Board Special Meeting - Seattle Public Schools · Superintendent 2016-17 SMART Goal #5 Update 2. Government Relations 3. Board Calendar/Work Plan 4. Executive Committee Work Plan

(*Please note that this is a working committee. Documents may change before the meeting and/or prior to introduction before the Board. The Board Office maintains the archive for documents that were presented at the meeting.)

Executive Committee Thursday, February 2, 2017, 8:30am-10:30am

Board Office Conference Room, John Stanford Center

Agenda

Call to Order 8:30am 1. Approval of agenda 2. Approval of December 1, 2016 and January 5, 2017 meeting minutes Discussion and/or Action: I. Board Action Items 30 mins 1. Seattle Preschool Program 2.

3. 2016-17 and 2017-18 Superintendent Evaluation Process Amending Board Policy No. 1210, Annual Organizational Meeting/Election of Officers

4. Levy Cliff Resolution (Tentative) II. Review of the February 15 and March 1 legislative session agendas 30 mins III. Special Attention items 1. Budget Update and Summer Meetings for Budget Approval 10 mins 2. March 4, 2017 Board Retreat Agenda Approval 10 mins 3. Board Meeting Minutes 10 mins 4. 2016-17 Board Goals Update 10 mins 5. Discussion of Potential Resolution Regarding Safe Zones (Dir. Peters) 10 mins IV. Board Policies and/or Procedures V. Routine Items 10 mins 1. Community Engagement

Superintendent 2016-17 SMART Goal #5 Update

2. Government Relations 3. Board Calendar/Work Plan 4. Executive Committee Work Plan 5. Board 2016-17 SMART Goals Update Adjourn 10:30am

Board Special Meeting

2445 – 3rd Avenue South, Seattle WA 98134

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Executive Committee/Executive Committee of the Whole Thursday, December 1, 2016, 8:30am-10:30am


Agenda

Call to Order This meeting was called to order at 8:32am. Directors Patu, Harris, and Geary were present. Director Peters arrived at 9:29am. This meeting was staffed by Superintendent Larry Nyland, Deputy Superintendent Stephen Nielsen, General Counsel Noel Treat, Director of Policy and Board Relations Nate Van Duzer, Executive Director of Government Relations & Strategic Initiatives Erinn Bennett, Board Office Manager Theresa Hale, Assistant Superintendent of Operations Pegi McEvoy, Associate Superintendent of Capital & Facilities Flip Herndon, Associate Superintendent of Teaching & Learning Michael Tolley, Executive Director of Labor & Employee Relations Stan Damas, Chief Communications Officer Carri Campbell, and Web Content Editor, Pauline Amell Nash. 1. Approval of agenda

Director Harris requested an additional 5-10 minute discussion regarding volunteers at schools. Mr. Treat noted that an addition to the agenda topic is allowed as long as no action is taken. Dir. Patu noted the length of the meeting with the topics already on the agenda and that adding a topic would elongate the meeting. Directors discussed shortening time on other discussion topics and adding a number 6 to section 5 to allow for this discussion. Director Harris moved to approve the agenda as amended. Director Geary seconded. This motion passed unanimously.

2. Approval of November 3, 2016 meeting minutes Harris moved to approve the November 3, 2016 meeting minutes. Director Patu seconded. This motion passed unanimously.

Discussion and/or Action: I. Board Action Items

1. Approval of Agreement with Local 609 Nutrition Services Pay Scale Mr. Damas provided an overview of the pay scale adjustments made and noted this is in compliance with the $15.00 minimum wage increase directed by the City’s new minimum wage ordinance. He noted the discussion at a closed Executive Session on the issue and that this adjustment would start January 1, 2017. He discussed the adjustments made throughout the pay scale, as negotiated with the labor union. Director Harris thanked staff for the rich discussion during the Executive Session.



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Director Harris motioned that this item be moved forward to the full Board with a recommendation for approval. Director Geary seconded. This motion passed unanimously.

2. Approval of Revised Pay Scale for Non-Represented Hourly Classifications

Mr. Damas noted that this adjustment is also due to the $15.00 minimum wage increase directed by the City’s new minimum wage ordinance and noted that adjustments were made throughout the pay scale and that this item did not involve union representation. Director Harris motioned that this item be moved forward to the full Board with a recommendation for approval. Director Geary seconded. This motion passed unanimously.

II. Review of the December 7 and January 4 legislative session agendas

• December 07: Ms. Hale noted the recognition scheduled for this meeting and Dr. Nyland noted the small reception for recipients to be held in the lobby 20 minutes before the meeting and invited the Directors to attend if they were able. Ms. Hale discussed the student presentation cancellation due to the school’s inability to arrange for transportation to the meeting. She noted that Garfield will be providing a Student Representative and a Speaker. She discussed the Election of Officers process and noted the Narratives for the Board and Superintendent Evaluations. She noted these Narratives will most likely not be posted until the Monday before the meeting. Directors and staff discussed moving items from Action to Consent. Directors moved Action Items No. 2 and 3 to Consent. Ms. Bennett noted that documents for Action Item No. 1 would probably be posted late as the two Directors working with outside Counsel and Dr. Nyland would need time to discuss and finalize the contract and that this item is for introduction/action at the same meeting. Mr. Nielsen noted that Introduction Items No. 4 & 5 would go into effect on January 1st and that approval of this item is scheduled for after that date. Directors requested that verbiage be included within the Action Report stating that the pay would be retroactive. Directors and staff discussed the wage increase effect on the budget deficit. Director Harris moved to approve the agenda as amended. Director Geary seconded. This motion passed unanimously.

• January 04: Ms. Hale noted that at this time there were no scheduled recognitions for this meeting and noted the student performances and that Roosevelt was scheduled to provide a Student Representative and Speaker. She noted that the Native American Annual Report had been approved to be moved from the December meeting to January due to a staff training opportunity. Dr. Nyland noted that the Student Assignment Plan would be voted on at this meeting and commented on the communications with the portions of the Native American and Licton Springs communities. Director Harris asked that a menu of options be provided to the Board for consideration on this topic. Directors and staff discussed the

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Licton Springs community concerns. Directors requested further data on the Licton Springs program and the former Indian Heritage High School. Directors and staff discussed moving items from Action to Consent. Directors discussed Action Item No. 7. Directors moved Action Items No. 2, 4, 5, 7, 9, 10 & 11 to Consent. Director Harris noted her objection to moving item no. 2 to consent. Ms. Hale noted that Introduction Items No. 5 & 14 had been requested to be removed from the agenda. Director Harris asked if the Amendment to the Concussion and Head Injuries policy would also include club sports. Mr. Van Duzer discussed the proposed amendments to the policy. Director Harris noted that she would like to see this policy cover a broader spectrum of activities and include training for club sports. Directors and staff discussed the difference between club sports and Washington Interscholastic Activities Association approved sports. Director Harris moved to approve the agenda as amended. Director Geary seconded. This motion passed unanimously.

III. Special Attention items

1. December 3rd Board Retreat Agenda

Ms. Hale noted this agenda was approved at the November Executive meeting but wanted to make all aware that it will be posted. Directors and staff discussed strategies for the Budget conversation and the drafting of Op-Ed pieces from the District and its partners. Mr. Treat reminded Directors and staff of legal restrictions to encouraging indirect grassroots campaigns.

2. 2016-17 and 2017-18 Superintendent SMART Goal Processes Ms. Bennett discussed the one-page graphic. She discussed the adoption of these goals and the timeline for staff check-ins on the progress of each goal. She noted ongoing conversation on how the SMART Goals need to fit into the Superintendent evaluation process. She suggested designating a person/persons to discuss the process so that it can fit the needs of this Board. She noted that the 17-18 SMART Goals would be influenced by the design of the process for 16-17 Goals. Director Patu noted that she would solicit volunteers for this conversation. Ms. Bennett discussed the December Work Session that will be the first check-in on the 16-17 Goals. Director Harris asked if there would be a discussion at the work session on the format of these check-ins.

3. Preparing for December 14 Board 2016-17 Goals Work Session Mr. Van Duzer provided an overview of the structure and purpose of this work session. Director Harris noted that this topic was not required by law but rather a Board Policy. Mr. Van Duzer asked for suggestions on how to frame the goals. Director Geary noted that benefits to having self-regulating policies in place. Directors discussed the concept of accountability and evaluations while in a publicly elected position. Dr. Nyland noted that a briefing paper could be provided with potential options for the Board to consider at the Work Session.

4. 2017 Executive Committee Work Plan draft

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Mr. Van Duzer provided an overview of the draft 2017 Executive Work Plan and noted that the plan will be reviewed more thoroughly with the new Executive Committee members. He noted the anticipation of a new policy and procedures regarding Language Access and how that will fit into the Washington State School Directors’ Association new model policy(WSSDA). He noted that staff will be engaging the community for input. He asked the Directors to contact him if they would like to look at any other policies and procedures during the next year. Director Patu noted the abundance of meetings over the last year.

5. Process for Absence of a Board Member/Policy No. 1450 Ms. Hale discussed the policy and that WSSDA has made an edit to their policy on this, which brought the question on how to address different kind of absences, if at all. Director Harris asked for clarification. Ms. Hale and Mr. Van Duzer noted the language around types of meetings and excused and unexcused absences. Dr. Nyland noted that the state law notates that a Board can take action when a Director misses 4 consecutive regular meetings. Ms. Hale noted that she was working on providing benchmarks from other Districts on this policy and that the Board Manager and Policy Director would be working with the new Board President to review our policy, once those benchmarks were established. Directors and staff discussed the need to make the policy uniform. Director Peters arrived at 9:29am.

IV. Board Policies and/or Procedures V. Routine Items 1. Community Engagement

• Superintendent 2016-17 SMART Goal #5 Update Ms. Campbell and Ms. Amell-Nash, discussed the website refresh process. Ms. Amell-Nash noted that the District is about half-way through the process and looking to launch the new site after the school year concludes. Ms. Amell-Nash discussed the user guideline summary report, the user functionality of adding items to personal calendars, and noted the initial design and development process. She noted the variety of user perspectives sought to increase analysis throughout the process and will adjust framework as needed. Ms. Amell-Nash recommended that once a demo site has been fully created that it will be brought to the Board to get further input from Directors. Director and staff discussed the transparency and value of having a user friendly and easily navigable website and how that can improve customer service throughout the District. Directors and staff discussed partnering with tech industry leaders and tech savvy students. Directors and staff discussed frustrations around error messages and document link breaks on the Board Archive page and with the format of Friday Memos. Ms. Campbell indicated that an update would be provided in the Spring.

2. Government Relations

Ms. Bennett noted the various meetings with different legislative bodies around the

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District’s Legislative Agenda. She noted conversations on budget concerns and connection established with the City. She provided feedback on a meeting with the Office of Superintendent of Public Instruction (OSPI) regarding some of the capital formulas and will be brainstorming on some specific ways to adjust the formula. Directors and staff discussed the budget and strategies in addressing these concerns with the legislature. Directors and staff discussed the City Council’s initiative regarding sanctuary for immigrant students and families.

3. Board Calendar/Work Plan No update provided

4. Executive Committee Work Plan No update provided

5. Board 2016-17 SMART Goals Update No update provided

6.

Discussion on mentorship program Director Harris noted the great deal of discussion regarding mentorship programs and volunteer programs and how they are vetted and wanted to know what the guidelines between building leaders and administration were with respect to policy in having consistent guidelines for our schools to follow. Dr. Nyland noted that staff would have to research that and that there are different mentorship programs in our schools, some are internal and others are through partnerships with outside organizations. Directors and staff discussed the history of volunteer coordination within the District and concerns about lack of consistency and clarity. Mr. Treat noted that there is a volunteer and visitor manual and that the duty for volunteer coordination currently falls to the individual school’s leadership. Directors and staff discussed some issues that came up in the past and the duties of the Executive Directors of Schools (EDS’s). Director Geary discussed the need to have clear expectations of what the EDS’s role is at the school.

This meeting adjourned at 10:28 am.

Executive Committee Thursday, January 5, 2017, 8:30am-10:30am


Minutes

Call to Order This meeting was called to order at 8:31am. Directors Peters and Pinkham were present. This meeting was staffed by Superintendent Larry Nyland, Deputy Superintendent Stephen Nielsen, General Counsel Noel Treat, Director of Policy & Board Relations Nate Van Duzer, Associate Superintendent of Teaching & Learning Michael Tolley, Associate Superintendent of Capital & Facilities Flip Herndon, Chief Communications Officer Carri Campbell, Assistant Superintendent of Operations Pegi McEvoy, and Chief Information Officer John Krull. 1. Approval of agenda

Director Pinkham moved to approve the agenda. Director Peters seconded. This motion passed unanimously.

2. Approval of December 1, 2016 meeting minutes Director Pinkham noted that he was not at the last meeting. Director Peters tabled these minutes until the February meeting.

Discussion and/or Action: I. Board Action Items

1. Superintendent Evaluation Process Update

Erinn Bennett provided an update on the evaluation process and noted that Director Patu designated Director Burke to assist in working on improving the process. She noted that Directors Patu and Burke have met with Dr. Nyland and have discussed concepts for the evaluation system. Ms. Bennett noted the timeline for the Action Report. Dr. Nyland provided feedback on the discussions so far and that they are looking at something that works for the long term. Directors and staff discussed the process for other Directors to provide input and the evaluation timeline.

II. Review of the January 18 and February 1 legislative session agendas

January 18th Agenda: Directors reviewed the agenda. Director Peters asked that all reports listed on agendas be provided at the time of posting whenever possible. Directors and staff discussed the action items that could be moved to consent. Directors



moved action items 2, 3, 5, 7, 8, and 10 to consent. Dr. Nyland highlighted the K-5 ELA introduction item, noting that the curriculum is ready for purchase, however the challenge is financing. Mr. Tolley noted that the action report would be to approve the purchase and allow for contract services. Director Peters asked when the last ELA adoption occurred. Dr. Codd noted the last adoption was in 1997. Director Peters noted the importance of curriculum material and need to have updated materials in the classroom. Director Pinkham moved to approve the January 18th agenda as amended. Director Peters seconded. The motion passed unanimously. February 1st Agenda: Directors reviewed the agenda. Directors and staff discussed action item number 3. Dr. Nyland noted the introduction item on concussions and the partnership with the University of Washington. Directors and staff discussed the racial imbalance items and the difference between the Magnolia item and the Daniel Webster item. Directors and staff discussed introduction items. Director Pinkham moved to approve the February 1st agenda. Director Peters seconded. This motion passed unanimously.

III. Special Attention items

1. Budget Overview and Meetings Update for Budget Approval Mr. Van Duzer discussed scheduling budget approval meetings for the summer and the timeline for the budget decisions. Directors and staff discussed the legislative timeline and how it will affect the budget allocation for the District. Staff noted the public hearing requirements. Directors and staff discussed possible timing of holding public hearings and engaging the community through budget updates throughout the year, until the budget is finalized and adopted. Staff discussed the communication plan.

2. December 3 Retreat Follow-Up Mr. Van Duzer noted the results of the survey from the retreat and provided an overview of the feedback and what Directors would like to see at the next retreat. Staff noted they will bring an agenda to the next Executive Committee meeting for approval. Pinkham noted how he feels like a retreat should be to build relationships with staff and professional development. Peters noted the value of brainstorming and open discussions and that it would be nice to learn something new and have professional development.

3. Meeting Minutes Pilot Follow-Up Mr. Van Duzer discussed the minute’s pilot program and the costs associated with the transcripts done through audio services. He provided feedback on minutes from similar size Districts and Districts around the area. Mr. Van Duzer discussed re-formatting the regular Board meeting minutes to provide links to the video and a higher level summary of discussion on the action and

introduction. Directors and staff discussed electronic archiving, the pilot program and audio recordings. Directors expressed comfort with piloting the new approach for regular Board meeting minutes.

4. 2017 Executive Committee Work Plan Mr. Van Duzer noted the addition of the Language Access Policy to the work plan, scheduled to be reviewed in June. Staff discussed upcoming policy changes and agreed the work plan could be amended by mutual agreement of the Chair and lead staff. Director Peters asked about adding a communications protocol to the work plan. Director Pinkham moved to approve the amended work plan. Director Peters seconded. This motion passed unanimously.

5. Potential Board Survey Regarding Meeting Efficiencies Director Peters indicated she would like to create a survey on how to hold efficient meetings. She noted she would like a direct mission statement of the meetings and concrete times for discussion/questions. She discussed the possibility of holding work sessions on major topics before they come to the Board for a vote. Director Peters discussed her hope to create a survey to get feedback from the Board on how to make the meetings more efficient. She discussed the hope to reduce redundancy and have a Board member assist in some of the process of preparing presentations to align them with Director expectations. Dir. Peters stated that she would prepare questions for staff to review as a next step.

6. Board Website Update

Nate gave an overview of the memo and discussed the reorganization of the Board’s webpage. He noted the review of website analytics and the goal of highlighting the popular pages and reducing redundant content. Director Peters asked about making a resolutions page with a search function.

IV. Board Policies and/or Procedures V. Routine Items

1. Community Engagement

• Superintendent 2016-17 SMART Goal #5 Update

Ms. Campbell noted the website refresh set to launch in the fall of 2017 and feedback provided by the community. She noted the hope to make things more accessible, providing ease of functionality and navigability. She discussed the development of a communication calendar and integrated calendar of annual items, translation abilities, and the Superintendents blog. Directors and staff discussed the compatibility of the website with mobile devices.

2. Government Relations Ms. Bennet provided an update on the last legislative meeting and the focus on

capital priorities, budget issues and McCleary. She noted that the group was invited to go to Olympia and speak to the Seattle delegation next week. Dr. Nyland provided feedback from his meeting with the Mayor.

3. Board Calendar/Work Plan Mr. Van Duzer noted the changes to the work plan and Board calendar due to budget work sessions and the addition of the student assignment plan. Directors and staff discussed the parameters of the student assignment plan work session on January 11 and confirmed there would be no public comment at that work session.

4. Executive Committee Work Plan

5. Board 2016-17 SMART Goals Update Mr. Van Duzer noted the work towards drafting goals on community engagement and professional development.

This meeting adjourned at 10:34am.

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SCHOOL BOARD ACTION REPORT

DATE: January 24, 2017

FROM: Dr. Larry Nyland, Superintendent

LEAD STAFF: Michael Tolley, Associate Superintendent of Teaching and Learning

[email protected]

Cashel Toner, Executive Director of Curriculum and Instruction Support

[email protected]

1. TITLE

City of Seattle Department of Education and Early

Learning/Seattle Preschool Program Service Agreement

2017-2018

For Introduction: February 15, 2017

For Action: March 1, 2017

2. PURPOSE

This Board Action Report authorizes the Superintendent to enter into a Service Agreement with

and accept Seattle Preschool Program grant funds from the City of Seattle Department of

Education and Early Learning. Acceptance of funds will allow continuation of 8 Seattle

Preschool Program classrooms currently operated by the District and the expansion of up to 7 to

9 new classrooms, for a total of up to 17 classrooms.

3. RECOMMENDED MOTION

I move that the School Board authorize the Superintendent to enter into a Service Agreement for the

2017-18 school year with the City of Seattle Department of Education and Early Learning in an

amount up to $3,822,304 to operate up to seventeen Seattle Preschool Program classrooms, in the

form of the draft Agreement attached to the School Board Action Report, with any minor additions,

deletions, and modifications deemed necessary by the Superintendent, and to take any necessary

steps to implement this action.

4. BACKGROUND INFORMATION

a. Background This request is aligned to Goal 1, Strategy 3 of the District’s Strategic

Plan. Goal 1 is to “Ensure Educational Excellence and Equity for Every Student.”

Strategy Three is to “Commit to Early Learning as the Foundation for Future

Academic Success.” A key initiative to achieve this strategy is to develop and align

partnerships to support kindergarten readiness. Currently, Seattle Public School

buildings offer preschool experiences in programs including Head Start,

Developmental Preschool, Community Based Preschool and Seattle Preschool

Program in 66 classrooms, offering services to 1,638 children.

