sufficient. 

At Skyline High School, the local road network is already strained, and further expansion would likely overwhelm key intersections, such as those along 228th Avenue Southeast. Increased traffic volumes would result in longer delays and higher accident risks, especially during school start and end times. An expansion would also complicate site access and internal circulation, necessitating more robust traffic management measures. Overall, the cumulative effect of growth at both schools would lead to broader regional congestion, increased noise, and heightened safety concerns for motorists, pedestrians and cyclists. 

Sources: Issaquah Middle School Relocation – Transportation Impact Study – January 2015 
Issaquah High School Modernization – Traffic Impact Study – November 2008 
Skyline High School Expansion – Traffic Impact Analysis – June 2008 

4221 228th Ave. S.E., Issaquah, WA 98029

Issaquah High School and Skyline High School are currently in the top 20 highest enrollment in Washington state.
Here is the Student Enrollment (Full-Time Equivalent or FTE) by School for High schools.

Source: OSPI Report Card Enrollment for the 2023-24 School Year.

• Building system upgrade and retrofit needs vary across the district, with some schools requiring more work than others. Energy savings are expected to be between 10-30% per school. As systems are upgraded, we anticipate annual utility cost savings of 10-15% for the district. 

• District facilities are insured at an appraised value for land and buildings of approximately $1.3 billion (Washington Schools Risk Management Pool). The building modernization and energy efficiency portion of the bond package is $317 million, or 24% of the total value of all facilities.  

• Considering the bond projects on a six-year timeframe, that equates to approximately 4% annually and is in line with the U.S. Department of Energy, American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE), and Building Owners and Managers Association (BOMA) recommendations for annual investments in facility modernization and efficiency improvements. 

Some of the upgrades to our buildings that would help maintain and extend the life of our buildings could be as follows: more energy-efficient HVAC (Heating, Ventilation and Air Conditioning) equipment, new HVAC control systems, replace fluorescent lighting with LED lighting, replace lighting control systems, recommission systems in the school. 

District sustainability efforts will be supported in the bond via projects such as conforming to the Clean Buildings Act. These include more energy efficient HVAC (Heating, Ventilation and Air Conditioning) equipment, HVAC control systems, lighting systems, water heating systems and solar panels. 

The proposed upgrades and modernizations to our buildings will enhance the safety and security of our students and staff. These projects would also help our facilities last longer and provide a greater return on our existing investments. Issaquah School District has consistently been a top district in Washington, a status our students, families and communities appreciate and expect. Maintaining excellence requires sustained investments. 

This map shows the type of projects proposed at each school or facility, by category: Safety and Security, Building Stewardship, Secondary Needs, Districtwide Student Supports (such as a potential collaboration on a pool expansion, athletic field renovations, accessible and safe playground spaces, Special Services upgrades and more). 

The four categories are: Safety and Security; Building Modernization and Energy Efficiency; Student Support, Well-Being and Athletics; and High School Capacity and Program Expansion. 

By category, these sections include:  

• Safety and Security: Districtwide projects such as new camera systems, hardware and access control, anti-intruder window coverings, secure building access, exterior enhancements and perimeter security.  
   
• Building Modernization and Energy Efficiency: districtwide projects of two main types:  
  • Building modernization projects, such as roof replacement and upgrades, major system replacements and modernization, exterior wall and window projects, kitchen upgrades and modernization, HVAC controls, and audio-visual systems.  
  • Energy efficiency and sustainability projects, which will also comply with the Clean Buildings Act. These include major system optimization, LED lighting and HVAC controls.  
     
• High School Capacity and Program Expansion: projects that will help us invest in our Career Preparation options and innovation at Issaquah, Liberty, Skyline and Gibson Ek High Schools; and, funding to complete the New High School.
   
• Student Support, Well-Being and Athletics:    
  • Student Support and Well-Being Projects such as accessible and safe playground spaces, Special Services upgrades (for example, multi-sensory, flexible, and sensory inclusive learning environments), and water bottle filling stations.  
  • Athletics and Activities projects include athletic field renovations, a potential collaboration with the City of Issaquah on a pool expansion, and field lights at Cougar Mountain, Beaver Lake and Pacific Cascade middle schools. 

The district takes building stewardship and protecting its facilities seriously. Examples of modernization include:  

• Roof replacements and upgrades. 
• Major system replacements and modernization. 
• Exterior walls and windows.  
• Kitchen upgrades and modernization. 
• HVAC controls. 
• Districtwide audio visual.  

This work is all a part of our sustained investment to keep Issaquah as a top district in Washington state.  

See the full list of proposed projects.

