1. Purpose & Need
Categorical Exclusion Training Class – Presented by the Office of Environmental Services

2. Why Have a P&N? Defines: Why the project was initiated/proposed
Defines:
Why the project was initiated/proposed
Transportation Needs
Existing and Future Conditions
Logical Termini/Independent Utility
Justifies:
Impacts
Selection of the Preferred Alternative
Expenditure of funds
Written P&Ns not required for C-level CE projects
Must still be justified based on quantified data
[2] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

3. Overall Purpose
Guide development, evaluation and elimination or advancement of alternatives
Does not discuss or included solutions
Obtain stakeholder/public input and acceptance
Manage controversy
Ensure decisions are legally defensible
[3] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

4. Project History Provides current status of the undertaking
How the project was initiated
Background of previous studies
Long range planning, MPO studies, etc.
Funding status
[4] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

5. Purpose Statement Clear and concise
Typically one or two sentences in length
States intended positive outcomes
The purpose of the proposed project is to improve mobility, safety, and access along a heavily traveled portion of US 23 between Worthington and Delaware by addressing existing transportation needs
Congestion, crashes, and roadway geometrics
[5] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

6. Need Elements Existing transportation problem(s)
Quantified/factual data
Needs can include:
Congestion
Crashes
Roadway Geometrics
Facility Deficiencies
Emergency Repairs
Access
[6] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

7. Goals and Objectives No longer completed in EnviroNet
Will be removed from P&N Tab as part of a future deployment
Considered to be part of secondary needs
Based on a community’s perspective
Considers Aesthetic Design
Consistent with local development plans
Considered optional and discretionary
Not a deciding factor in alternative development
[7] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

8. Summary Restate the purpose statement Highlight need elements
[8] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

9. Logical Termini and Independent Utility
Transportation problem(s) begins and ends
Rational end points
Independent Utility
Typically derived from logical termini
Does not rely on separate actions
[9] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

10. Just the Facts Eliminate FLUFF Opinions do not count Based on data
Avoid subjective words:
May, maybe, likely, could
Avoid words with legal interpretations
Significant
Segment
Hazardous
[10] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

11. End Result Defines existing transportation problem(s)
Creates a baseline to evaluate and eliminate or advance alternatives
Identified needs help establish logical termini and independent utility
Does not restrict consideration of alternatives for other transportation improvements
[11] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

12. Project File All decision-making must be documented
Documentation can include:
Bridge Condition Rating
Traffic Data
Crash Data
Project Related Correspondence
District Acceptance (D1)
OES Acceptance (D2 and D3)
Follow ODOT NEPA File Management and Documentation Guidance
[12] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

13. Alternatives
Categorical Exclusion Training Class – Presented by the Office of Environmental Services

14. CEQ - 40 CFR
“This section is the heart of the environmental impact statement…it should present the environmental impacts of the proposal and the alternatives in comparative form, thus sharply defining the issues and providing a clear basis for choice among options by the decisionmaker and the public.”
[14] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

15. CEQ Regulations Agencies shall:
(a) …explore and objectively evaluate all reasonable alternatives and…briefly discuss the reasons for their having been eliminated
(b) Devote substantial treatment to each alternative considered…including the proposed action so that reviewers may evaluate their comparative merits
(d) Include the No-Build alternative
(e) Identify the agency’s preferred alternative or alternatives, if one or more exists…
[15] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

16. Alternatives Analysis
Integral element of project decision-making
Part of the environmental document
Justifies selection of the preferred alternative and the elimination of other alternatives
Must identify how the preferred was selected
Make the process reader-friendly
[16] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

17. No-Build Alternative Considered and discussed as part of analysis
Considered and discussed as part of analysis
Carried forward through project planning and development
Illustrates existing conditions
Sets the stage for developing alternatives
Baseline to compare with other alternatives
Documented in the CE
Discuss why not feasible and prudent
[17] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

18. Alternatives Considered
Other alternatives developed
Documented in the CE
Provide a clear description of what it does
Explain why an alternative was eliminated:
Did not meet P&N
If meets P&N, what other factors were involved?
Who was involved in decision-making?
At what point was the alternative(s) eliminated?
[18] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

19. Preferred Alternative
Discuss why selected
How does it meet P&N?
Did other factors contribute?
Who was involved in decision-making?
[19] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

20. Alternatives Tab - EnviroNet
[20] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

21. Alternatives Tab - EnviroNet
[21] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

22. Alternatives Tab - EnviroNet
[22] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

23. Points to Remember
Discussion must clearly and concisely demonstrate the decision-making process
Why No-Build is not feasible and prudent
How and why each alternative eliminated
Why the Preferred Alternative was selected
Alternatives Analysis tied to P&N
Preferred Alternative satisfies P&N
Focus on environmental impacts
Other considerations can be included
[23] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

24. Points to Remember
More detailed analysis may be needed to explain the rationale for selecting the preferred alternative
Project may be controversial
Consider agency and public views
Justify completed studies
Utilize impacts matrix
[24] Categorical Exclusion Training Class – Presented by the Office of Environmental Services

25. Project File All decision-making must be documented
Documentation can include:
OES or District Acceptance (AER/FS)
Project Related Decision-Making
Feasiblity Study
Alternative Evaluation Report
Follow ODOT NEPA File Management and Documentation Guidance
[25] Categorical Exclusion Training Class – Presented by the Office of Environmental Services