The four-year demonstration project known as the Seattle Preschool Program (SPP)

has significant implications for Seattle Public Schools’ vision of graduating 100% of

its students ready for college, career, and life. A large body of scientific evidence has

shown that the fundamental architecture of the brain is established before a child

enters kindergarten. As a result, in the absence of high quality preschool, many

mailto:[email protected]


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children enter with a preparedness gap. If successful, SPP will reduce and

potentially eliminate the preparedness gap that currently exists for students entering

the District’s kindergarten program, increasing the likelihood that SPS will move

closer to achieving its vision for all students.

While community-based organizations have to follow a competitive process for SPP

classrooms, SPS has the ability to contract directly with the City of Seattle for a

specific number of classrooms. In 2014-2015, the School Board authorized 3 SPP

classrooms operated by Seattle Public Schools. In 2015-2016, the Board authorized 8

SPP classrooms. This motion would increase the total up to 17 SPP classrooms, or

up to 326, high-quality, SPS-SPP preschool slots. Forty of those slots will be used to

convert two SPS Head Start half-day classrooms to two full-day classrooms using a

blended SPP/Head Start funding model. The benefits of a full day model for students

is well documented by the Federal Office of Head Start.

b. Alternatives

The alternative to this motion is to reject grant funds from the City of Seattle for the

Seattle Preschool Program. This is not recommended as these funds provide support

for fulfilling the District goal of eliminating opportunity gaps, in this case the

kindergarten preparedness gap. These funds also provide support for fulfilling the

goals of the PreK-3rd Action Plan and addressing the three main goals of the

District’s Strategic Plan, in particular Goal 1, Strategy 3, “Commit to early learning

education as the foundation for future academic success.”

c. Research

There is strong evidence to show that young children who participate in high-

quality preschool programs enter school more ready to learn than their peers.

Several state studies have also documented significant cognitive and

performance gains for children who receive preschool. In Georgia, children

who attended the state’s universal preschool program overcame the

achievement gap they faced prior to enrolling in Pre-K by the time they

finished kindergarten. In Oklahoma, participation in Pre-K was a more

powerful predictor of children’s pre-reading and pre-writing scores than

demographic variables such as race, family income, and mother’s education

level.

Three major longitudinal studies which began in the 1960s and 1970s—the

HighScope Perry Preschool Project, the Chicago Parent Centers, and the

Abecedarian Project—show demonstrably positive effects of quality Pre-K on the

future lives of young children. These projects remain relevant because they tracked

the short- and long-term progress of participants, including one study that followed

former program participants and a control group through age forty. Of these students,

77% eventually graduated from high school, compared with 60% from the control

group.

5. FISCAL IMPACT/REVENUE SOURCE

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Revenue in the amount up to $3,822,304 (current 8 classroom cost + estimated cost for up to 9

new classrooms) will be received from the City of Seattle Department of Education and Early

Learning to deliver high-quality preschool in collaboration and alignment with the City of

Seattle’s Seattle Preschool Program.

The Seattle Preschool Program funding model is designed with a 75% base fund allocation and

25% performance pay framework. In order to ensure no funds intended solely for K-12 purposes

are used to support the Seattle Preschool Program, the District has created a reserve account in

which it sets aside earned performance pay from previous years to cover any shortage of

resources due to performance milestones not being met. (Note: this reserve account was made

possible by a private grant that allowed funding to be set aside at the beginning of the school

year to cover any missed milestone or unforeseen cost.) All performance pay has been received

to date.

Expenditure: One-time Annual Multi-Year N/A

Revenue: One-time Annual Multi-Year N/A

6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to

merit the following tier of community engagement:

Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

Building and improving the Seattle Preschool Program through community engagement has been

an ongoing process shared between community, various departments within SPS, and the City of

Seattle. At the request of the SPS School Board, a Preschool Taskforce was formed in May 2016

to assess the risk and benefit of sustaining and expanding preschool offerings in SPS, and to

make recommendations on the development of special education inclusion preschool classrooms.

The Preschool Task Force submitted recommendations to the Superintendent in the Preschool

Task Force Final Report in January 2017. The report included:

o Input on creating inclusive preschools in Seattle Public Schools (blending special

education preschool students and typically developing preschool students);

o Recommendations on the funding structure for Seattle Preschool Program

classrooms and the financial impact preschool has on K-12 buildings; and

o Analysis of preschool offerings within each middle school feeder pattern and

building a continuum of services for diverse populations within each middle

school feeder area.

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In November 2016 SPS-SPP classrooms surveyed current preschool families. When the data

from these surveys is available it will help us understand how we are doing and how we can

improve our program.

7. EQUITY ANALYSIS

Through the work of the Preschool Task Force, SPS Early Learning Department and the City of

Seattle, we have been able to identify some key outcomes for the Seattle Preschool Program.

Seattle Preschool Program (SPP) aims to raise the quality of preschool instruction and expand

access to high quality instruction to address the preparedness gap that often exists in families

with low income and children of color.

The Preschool Task Force worked to address access and equity through the development of these

three statements:

Statement of Intended Services

An affirmation statement between Seattle Public Schools and City of Seattle to create inclusive

preschools in Seattle that seek out and welcome students regardless of their race, socioeconomic

status, social-emotional learning needs or learning style.

Community Outreach Statement

Purposeful outreach to families with specific intent of creating classrooms with a diverse

student population with varying abilities.

Inclusion (Continuum of Services) Statement

The development of special education inclusion preschool classrooms consistent with the

District’s goal of offering a continuum of educational placements within each middle school

feeder area, and a plan for coordination between SPS classrooms and Developmental Preschool.

The District placed our first three SPP classrooms in historically underserved

neighborhoods and this year expanded our P-5 campuses to eight schools. Preschool

enrollment data will help us determine where future SPP sites should be located. Creating

access to high-quality preschool in all geographic regions of our city will be important as

we move forward.

Staff recognize the District’s capacity challenges and recommend the following sites for

potential partnership based on current projections:

Current Sites 2016-2017 Proposed New Sites for 2017-2018

(1)Bailey Gatzert (2) Head Start Classrooms (sites TBD)

(1)Van Asselt (3)South Shore

(1)Original Van Asselt (2) Cedar Park

(1)Dearborn Park (1) Olympic Hills

(1)Arbor Heights (1) BF Day

(1)Highland Park

(1)Louisa Boren K-8 STEM

(1)Thornton Creek Total: 9 new SPP classrooms

Total: 8 Total for 2017-2018: 17

Facilities staff will continue to monitor enrollment at these sites, projections for capacity and

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capability for SPP partnership. If there is a significant shift in enrollment projections in these

communities, one or more of these sites may not move forward. Should any of these sites

become a Seattle Preschool Program, the City is aware that capacity is reviewed on an annual

basis.

8. STUDENT BENEFIT

If successful, SPP will reduce and potentially eliminate the preparedness gap that currently exists

for students entering the District’s kindergarten program, increasing the likelihood that SPS will

move closer to achieving its vision of 100% graduation for all students.

Seattle Public Schools Department of Early Learning and Seattle Public Schools Special

Education Departments are currently exploring various blended inclusive preschool classroom

models. Inclusion in early childhood programs refers to including children with disabilities in

early childhood programs together with their peers without disabilities. Research supports the

benefits of inclusion for young children with and without disabilities. Children with disabilities

who attend pre-k inclusive environments demonstrate gains in social skills, self-regulation,

language development and cognition. Inclusive settings also provide social and educational

benefits to typically developing students.

9. WHY BOARD ACTION IS NECESSARY

Amount of contract initial value or contract amendment exceeds $250,000 (Policy No. 6220)

Amount of grant exceeds $250,000 in a single fiscal year (Policy No. 6114)

Adopting, amending, or repealing a Board policy

Formally accepting the completion of a public works project and closing out the contract

Legal requirement for the School Board to take action on this matter

Board Policy No. _____, [TITLE], provides the Board shall approve this item

Other: Authorizing Superintendent to enter into a Service Agreement with City of Seattle

10. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the Executive Committee meeting on February 2, 2017. The

Committee reviewed the motion and _____________.

11. TIMELINE FOR IMPLEMENTATION

Upon approval of this motion, SPS Early Learning Department and each new school will move

forward with implementation plans. Teachers will be hired, enrollment will begin, materials for

new classrooms will be purchased and staff members at new schools will be oriented and ready

to receive an SPP classroom. We will work with the Special Education staff and their community

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of preschool families to distribute and collect letters of interest to determine which families

would be interested in full day blended inclusion preschool for the 2017-2018 school year.

12. ATTACHMENTS

2017-2018 Service Agreement (clean draft for approval)

2017-2018 Service Agreement (with Staff-highlighted substantive changes – but not

every single change – tracked from the 2016-17 Service Agreement, for reference)

Seattle Public Schools / City of Seattle Partnership Agreement (for reference, approved

May 2015)

2015-16 Service Agreement (for reference, approved August 2015)

2016-17 Service Agreement Amendment (for reference, approved March 2016)

Budget Proposal (draft)

DRAFT--SPP Classroom Service Agreement 1 2017-18 SY DOE17PA003

SEATTLE PRESCHOOL PROGRAM CLASSROOM SERVICE AGREEMENT

BETWEEN SEATTLE SCHOOL DISTRICT NO. 1

AND CITY OF SEATTLE

This Service Agreement (“Agreement”) is entered into between Seattle School District No. 1, a Washington municipal corporation (“District”), and the City of Seattle, an incorporated city in Washington State (“City”), as of the date of execution of the last party hereto; for the purpose of providing Seattle Preschool Program (“SPP”) classrooms at District facilities.

WITNESSETH:

WHEREAS, the City and District embrace the understanding that quality early learning programs are critical for closing the readiness gap experienced by Seattle’s students; and

WHEREAS, the City of Seattle passed the Seattle Preschool Program Levy, the demonstration phase of a universal preschool program for 3 and 4-year-old children in Seattle; and

WHEREAS, the District has expertise in the education of Seattle’s youth and many convenient locations for families conducive for preschool instruction; and

WHEREAS, the City desires for the District to provide preschool services to the youth of Seattle as part of the Seattle Preschool Program; and

WHEREAS, because the District chooses to become a Seattle Preschool Program Service Provider; the City and District desire to define their respective obligations and duties to the other and establish a written structure for the District’s delivery of preschool education under the SPP program;

NOW, THEREFORE, in consideration of the foregoing premises and the covenants and agreements hereinafter set forth, the District and the City agree as follows:

I. RESPONSIBILITIES OF THE DISTRICTa. HIGHLY QUALIFIED TEACHERS: The District will assign certificated teachers with

preference toward teachers with experience in early childhood development and P-3endorsement in all District SPP classrooms. The District will require SPP teachers tohave or obtain their P-3 endorsement within three (3) months of assignment.

b. PROGRAM STANDARDS AND REQUIREMENTS: Pursuant to the PartnershipAgreement, the District will adhere to all SPP quality requirements including, but notlimited to: participation in Early Achievers, requiring and reporting teacherqualifications in the MERIT system, and participation in the evaluation of SPP.

c. SITES: The District will provide SPP preschool education to 3 and 4-year-oldchildren at <INSERT> District facilities for a total of <INSERT #> classrooms.The District will operate SPP classrooms at the following locations:

i. <INSERT>d. SEATTLE EDUCATION ASSOCIATION: Pursuant to the Partnership Agreement:

instructional staff from District-operated SPP programs will participate in professional

2017-18 SPS-SPP Service Agreement (clean draft - for approval)


development and coaching to the extent that the requirements do not violate District responsibilities under the law or collective bargaining agreement(s).

i. Embedded Coaching. Whereas the City requires embedded coaching in all SPP classrooms, instructional staff from District-operated SPP programs will participate in coaching to the extent that the requirements do not violate District responsibilities under the law or collective bargaining agreement(s). Coaching will not be used for District teacher evaluation purposes, but will be solely for the purpose of teacher growth and achievement of student outcomes.

ii. Professional Development. Whereas the City requires professional development for all SPP teachers and assistant teachers, instructional staff from District-operated SPP programs will participate in professional development to the extent that the requirements do not violate District responsibilities under the law or collective bargaining agreement(s).

iii. Job Categories. The District agrees to work with SEA to develop a job category for HighScope trained teachers. The District agrees to make this new job category accessible to District staff.

The City and District agree that any conflicts in these three areas will be discussed between SEA and the District (when the three topics above are negotiated), with input from the City, and conflicts will be reported back to the City. The City and District will work collaboratively to achieve agreement with SEA in these three areas recognizing the need for timely completion.

e. CURRICULUM: Pursuant to the Partnership Agreement, the District will use HighScope or Creative Curriculum curriculum at District-operated SPP sites.

f. QUALITY IMPROVEMENT: All SPP lead teachers who meet education or certification requirements will be expected to maintain a CLASS® combined Emotional Support (ES)/Classroom Organization (CO) score that exceeds 6.0 and a CLASS® Instructional Support (IS) score that exceeds 4.5. In instances when these scores are not achieved, the SPP coach assigned to work with the teacher will ensure these goals are part of the teacher’s Professional Development Plan (PDP) and the classroom’s Quality Improvement Plans (QIP).

g. STUDENT ASSIGNMENT: For the 2017-2018 school year, the District will accept students into District-operated classrooms pursuant to SPP assignment guidelines with the exception of South Shore, Head Start and the dedicated seats for students with IEPs in the inclusion classrooms.1

h. HEALTH & SAFETY: i. Screenings. The District will conduct developmental and behavioral screens

of all children within 90 calendar days of the start of the school year. If not previously trained, District instructional staff will be trained to use the following tools:

1. Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ-3).

2. Ages & Stages Questionnaires®: Social-Emotional (ASQ:SE-2). ii. Health Records. The District will maintain current and confidential health

files on all enrolled children. Student health files will be kept separately from student education files. Instructional staff, coaches, mental health support staff, and special education staff (as needed) will work collaboratively to

1 See the Seattle Implementation Plan, revised May 2016, at: https://seattle.legistar.com/View.ashx?M=F&ID=4430844&GUID=2DC60173-1F09-4B78-BCB9-1FF46B49254B


https://seattle.legistar.com/View.ashx?M=F&ID=4430844&GUID=2DC60173-1F09-4B78-BCB9-1FF46B49254B


address concerns that arise from developmental and health screenings. These plans may include additional instructional support staff, additional teacher training or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.

i. PERSONNEL: The District will comply with the applicable collective bargaining agreement (CBA) in all required areas including, but not limited to: staff evaluation, staff compensation; staff release time; and staff working time.

j. FAMILY ENGAGEMENT: The District will provide a culturally relevant plan for partnering with families and communities to improve child outcomes on an annual basis.

k. REPORTS AND INFORMATION: The Agency shall timely furnish such other reports and information as may be requested by the Director related to this Agreement or the Work, including statements and documentation demonstrating the achievement of the minimum Performance Targets set forth in Exhibit D. The City shall have the right to withhold payment, to the extent that missing or inadequate documentation does not demonstrate entitlement to payment.

l. CLASSROOM START-UP: The Agency will submit an approved plan to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally-relevant, quality, inclusive teaching and learning environment for all children. The Agency will be awarded $7,500 for each classroom previously operated as a Pre-K classroom in the prior school year and $10,000 for each new SPP classroom after purchases have been reviewed and approved. Once a classroom has received start-up funds it is not eligible for another startup award.

II. RESPONSIBILITIES OF THE CITY a. PROFESSIONAL DEVELOPMENT: The City will provide the following training for

teachers, assistant teachers, directors and program supervisors at no-cost to the District: Annual Pre-Service; Curriculum Training on HighScope or Creative Curriculum; Assessment Training on Teaching Strategies Gold; ASQ-3 and ASQ:SE-2; CLASS; and ECERS-3. Teachers who are already certified on the curriculum will receive continuing education through content training and Seattle Early Education Collaborative Institutes. Other training may also be offered as needed or identified by the assessment data.

b. COACHING: The City will assign a Department of Education and Early Learning (“DEEL”) Coach who will provide differentiated on-site, reflective, instructional coaching to increase the quality and effectiveness of teacher practice, classroom instruction and fidelity of curriculum implementation. Coaches will work collaboratively with District administration and staff to review data and share research to support instructional best practices.

c. BACKGROUND CHECK: The City agrees that any City employee assigned to work in a District school or with District students under this Agreement will have undergone a criminal history background check per RCW 28A.400.303 and RCW 43.43.834.838. Further, City employees with unsupervised access to students will have current records of a background check by the Washington State Patrol and Federal Bureau of Investigation, including fingerprint clearance per RCW 28A.400.303 and RCW 43.43.834. It is the responsibility of the City to make sure that all necessary background checks have been conducted before individuals are assigned to work in a District school or building. If a positive criminal history is reported, the City will share that with the District and the District shall make a final



determination as to whether that particular employee may be assigned to a District school.

d. DISTRICT POLICIES & PROCEDURES: The City agrees that all City employees, while working in or visiting District buildings, will comply with District policies and procedures.

III. Compensation The City shall pay the Agency up to [Write out contract amount] $<INSERT> (“Contract Price”). The total Contract Price includes three types of compensation: 1) $<INSERT> in Baseline Pay, 2) $<INSERT> in Performance Pay and 3) $<INSERT> in Adjustments (if any). As used in this Agreement, “Baseline Pay” means payment for managing preschool classrooms. “Performance Pay” means payment that is earned only upon Agency’s demonstration that the Work timely achieves the Performance Targets identified in Exhibit C. Performance Pay is payable according to the compensation table in Exhibit C. In no event shall the total Contract Price exceed $<INSERT>. Additionally, Baseline Pay will not exceed $<INSERT> regardless of Agency’s costs in performing the Work.

If the parties wish to extend this Agreement for additional terms, funding for the 2018-2019 school year will be secured for staffing and budget purposes by March 1 of the 2017-18 school year.

The parties agree that administrative costs not associated with the provision of early learning services for SPP are separate and distinct from the services delivery costs of an SPP classroom. The City will reimburse all administrative costs due to the District as negotiated through this agreement and subsequent semiannual review of this agreement.

Pursuant to the Partnership Agreement the City and District will meet twice a year to assess the costs associated with the District’s administrative responsibilities in relation to SPP and negotiate an agreement.

IV. Term This Agreement shall be effective upon execution by the parties and shall be in effect for a term beginning September 1, 2017 and expiring on August 31, 2018 unless terminated, as described in the General Terms and Conditions. The term of this agreement may be extended by mutual agreement of the parties for an additional one (1) year term through the 2018-2019 school year.

V. Dispute Resolution Both parties agree that in instances that may arise due to unforeseen conflicts between District and City policies, procedures, and/or practices, the District and City will meet in good faith to resolve the conflict and come to a mutually agreeable resolution.

VI. Quality of Performance At any time during the term of the Agreement, if the DEEL Director determines the Agency is not performing the Work in a manner likely to achieve the outcomes and indicators established in the Agreement, the Director and District senior administration will meet to develop a plan for corrective action with a timeline to address identified concerns in Work performance. Failure to follow the terms of the corrective action plan shall constitute a material breach of the Agreement and cause for termination in the City’s discretion as described in Section 550 of the General Terms and Conditions.



VII. Miscellaneous Provisions a. Any waiver by either party of any term or provision in this contract at any one time

shall not constitute a waiver of any other or all provisions. Any waiver of any part or provision of this agreement at any one time shall not constitute a waiver for all times.

b. This Agreement will be governed by the laws of the State of Washington and shall in all respects be interpreted, enforced, and governed by Washington laws. The parties agree that any judicial proceedings will take place in Seattle, Washington.

VIII. Entire Agreement: This Agreement, including all Exhibits, constitutes the entire agreement between the parties with respect to the subject matter herein.

i. Exhibit A: Seattle Preschool Program General Terms and Conditions ii. Exhibit B: Program Description and Responsibilities iii. Exhibit C: Investment Plans, Payment Terms, and Reporting Requirements

iv. Exhibit D: Invoice Payment Form v. Exhibit E: Staff Report vi. Exhibit F: Family Engagement Plan vii. Exhibit G: Classroom Startup Plan viii. Attachment 1: Seattle Preschool Program (SPP) Levy Outcomes

IN WITNESS WHEREOF, the parties have executed this Agreement by having their representatives affix their signatures below.