Innovation in our district involves enhancing educational offerings to better prepare students for their careers and reimagining student experiences to meet student interests and future workforce demands. Formerly known as vocational tech, CTE traditionally referred to trades education. Today, our focus is on aligning CTE offerings with industry demand, economic opportunities, and high-interest courses, providing students with tangible career exploration experiences. This includes expanding industry certifications and work experience options. 

Yes, we are exploring how to incorporate the core design principles of Gibson Ek into student experiences in all high schools and middle schools to provide innovative opportunities for more students. These principles include creating stronger connections between school and the real world, interdisciplinary learning, problem-based learning, and competency-based learning. While we plan to maintain the current design and enrollment at Gibson Ek, our goal is to seek potential opportunities to incorporate these innovative learning experiences in programs across the district. 

Several data points are considered when determining potential courses, activities, or programs. For example, data from yearly course requests, career interest surveys, Xello data, ThoughtExchange opportunities, and various community engagement efforts such as interviews, Design Sprints, or focus groups are used when determining offerings for students.  

We currently collect data through the course selection process for current course offerings, career data from students, and a survey asking students for specific recommendations around more real-world learning and career connected or future connected learning experiences.

Students can connect with CTE through college in the high school in two ways. The first is through CTE Dual Credit. In this program, students may earn college credit through a local community and technical college simply by passing a high school CTE course and earning a specific grade. The second is by taking professional technical courses on the campus of a community and technical college.  

Students must earn credit in a variety of courses to meet their graduation requirements. Requirements include courses in Career and Technical Education, elective offerings, art and more. Some CTE courses offer cross crediting options so students can earn a CTE credit and meet a graduation requirement for another content area such as art, math or science for example. Through secondary innovation, we will continue to explore opportunities such as cross crediting, college credits, credentials, and certificates allowing students additional choice and preparation.  

All schools have a system called “Legend ID,” which allows staff to scan a driver's license, and a visitor badge to be printed out. The visitor badge goes void after a specific amount of time. Schools still require a manual sign-in for visitors in case of an emergency evacuation. In the case of an emergency evacuation, the sign-in sheet will be used to verify everyone successfully evacuated the building. 

The Safety & Security team’s proposal includes a recommendation to install door locks that can be operated from the inside of classrooms. 

Each school building has plans and procedures in place for lockdowns. Staff and students are trained in how to go into a lockdown, and buildings complete at least one lockdown drill per year. We don’t share details publicly about lockdown procedures, for safety reasons. 

Most of the security capabilities that we currently have in the district have been obtained through local levy funding and the general fund budget. Security features are included in any new building or remodel that is funded by a voter-approved bond measure. For example, security cameras, automatic door locks and other security components are included in the cost of a new building and covered by the bond. 

• This includes a range of options for windows to deter any outsiders who attempt to get into the building with the intent to do harm to staff and students.  
   
• In general, our school security measures always use a multi-layered approach including measures such as perimeter security, visitor and entry access systems, cameras and building monitoring, and more. 

Years ago, district leaders planned to repurpose the site of the previous administration building (at Holly Street) into a new middle school. That option would have required moving the district office to a new location, and options at the time included buying land to construct a new office building, or purchase an existing office building. We also had an ongoing need for dedicated early learning space. We learned that the building on 220th Avenue Southeast was for sale, and that it was a less expensive option than buying land and building a new facility.  

The current Administration Building on 220th has enough space for all staff members assigned here, and can also accommodate events for district-related outside organizations such as Rotary, the Issaquah Schools Foundation and the District PTSA Council. Since the 2022-23 school year, the Administration Building has hosted meetings that an estimated 13,000 people attended per year. While most of those meetings are internal staff meetings, we also have about 70 uses by non-district groups per year. 

The Holly Street Early Learning Center hosts programs including ChildFind, Early Childhood Education (ECECAP), ISD Preschool Academy and Early Childhood Education (ECE) and addresses the impacts of early learning on the rest of the student experience.  As of June 2024, Holly Street programs serve about 160 students collectively. 

Research and evidence show that students who participate in preschool and other early learning programs are more likely to thrive and succeed throughout their educational careers. Based on the waiting lists at some of our programs, and feedback shared by community members, we know there is an unmet need for early learning programs in our district, including the south end of the district. 

Read more about the planning and need for the Holly Street Early Learning Center in the article we shared after the ribbon-cutting in November of 2022. 

The southeast corner of the district is outside of the Urban Growth Boundary (UGB). The Urban Growth Boundary, implemented in 2012, does not allow major development outside of the areas deemed Urban Growth Areas (UGAs). That means no development, including school construction, can occur in the areas outside of the UGA. 

• Only about 30 percent of the district’s 110 square miles is located within the UGA. This very much limits available land for schools. 
• Students who live in the Tiger Mountain area and surrounding properties attend Maple Hills. 

The below map shows the UGB in purple, and the ISD boundary in pink (source: ISD Capital Facilities Plan). 

Assessing our schools/facilities, district staff work to balance taking the best care possible of our schools and facilities, with meeting student needs in capacity, the life of the building, internal systems, programming and innovation. 

The School Board can consider a resolution to repurpose the funds to another capital construction purpose. 

No, not currently. Our land use permit has already been issued. Adding a pool to the plans would mean a change to the already issued permit; the process would need to be revisited and possibly would have to start over.   

We have had initial conversations with the City of Issaquah about collaborating on an expansion of the Julius Boehm Pool. This bond proposal includes $10 million that could potentially be used in this collaboration. To read more about the community demand for pool use, please visit the city’s website for the feasibility study on the expansion of the Julius Boehm Pool. 

The district is in the process of looking for a site.  

The New High School will be considered a priority project, along with safety and security projects, energy efficiency projects, and others.  If the bond passes, these projects will begin immediately before moving on to other bond projects.

Each school site was built at a different time, and over time there have been different investments to update, modernize or expand each site. Every school has different needs. All of our schools and facilities were assessed for current needs and needs in the next six years. Additionally, a new high school will provide space at Issaquah High School and Skyline High School to convert and remodel existing spaces for career preparation and program expansion. These two schools do not have more available space to expand. Liberty High School has space to expand, and this is an opportunity to increase capacity and support program expansion. 

Over the past 10 years, the district invested in several activities and supports for student well-being. As the needs and capacity of the district evolve, adjustments to our work to support students happen annually. As the district started to move toward integrated and multi-tiered systems of support (MTSS) for both positive behavior supports and academic supports, the allocation of resources shifted and continued to grow: 

• In 2014, partnered with Swedish Medical to launch a School-Based Mental Health Counselor program. 
• In 2015, PBSES (Positive Behavioral Social Emotional Support) - also known as PBIS - coaches were hired to build capacity in partnership with teachers in our schools. These positions were not intended to be permanent.  
• In 2016, the district formally adopted the Second Step curriculum in grades K-8 to support social emotional learning. 
• In 2022, PBSES coaches were reassigned to teaching or library positions.  
• In 2022, three Integrated MTSS positions were put in place, to support elementary and middle school students with behavior and social emotional learning.   
• In 2022, leaders in all buildings participated in a Culturally Responsive Tiered Fidelity Inventory (CRTFI) to evaluate the implementation of Positive Behavior Interventions and Supports (PBIS) and to provide leaders guidance in setting goals for ongoing implementation of Integrated MTSS. 
• In 2023, additional positions were added to work in tandem with the Integrated MTSS positions - a social worker and a Board Certified Behavior Analyst (BCBA). These positions were assigned to schools whose data indicated higher need. 
• In 2023, launched Care Solace, which complements districtwide efforts to provide our school district community with access to mental health care and support student well-being. 
• In 2023, established partnership with Communities in Schools at Issaquah Middle and High Schools. 

Today, there is continued partnership with Swedish Medical to focus on supporting students. In addition, ongoing capacity building for universal design for learning, which supports positive engagement and teaching methods to support all students. 

• The district will establish a Bond Oversight Committee that includes community members, parents/guardians, financial experts, professionals with construction and project management professionals.  
   
• This group will be asked to review quarterly financial reports to ensure bond expenditures align with the plans that voters approved. Committee members also would help track the progress of construction projects, timelines and budget compliance; help ensure bond projects adhere to legal and regulatory requirements; provide regular updates to the School Board; and share their findings with the community. 
   
• Meetings would be open to the public. 
   
• Updates from the committee would be published on the district website; and the committee would publish an annual update summarizing the status of bond-funded projects and financial health, which would be available to the public and presented to the School Board. 

As of March 2024, the district has outstanding debt of $636.9 million (10 issues). All that debt will be fully paid off between 2028 and 2033. All the funds were used, so there is no risk of noncompliance with expiration. Debt repayment is considered when the district asks for a new bond, and our financial planners work to keep a stable combined tax rate. 

The projects from the 2016 Bond Committee recommendations that were not completed are:

• Elementary #17.
• New High School due to unforeseen litigation and cost escalation (see High School section of this page, above). 
• Land for Transportation.

View the list of projects from the last three bond measures.

We have completed all of the projects from the 2012 bond measure. Full details are available on our Capital Projects page, under the "2012 Bond Projects" tab.