SEATTLE SCHOOL DISTRICT #1 THE CITY OF SEATTLE

By By

Dr. Larry Nyland, Superintendent Seattle School District #1

Dwane Chappelle, Director Department of Education and Early Learning

Name (Typed) Name (Typed)

Date Date

MS 32-150, PO Box 34165 PO Box 94665

Address Address

Seattle, WA 98124-1165


City, State, Zip Code City, State, zip code

206-252-0180

206-684-4508

Phone Number (Include Area Code) Phone Number

[email protected]

[email protected]

E-Mail Address (Required) E-Mail Address (Required)


EXHIBIT A


EXHIBIT A: SEATTLE PRESCHOOL PROGRAM

GENERAL TERMS AND CONDITIONS This agreement of General Terms and Conditions (“Agreement”) is made between the City of Seattle ("City"), acting by and through its Director of the Department of Education and Early Learning ("Director"), and the Seattle School District #1 (“Agency” or “District”) for the purpose of detailing the terms and conditions of the Seattle Preschool Program Classroom Service Agreement (“Service Agreement”). The parties hereto agree as follows: The terms and conditions of this Agreement shall govern the provision of Seattle Preschool Program (“SPP”) Levy classrooms. Barring any exception, preschools meeting their annual performance targets will continue to receive Levy funding as part of Seattle Preschool Program for the remainder of the Levy, through the 2018 – 2019 school year.

I. PERFORMANCE TARGETS AND SCOPE OF WORK Section 100. Performance Targets and Scope of Work Throughout the term of this Agreement, the Agency shall support the City’s Seattle Preschool Program Levy Outcomes detailed in Attachment 1 through operation and management of Seattle Preschool Program (SPP) for preschool students as described in more detail in Exhibit B, Program Description and Responsibilities (“Work”). The Agency shall perform the Work in a manner that achieves the Performance Targets specified in Exhibit C. Section 110. Identification of Investment Source In all communications with members of the public relating to the Work, the Agency shall reference the City’s investment in the Work through the Seattle Preschool Program Levy. The Agency shall also post a notice to this effect in a prominent place at each Agency location where the programs in Exhibit A are provided.

II. PAYMENT, RECORDS AND AUDIT

Section 200. Payment All payments to the Agency for work satisfactorily performed or costs eligible to be reimbursed pursuant to this Agreement will be made directly to the Agency and directed to the attention of the individual or organization specified on the Invoice Payment Form for the Agreement unless the Agency requests otherwise. In no case shall payments exceed the maximum set forth in the Agreement. Section 210. Method of Payment As a condition of payment under this Agreement, the Agency shall submit properly completed invoices monthly, using the form attached as Exhibit D and such accompanying performance reports and work statements as required by the Reporting Requirements in Exhibit C. All invoices, performance reports and work statements shall bear the Agency's name and address and the Project Agreement contract number. Invoices must be signed by an authorized representative of the Agency, who shall certify by his or her signature that the invoiced services have been performed.

Section 220. Record and Fiscal Control System


EXHIBIT A


The Agency shall maintain its financial records and fiscal control systems in a manner that meets the approval of the Director, the City Auditor and the Washington State Auditor; it shall maintain personnel and payroll records to adequately identify the source and application of all funds received under this Agreement; withhold income taxes; pay employment (social security), unemployment compensation, industrial insurance (worker's compensation) and other taxes as may be due; and unless exempt, procure and maintain a City of Seattle Business License. The Agency shall maintain an effective system of internal control to assure that funds provided through the City are used solely for authorized purposes, including when requested by the City, fidelity bonding of personnel with fiscal responsibilities. Section 230. Access to Records; Audits, Record Retention A. The City, its designated agents, shall have access at any time during normal business hours

and as often as necessary to any bank account and Agency books, records, documents, accounts, files, reports, and other property and papers of the Agency relating to the services to be provided under this Agreement for the purpose of making an audit, review, survey, examination, excerpt or transcript.

B. In its discretion, the City may require the Agency to obtain an audit that covers critical financial and compliance issues identified by the City. If requested by the City, the audit shall be prepared by an independent CPA according to procedures established by the American Institute of Certified Public Accountants. If the City requests such an audit, the City will be responsible for the cost unless the audit finds evidence of malfeasance or gross negligence.

C. Records that document financial and/or program support of levy-funded investments must be retained for the entire length of the levy and an additional 6 years afterwards. Records must be accessible for the entire length of the retention policy. If the Agency is unable to maintain the records for the length of the retention policy, it must notify the City of Seattle’s Department of Education and Early Learning.

D. Records that document financial and/or program support of investments must be retained for the entire length of the program or levy and an additional 6 years afterwards. Records must be accessible for the entire length of the retention policy. If an agency is unable to maintain the records for the length of the retention policy, they must notify the City of Seattle’s Department of Education and Early Learning.

Section 240. Notice Affecting Performance The Agency shall notify the Director of any matters that could adversely affect the Agency’s ability or eligibility to continue to achieve the Performance Targets identified in Exhibit B and to perform the Work under this Agreement, and shall do so immediately after the Agency’s discovery of the same.

III. ADDITIONAL TERMS OF PERFORMANCE

Section 300. Non-Discrimination/Equality in Contracting Without limiting the generality of Section 500 below, the Agency shall comply with the following non-discrimination and equality in contracting provisions mandated by federal and state laws and City ordinance.

A. The Agency will comply with all applicable provisions of the Americans with Disabilities Act in performing it obligations under this Agreement, and shall provide such reports and information relative to the accessibility of client services as may be requested by the Director.

B. The Agency shall not discriminate against any employee or applicant for employment because of race, color, age, sex, marital status, sexual orientation, gender identity, political


EXHIBIT A


ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap, unless based upon a bona fide occupational qualification. The Agency shall affirmatively try to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap. Such efforts shall include, but not be limited to the following: employment, upgrading, demotion, transfer; recruitment, layoff, rates of pay, or other forms of compensation and training.

C. The foregoing provisions of this section shall be inserted in all subcontracts for the Work covered by this Agreement.

D. Equal Benefits; Compliance with SMC Ch. 20.45: The City acknowledges that as a public entity, the Agency is exempt from the requirements of SMC Ch. 20.45 and has the right to develop and implement its own program regarding equal benefits for Agency employees with domestic partners. The City recognizes that the Agency has its own program and accepts the Agency’s existing program. At the City’s request, the Agency shall provide complete information and verification of the Agency’s equal benefits program. Failure to cooperate with such a request shall constitute a material breach of this Contract. (For further information about SMC Ch. 20.45 and the Equal Benefits Program Rules call (206) 684-0430 or review information at http://www.seattle.gov/contracting/equalbenefits.htm/.)

E. Non-Discrimination in Client Services: The Agency and each of its subcontractors shall not on the grounds of race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap, illegally deny an otherwise qualified individual any services or other benefits provided under this Agreement.

Section 310. Efforts to Use Women and Minority Business Enterprises

A. The City acknowledges and accepts the Agency’s outreach program for hiring of minority and women employees. With respect to subcontracting of services provided under this Agreement, the Agency shall use affirmative efforts to promote and encourage participation by women and minority businesses. Agency agrees to make such efforts as a condition of this Agreement.

B. Outreach efforts may include the use of solicitation lists, advertisements in publications directed to minority communities, breaking down total requirements into smaller tasks or quantities where economically feasible, making other useful schedule or requirements modifications that are likely to assist small or WMBE businesses

C. Sanctions for Violation: Any violation of the mandatory requirements of the provisions of this section, or a violation of SMC Ch. 14.04, SMC Ch. 14.10, SMC Ch. 20.42, or other local, state or federal non-discrimination laws shall be a material breach of contract for which the Agency may be subject to damages and sanctions provided for by the Agreement and by applicable law. If the Agency is found to be in violation of the requirements, it shall be subject to debarment from City contracting activities in accordance with SMC Ch. 20.70.

Section 320. Prohibited Interlinkings No person shall, as a condition to receiving services from the Agency funded by the City through this Agreement, be required to pay any fees other than those contemplated and included by specific reference in the Agreement, secure a membership in the Agency or an affiliated organization, be solicited to attend a religious service or subjected to religious instruction; nor shall any person be subjected to discrimination on account of a failure to make extra payments or to participate in such Agency activities.


http://www.seattle.gov/contracting/equalbenefits.htm/

EXHIBIT A


Section 330. Status of Agency Employees No employee, agent or volunteer retained by the Agency shall be deemed or represent herself or himself to be an employee or agent of the City.

In the performance of the Agreement, each party hereto will be acting in its individual capacity and not as an agent, employee, partner, joint venture or associate of the other. The employees or agents of one party shall not be deemed or construed to be the employees or agents of the other party for any purpose whatsoever. The Agency’s staff shall work under the direction and control of Agency.

Section 360. Workforce Diversity The City encourages the Agency to employ a workforce reflective of the region’s diversity. Section 370. Grievances by Participants The Agency will establish a system through which recipients of services under this Agreement may present grievances about the activities of the Agency or any of the Agency's subcontractors. The Agency will make all reasonable efforts to address and resolve the concerns raised by recipients of services.

IV. INDEMNIFICATION and INSURANCE

Section 400. Indemnification The Agency shall defend, indemnify and hold the City and its employees, elected officials, and agents harmless from all losses, liabilities, claims , costs (including attorneys’ fees), actions, or damages of any sort whatsoever arising out of: (i) the performance of the Work by the Agency, its officers, employees, subcontractors, agents or volunteers; (ii) any act, omission, or willful misconduct of Agency, its officers, employees, subcontractors, agents, or volunteers; or (iii) the Agency’s breach of this Agreement. The foregoing indemnity is expressly intended to and shall constitute a waiver of Agency’s immunity under Washington's Industrial Insurance Act, RCW Title 51, but only with respect to the City and to the extent necessary to provide City with a full and complete indemnity from claims made by Agency’s employees. The Agency acknowledges that the foregoing obligations were mutually negotiated. The parties further agree that the provisions of this section shall survive any termination or expiration of this Agreement for the duration of any limitation period established by law.

Section 410. Insurance The City accepts the Agency’s program of self-insurance. The Agency agrees that it will maintain premises and vehicle liability insurance in force with coverages and limits of liability and workers compensation insurance as may be required by Washington State statutes.

V. GENERAL CONDITIONS

Section 500. Other Legal Requirements A. General Requirement: The Agency, at no expense to the City, shall comply with all

applicable laws, statutes, ordinances, rules, regulations, and administrative orders of the United States, the State of Washington, and the City of Seattle. Without limiting the generality of this paragraph, the Agency shall specifically comply with the following requirements of this section.

B. Licenses and Similar Authorizations: The Agency, at no expense to the City, shall secure and maintain in full force and effect during the term of this Agreement all required licenses, permits, and similar legal authorizations, including a City of Seattle Business license (unless


EXHIBIT A


exempt), and shall comply with all requirements thereof. C. Americans with Disabilities Act: The Agency shall comply with all applicable provisions of the

Americans with Disabilities Act of 1990 (ADA) in performing its obligations under this Agreement. Failure to comply with the provisions of the ADA shall be a material breach of, and grounds for the immediate termination of, this Agreement.

Section 510. Identity of Program Participants/Benefits Recipients The use or disclosure by any party of any identifying information concerning the identity of any participant in the program(s), or any of the services or benefits provided under this Agreement for any purpose not directly connected with the administration of the City’s or Agency's responsibilities with respect to services provided under the Agreement, is prohibited except on written consent of the participant or recipient or client, his or her attorney, or responsible parent or guardian or except as otherwise may be required by law.

Section 520. Copyrights and Patents A. The Agency shall retain the copyright (including the right of reuse) to all materials and

documents prepared by the Agency in connection with a Project Agreement whether or not the work is completed. The Agency grants to the City a non-exclusive, irrevocable, unlimited, royalty-free license to reproduce, publish, or otherwise use and to authorize others to use every document and all other materials prepared by the Agency for the City under this Agreement.

Section 530. Alterations or Variations No alteration or variation of the terms of, or departure from, or change in the performance contemplated by this Agreement shall be valid unless made by written amendment and signed by authorized representatives of both parties. Section 540. Restrictions Upon Subcontracting, Transfer The Agency shall not assign or subcontract any of its rights or obligations under this Agreement without the prior written approval of the City. Any such approved assignment or subcontract shall be subject to each provision of this Agreement, and any procurement procedures required by the City, the State of Washington or the United States. The Agency shall not subcontract with any party which is debarred, suspended or otherwise excluded from, or ineligible for participation in federal assistance programs under federal Executive Order 12549, “Debarment and Suspension.” In the event of any approved assignment or subcontract, the City shall continue to hold the Agency responsible for proper performance of the Agency's obligations under this Agreement. Section 550. Termination and Suspension A. For Cause: The City may terminate this Agreement if the Agency fails to perform any of the

terms or conditions of the Agreement, and such failure has not been corrected to the City’s reasonable satisfaction within a reasonable time period but no longer than thirty (30) days after receiving notice specifying such failure.

B. For Reasons Beyond Control of Parties: Either party may terminate this Agreement without recourse by the other where performance is rendered impossible or impracticable for reasons beyond such party's reasonable control, such as but not limited to, an act of nature; war or warlike operation; civil commotion; riot; labor dispute including strike, walkout or lockout; sabotage; or superior governmental regulation or control.


EXHIBIT A


C. Loss of Funds: In the event that for any reason federal, state or local funds allocated to or by the City for services contracted under this Agreement are or become no longer available to the City for the purpose of conducting the program/project or compensating the Agency, the City may suspend without recourse the Agency's obligation to render services to the City and the City's obligation to pay for further services, by providing written notice to the Agency specifying the effective period of such suspension. Any such suspension shall have no effect on the Termination Date. Alternatively or subsequently, the City may terminate the Agreement.

D. Without Cause: Either party may terminate this Agreement for any reason at the end of a quarter term upon sixty (60) days written notice to the other party. In addition, the Agency may terminate this Agreement at any time if it determines that such action is necessary for the health, safety, or education of students or staff.

E. Notice: Notice of termination pursuant to A, B, or C of this section shall be given by the

party terminating this Agreement to the other not less than five (5) business days prior to the effective date of termination.

F. Actions Upon Termination: In the event of termination not the fault of the Agency, the

Agency shall be paid for the services properly performed prior to termination together with any reimbursable expenses then due, but in no event shall such compensation exceed the maximum compensation to be paid under this Agreement. The Agency agrees that this payment shall fully and adequately compensate the Agency and all subcontractors for all costs, expenses, losses, liabilities, damages, taxes and charges of any kind whatsoever (whether foreseen or unforeseen) attributable to the termination of the Agreement.

Section 560. Future Support The City makes no commitment of future Agency support and assumes no obligation for future support of the services and activities contracted for under this Agreement except as may be specifically provided for therein.

Section 570. Reservation of Rights Neither payment by the City nor performance by the Agency shall be construed as a waiver of either party's rights or remedies against the other. Failure to require full and timely performance of any provision, at any time, shall not waive or reduce the right to insist upon complete and timely performance of such provision thereafter.

Section 580. Severability If any provisions of this Agreement other than those provided in Sections 300 through 410, inclusive, are held invalid, the remainder of this Agreement shall not be affected, thereby, if such remainder would then continue substantially to serve the purposes and objectives originally contemplated.

VI. SPECIAL CONDITIONS Section 600.

Requirements unique to a program’s funding source will govern the scope of work and will be detailed in this Agreement. When a program is funded by multiple sources, any conflicts that


EXHIBIT A


occur will be resolved first by City of Seattle Ordinance requirements, followed by the SPP Implementation Plan followed by the SPP Partnership Agreement requirements. Section 710: Contacts

All official notices under this Agreement shall be delivered to the following addresses (or such other address(es) as either party may designate in writing):

If to the City If to AGENCY

Mao Svy, Early Education Specialist Department of Education and Early Learning

Cashel Toner, Director of Early Learning Seattle Public Schools

PO Box 94665 Seattle, WA 98124-6965 206-684-0169 [email protected]

MS 32-150, PO Box 34165 Seattle, WA 98124-1165 206-252-0093 [email protected]

And also to: Office of the General Counsel Seattle Public Schools PO Box 34165, MS 32-151 Seattle, WA 98124-1165




EXHIBIT B

Seattle Preschool Program 13 DOE17PA003

EXHIBIT B: PROGRAM DESCRIPTION AND RESPONSIBILITIES

The mission of the City of Seattle’s Department of Education and Early Learning (DEEL) is to ensure that all Seattle children: 1) enter kindergarten ready, 2) succeed academically, and 3) graduate prepared for college/career. As a primary strategy in achieving this mission, the overall goal of the Seattle Preschool Program (“SPP”) as operated by Seattle School District No. 1 (“Agency”) is to provide “accessible high-quality preschool services for Seattle children designed to improve their readiness for school and to support their subsequent academic achievement.” The long-term intent of the Seattle Preschool Program is to serve all interested and eligible 4 and 3-year-old children living in Seattle.

Program Requirements Agency Responsibilities

The Agency will be responsible for meeting programmatic requirements, employing teachers, and providing facilities. The Agency will also maintain and commit to the following criteria:

The Agency will be required to meet all licensing requirements detailed in the Washington Administrative Code (WAC 170-295) and be licensed by the Washington State Department of Early Learning (DEL) to provide preschool services (or be exempt from licensing requirements).

All Agency SPP staff are required to submit copies of their official college transcripts through Managed Education and Registry Information Tool (MERIT) to complete the education verification process. The Agency will provide DEEL with all documentation requested to determine SPP staff qualifications as they relate to the SPP education standards. Agency payments and minimum wages for staff are determined through review of this documentation. For more information, see Seattle Preschool Program Manual.

SPS will utilize DEEL’s CHIPS database to record all required student and staff information DEEL Responsibilities

DEEL will work in partnership with the Agency to ensure that the Agency can meet the above criteria:

DEEL will provide technical assistance to the Agency to determine staff qualification levels and support staff to work toward meeting SPP education standards

DEEL will provide technical assistance to the Agency to fully implement the SPP program requirements

Early Achievers (EA)

Agency Responsibilities

The Agency will be required to participate in DEL’s Early Achievers Program and hold a rating of Level 3, 4, or 5. If the Agency’s EA rating was extended to a new location to enable classroom participation, this location must be EA rated a Level 3 using the EA framework within one year of becoming an SPP classroom.

DEEL Responsibilities

DEEL will provide resources and support to assist in the successful completion of EA rating process.


EXHIBIT B


SPP Classroom Operations Agency Responsibilities

Classrooms will have a maximum adult-child ratio of one adult for every ten children.

The Agency will use either HighScope© curriculum or Creative Curriculum®, 6th Edition. Teachers will be required to attend mandatory curriculum training unless the Agency can provide proof of training completion.

The SPP service duration will be 6 hours per day and 180 days per school year.

Service Locations

Site Name Number of

Classes Program

Start Date Number of Students

Address Hours


DEEL will organize curriculum training for all SPP teachers/instructional staff.

The DEEL or Head Start Coach will conduct the Program Quality Assessment (PQA) or the Creative Curriculum fidelity check tool in the fall and spring of the contract period.

The DEEL or Head Start Coach will provide support on the fidelity of curricula implementation.

Agency Operations Agency Responsibilities

The Agency will be encouraged to make extended care options available to families outside of the SPP hours. The Agency may require families to pay for these services. Families may apply for DEEL or WA State child care vouchers to subsidize these costs. Vouchers are determined based on family eligibility. Agency rates for extended care services must not exceed the Agency’s private pay rate for comparable hours of care.

The Agency will be required to follow the SPP “Zero Expulsion and Suspension Policy.” DEEL Responsibilities

If the Agency provides extended care services, information about the costs for these services will be collected by DEEL.

DEEL will provide technical assistance to the Agency on the “Zero Expulsion and Suspension Policy.” The DEEL assigned Coach will work with the Agency to discuss persistent behavioral concerns.

Selection


Children in SPP classrooms may be selected by the Agency in one or more of the following ways:

Selected by Agency to meet programmatic requirements (eligible/alignment): If the Agency offers Head Start, ECEAP, dual language programs, or special education services, it may select a percentage of SPP children for these classrooms.

Previously enrolled by Agency for continuity of care (eligible/grandfathered): A percentage of children who have been enrolled with an Agency as two and three-year old children may enroll in SPP classrooms. These children will be considered “grandfathered” into the program.


EXHIBIT B


Selected by Agency (South Shore Elementary): For the 2017-2018 school year, the Agency may choose to be responsible for the selection children for these classrooms to ensure continuity of kindergarten enrollment as per the School’s Option model.


DEEL will select and place children, who are eligible for SPP.

DEEL will work with the Agency to determine the percentage of Agency-selected participants, if applicable.

Enrollment Agency Responsibilities

All children must have complete enrollment paperwork prior to the first day of service in an SPP classroom.

Agencies will work with their assigned DEEL Human Services Coordinator to verify that all Agency-selected children in contracted classrooms complete SPP enrollment forms prior to their first day of service.

Agencies must report withdrawals within 2 business days of child’s exit date.


DEEL will process all enrollment paperwork and communicate enrollment status with Agency

representatives and families within 10 business days of receipt of complete enrollment documentation.

Data


All data reported to DEEL will be reported in the CHIPS database or in an alternate City-approved

reporting mechanism. The Agency will attend DEEL required trainings for accurate and timely reporting.

The Agency will allow DEEL and its contracted evaluation partners to access information and assessment data from DEL, the University of Washington, and Child Care Aware/Child Care Resources pertaining to Agency’s Early Achievers’ scores.

The Agency will maintain all child and staff records using the DEEL approved data reporting systems, including:

Ages & Stages Questionnaires® (ASQ) Online

TeachingStrategies® Gold

DEEL’ CHIPS database

MERIT system

Health and Safety Agency Responsibilities

Screenings

The Agency will verify that an Agency staff person is trained to provide assistance with health and developmental screenings and to conduct re-screenings as needed.

The Agency will be required to screen all children (except for children with current Individualized Education Programs-- IEPs) for early identification of developmental and or behavioral concerns within 30 calendar days of the start of the school year or child enrollment using the following


EXHIBIT B


tools:

Ages & Stages Questionnaires® (ASQ-3)

Ages & Stages Questionnaires®: Social-Emotional (ASQ:SE-2)

Health Records: The Agency must maintain current and confidential health files on all enrolled children. All screening results will be shared with families at least three times per year. DEEL Responsibilities

Screenings: DEEL will coordinate training for health screenings with Public Health - Seattle & King County (PHSKC) and monitor completion of screenings. Health Records: DEEL staff will monitor health records. Personnel Agency Responsibilities

Minimum Staff Pay Levels: The Agency will be required to pay staff in accordance with the minimum salary guidance below. The Agency may pay teachers more if desired.

SPP Lead Teacher: SPP lead teachers will be paid according to their education, experience and Agency Collective Bargaining Agreement. According to SPP policies, there are three minimum salary levels based on qualifications for SPP lead teachers.

Does not meet requirements or has been granted a waiver. Lead teachers who have taught at the Agency prior to being placed in an SPP classroom will be considered “grandfathered” into the program on the condition that they meet requirements within four years, or are granted a waiver. Lead teachers must be paid a minimum of $14 per hour plus benefits (including paid time off and holidays).

Qualifying MERIT-verified bachelor’s degree in Early Childhood Education (ECE). A Lead teacher with a MERIT-verified Bachelor’s degree with at least 30 ECE credits must be paid a minimum of $24 per hour plus benefits (including paid time off and holidays).

OSPI teaching certification with P-3 endorsement. A Lead teacher who hold a Washington State teaching certificate with an Early Childhood Education or Early Childhood Special Education (P-3) endorsement will be paid according to the Seattle Public Schools Certificated, Non-Supervisory Staff Salary Schedule 2017-18.

Lead Teacher Release Time: The Agency will plan for teacher release time, and ensure that staffing and ratios are adequate to maintain classroom quality and routines during a teacher’s absence. The Agency will provide 28 days of professional development; 6 days included in the contract total and 22 days requested and reimbursed outside this agreement. The Agency may invoice DEEL for up to 22 days of release time, outside of this agreement, for the lead teacher to attend the required trainings. Reimbursement will be based on the lead teachers hourly rate of pay up to $30 per hour.

SPP Assistant Teacher: SPP assistant teachers will be paid according to their education, experience and Agency Collective Bargaining Agreement. According to SPP policies, there are two minimum salary levels based on qualifications for SPP assistant teachers. 1) Does not meet requirements. Assistant teachers who are grandfathered into the program on the

condition that they meet requirements within four years are at the basic salary level. Minimum pay


EXHIBIT B


level for SPP assistant teachers will be $13.50 per hour plus benefits (including paid time off and holidays).

2) Meets requirements. Assistant teachers who hold a MERIT-verified Associate’s degree with at least 20 ECE credits will be paid a minimum of $16 per hour plus benefits (including paid time off and holidays).

Assistant Teacher Release Time: The Agency will plan for teacher release time, and establish adequate staffing and ratios to maintain classroom quality and routines during a teacher’s absence.. The Agency may invoice DEEL, outside of this agreement, for up to 28 days of release time for the assistant teacher to attend the required trainings. Reimbursement will be based on the assistant teacher’s hourly rate of pay up to $17 per hour.


DEEL will collect teacher education and salary information from the Agency at the beginning of the contract period and upon any new teacher or assistant teacher hiring.

DEEL will monitor that the Agency is providing teachers with release time to participate in DEEL required trainings.

DEEL will process the reimbursements received from the Agency for release time for the lead and assistant teacher.

For all DEEL sponsored trainings, DEEL maintains/tracks attendance and enters all training into MERIT.

DEEL will provide the Agency with the Seattle Public Schools Certificated Non-Supervisory Salary Schedule 2017-18, if needed.

Family Engagement and Support Agency Responsibilities

Family Engagement Funds: The Agency will submit an individualized and culturally-relevant plan for partnering with families and communities in order to improve child outcomes. An award of $787 will be granted for each SPP classroom and will be expected to be used for family engagement activities. DEEL Responsibilities

Family Engagement Funds: DEEL staff will provide technical assistance to the Agency on family engagement activities. Classroom Startup Funds Agency Responsibilities

The Agency will submit an approved plan to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally-relevant, quality, inclusive teaching and learning environment for all children. The Agency will be awarded $7,500 for each classroom previously operated as a Pre-K classroom in the prior school year and $10,000 for each new SPP classroom after purchases have been reviewed and approved. Once a classroom has received start-up funds it is not eligible for another startup award.


EXHIBIT B



DEEL Education Specialist will provide technical assistance to the Agency on developing the plan. Plans must be approved prior to purchasing. The Early Education Specialist will review purchases to confirm that the plan was executed. Professional Development The Agency will participate in the following professional development provided at no cost by the City of Seattle DEEL:

Annual Pre-Service*: The required Pre-Service training will be combined with ECEAP and Step Ahead and will be held at the beginning of each school year and cover all preschool standards, policies and requirements.

Curriculum Training*: Initial training and certification on the approved curriculum selected by the Agency (HighScope or Creative Curriculum) is required and will be provided at least once a year. Ongoing curriculum training will be provided via coaching, content training, and the SEEC Institutes. i. SPP/ECEAP sites who receive initial training on Creative Curriculum through DEL will not be

required to participate in DEEL sponsored curriculum training. ii. Teachers who are already certified on the curriculum will receive continuing education through

content training and SEEC Institutes. Other training may also be offered as needed or identified by the assessment data.

Content Training*: Both required and data-informed- content training will be held each quarter for Directors and Teachers as outlined below- i. Directors/Program Supervisors: Director/program supervisor level trainings in business,

finance, organizational development, educational leadership, Continuous Quality Improvement (CQI), coaching practice and curriculum fidelity.

ii. Teachers/Assistant Teachers: Teacher/assistant teacher level trainings that will include ongoing curriculum training, supporting children with special needs, culturally responsive teaching, and partnering with families.

Assessment Training*: Beginning and advanced level training on child, classroom and teacher assessments and will be offered quarterly, for teachers, directors and other key staff. Assessment training includes Teaching Strategies Gold (TSG), ASQ and ASQ: SE-2, CLASS and ERS.

SEEC Institutes: A day-long institute for early learning providers at all levels will be offered annually during the fall, winter, and spring. Topics will include assessment and data, culturally relevant anti-bias practices, and curriculum development.

Professional Learning Community (PLC)*: DEEL Coaches in collaboration with other early learning professionals will convene a quarterly PLC to discuss best practices and current research in early learning.

*Trainings listed above with an asterisk are required and will be eligible for release time reimbursement for eligible lead teaches and assistant teachers. The paperwork for reimbursement will be provided by the DEEL and processed outside of this contract.

Coaching: Directors will need to ensure that their entire SPP team is available to work with the assigned City of Seattle DEEL Coach or Head Start Coach who will:

Provide differentiated classroom based, reflective, instructional coaching to increase the quality and effectiveness of teacher practice,

Support fidelity of curriculum implementation.

Facilitate professional development and support for administrators responsible for supervising and evaluating teachers.

Work with collaborative groups that include directors and teachers to review data and plan instructional best practices.


EXHIBIT B


Conduct the CLASS and ECERS assessment if the Agency does not have a recent assessment on file and has no plans to have these assessments conducted within the next three months.

Administer the HighScope Program Quality Assessment tool (PQA) or Creative Curriculum Fidelity check tool.

Teacher Planning Time: The SPP daily schedule includes planning time away from children for teachers and assistant teachers according to Collective Bargaining Agreement in order to participate in the following:

Coach one-on-one consultations

Instructional and classroom planning time with teaching team

QIP reviews (three times per year)

Staffings with the Education Specialist, PHSKC and DEEL Coach to address specific child and or classroom challenges

Data meetings with SPS, DEEL staff, and other key staff

SEEC PreK-3rd collaboration meetings

Quality Improvement: All SPP lead teachers who meet education or certification requirements will be expected to maintain a CLASS® combined Emotional Support (ES)/Classroom Organization (CO) score that exceeds 6.0 and a CLASS® Instructional Support (IS) score that exceeds 4.5. In instances when these scores are not achieved, the SPP coach assigned to work with the teacher will ensure these goals are part of the teacher’s Professional Development Plan (PDP) and the classroom’s Quality Improvement Plans (QIP). Teachers who receive tuition support to meet SPP requirements will be expected to meet these expectations by the time they complete their degree programs.

Evaluation: The Agency will work with the DEEL to administer and analyze program assessment results including child assessment portfolios from Teaching Strategies Gold, PPVT-4, Woodcock-Johnson Tests of Achievement, 3rd Edition, Peg Tapping Task, Dimensional Change Card Sort, Head Toes Knees Shoulders, Copy Design, ECERS and CLASS. The Agency will participate in activities that assess the effectiveness of services in meeting the outcomes contained in Exhibit B.


EXHIBIT C

Seattle Preschool Program 20 Contract #: DOE17PA003

EXHIBIT C Investment Plan, Payment Terms and Reporting Requirements

For the period of performance beginning September 1, 2017 through August 31, 2018, DEEL shall invest no more than $xxxxx (“Contract Price”) in Seattle School District No. 1 for Seattle Preschool Program. Budget funds may not be used for costs incurred prior to the beginning date of the term specified. Unspent funds from one grant period may not be carried forward to the subsequent grant period.

INVESTMENT PLAN:

Overall compensation to the Agency is as follows:

Payment Basis 2017 SPP 2018 SPP Total

Baseline Payment

Performance Payment

Adjustments

Total

TERMS OF PAYMENT:

A. Baseline Pay: The Agency will be paid a maximum of $xxx for Baseline Payment in twelve (12)

monthly installments. See invoice template (Exhibit C) for monthly amounts.

B. Performance Pay: The Agency will be paid a maximum of $xxx (“Performance Pay”) for performance targets in the amounts indicated below in the Performance Pay Table. The Agency will receive three types of Performance Payments: Enrollment, Fixed Payments and Performance Payments. The Agency will be paid a maximum$ (“Performance Pay”) for actual achievement of the performance targets in the amounts indicated below in the Performance Pay Table. The Agency will be compensated for actual percentage achieved. The Performance Pay Table outlines the dates that each measure must be completed by and the expected dates when the Agency may invoice for performance payments.

Enrollment: The Agency will receive payment for enrollment based on actual number of Agency-selected children enrolled in SPP up to a maximum of $xxx. This measure does not include children selected and placed by DEEL, including children “grandfathered” into the program.

Fixed Payments:

1) Classroom Startup: The Agency will be paid a maximum of $xx for Classroom Startup. The

Agency will submit an approved Classroom Startup Plan (Exhibit G). The Agency will receive $7,500 for each classroom previously operated as a non-SPP Pre-K classroom in the prior school year and $10,000 for each new SPP classroom. Classrooms that have already received start-up funds will not be eligible for another award.

2) Family Engagement: The Agency will be paid a maximum of $xxx for family engagement

activities. Each SPP classroom shall receive $INSERT to pay for family engagement activities. The Agency will submit the Family Engagement Plan (Exhibit F).

Banded Payments: For all other performance pay measures, the Agency will be compensated in 10% payment bands, as indicated in the Performance Pay Banding Table below, up to 100% of the maximum Performance Pay amount.


EXHIBIT C


Performance Pay Banding Table

Adjustments (if any):

1. If there are any changes that affect the Baseline Pay such as changes to staff education levels or student funding, DEEL will use this payment category to make payment adjustments (either increase or decrease).

2. Should the Agency earn less than the maximum Contract Price, the City will retain any unspent funds. 3. Once a Performance Payment is made to the Agency, the City’s intent is that the funds be used

to provide further support to the Levy-funded program and not be deposited in a separate fund for general use.

Performance % Achieved

Performance Pay % Awarded



≥90% - 100% 100% ≥40% - <50% 50%

≥80% - <90% 90% ≥30% - <40% 40%

≥70% - <80% 80% ≥20% - <30% 30%

≥60% - <70% 70% ≥10% - <20% 20%

≥50% - <60% 60% ≥1% - <10% 10%


Performance Pay Table EXHIBIT C


REPORTING REQUIREMENTS

Must be completed

by

Expected invoice date

Performance Targets

Target (does not include

ineligible children)

Maximum Performance

Payment

10/31/2017

12/11/2017 (Nov. 2017 invoice)

Submit a Classroom Startup Plan to the Early Education Specialist. Verification: Copy of Classroom Startup Plan submitted and approved by Early Education Specialist

$

10/31/2017

12/10/2017 (Nov. 2017 invoice)

Submit a Family Engagement Plan to the Early Education Specialist. Verification: Copy of Family Engagement Plan submitted and approved by Early Education Specialist.

$

10/31/2017

12/10/2017 (Nov. 2017 invoice)

# of children enrolled/selected by the agency in SPP by October 31, 2017. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

11/15/2017 03/12/2018 (Feb. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Fall 2017. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

12/29/2017 02/10/2018 (Jan. 2018 invoice)

Complete health screenings for each child within 90 days of child’s start date. Verification: Agency will update information in DEEL data system and approved by Early Education Specialist.

$

02/28/2018

05/10/2018 (Apr. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Winter 2018. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

05/31/2018

07/31/2018

(Jun. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Spring 2018. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

5/31/2018 07/31/2018 (Jun. 2018 invoice)

A minimum of 7% of the overall Agency SPP enrollment for 2017-18 will consist of students with IEPs. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

05/31/2018 07/31/2018 (Jun. 2018 invoice)

The Agency will enroll 90% of Agency-Selected slots in the inclusion classrooms. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

Total Maximum Performance Payment $




All reports and invoice back-up documentation submitted to DEEL shall not contain any child’s personal identifiable information and shall be submitted by the appropriate deadlines. If reports are not received in a timely manner or data entry is not completed, invoices will be held for payment until all pending reports are received and approved. 1. Invoice Payment Form (Exhibit D): The Agency shall submit one invoice by the tenth working

day of the month for the previous calendar month, except for the last invoice of the 2017 calendar year which is due January 4th, 2018 and the final invoice of 2018 which is due by September 30, 2017.The City will make payment within 30 days of receiving an invoice, contingent upon receipt of all required reports and documentation.

Invoicing for Performance Payment Targets: The Grants and Contracts Specialist will send the Agency an email detailing the earned payment amount for each performance target calculated by DEEL Data staff. The Agency will attach the email to the invoice when requesting payment for calculated measured.

2. Staff Report (Exhibit E): The Agency will submit a Staff Report (Exhibit E) or a similar report any

time staffing changes occur, as mutually agreed upon by the City and the Agency. 3. MERIT “Professional Record” Report: The Agency will submit the MERIT “Professional Record”

report or a similar report, as mutually agreed upon by the City and the Agency, quarterly documenting professional development and coursework completed by its teachers.

4. Program Operating Budget: The Agency will submit a Program Operating Budget to the DEEL

Early Education Specialist within 30 days of the contract start date.

Monthly Attendance Data Entry: The Agency will enter attendance information into DEEL approved

data system monthly. The Early Education Specialist will verify attendance information.


EXHIBIT D


INVOICE PAYMENT FORM

[insert invoice payment form


EXHIBIT E


Credits

Agency Site First Name Last Name Position EthnicityLanguage(s)

SpokenClassroom Star ID#

Degree or

DiplomaMajor ECE School-Age

ECE/School

Age hybrid

Education

Goals (higher

degree, etc.)

Years

Experience in

ECE

Years

working

at this

site/class

room

Salary

hourly

rate

Trained or

Certified in

Curriculum?

Yes or No

Staff Report


EXHIBIT F

Agency Name: _______________________

Family Engagement Plan


Strategy/ Action Required Proposed timeline Person Responsible

Completion Date

Narrative including # of participants Brief description of the activities to meet the goals in your proposed timeline


EXHIBIT G


Classroom Startup Plan

Name of Agency

Funding Amount

Classroom and Location

Date Submitted

1. Please list the outcomes your agency is focusing on through your start-up fund investments.

Outcome 1: Outcome 2: Outcome 3:

Examples: Improved classroom organization, more appropriate outdoor play equipment for preschool ages, strengthened capacity to use technology for instruction, etc.)

2. Please check the boxes next to classroom categories that align with where you will be using your

start-up funds. Next to the checked boxes, list the types of expected purchases.

Check all that Apply

Category Expected purchases

Curriculum

Furnishings

Outdoor Equipment

Small Renovations/

Modifications

Technology

Other

Signatures: My signature below indicates that I have reviewed the information recorded in the Classroom Startup Plan and that I understand its contents and agree to carrying out my responsibilities as they relate to meeting objectives and achieving outcomes: Initial Plan Approval Director ___________________________________________ Date _____/_____/_____ DEEL Education Specialist _______________________________ Date _____/_____/_____ Payment Approval DEEL Education Specialist _______________________________ Date _____/_____/_____


ATTACHMENT 1


ATTACHMENT 1: Seattle Preschool Program (SPP) Outcomes

The City is investing SPP Levy proceeds to achieve the following outcomes city-wide:

Children will be ready for school.

All students will achieve developmentally-appropriate pre-academic skills.

All students will develop both socially and emotionally.

The readiness gap will be eliminated for SPP participants.

All SPP investments will contribute to at least one of the above outcomes.

Specific Definitions:

School readiness is measured by:

The Washington Kindergarten Inventory of Developing Skills (WaKIDS).

Assessments identified in the Comprehensive Evaluation Strategy

(Evaluation Strategy), adopted by the Seattle City Council August 10, 2015.



--DRAFT-- SEATTLE PRESCHOOL PROGRAM

CLASSROOM SERVICE AGREEMENT BETWEEN

SEATTLE SCHOOL DISTRICT NO. 1 AND

CITY OF SEATTLE


WITNESSETH:








preference toward teachers with experience in early childhood development and P-3endorsement in all District SPP classrooms. The District will require SPP teachers tohave or obtain their P-3 endorsement within three (3) months of assignment.


c. SITES: The District will provide SPP preschool education to 3 and 4-year-oldchildren at <INSERT> District facilities for a total of <INSERT #> classrooms.The District will operate SPP classrooms at the following locations:

i. <INSERT>

2017-18 SPS-SPP Service Agreement (with substantive changes tracked, for reference)


d. SEATTLE EDUCATION ASSOCIATION: Pursuant to the Partnership Agreement: instructional staff from District-operated SPP programs will participate in professional development and coaching to the extent that the requirements do not violate District responsibilities under the law or collective bargaining agreement(s).



iii. Job Categories. The District agrees to work with SEA to develop a job category for HighScope trained teachers. The District agrees to make this new job category accessible to District staff.

The City and District agree that any conflicts in these three areas will be discussed between SEA and the District (when the three topics above are negotiated), with input from the City, and conflicts will be reported back to the City. The City and District will work collaboratively to achieve agreement with SEA in these three areas recognizing the need for timely completion.

e. CURRICULUM: Pursuant to the Partnership Agreement, the District will use HighScope or Creative Curriculum curriculum at District-operated SPP sites.


g. STUDENT ASSIGNMENT: For the 2017-2018 school year, the District will accept students into District-operated classrooms pursuant to SPP assignment guidelines with the exception of South Shore, Head Start and the dedicated seats for students with IEPs in the inclusion classrooms.1

h. HEALTH & SAFETY: i. Screenings. The District will conduct developmental and behavioral screens

of all children within 90 calendar days of the start of the school year. If not previously trained, District instructional staff will be trained to use the following tools:

1. Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ-3).

2. Ages & Stages Questionnaires®: Social-Emotional (ASQ:SE-2). ii. Health Records. The District will maintain current and confidential health

files on all enrolled children. Student health files will be kept separately from

1 See the Seattle Implementation Plan, revised May 2016, at: https://seattle.legistar.com/View.ashx?M=F&ID=4430844&GUID=2DC60173-1F09-4B78-BCB9-1FF46B49254B


https://seattle.legistar.com/View.ashx?M=F&ID=4430844&GUID=2DC60173-1F09-4B78-BCB9-1FF46B49254B


student education files. Instructional staff, coaches, mental health support staff, and special education staff (as needed) will work collaboratively to address concerns that arise from developmental and health screenings. These plans may include additional instructional support staff, additional teacher training or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.




l. CLASSROOM START-UP: The Agency will submit an approved plan to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally-relevant, quality, inclusive teaching and learning environment for all children. The Agency will be awarded $7,500 for each classroom previously operated as a Pre-K classroom in the prior school year and $10,000 for each new SPP classroom after purchases have been reviewed and approved. Once a classroom has received start-up funds it is not eligible for another startup award.


teachers, assistant teachers, directors and program supervisors at no-cost to the District: Annual Pre-Service; Curriculum Training on HighScope or Creative Curriculum; Assessment Training on Teaching Strategies Gold; ASQ-3 and ASQ:SE-2; CLASS; and ECERS-3. Teachers who are already certified on the curriculum will receive continuing education through content training and Seattle Early Education Collaborative Institutes. Other training may also be offered as needed or identified by the assessment data.


c. BACKGROUND CHECK: The City agrees that any City employee assigned to work in a District school or with District students under this Agreement will have undergone a criminal history background check per RCW 28A.400.303 and RCW 43.43.834.838. Further, City employees with unsupervised access to students will have current records of a background check by the Washington State Patrol and Federal Bureau of Investigation, including fingerprint clearance per RCW 28A.400.303 and RCW 43.43.834. It is the responsibility of the City to make sure that all necessary background checks have been conducted before individuals are



assigned to work in a District school or building. If a positive criminal history is reported, the City will share that with the District and the District shall make a final determination as to whether that particular employee may be assigned to a District school.


III. Compensation The City shall pay the Agency up to [Write out contract amount] $<INSERT> (“Contract Price”). The total Contract Price includes three types of compensation: 1) $<INSERT> in Baseline Pay, 2) $<INSERT> in Performance Pay and 3) $<INSERT> in Adjustments (if any). As used in this Agreement, “Baseline Pay” means payment for managing preschool classrooms. “Performance Pay” means payment that is earned only upon Agency’s demonstration that the Work timely achieves the Performance Targets identified in Exhibit C. Performance Pay is payable according to the compensation table in Exhibit C. In no event shall the total Contract Price exceed $<INSERT>. Additionally, Baseline Pay will not exceed $<INSERT> regardless of Agency’s costs in performing the Work.

If the parties wish to extend this Agreement for additional terms, funding for the 2018-2019 school year will be secured for staffing and budget purposes by March 1 of the 2017-18 school year.



IV. Term This Agreement shall be effective upon execution by the parties and shall be in effect for a term beginning September 1, 2017 and expiring on August 31, 2018 unless terminated, as described in the General Terms and Conditions. The term of this agreement may be extended by mutual agreement of the parties for an additional one (1) year term through the 2018-2019 school year.


VI. Quality of Performance At any time during the term of the Agreement, if the DEEL Director determines the Agency is not performing the Work in a manner likely to achieve the outcomes and indicators established in the Agreement, the Director and District senior administration will meet to develop a plan for corrective action with a timeline to address identified concerns in Work performance. Failure to follow the terms of the corrective action plan



shall constitute a material breach of the Agreement and cause for termination in the City’s discretion as described in Section 550 of the General Terms and Conditions.

VII. Miscellaneous Provisions a. Any waiver by either party of any term or provision in this contract at any one time

shall not constitute a waiver of any other or all provisions. Any waiver of any part or provision of this agreement at any one time shall not constitute a waiver for all times.

b. This Agreement will be governed by the laws of the State of Washington and shall in all respects be interpreted, enforced, and governed by Washington laws. The parties agree that any judicial proceedings will take place in Seattle, Washington.

VIII. Entire Agreement: This Agreement, including all Exhibits, constitutes the entire agreement between the parties with respect to the subject matter herein.

i. Exhibit A: Seattle Preschool Program General Terms and Conditions ii. Exhibit B: Program Description and Responsibilities iii. Exhibit C: Investment Plans, Payment Terms, and Reporting Requirements

iv. Exhibit D: Invoice Payment Form v. Exhibit E: Staff Report vi. Exhibit F: Family Engagement Plan vii. Exhibit G: Classroom Startup Plan viii. Attachment 1: Seattle Preschool Program (SPP) Levy Outcomes



By By


Dwane Chappelle, Director Department of Education and Early Learning


Date Date

MS 32-150, PO Box 34165 PO Box 94665

Address Address




206-252-0180

206-684-4508


[email protected]

[email protected]



EXHIBIT A




I. PERFORMANCE TARGETS AND SCOPE OF WORK Section 100. Performance Targets and Scope of Work Throughout the term of this Agreement, the Agency shall support the City’s Seattle Preschool Program Levy Outcomes detailed in Attachment 1 through operation and management of Seattle Preschool Program (SPP) for preschool students as described in more detail in Exhibit B, Program Description and Responsibilities (“Work”). The Agency shall perform the Work in a manner that achieves the Performance Targets specified in Exhibit C. Section 110. Identification of Investment Source In all communications with members of the public relating to the Work, the Agency shall reference the City’s investment in the Work through the Seattle Preschool Program Levy. The Agency shall also post a notice to this effect in a prominent place at each Agency location where the programs in Exhibit A are provided.

II. PAYMENT, RECORDS AND AUDIT

Section 200. Payment All payments to the Agency for work satisfactorily performed or costs eligible to be reimbursed pursuant to this Agreement will be made directly to the Agency and directed to the attention of the individual or organization specified on the Invoice Payment Form for the Agreement unless the Agency requests otherwise. In no case shall payments exceed the maximum set forth in the Agreement. Section 210. Method of Payment As a condition of payment under this Agreement, the Agency shall submit properly completed invoices monthly, using the form attached as Exhibit D and such accompanying performance reports and work statements as required by the Reporting Requirements in Exhibit C. All invoices, performance reports and work statements shall bear the Agency's name and address and the Project Agreement contract number. Invoices must be signed by an authorized representative of the Agency, who shall certify by his or her signature that the invoiced services have been performed.

Section 220. Record and Fiscal Control System


EXHIBIT A


The Agency shall maintain its financial records and fiscal control systems in a manner that meets the approval of the Director, the City Auditor and the Washington State Auditor; it shall maintain personnel and payroll records to adequately identify the source and application of all funds received under this Agreement; withhold income taxes; pay employment (social security), unemployment compensation, industrial insurance (worker's compensation) and other taxes as may be due; and unless exempt, procure and maintain a City of Seattle Business License. The Agency shall maintain an effective system of internal control to assure that funds provided through the City are used solely for authorized purposes, including when requested by the City, fidelity bonding of personnel with fiscal responsibilities. Section 230. Access to Records; Audits, Record Retention A. The City, its designated agents, shall have access at any time during normal business hours

and as often as necessary to any bank account and Agency books, records, documents, accounts, files, reports, and other property and papers of the Agency relating to the services to be provided under this Agreement for the purpose of making an audit, review, survey, examination, excerpt or transcript.

B. In its discretion, the City may require the Agency to obtain an audit that covers critical financial and compliance issues identified by the City. If requested by the City, the audit shall be prepared by an independent CPA according to procedures established by the American Institute of Certified Public Accountants. If the City requests such an audit, the City will be responsible for the cost unless the audit finds evidence of malfeasance or gross negligence.

C. Records that document financial and/or program support of levy-funded investments must be retained for the entire length of the levy and an additional 6 years afterwards. Records must be accessible for the entire length of the retention policy. If the Agency is unable to maintain the records for the length of the retention policy, it must notify the City of Seattle’s Department of Education and Early Learning.


Section 240. Notice Affecting Performance The Agency shall notify the Director of any matters that could adversely affect the Agency’s ability or eligibility to continue to achieve the Performance Targets identified in Exhibit B and to perform the Work under this Agreement, and shall do so immediately after the Agency’s discovery of the same.




B. The Agency shall not discriminate against any employee or applicant for employment because of race, color, age, sex, marital status, sexual orientation, gender identity, political


EXHIBIT A


ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap, unless based upon a bona fide occupational qualification. The Agency shall affirmatively try to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap. Such efforts shall include, but not be limited to the following: employment, upgrading, demotion, transfer; recruitment, layoff, rates of pay, or other forms of compensation and training.











EXHIBIT A




Section 360. Workforce Diversity The City encourages the Agency to employ a workforce reflective of the region’s diversity. Section 370. Grievances by Participants The Agency will establish a system through which recipients of services under this Agreement may present grievances about the activities of the Agency or any of the Agency's subcontractors. The Agency will make all reasonable efforts to address and resolve the concerns raised by recipients of services.



Section 410. Insurance The Agency is a public entity that is self-insuredThe City accepts the Agency’s program of self-insurance. However, tThe Agency agrees that it will maintain premises and vehicle liability insurance in force with coverages and limits of liability and workers compensation insurance as may be required by Washington State statutes.


Section 500. Other Legal Requirements A. General Requirement: The Agency, at no expense to the City, shall comply with all

applicable laws, statutes, ordinances, rules, regulations, and administrative orders of the United States, the State of Washington, and the City of Seattle. Without limiting the generality of this paragraph, the Agency shall specifically comply with the following requirements of this section.

B. Licenses and Similar Authorizations: The Agency, at no expense to the City, shall secure and maintain in full force and effect during the term of this Agreement all required licenses,


EXHIBIT A


permits, and similar legal authorizations, including a City of Seattle Business license (unless exempt), and shall comply with all requirements thereof.

C. Americans with Disabilities Act: The Agency shall comply with all applicable provisions of the

Americans with Disabilities Act of 1990 (ADA) in performing its obligations under this Agreement. Failure to comply with the provisions of the ADA shall be a material breach of, and grounds for the immediate termination of, this Agreement.

Section 510. Identity of Program Participants/Benefits Recipients The use or disclosure by any party of any identifying information concerning the identity of any participant in the program(s), or any of the services or benefits provided under this Agreement for any purpose not directly connected with the administration of the City’s or Agency's responsibilities with respect to services provided under the Agreement, is prohibited except on written consent of the participant or recipient or client, his or her attorney, or responsible parent or guardian or except as otherwise may be required by law.

Section 520. Copyrights and Patents A. The Agency shall retain the copyright (including the right of reuse) to all materials and

documents prepared by the Agency in connection with a Project Agreement whether or not the work is completed. The Agency grants to the City a non-exclusive, irrevocable, unlimited, royalty-free license to reproduce, publish, or otherwise use and to authorize others to use every document and all other materials prepared by the Agency for the City under this Agreement.

B. Section 530. Alterations or Variations No alteration or variation of the terms of, or departure from, or change in the performance contemplated by this Agreement shall be valid unless made by written amendment and signed by authorized representatives of both parties. Section 540. Restrictions Upon Subcontracting, Transfer The Agency shall not assign or subcontract any of its rights or obligations under this Agreement without the prior written approval of the City. Any such approved assignment or subcontract shall be subject to each provision of this Agreement, and any procurement procedures required by the City, the State of Washington or the United States. The Agency shall not subcontract with any party which is debarred, suspended or otherwise excluded from, or ineligible for participation in federal assistance programs under federal Executive Order 12549, “Debarment and Suspension.” In the event of any approved assignment or subcontract, the City shall continue to hold the Agency responsible for proper performance of the Agency's obligations under this Agreement. Section 550. Termination and Suspension A. For Cause: The City may terminate this Agreement if the Agency fails to perform any of the

terms or conditions of the Agreement, and such failure has not been corrected to the City’s reasonable satisfaction within a reasonable time period but no longer than thirty (30) days after receiving notice specifying such failure.

B. For Reasons Beyond Control of Parties: Either party may terminate this Agreement without recourse by the other where performance is rendered impossible or impracticable for reasons beyond such party's reasonable control, such as but not limited to, an act of nature; war or warlike operation; civil commotion; riot; labor dispute including strike, walkout or lockout; sabotage; or superior governmental regulation or control.


EXHIBIT A


C. Loss of Funds: In the event that for any reason federal, state or local funds allocated to or by the City for services contracted under this Agreement are or become no longer available to the City for the purpose of conducting the program/project or compensating the Agency, the City may suspend without recourse the Agency's obligation to render services to the City and the City's obligation to pay for further services, by providing written notice to the Agency specifying the effective period of such suspension. Any such suspension shall have no effect on the Termination Date. Alternatively or subsequently, the City may terminate the Agreement.





Agency shall be paid for the services properly performed prior to termination together with any reimbursable expenses then due, but in no event shall such compensation exceed the maximum compensation to be paid under this Agreement. The Agency agrees that this payment shall fully and adequately compensate the Agency and all subcontractors for all costs, expenses, losses, liabilities, damages, taxes and charges of any kind whatsoever (whether foreseen or unforeseen) attributable to the termination of the Agreement. If the City terminates the Agreement due to Agency default, the City shall be entitled to all remedies available at law or equity.

Section 560. Future Support The City makes no commitment of future Agency support and assumes no obligation for future support of the services and activities contracted for under this Agreement except as may be specifically provided for therein.


Section 580. Severability If any provisions of this Agreement other than those provided in Sections 300 through 410, inclusive, are held invalid, the remainder of this Agreement shall not be affected, thereby, if such remainder would then continue substantially to serve the purposes and objectives originally contemplated.

VI. SPECIAL CONDITIONS Section 600.


EXHIBIT A


Requirements unique to a program’s funding source will govern the scope of work and will be detailed in this Agreement. When a program is funded by multiple sources, any conflicts that occur will be resolved first by City of Seattle Ordinance requirements, followed by the SPP Implementation Plan followed by the SPP Partnership Agreement requirements. Section 710: Contacts

All official notices under this Agreement shall be delivered to the following addresses (or such other address(es) as either party may designate in writing):

If to the City If to AGENCY

Mao Svy, Early Education Specialist Department of Education and Early Learning

Cashel Toner, Director of Early Learning Seattle Public SchoolsAddress

PO Box 94665 Seattle, WA 98124-6965 206-684-0169 [email protected]

MS 32-150, PO Box 34165 Seattle, WA 98124-1165 206-252-0093 [email protected]

206-684-0169 [email protected]

And also to: Office of the General Counsel Seattle Public Schools PO Box 34165, MS 32-151 Seattle, WA 98124-1165

[email protected]




EXHIBIT B


EXHIBIT B: PROGRAM DESCRIPTION AND RESPONSIBILITIES

The mission of the City of Seattle’s Department of Education and Early Learning (DEEL) is to ensure that all Seattle children: 1) enter kindergarten ready, 2) succeed academically, and 3) graduate prepared for college/career. As a primary strategy in achieving this mission, the overall goal of the Seattle Preschool Program (“SPP”) as operated by Seattle School District No. 1 (“Agency”) is to provide “accessible high-quality preschool services for Seattle children designed to improve their readiness for school and to support their subsequent academic achievement.” The long-term intent of the Seattle Preschool Program is to serve all interested and eligible 4 and 3-year-old children living in Seattle.

Program Requirements Agency Responsibilities



All Agency SPP staff are required to submit copies of their official college transcripts through Managed Education and Registry Information Tool (MERIT) to complete the education verification process. The Agency will provide DEEL with all documentation requested to determine SPP staff qualifications as they relate to the SPP education standards. Agency payments and minimum wages for staff are determined through review of this documentation. For more information, see Seattle Preschool Program Manual.

SPS will utilize DEEL’s CHIPS database to record all required student and staff information DEEL Responsibilities

DEEL will work in partnership with the Agency to ensure that the Agency can meet the above criteria:

DEEL will provide technical assistance to the Agency to determine staff qualification levels and support staff to work toward meeting SPP education standards

DEEL will provide technical assistance to the Agency to fully implement the SPP program requirements

Early Achievers (EA)


The Agency will be required to participate in DEL’s Early Achievers Program and hold a rating of Level 3, 4, or 5. If the Agency’s EA rating was extended to a new location to enable classroom participation, this location must be EA rated a Level 3 using the EA framework within one year of becoming an SPP classroom.


DEEL will provide resources and support to assist in the successful completion of EA rating process.


EXHIBIT B


SPP Classroom Operations Agency Responsibilities

Classrooms will have a maximum adult-child ratio of one adult for every ten children.

The Agency will use either HighScope© curriculum or Creative Curriculum®, 6th Edition. Teachers will be required to attend mandatory curriculum training unless the Agency can provide proof of training completion.

The SPP service duration will be 6 hours per day and 180 days per school year.

Service Locations

Site Name Number of

Classes Program

Start Date Number of Students

Address Hours


DEEL will organize curriculum training for all SPP teachers/instructional staff.

The DEEL or Head Start Coach will conduct the Program Quality Assessment (PQA) or the Creative Curriculum fidelity check tool in the fall and spring of the contract period.

The DEEL or Head Start Coach will provide support on the fidelity of curricula implementation.

Agency Operations Agency Responsibilities

The Agency will be encouraged to make extended care options available to families outside of the SPP hours. The Agency may require families to pay for these services. Families may apply for DEEL or WA State child care vouchers to subsidize these costs. Vouchers are determined based on family eligibility. Agency rates for extended care services must not exceed the Agency’s private pay rate for comparable hours of care.

The Agency will be required to follow the SPP “Zero Expulsion and Suspension Policy.” DEEL Responsibilities

If the Agency provides extended care services, information about the costs for these services will be collected by DEEL.

DEEL will provide technical assistance to the Agency on the “Zero Expulsion and Suspension Policy.” The DEEL assigned Coach will work with the Agency to discuss persistent behavioral concerns.

Selection


Children in SPP classrooms may be selected by the Agency in one or more of the following ways:

Selected by Agency to meet programmatic requirements (eligible/alignment): If the Agency offers Head Start, ECEAP, dual language programs, or special education services, it may select a percentage of SPP children for these classrooms.

Previously enrolled by Agency for continuity of care (eligible/grandfathered): A percentage of children who have been enrolled with an Agency as two and three-year old children may enroll in SPP classrooms. These children will be considered “grandfathered” into the program.


EXHIBIT B


Selected by Agency (South Shore Elementary): For the 2017-2018 school year, the Agency may choose to be responsible for the selection children for these classrooms to ensure continuity of kindergarten enrollment as per the School’s Option model.


DEEL will select and place children, who are eligible for SPP.

DEEL will work with the Agency to determine the percentage of Agency-selected participants, if applicable.

Enrollment Agency Responsibilities

All children must have complete enrollment paperwork prior to the first day of service in an SPP classroom.

Agencies will work with their assigned DEEL Human Services Coordinator to verify that all Agency-selected children in contracted classrooms complete SPP enrollment forms prior to their first day of service.

Agencies must report withdrawals within 2 business days of child’s exit date.


DEEL will process all enrollment paperwork and communicate enrollment status with Agency

representatives and families within 10 business days of receipt of complete enrollment documentation.

Data


All data reported to DEEL will be reported in the CHIPS database or in an alternate City-approved

reporting mechanism. The Agency will attend DEEL required trainings for accurate and timely reporting.

The Agency will allow DEEL and its contracted evaluation partners to access information and assessment data from DEL, the University of Washington, and Child Care Aware/Child Care Resources pertaining to Agency’s Early Achievers’ scores.

The Agency will maintain all child and staff records using the DEEL approved data reporting systems, including:

Ages & Stages Questionnaires® (ASQ) Online

TeachingStrategies® Gold

DEEL’ CHIPS database

MERIT system

Health and Safety Agency Responsibilities

Screenings

The Agency will verify that an Agency staff person is trained to provide assistance with health and developmental screenings and to conduct re-screenings as needed.

The Agency will be required to screen all children (except for children with current Individualized Education Programs-- IEPs) for early identification of developmental and or behavioral concerns within 30 calendar days of the start of the school year or child enrollment using the following


EXHIBIT B


tools:

Ages & Stages Questionnaires® (ASQ-3)


Health Records: The Agency must maintain current and confidential health files on all enrolled children. All screening results will be shared with families at least three times per year. DEEL Responsibilities

Screenings: DEEL will coordinate training for health screenings with Public Health - Seattle & King County (PHSKC) and monitor completion of screenings. Health Records: DEEL staff will monitor health records. Personnel Agency Responsibilities

Minimum Staff Pay Levels: The Agency will be required to pay staff in accordance with the minimum salary guidance below. The Agency may pay teachers more if desired.

SPP Lead Teacher: SPP lead teachers will be paid according to their education, experience and Agency Collective Bargaining Agreement. According to SPP policies, there are three minimum salary levels based on qualifications for SPP lead teachers.

Does not meet requirements or has been granted a waiver. Lead teachers who have taught at the Agency prior to being placed in an SPP classroom will be considered “grandfathered” into the program on the condition that they meet requirements within four years, or are granted a waiver. Lead teachers must be paid a minimum of $14 per hour plus benefits (including paid time off and holidays).

Qualifying MERIT-verified bachelor’s degree in Early Childhood Education (ECE). A Lead teacher with a MERIT-verified Bachelor’s degree with at least 30 ECE credits must be paid a minimum of $24 per hour plus benefits (including paid time off and holidays).

OSPI teaching certification with P-3 endorsement. A Lead teacher who hold a Washington State teaching certificate with an Early Childhood Education or Early Childhood Special Education (P-3) endorsement will be paid according to the Seattle Public Schools Certificated, Non-Supervisory Staff Salary Schedule 2017-18.


The Agency will compensate teachers for all duties beyond what is required of them as SPP teachers. For example, if a lead teacher supervises children before the SPP preschool day, the Agency must pay teachers for work completed during this time. SPP funds may not be used for duties in addition to SPP. Agency compensation for additional work will supplement the minimum SPP pay levels.


EXHIBIT B


SPP Assistant Teacher: SPP assistant teachers will be paid according to their education, experience and Agency Collective Bargaining Agreement. According to SPP policies, there are two minimum salary levels based on qualifications for SPP assistant teachers. 1) Does not meet requirements. Assistant teachers who are grandfathered into the program on the

condition that they meet requirements within four years are at the basic salary level. Minimum pay level for SPP assistant teachers will be $13.50 per hour plus benefits (including paid time off and holidays).

2) Meets requirements. Assistant teachers who hold a MERIT-verified Associate’s degree with at least 20 ECE credits will be paid a minimum of $16 per hour plus benefits (including paid time off and holidays).

Assistant Teacher Release Time: The Agency will plan for teacher release time, and establish adequate staffing and ratios to maintain classroom quality and routines during a teacher’s absence.. The Agency may invoice DEEL, outside of this agreement, for up to 28 days of release time for the assistant teacher to attend the required trainings. Reimbursement will be based on the assistant teacher’s hourly rate of pay up to $17 per hour.

The Agency must compensate assistant teachers for all duties beyond what is required of them as SPP assistant teachers. SPP funds may not be used for duties in addition to SPP. Agency compensation for additional work will supplement the minimum SPP pay levels.


DEEL will collect teacher education and salary information from the Agency at the beginning of the contract period and upon any new teacher or assistant teacher hiring.

DEEL will monitor that the Agency is providing teachers with release time to participate in DEEL required trainings.

DEEL will process the reimbursements received from the Agency for release time for the lead and assistant teacher.

For all DEEL sponsored trainings, DEEL maintains/tracks attendance and enters all training into MERIT.

DEEL will provide the Agency with the Seattle Public Schools Certificated Non-Supervisory Salary Schedule 2017-18, if needed.

Family Engagement and Support Agency Responsibilities

Family Engagement Funds: The Agency will submit an individualized and culturally-relevant plan for partnering with families and communities in order to improve child outcomes. An award of $787 will be granted for each SPP classroom and will be expected to be used for family engagement activities. DEEL Responsibilities

Family Engagement Funds: DEEL staff will provide technical assistance to the Agency on family engagement activities. Classroom Startup Funds Agency Responsibilities


EXHIBIT B


The Agency will submit an approved plan to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally-relevant, quality, inclusive teaching and learning environment for all children. The Agency will be awarded $7,500 for each classroom previously operated as a Pre-K classroom in the prior school year and $10,000 for each new SPP classroom after purchases have been reviewed and approved. Once a classroom has received start-up funds it is not eligible for another startup award. DEEL Responsibilities

DEEL Education Specialist will provide technical assistance to the Agency on developing the plan. Plans must be approved prior to purchasing. The Early Education Specialist will review purchases to confirm that the plan was executed. Professional Development The Agency will participate in the following professional development provided at no cost by the City of Seattle DEEL:













EXHIBIT B


Coaching: Directors will need to ensure that their entire SPP team is available to work with the assigned City of Seattle DEEL Coach or Head Start Coach who will:







Teacher Planning Time: The SPP daily schedule includes planning time away from children for teachers and assistant teachers according to Collective Bargaining Agreement in order to participate in the following:



QIP reviews (three times per year)

Staffings with the Education Specialist, PHSKC and DEEL Coach to address specific child and or classroom challenges






EXHIBIT C


EXHIBIT C Investment Plan, Payment Terms and Reporting Requirements

For the period of performance beginning September 1, 2017 through August 31, 2018, DEEL shall invest no more than $xxxxx (“Contract Price”) in Seattle School District No. 1 for Seattle Preschool Program. Budget funds may not be used for costs incurred prior to the beginning date of the term specified. Unspent funds from one grant period may not be carried forward to the subsequent grant period.

INVESTMENT PLAN:

Overall compensation to the Agency is as follows:

Payment Basis 2017 SPP 2018 SPP Total

Baseline Payment

Performance Payment

Adjustments

Total

TERMS OF PAYMENT:

A. Baseline Pay: The Agency will be paid a maximum of $xxx for Baseline Payment in twelve (12)

monthly installments. See invoice template (Exhibit C) for monthly amounts.

B. Performance Pay: The Agency will be paid a maximum of $xxx (“Performance Pay”) for

performance targets in the amounts indicated below in the Performance Pay Table. The Agency will receive three types of Performance Payments: Enrollment, Fixed Payments and Performance Payments. The Agency will be paid a maximum$ (“Performance Pay”) for actual achievement of the performance targets in the amounts indicated below in the Performance Pay Table. The Agency will be compensated for actual percentage achieved.

C. D.B. The Performance Pay Table outlines the dates that each

measure must be completed by and the expected dates when the Agency may invoice for performance payments.

Enrollment: The Agency will receive payment for enrollment based on actual number of Agency-selected children enrolled in SPP up to a maximum of $xxx. This measure does not include children selected and placed by DEEL, including children “grandfathered” into the program.

Fixed Payments:

1) Classroom Startup: The Agency will be paid a maximum of $xx for Classroom Startup. The

Agency will submit an approved Classroom Startup Plan (Exhibit G). The Agency will receive $7,500 for each classroom previously operated as a non-SPP Pre-K classroom in the prior school year and $10,000 for each new SPP classroom. Classrooms that have already received start-up funds will not be eligible for another award.

2) Family Engagement: The Agency will be paid a maximum of $xxx for family engagement


EXHIBIT C


activities. Each SPP classroom shall receive $INSERT to pay for family engagement activities. The Agency will submit the Family Engagement Plan (Exhibit F).

Banded Payments: For all other performance pay measures, the Agency will be compensated in 10% payment bands, as indicated in the Performance Pay Banding Table below, up to 100% of the maximum Performance Pay amount.

Performance Pay Banding Table

Adjustments (if any):

1. If there are any changes that affect the Baseline Pay such as changes to staff education levels or student funding, DEEL will use this payment category to make payment adjustments (either increase or decrease).

2. Should the Agency earn less than the maximum Contract Price, the City will retain any unspent funds. 3. Once a Performance Payment is made to the Agency, the City’s intent is that the funds be used

to provide further support to the Levy-funded program and not be deposited in a separate fund for general use.





≥90% - 100% 100% ≥40% - <50% 50%

≥80% - <90% 90% ≥30% - <40% 40%

≥70% - <80% 80% ≥20% - <30% 30%

≥60% - <70% 70% ≥10% - <20% 20%

≥50% - <60% 60% ≥1% - <10% 10%




Must be completed

by

Expected invoice date

Performance Targets

Target (does not include

ineligible children)

Maximum Performance

Payment

10/31/2017

12/11/2017 (Nov. 2017 invoice)

Submit a Classroom Startup Plan to the Early Education Specialist. Verification: Copy of Classroom Startup Plan submitted and approved by Early Education Specialist

$

10/31/2017

12/10/2017 (Nov. 2017 invoice)

Submit a Family Engagement Plan to the Early Education Specialist. Verification: Copy of Family Engagement Plan submitted and approved by Early Education Specialist.

$

10/31/2017

12/10/2017 (Nov. 2017 invoice)

# of children enrolled/selected by the agency in SPP by October 31, 2017. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

11/15/2017 03/12/2018 (Feb. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Fall 2017. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

12/29/2017 02/10/2018 (Jan. 2018 invoice)

Complete health screenings for each child within 90 days of child’s start date. Verification: Agency will update information in DEEL data system and approved by Early Education Specialist.

$

02/28/2018

05/10/2018 (Apr. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Winter 2018. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

05/31/2018

07/31/2018

(Jun. 2018 invoice)

# of children with completed Teaching Strategies Gold Assessments in Spring 2018. Verification: Agency will complete info in TSG database, calculated by DEEL Data staff, verified by Early Education Specialist.

$

05/31/2018

07/31/2018 (Jun. 2018 invoice)

Submit a completed Kindergarten Transition Action Plan showing outcomes achieved. Verification: Copy of Transition Plan submitted and approved by Early Education Specialist.

$

5/31/2018 07/31/2018 (Jun. 2018 invoice)

A minimum of 7% of the overall Agency SPP enrollment for 2017-18 will consist of students with IEPs. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

05/31/2018 07/31/2018 (Jun. 2018 invoice)

The Agency will enroll 90% of Agency-Selected slots in the inclusion classrooms. Verification: Agency will update information in DEEL data system, calculated by DEEL Data team, verified by Early Education Specialist.

$

Total Maximum Performance Payment $




REPORTING REQUIREMENTS All reports and invoice back-up documentation submitted to DEEL shall not contain any child’s personal identifiable information and shall be submitted by the appropriate deadlines. If reports are not received in a timely manner or data entry is not completed, invoices will be held for payment until all pending reports are received and approved. 1. Invoice Payment Form (Exhibit D): The Agency shall submit one invoice by the tenth working

day of the month for the previous calendar month, except for the last invoice of the 2017 calendar year which is due January 4th, 2018 and the final invoice of 2018 which is due by September 30, 2017.The City will make payment within 30 days of receiving an invoice, contingent upon receipt of all required reports and documentation.

Invoicing for Performance Payment Targets: The Grants and Contracts Specialist will send the Agency an email detailing the earned payment amount for each performance target calculated by DEEL Data staff. The Agency will attach the email to the invoice when requesting payment for calculated measured.

2. Staff Report (Exhibit E): The Agency will submit a Staff Report (Exhibit E) or a similar report any

time staffing changes occur, as mutually agreed upon by the City and the Agency. 3. MERIT “Professional Record” Report: The Agency will submit the MERIT “Professional Record”

report or a similar report, as mutually agreed upon by the City and the Agency, quarterly documenting professional development and coursework completed by its teachers.

4. Program Operating Budget: The Agency will submit a Program Operating Budget to the DEEL

Early Education Specialist within 30 days of the contract start date.

Monthly Attendance Data Entry: The Agency will enter attendance information into DEEL approved

data system monthly. The Early Education Specialist will verify attendance information.


EXHIBIT D



[insert invoice payment form


EXHIBIT E


Credits

Agency Site First Name Last Name Position EthnicityLanguage(s)

SpokenClassroom Star ID#

Degree or

DiplomaMajor ECE School-Age

ECE/School

Age hybrid

Education

Goals (higher

degree, etc.)

Years

Experience in

ECE

Years

working

at this

site/class

room

Salary

hourly

rate

Trained or

Certified in

Curriculum?

Yes or No

Staff Report


EXHIBIT F

Agency Name: _______________________

Family Engagement Plan


Strategy/ Action Required Proposed timeline Person Responsible

Completion Date

Narrative including # of participants Brief description of the activities to meet the goals in your proposed timeline


EXHIBIT G


Classroom Startup Plan

Name of Agency

Funding Amount

Classroom and Location

Date Submitted

1. Please list the outcomes your agency is focusing on through your start-up fund investments.

Outcome 1: Outcome 2: Outcome 3:

Examples: Improved classroom organization, more appropriate outdoor play equipment for preschool ages, strengthened capacity to use technology for instruction, etc.)

2. Please check the boxes next to classroom categories that align with where you will be using your

start-up funds. Next to the checked boxes, list the types of expected purchases.

Check all that Apply

Category Expected purchases

Curriculum

Furnishings

Outdoor Equipment

Small Renovations/

Modifications

Technology

Other

Signatures: My signature below indicates that I have reviewed the information recorded in the Classroom Startup Plan and that I understand its contents and agree to carrying out my responsibilities as they relate to meeting objectives and achieving outcomes: Initial Plan Approval Director ___________________________________________ Date _____/_____/_____ DEEL Education Specialist _______________________________ Date _____/_____/_____ Payment Approval DEEL Education Specialist _______________________________ Date _____/_____/_____


ATTACHMENT 1


ATTACHMENT 1: Seattle Preschool Program (SPP) Outcomes






All SPP investments will contribute to at least one of the above outcomes.

Specific Definitions:



Assessments identified in the Comprehensive Evaluation Strategy

(Evaluation Strategy), adopted by the Seattle City Council August 10, 2015.


1 SPP Classroom Service Agreement, 2015-16 SY DC15PA024 Amendment #1: Effective 9/1/2016



AND CITY OF SEATTLE


WITNESSETH:






Amendment #1: The purpose of this is amendment is to:

Extend contract period to August 31, 2017

Add $1,858,000 for 2016-17 School Year (SY) to a Maximum Contract Price of$2,493,067

Amend Exhibit D: Investment Plan, Payment Terms and Reporting Requirements to itoinclude 2016-17SY funding

Amend Exhibit E, Invoice Payment Form to include 16-17SY funding

Removed language is noted by strikeouts, added language is underlined and bold. Amendment #1 is effective 9/1/2016.

2016-17 SPS-SPP Service Agreement, for reference




preference toward teachers with experience in early childhood development and P-3 endorsement in all District SPP classrooms. The District will require SPP teachersto have or obtain their P-3 endorsement within three (3) months of assignment.


c. SITES: The District will provide SPP preschool education to 3 and 4-year-oldchildren at three (3) eight (8) District facilities for a total of three (3) eight (8)classrooms.The District will operate SPP classrooms at the following locations:

i. Bailey Gatzert, 1301 E Yesler Way, Seattle, WA 98122ii. Van Asselt, 8311 Beacon Ave S, Seattle, WA 98118iii. Original Van Asselt, 7201 Beacon Ave S, Seattle, WA 98108iv. Arbor Heights, 3701 SW 104th Street, Seattle WA 98146v. Dearborn Park International, 2820 S Orcas Street, Seattle, WA 98108

vi. Highland Park, 1012 SW Trenton Street, Seattle, WA 98106vii. Louisa Boren STEM K-8, 5950 Delridge Way SW, Seattle, WA 98106

viii. Thornton Creek, 7711 43rd Avenue NE, Seattle, WA 98115d. SEATTLE EDUCATION ASSOCIATION: Pursuant to the Partnership Agreement:

instructional staff from District- operated SPP programs will participate inprofessional development and coaching to the extent that the requirements do notviolate District responsibilities under the law or collective bargaining agreement(s).

i. Embedded Coaching. Whereas the City requires embedded coaching inall SPP classrooms, instructional staff from District-operated SPPprograms will participate in coaching to the extent that the requirementsdo not violate District responsibilities under the law or collectivebargaining agreement(s). Coaching will not be used for District teacherevaluation purposes, but will be solely for the purpose of teacher growthand achievement of student outcomes.

ii. Professional Development. Whereas the City requires professionaldevelopment for all SPP teachers and assistant teachers, instructionalstaff from District-operated SPP programs will participate in professionaldevelopment to the extent that the requirements do not violate Districtresponsibilities under the law or collective bargaining agreement(s).

iii. Job Categories. The District agrees to work with SEA to develop a jobcategory for HighScope trained teachers. The District agrees to makethis new job category accessible to District staff.The City and District agree that any conflicts in these three areas will bediscussed between SEA and the District (when the three topics above arenegotiated), with input from the City, and conflicts will be reported back tothe City.The City and District will work collaboratively to achieve agreement withSEA in these three areas recognizing the need for timely completion.



e. CURRICULUM: Pursuant to the Partnership Agreement, the District will use HighScope curriculum at District-operated SPP sites.


g. STUDENT ASSIGNMENT: For the 2015-2016 school year, the District will accept students into District-operated classrooms pursuant to SPP assignment guidelines.1 Eligible students currently enrolled at Bailey Gatzert will have their assignment grandfathered in for the 2015-2016 school year. Original Van Asselt and Van Asselt students will be enrolled pursuant to SPP student assignment guidelines.

For the 2016-17 school year, the District will accept students into District-operated classrooms pursuant to SPP assignment guidelines.2 Bailey Gatzert Original Van Asselt, Van Asselt, Arbor Heights, Dearborn Park International, Highland Park, Louisa Boren and Thornton Creek. SPP student assignment will be operated by the City which will include five children being “grandfathered” into Highland Park.

h. HEALTH & SAFETY: i. Screenings. The District will conduct developmental and behavioral

screens of all children within 90 calendar days of the start of the school year. If not previously trained, District instructional staff will be trained to use the following tools:

1. Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ).

2. Ages & Stages Questionnaires®: Social - Emotional (ASQ:SE-2). ii. Health Records. The District will maintain current and confidential health

files on all enrolled children. Student health files will be kept separately from student education files. Instructional staff, coaches, mental health support staff, and special education staff (as needed) will work collaboratively to address concerns that arise from developmental and health screenings. These plans may include additional instructional support staff, additional teacher training or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.


1 See the Seattle Preschool Program Plan, Section C-3.5, available at http://www.seattle.gov/Documents/Departments/OFE/AboutTheLevy/EarlyLearning/SPP_ProgramPlan2015-16_Final.pdf 2 See the Seattle Preschool Program Plan, Section C-3.5, available at http://www.seattle.gov/Documents/Departments/OFE/AboutTheLevy/EarlyLearning/SPP_ProgramPlan2015-16_Final.pdf


http://www.seattle.gov/Documents/Departments/OFE/AboutTheLevy/EarlyLearning/SPP_ProgramPlan2015-16_Final.pdf





j. FAMILY ENGAGEMENT: The District will provide a culturally relevant plan forpartnering with families and communities to improve child outcomes on an annualbasis.

k. REPORTS AND INFORMATION: The Agency shall timely furnish such otherreports and information as may be requested by the Director related to thisAgreement or the Work, including statements and documentation demonstrating theachievement of the minimum Performance Targets set forth in Exhibit D. The Cityshall have the right to withhold payment, to the extent that missing or inadequatedocumentation does not demonstrate entitlement to payment.

II. RESPONSIBILITIES OF THE CITYa. PROFESSIONAL DEVELOPMENT: The City will provide the following training for

teachers, assistant teachers, directors and program supervisors at no-cost to theDistrict: Annual Pre-Service; Curriculum Training on HighScope or CreativeCurriculum; Assessment Training on Teaching Strategies Gold; ASQ and ASQ:SE-2; CLASS; and ERS.Teachers who are already certified on the curriculum will receive continuingeducation through content training and Seattle Early Education CollaborativeInstitutes. Other training may also be offered as needed or identified by theassessment data.

b. COACHING: The City will assign a Department of Education and Early Learning(“DEEL”) Coach who will provide differentiated on-site, reflective, instructionalcoaching to increase the quality and effectiveness of teacher practice, classroominstruction and fidelity of curriculum implementation. Coaches will workcollaboratively with District administration and staff to review data and shareresearch to support instructional best practices.

c. BACKGROUND CHECK: The City agrees that any City employee assigned to workin a District school or with District students under this Agreement will haveundergone a criminal history background check per RCW 28A.400.303 and RCW43.43.834.838. Further, City employees with unsupervised access to students willhave current records of a background check by the Washington State Patrol andFederal Bureau of Investigation, including fingerprint clearance per RCW28A.400.303 and RCW 43.43.834. It is the responsibility of the City to make surethat all necessary background checks have been conducted before individuals areassigned to work in a District school or building. If a positive criminal history isreported, the City will share that with the District and the District shall make a finaldetermination as to whether that particular employee may be assigned to a Districtschool.

d. DISTRICT POLICIES & PROCEDURES: The City agrees that all City employees,while working in or visiting District buildings, will comply with District policies andprocedures.

III. CompensationThe City shall pay the Agency up to $635,067.60 $2,493,067.60, Two Million FourHundred Ninety-Three Thousand Sixty-Seven Dollars and Sixty Cents ($635,067.60in 2015-16 SY and $1,858,000 in 2016-17 SY) (“Contract Price”). The total ContractPrice includes two three types of compensation: 1) $476,300.72 $1,869,800.72($476,300.72 in 2015-16SY and $1,393,500 in 2016-17 SY) in Baseline Pay and 2)$158,766.88 $623,266.88 ($158,766.88 in 2015-16 SY and $464,500 in 2016-17 SY) inPerformance Pay, and 3) $0 in Adjustments (if any). As used in this Agreement,



“Baseline Pay” means payment for managing preschool classrooms. “Performance Pay” means payment that is earned only upon Agency’s demonstration that the Work timely achieves the Performance Targets identified in Exhibit C. Performance Pay is payable according to the compensation table in Exhibit C. In no event shall the total Contract Price exceed $635,067.60 2,493,067.60 ($635,067.60 in 2015-16 SY and $1,858,000 in 2016-17 SY). Additionally, Baseline Pay will not exceed $476,300.72 $1,869,800.72 (476,300.72 in 2015-16SY and $1,393,500 in 2016-17 SY) regardless of Agency’s costs in performing the Work.

If the parties wish to extend this Agreement for additional terms, funding for the 2016-2017 school year and beyond will be secured for staffing and budget purposes by March 1 of the preceding year.



IV. TermThis Agreement shall be effective upon execution by the parties and shall be in effect fora term beginning September 1, 2015 and expiring on August 31, 2016 2017 unlessterminated, as described in the General Terms and Conditions. The term of thisagreement may be extended by mutual agreement of the parties for additional one (1)year terms through the 2018-2019 school year.

V. Dispute ResolutionBoth parties agree that in instances that may arise due to unforeseen conflicts betweenDistrict and City policies, procedures, and/or practices, the District and City will meet ingood faith to resolve the conflict and come to a mutually agreeable resolution.

VI. Quality of PerformanceAt any time during the term of the Agreement, if the Director determines the Agency isnot performing the Work in a manner likely to achieve the outcomes and indicatorsestablished in the Agreement, the Director and District senior administration will meet todevelop a plan for corrective action with a timeline to address identified concerns inWork performance. Failure to follow the terms of the corrective action plan shallconstitute a material breach of the Agreement and cause for termination in the City’sdiscretion as described in Section 550 of the General Terms and Conditions.

VII. Miscellaneous Provisionsa. Any waiver by either party of any term or provision in this contract at any one time

shall not constitute a waiver of any other or all provisions. Any waiver of any part orprovision of this agreement at any one time shall not constitute a waiver for alltimes.



b. This Agreement will be governed by the laws of the State of Washington and shallin all respects be interpreted, enforced, and governed by Washington laws. Theparties agree that any judicial proceedings will take place in Seattle, Washington.

VIII. Signaturesa. Entire Agreement: This Agreement, including all Exhibits, constitutes the entire

agreement between the parties with respect to the subject matter herein.i. Exhibit A. Seattle Preschool Program General Terms and Conditions ii. Exhibit B. Seattle Preschool Program Levy Outcomes iii. Exhibit C Program Description and Responsibilities iv. Exhibit D Investment Plans, Payment Terms, and Reporting

Requirementsv. Exhibit E. Invoice Payment Form vi. Exhibit F Staff Report



By By


Dwane Chappelle, Director Holly Miller, Interim Director Department of Education and Early Learning


Date Date

MS 32-150, PO Box 34165 PO Box 94649

Address Address

Seattle, WA 98124-1165 Seattle, WA 98124-4649


206-252-0180 206-684-4508


[email protected] [email protected]



EXHIBIT A




I. PERFORMANCE TARGETS AND SCOPE OF WORK Section 100. Performance Targets and Scope of Work Throughout the term of this Agreement, the Agency shall support the City’s Seattle Preschool Program Levy Goals included in Exhibit A and achieve the Performance Targets described in Exhibit D to this Agreement as an Agency provider of SPP by providing the Scope of Work (“Work”) implementing a Program consistent with the description set forth in the Service Agreement. Section 110. Identification of Investment Source In all significant communications with members of the public relating to the scope of work established in the Agreement, the Agency shall reference the City’s investment through the Seattle Preschool Program Levy. The Agency shall also post a notice to this effect in a prominent place at each Agency location where programs are provided.

II. PAYMENT, RECORDS AND AUDIT Section 200. Payment All payments to the Agency for work satisfactorily performed or costs eligible to be reimbursed pursuant to this Agreement will be made directly to the Agency and directed to the attention of the individual or organization specified on the Invoice Payment Form for the Agreement unless the Agency requests otherwise. In no case shall payments exceed the maximum set forth in the Agreement. Section 210. Method of Payment As a condition of payment under this Agreement, the Agency shall submit properly executed invoices monthly and such accompanying performance reports and work statements as required by any tracking program performance requirements of the Agreement. All invoices, performance reports and work statements shall bear the Agency's name and address and the Agreement contract number. Invoices must be signed by an authorized representative of the Agency, who shall verify that the invoiced services have been performed.


EXHIBIT A


Section 220. Record and Fiscal Control System The Agency shall maintain its financial records and fiscal control systems in a manner that meets the approval of the Director, the City Auditor and the Washington State Auditor; it shall maintain personnel and payroll records to adequately identify the source and application of all funds received under this Agreement; withhold income taxes; pay employment (social security), unemployment compensation, industrial insurance (worker's compensation) and other taxes as may be due; and unless exempt, procure and maintain a City of Seattle Business License. The Agency shall maintain an effective system of internal control to assure that funds provided through the City are used solely for authorized purposes, including when requested by the City, fidelity bonding of personnel with fiscal responsibilities.

Section 230. Access to Records; Audits, Retention of Records A. The City, its designated agents and funding entities shall have access at any time during

normal business hours and as often as necessary to any bank account and Agency books, records, documents, accounts, files, reports, and other property and papers of the Agency relating to the services to be provided under the Service Agreement for the purpose of making an audit, review, survey, examination, excerpt or transcript.

B. The Agency shall submit to the City copies of any audit pertaining to SPP Levy,

accompanying management letter, review or consultant report of funds administered by the Agency that was conducted at the direction of other entities or the Agency’s Board of Directors. Any such document shall be submitted to the City within thirty (30) days after the Agency receives the report.

C. At its discretion, the City may require the Agency to obtain an audit that covers critical financial and compliance issues identified by the City. If requested by the City, the audit shall be prepared by an independent CPA according to procedures established by the American Institute of Certified Public Accountants. If the City requests such an audit, the City will be responsible for the cost.


Section 240. Notice Affecting Performance The Agency shall notify the Director of any matters that could adversely affect the Agency’s ability or eligibility to continue to achieve the Performance Targets identified in this Agreement, and shall do so immediately after the Agency’s discovery of the same.





EXHIBIT A


B. The Agency shall not discriminate against any employee or applicant for employment because of race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap, unless based upon a bona fide occupational qualification. The Agency shall affirmatively try to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap. Such efforts shall include, but not be limited to the following: employment, upgrading, demotion, transfer; recruitment, layoff, rates of pay, or other forms of compensation and training.








Section 320. Prohibited Interlinkings No person shall, as a condition to receiving services from the Agency funded by the City through this Agreement, be required to pay any fees other than those contemplated and



EXHIBIT A


included by specific reference in the Agreement, secure a membership in the Agency or an affiliated organization, be solicited to attend a religious service or subjected to religious instruction; nor shall any person be subjected to discrimination on account of a failure to make extra payments or to participate in such Agency activities.



Section340. Workforce Diversity The City encourages the Agency to employ a workforce reflective of the region’s diversity.

Section350. Grievances by Participants The Agency will establish a system through which applicants for and recipients of services under this Agreement may present grievances about the activities of the Agency or any of the Agency's subcontractors. The Agency will make all reasonable efforts to address and resolve the concerns raised by recipients of services.



Section 410. Insurance The City and the Agency each accepts the other’s programs of self-insurance.


Section 500. Other Legal Requirements

A. General Requirement: The Agency, at no expense to the City, shall comply with all applicable laws, statutes, ordinances, rules, regulations, and administrative orders of the United States, the State of Washington, and the City of Seattle. Without limiting the generality of this paragraph, the Agency shall specifically comply with the following requirements of this section.


EXHIBIT A


B. Licenses and Similar Authorizations: The Agency, at no expense to the City, shall secure and maintain in full force and effect during the term of this Agreement all required licenses, permits, and similar legal authorizations, and comply with all requirements thereof.

C. Americans with Disabilities Act: The Agency shall comply with all applicable provisions of the Americans with Disabilities Act of 1990 (ADA) in performing its obligations under this Agreement. Failure to comply with the provisions of the ADA shall be a material breach of, and grounds for the immediate termination of, this Agreement.

Section 510. Identity of Program Participants/Benefits Recipients The use or disclosure by any party of any identifying information concerning the identity of any participant in the program(s), or any of the services or benefits provided under this Agreement for any purpose not directly connected with the administration of the City’s or Agency's responsibilities with respect to services provided under this Agreement, is prohibited except on written consent of the participant or recipient or client, his or her attorney, or responsible parent or guardian or except as otherwise may be required by law.

Section 520. Copyrights and Patents A. If the Agency’s performance of services under this Agreement results in a book or other

copyrightable material, the author is free to copyright the work; but the City reserves a royalty-free, non-exclusive and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use all such copyrighted material and all materials which can be copyrighted.

Section 530. Alterations or Variations No other alteration or variation of the terms of, or departure from, or change authorized in the performance contemplated by this Agreement(s) shall be valid unless made by formal written amendment and signed by authorized representatives of both parties.

Section 540. Restrictions Upon Subcontracting, Transfer The Agency shall not assign or subcontract any of its rights or obligations under this Agreement without the prior written approval of the City. Any such approved assignment or subcontract shall be subject to each provision of this Agreement and any procurement procedures required by the City, the State of Washington or the United States. The Agency shall not subcontract with any party which is debarred, suspended or otherwise excluded from, or ineligible for participation in federal assistance programs under Executive Order 12549, “Debarment and Suspension.” In the event of any approved assignment or subcontract, the City shall continue to hold the Agency responsible for proper performance of the Agency's obligations under this Agreement.

Section 550. Termination and Suspension

A. For Cause: The City may terminate this Agreement if the Agency fails to perform any of the terms or conditions of this Agreement, and such failure has not been corrected to the City’s reasonable satisfaction within a reasonable time period of no less than ten (10) days, but no more than thirty (30) days, after receiving notice specifying such failure. If the City terminates the Agreement for cause, the City shall be entitled to all remedies available at law or equity. Upon termination, the Agency may immediately stop performance of all work under this Agreement.

B. For Reasons Beyond Control of Parties: Either party may terminate this Agreement without recourse by the other where performance is rendered impossible or impracticable for reasons beyond such party's reasonable control, such as but not limited to, an act of nature; war or warlike operation; civil commotion; riot; labor dispute including strike, walkout or


EXHIBIT A


lockout; sabotage; or, superior governmental regulation or control. Upon termination, the Agency may immediately stop performance of all work under this Agreement.

C. Loss of Funds: In the event that, for any reason, federal, state or local funds allocated to or by the City for services contracted under this Agreement are or become no longer available to the City for the purpose of conducting the program/project or compensating the Agency, the City may suspend without recourse the Agency's obligation to render services to the City and the City's obligation to pay for further services, by providing written notice to the Agency specifying the effective period of such suspension. Any such suspension shall have no effect on the Termination Date. Alternatively or subsequently, the City may terminate the Agreement.




F. Actions Upon Termination: In the event of termination not the fault of the Agency, the Agency shall be paid for the services properly performed prior to termination together with any reimbursable expenses then due and together with any costs necessarily incurred to terminate the services, but in no event shall such compensation exceed the maximum compensation to be paid under this Agreement. The Agency agrees that this payment shall fully and adequately compensate the Agency and all subcontractors for all costs, expenses, losses, liabilities, damages, taxes and charges of any kind whatsoever (whether foreseen or unforeseen) attributable to the termination of this Agreement.

Section 560. Future Support The City makes no commitment of future Agency support and assumes no obligation for future support of the services and activities contracted for under this Agreement, except as may be specifically provided for therein.


Section 580. Severability If any provisions of this Agreement are held legally unenforceable or invalid, the remainder of this Agreement shall not be affected thereby, if such remainder would then continue substantially to serve the purposes and objectives originally contemplated.

VI. SPECIAL CONDITIONS

Section 600. Requirements unique to a program’s funding source will govern the scope of work and will be detailed in this Agreement. When a program is funded by multiple sources, any conflicts that occur will be resolved first by City of Seattle Ordinance requirements, followed by the SPP Implementation Plan followed by the SPP Partnership Agreement requirements.


EXHIBIT B


EXHIBIT B: SEATTLE PRESCHOOL PROGRAM (SPP) OUTCOMES





The readiness gap will be eliminated for SPP participants. All SPP investments will contribute to at least one of the above outcomes. Specific Definitions:



Assessments identified in the Comprehensive Evaluation Strategy (Evaluation Strategy), adopted by the Seattle City Council August 10, 2015.


EXHIBIT D


EXHIBIT C: PROGRAM DESCRIPTION AND RESPONSIBILITIES

The mission of the City of Seattle’s Department of Education and Early Learning (DEEL) is to ensure that all Seattle children: 1) enter kindergarten ready, 2) succeed academically, and 3) graduate prepared for college/career. As a primary strategy in achieving this mission, the overall goal of the Seattle Preschool Program (“SPP”) as operated by Seattle School District #1 (“Agency”) is to provide “accessible high-quality preschool services for Seattle children designed to improve their readiness for school and to support their subsequent academic achievement.” The long-term intent of the Seattle Preschool Program is to serve all eligible and interested 4-year-olds and all 3-year-olds from families making less than 300% of the federal poverty level in Seattle. DEEL is entering into an agreement with Seattle School District #1 to achieve the following outcomes city-wide:





The Seattle Preschool Program Plan is a comprehensive guide for all operational details related to the first four years of the Seattle Preschool Program, and is incorporated by reference to this agreement.

Please refer to the Program Plan for more information about the requirements contained in the Agreement.

AGENCY RESPONSIBILITIES



The Agency will ensure that personnel files include documentation to verify that SPP staff meet the education requirements, this includes college transcripts, or approved waiver for all SPP teachers, assistant teachers, directors, and site supervisors in order to have degrees, credits, certificates, and credentials verified. Staff have four years to meet SPP standards. Newly hired staff must meet standards at time of hiring.

The Agency will be required to submit documentation related to staff qualifications and participation in Early Achievers including, but not limited to:

Staff Report (Exhibit F). The Agency Staff Report will be submitted prior to the first day of school. The Agency is responsible to submit an updated Staff Report to the Early Education Specialist, any time staffing changes occur. The City may request the following information: i. Completion of Undergraduate degree ii. All Transcripts for coursework taken after high school iii. Teaching certification iv. Completion of the Waiver application (if applicable)

Early Achievers’ Requirements. The Agency is required to participate in Washington’s Early Achievers Program and hold a rating of Level 3, 4, or 5. If the Agency’s Early Achievers rating was extended to a new location to enable classroom participation, this location must be rated using the


EXHIBIT D


Early Achievers framework within one year of becoming an SPP classroom. Also it must rate at least a Level 3. SPP classrooms blended with Early Childhood Education and Assistance Program (ECEAP) funding must meet the State’s Early Achiever rating requirements.

The Agency must allow DEEL and its contracted evaluation partner to access information and assessment data from the Washington Department of Early Learning (DEL), the University of Washington, and Child Care Aware/Child Care Resources pertaining to Agency’s Early Achievers’ scores.

Classrooms are expected to meet threshold levels for the Classroom Assessment Scoring System (CLASS) and Early Childhood Environment Rating Scale-Revised (ECERS-R) scores as defined by DEL which are as follows: i. CLASS combined Emotional Support (ES)/Classroom Organization (CO) score that exceeds

3.5 and a CLASS Instructional Support (IS) score that exceeds 2.0. ii. Environmental Rating Scale (ERS) score consistent with DEL’s threshold. iii. If subsequent CLASS and ERS scores are not met, the DEEL Early Education Specialist and

DEEL Coach(es) will work with Agency directors, classroom teachers and Early Achiever coaches to ensure these goals are included in the teachers’ professional development plan (PDP) and classroom quality improvement plan (QIP). If threshold scores are not met by June 2016, the Agency’s contract may not be renewed in subsequent funding periods.

The Agency will adhere to SPP program standards detailed in the Seattle Preschool Program Plan.

SPP Classroom Operations

Adult-Child Ratio: Classrooms will have a maximum ratio of one adult for every ten children.

Curriculum: The Agency will use either HighScope© curriculum or Creative Curriculum®, 5th Edition. DEEL will make curriculum training available to all SPP instructional staff. The Agency will receive support from a DEEL Coach on the fidelity of curricula implementation. The DEEL Coach will conduct the Program Quality Assessment (PQA) or the Creative Curriculum fidelity check tool in the fall and spring of the contract period.

Hours: The SPP service duration is 6 hours per day, 5 days per week (in a typical week), and 180 days per school year.

Agency Operations

Before and Aftercare: The Agency will be encouraged to make before and aftercare options available to families. The Agency may require families to pay for these services. Families may apply for DEEL or WA State child care vouchers to subsidize these costs. Vouchers are determined based on family eligibility. If the Agency provides and requires families to pay for before and aftercare services, information about the costs of these services will be collected by DEEL.

Supporting Children’s Social, Emotional and Behavioral Health: SPP will have a “Zero Expulsion and Suspension Policy.” This is defined as: SPP will support children’s social and emotional growth by providing developmentally appropriate curriculum resources and professional development and coaching to the Agency. The Agency should discuss persistent behavioral concerns with the assigned DEEL Coach to access additional resources and to develop a plan for the child and to address classroom needs.

DEEL will provide a continuum of culturally responsive strategies including: training, on-site coaching, screenings, observations, curriculum resources, behavioral health consultation services, and other appropriate supports or interventions.


EXHIBIT D


Communication: The Agency will be responsible for communicating all program progress, performance or challenges regularly to their assigned DEEL Early Education Specialist.

Enrollment:

Regular enrollment: Will be managed by DEEL who will enroll all eligible children using a centralized process that includes enrollment, selection, and site/classroom assignment.

Grandfathered enrollment: In Year 1 of the Agency’s SPP contract, children who are currently enrolled in preschool with a contracted agency will be allowed to continue and be enrolled into SPP. The Agency will work in partnership with the DEEL Program Intake Representative to ensure that all grandfathered children in contracted classrooms (eligible 3- and 4-year-old children who are enrolled for preschool with the Agency prior to entering into this Agreement) are Seattle residents. Grandfathered families will be required to complete SPP enrollment forms and pay SPP tuition.

The Agency will agree to follow SPP enrollment processes for all non-grandfathered slots. By Year 2 of the Agency’s SPP contract, the Agency will use SPP enrollment processes.

Health and Safety

Screenings: The Agency will ensure that an agency staff person is trained to provide assistance with health and developmental screenings and to conduct re-screenings as needed. The Agency will be required to screen all children for early identification of developmental and or behavioral concerns within 90 calendar days of the start of the school year or child enrollment using the following tools:

Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ)


Health Records: The Agency must maintain current and confidential health files on all enrolled children. Those files will include:

A record of the child’s medical home (primary care doctor name, address, and phone number)

A record of the child’s dental home (dentist name, address, and phone number).

Immunization records

Allergy information

Food preferences and restrictions

If applicable, confidential health files must also include:

Results from health-related screenings (conducted by the Agency)

Accident reports

Documentation of health-related family contacts

Documents required by Head Start or ECEAP

Medical/dental insurance

The Agency will maintain a tracking system to ensure that child health and developmental screening records are kept up to date. All screening results will be shared with families at least three times per year. Scores indicating a developmental or behavioral concern will be discussed with parents during the scheduled parent teacher conference or sooner.

The Agency shall maintain timely and accurate records which reflect service levels, child characteristics, and specific actions taken to assist the child, and service outcomes and expenditures under the terms of this Agreement. Additionally, the staff training on maintaining child records should be provided when applicable.


EXHIBIT D


For Individual Children: Directors, teachers, coaches, health or mental health professionals, and special education staff (as needed) will work collaboratively to address questions that arise from a child’s developmental and health screenings, or other child assessments and to develop a plan. The plan may include resources to hire an additional instructional support staff, provide more teacher training, or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.

Special Populations: The DEEL Coach may approve additional funding (funds requested and reimbursed outside of this agreement) if one classroom has six (6) or more children enrolled with documented evidence of social-emotional, physical, or behavioral health and development challenges.

Personnel Minimum Staff Pay Levels: The Agency will be required to pay staff in accordance with the minimum salary guidance. The Agency may pay teachers more if desired.

SPP Lead Teacher SPP lead teachers will be paid according to their education and experience. There will be three

minimum salary levels for SPP lead teachers.

Does not meet requirements or has been granted a waiver. Lead teachers who are grandfathered into the program on the condition that they meet requirements, or are granted a waiver, are paid a minimum of $24,614 ($14.77 per hour--rounded) plus benefits for a period of 208 days (1,667 hours) per school year. The results of the 2016 negotiation between the teachers’ bargaining union and the District about the City of Seattle’s mandated minimum wage requirements will be incorporated into this agreement through written correspondence between SPS and the DEEL Program Manager.

Bachelor’s degree in Early Childhood Education (ECE) or MERIT-verified degree. Lead teachers with Bachelors’ degrees in ECE (or equivalent) will be paid a minimum of $40,039 ($24.02 per hour--rounded) plus benefits for a period of 208 days (1,667 hours per school year).

Certificated. Lead teachers who hold a Washington State teaching certificate with an Early Childhood Education or Early Childhood Special Education (P-3) endorsement will be paid a minimum of $49,229 ($29.53 per hour--rounded) plus benefits for a period of 208 days (1,667 hours) per school year.

SPP lead teachers will work a minimum of 1,667 hours which includes eight hours per day, five days per week, and 208 days (180 program days, 15 paid time off days, seven holidays, and six professional development days) during the 2015-16 and 2016-17 school year(s). The SPP daily schedule should include six hours of teaching and two hours of planning or professional development time.

Lead Teacher Release Time: The Agency will plan for teacher release time, and ensure that staffing and ratios are adequate to maintain classroom quality and routines during a teacher’s absence. The Agency will provide 28 days of professional development; 6 days included in the contract total and 22 days requested and reimbursed outside this agreement. The Agency may invoice DEEL for up to 22 days of release time, outside of this agreement, for the lead teacher to attend the required trainings. Reimbursement will be based on the lead teacher’s hourly rate of pay up to $30 per hour.



EXHIBIT D


SPP Assistant Teacher There will be two minimum salary levels for SPP assistant teachers:

Does not meet requirements. Assistant teachers who are grandfathered into the program on the condition that they meet requirements within four years are at the basic salary level. Minimum pay level for SPP assistant teachers will be $20,475 ($12.67 per hour--rounded) plus benefits for a period of 202 days (1,616 hours) per school year. The results of the 2016 negotiation between the teachers’ bargaining union about the City of Seattle’s mandated minimum wage requirements will be incorporated into this agreement through written correspondence between SPS and the DEEL program manager.

Meets requirements. Assistant teachers who hold an Associate’s degree in Early Childhood Education or have completed two years of coursework in Early Childhood Education that meet Washington State Core Competencies for Early Care and Educational Professionals will be paid a minimum of $26,775 ($16.57 per hour--rounded) plus benefits for a period of 202 days (1,616 hours) per school year.

SPP assistant teachers will work a minimum of 1,616 hours which includes 8 hours per day, 5 days per week, and 202 days (180 program days, 15 paid time off days, seven holidays) during the 2015-16 and 2016-17 school year(s). This time may be allocated in a way that suits the needs of classrooms and the Agency.

Assistant Teacher Release Time: The Agency will plan for teacher release time, and ensure that staffing and ratios are adequate to maintain classroom quality and routines during a teacher’s absence. The Agency may invoice DEEL, outside of this agreement, for up to 28 days of release time for the assistant teacher to attend the required trainings. Reimbursement will be based on the assistant teacher’s hourly rate of pay up to $17 per hour.

The Agency must compensate assistant teachers for all duties beyond what is required of them as SPP assistant teachers. SPP funds may not be used for duties in addition to SPP. Agency compensation for additional work will supplement the minimum SPP pay levels. After providing verified documentation to DEEL, dual language programs will receive funds to pay teachers 10% more than they would otherwise be eligible for if:

Lead teacher holds a WA State teaching certificate and endorsements in both bilingual education and ECE. Additionally, the lead teacher’s language(s) of fluency must match the language(s) of instruction in the classroom.

Assistant teacher passes an oral language fluency test in both languages of instruction as mutually determined by DEEL and the Agency.

Family Engagement and Support

Family Engagement Funds: The Agency will write a culturally relevant plan for partnering with families and communities in order to improve child outcomes. The Agency will be awarded up to $787 (funds requested and paid outside of this agreement) per classroom each school year, to use the following types of activities:

Opportunities for families to learn about preschool educational activities and how to extend this learning into the home.

Opportunities for instructional staff to learn about families and how to extend this learning into the classroom.

Assist families with enrollment and their children’s transitions to kindergarten.


EXHIBIT D


i. Participate in kindergarten enrollment nights with the Agency’s partner elementary school or Families and Education Levy-funded elementary innovation site.

ii. Collaborate with Seattle Public Schools and community leaders to assist with enrolling children in kindergarten.

iii. Share information as appropriate on each child at the end of the preschool year with Seattle School District #1 (e.g. kindergarten transition form that is aligned with the school district).

iv. Engage families and children in field trips to kindergarten classrooms. v. Help families identify their school assignment for kindergarten based on family address at the

time of program enrollment using the Seattle Public School’s enrollment website: http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e&pageid=172265&sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e.

Family Support: If families (with children who are not simultaneously enrolled in ECEAP or Head Start) require access to City, State, or community resources, a DEEL Human Services Coordinator will be available to assist the family and connect them to available services.

Professional Development The Agency will participate in the following professional development provided at no cost by the City of Seattle DEEL:












http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e&pageid=172265&sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e


EXHIBIT D



Coaching: Directors will need to ensure that their entire SPP team is available to work with the assigned City of Seattle DEEL Coach who will:







Teacher Planning Time: The SPP daily schedule includes two hours of planning time away from children for teachers and assistant teachers to participate in the following:



QIP reviews Three times a year with the Early Education Specialist, Coach and Public Health Nurse, and other key staff – October 31, 2015, February 28, 2016 and May 31, 2016 for 2016-17 SY– October 31, 2016, February 28, 2017 and May 31, 2017.

Staffing’s with the Education Specialist, PHSKC and DEEL Coach to address specific child and or classroom challenges




1) Classroom Startup Funds: The Agency may receive up to $7,500 (funds requested and paid for outside of this agreement) for each SPP classroom to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally relevant, quality inclusive teaching and learning environment for all children. DEEL Coaches will use child assessments, CLASS and ERS data to help directors and instructional staff identify the needs for each classroom. DEEL Coaches will approve all purchases in advance before request are submitted for reimbursement. Classrooms that have already received start-up funds will not be eligible for another award.

Evaluation: The Agency will work with the DEEL to administer and analyze program assessment results including child assessment portfolios from Teaching Strategies Gold, PPVT-4, Woodcock-Johnson Tests of Achievement, 3rd Edition, Peg Tapping Task, Dimensional Change Card Sort, Head


EXHIBIT D


Toes Knees Shoulders, Copy Design, ECERS and CLASS. The Agency will participate in activities that assess the effectiveness of services in meeting the outcomes contained in Exhibit B.


EXHIBIT D


EXHIBIT D INVESTMENT PLAN, PAYMENT TERMS AND REPORTING REQUIREMENTS

For the period of performance beginning September 1, 2015 through August 31, 2016 2017, DEEL shall invest no more than $635,067.60 $2,493,067.60--$635,067.60 in 2015-16 SY and $1,858,000 in 2016-17 SY (“Contract Price”) in Seattle School District #1 (“Agency”) for Seattle Preschool Program. Budget funds may not be used for costs incurred prior to the beginning date of the term specified. Unspent funds from one grant period may not be carried forward to the subsequent grant period.

INVESTMENT PLAN: Overall compensation to the Agency is as follows: 2015-16 SY

Payment Basis 2015 Funding 2016 Funding Total

Baseline Payment (75%) $190,520.29 $285,780.43 $476,300.72

Performance Payment (25%) $88,909.46 $69,857.42 $158,766.88

Total $279,429.75 $355,637.85 $635,067.60*

2016-17 SY


Baseline Payment (75%) $359,213.33 $1,034,286.67 $1,393,500.00


Total $619,333.33 $1,238,666.67 $1,858,000.00*

*Maximum Contract Total: $2,493,067.60 TERMS OF PAYMENT:

A. Baseline Pay: The Agency will be paid a maximum of 75% of the Contract Price paid in ten (10) equal monthly installments, up to a total of $476,300.72 $1,869,800.72 ($476,300.72 in 2015-16 SY and $1,393,500 in 2016-17 SY) (“Baseline Payment”)

DEEL may adjust the monthly payments on a quarterly basis; recalculating payments based on educational attainment levels of lead teachers, assistant teacher, floaters, site directors, and program supervisors. The Agency accepts that the monthly payment amounts may increase or decrease as a result of changes to educational attainments. The DEEL Program Manager will review adjusted monthly payments with the Agency and the adjusted monthly payment will be communicated to the Agency in writing.

B. Performance Pay: The Agency will be paid a maximum of $158,766.88 $623,266.88 ($158,766.88 in 2015-16 SY and $464,500 in 2016-17 SY) (“Performance Pay”) for actual achievement of the performance targets in the amounts indicated below in the Performance Pay Table. The Agency will be compensated for actual percentage achieved.

C. Adjustments (if any): If there are any changes that affect the 2016-17 Baseline Pay

such as changes to staff education levels or student funding, DEEL will use this payment category to make payment adjustments (either increase or decrease).


EXHIBIT D


Performance Pay Table 2015-16 SY

Due Date Performance Targets Maximum Payment

October 31, 2015

Each teacher will develop or update a Professional Development Plan with his/her DEEL Coach. Verification: Copy of PDP Plan

$12,701.36

October 31, 2015

The Agency will submit a completed Kindergarten Transition Plan to the Early Education Specialist. Verification: Copy of Transition Plan

$12,701.36

November 30, 2015

Teachers will complete fall TSG assessments portfolios for all children enrolled for at least 60 days prior to the checkpoint deadline. Verification: Assessment Status Report from TSG

$19,052.02

December 31, 2015

The Agency will complete health screenings for each child within 90 days of the child’s program start date. Verification: Agency will update information in ELNIS and Education Specialist will provide approval.

$19,052.02

December 31, 2015

The Agency will complete developmental screenings for each child within 90 days of the child’s program start date. Verification: Agency will update information in ELNIS and Education Specialist will provide approval.

$25,402.70

February 28, 2016

Teachers will complete winter TSG assessments portfolios for all children enrolled for at least 60 days prior to the checkpoint deadline. Verification: Assessment Status Report from TSG

$19,052.02

May 31, 2016

The Agency will inform families about kindergarten enrollment processes.

Verification: Documentation including, but not limited to, Kindergarten transition night flyers, Kindergarten enrollment letters to families, parent newsletter.

$19,052.02

May 31, 2016 Teachers will complete spring TSG assessments portfolios for all children

enrolled for at least 60 days prior to the checkpoint deadline.

Verification: Assessment Status Report from TSG

$19,052.02

May 31, 2016 Each teachers will complete or update progress on their Professional

Development Plan with his/her DEEL Coach.

Verification: Copy of updated PDP Plan

$12,701.36

2015-16 SY Total Maximum Performance Payment $158,766.88

Performance Pay Table 2016-17SY

Completion Date

Performance Targets Maximum Payment

October 31, 2016


$37,160.00

October 31, 2016


$37,160.00

November 15, 2016


$55,740.00

December 31, 2016


$55,740.00


EXHIBIT D


December 31, 2016


$74,320.00

February 28, 2017


$55,740.00

May 31, 2017

The Agency will inform families about kindergarten enrollment processes.

Verification: Documentation including, but not limited to, Kindergarten transition night flyers, Kindergarten enrollment letters to families, parent newsletter.

$55,740.00

May 31, 2017 Teachers will complete spring TSG assessments portfolios for all

children enrolled for at least 60 days prior to the checkpoint deadline.

Verification: Assessment Status Report from TSG

$55,740.00


Development Plan with his/her DEEL Coach.

Verification: Copy of updated PDP Plan

$37,160.00

2016-17 SY Total Maximum Performance Payment $464,500

D. If the Agency is enrolled in the US Department of Agriculture’s Child and Adult Care Food Program (CACFP) and receives less than $5,926 per SPP classroom per program year from CACFP, DEEL will pay the Agency the difference between $5,926 and the amount reimbursed by the State directly (funds requested and reimbursed outside this agreement). It will be the responsibility of the Agency to provide the DEEL Early Education Specialist with verification of CACFP payments from the State.

E. Should the Agency earn less than the maximum Contract Price, the City will retain any unspent funds.

F. Once a Performance Payment is made to the Agency, the City’s intent is that the funds be used to provide further support to the Levy-funded program and not be deposited in a separate fund for general use.


All reports shall be submitted by the appropriate deadlines. If reports are not received in a timely manner or not completed, invoices will be held for payment until all pending reports are received and approved.

1. Invoice Payment Form (Exhibit E): The Agency shall submit one invoice by the tenth working day of the month for the previous calendar month.

2. The City will make payment within 30 days of receiving an invoice, contingent upon receipt

of all required reports and documentation. 3. Monthly Attendance Report: The Agency will enter attendance information into ELNIS

during 2015-16 SY monthly and into DEEL’s new Child Information and Provider System (ChIPS) monthly during the 2016-17 SY. The Early Education Specialist will verify attendance information in ELNIS prior to invoice payment during 2015-16 SY and in ChIPS during the 2016-17 SY. .


EXHIBIT D


4. Staff Report (Exhibit F): The Agency will submit a Staff Report (Exhibit F) or a similar report, as mutually agreed upon by the City and the Agency, any time staffing changes occur.

5. The Agency will submit the MERIT “Professional Record” report or a similar report, as

mutually agreed upon by the City and the Agency, quarterly documenting professional development and coursework completed by their teachers


EXHIBIT E


Instructions: Complete grey cells only. All other cells will autofill. Print and send back to DEEL when completed.

Provider's Name:

Provider's Address:

Provider’s Phone No.:

Contract Number:

Contract Period:

Maximum Amount:

Category Unit CostMaximum

Contract Amount

%

CompletedLess Previous

Earned This

PeriodEarned to Date Balance

Baseline Pay $ 47,630.07 $ 476,300.72 0.0% $ - $ - $ - $ 476,300.72

Baseline Pay Subtotal $ 476,300.72 0.0% $ - $ - $ - $ 476,300.72

Teacher PD Plans $ 2,116.89 $ 12,701.36 0.0% $ - $ - $ - $ 12,701.36

KG Transition Plan $ 12,701.36 $ 12,701.36 0.0% $ - $ - $ - $ 12,701.36

Fall TSG $ 317.53 $ 19,052.02 0.0% $ - $ - $ - $ 19,052.02

Health Screenings $ 317.53 $ 19,052.02 0.0% $ - $ - $ - $ 19,052.02

Developmental Screenings $ 423.38 $ 25,402.70 0.0% $ - $ - $ - $ 25,402.70

Winter TSG $ 317.53 $ 19,052.02 0.0% $ - $ - $ - $ 19,052.02

KG Enrollment Info $ 317.53 $ 19,052.02 0.0% $ - $ - $ - $ 19,052.02

Spring TSG $ 317.53 $ 19,052.02 0.0% $ - $ - $ - $ 19,052.02

Teacher PD Plan Progress $ 2,116.89 $ 12,701.36 0.0% $ - $ - $ - $ 12,701.36

Performance Targets $ 158,766.88 0.0% $ - $ - $ - $ 158,766.88

Grand Total $ 635,067.60 0.0% $ - $ - $ - $ 635,067.60

2015-2016 School Year

City of Seattle Department of Education and Early Learning

Seattle Preschool Program


Date

Please email signed invoices to NaKeesa Frazier-Jennings ([email protected])

Invoice Month (Drop-Down)9/1/2015-8/31/2016

Sep-15

Base Pay

$635,067.60

Performance Targets

INVOICE CERTIFICATION: I, the undersigned, do hereby certify under penalty of perjury under the laws of the State of Washington, to the best of my

knowledge and belief after dil igent inquiry, that the materials have been furnished, the services rendered or the labor performed as described herein,

and that the claim is a just, due and unpaid obligation against the City of Seattle, and that I am authorized to authenticate and certify to said claim.

Name (please print or type) Signature of Authorized Representative

Today’s Date:

Contractor Invoice Number:

Seattle Public Schools, Accounting Dept

PO Box 34165 MS:33-182, Seattle WA 98124-1165

(206) 252-0256

DC15PA024


EXHIBIT E


Instructions: Complete grey cells only. All other cells will autofill. Print, sign, and email back to DEEL when completed.

Provider's Name:

Provider's Address:

Provider’s Phone No.:

Contract Number:

Contract Period:

Maximum Amount:

Category Unit CostMaximum

Amount

%

CompletedLess Previous

Earned This

PeriodEarned to Date Balance

Slot Pay (Sept-Dec) $89,803.33 $359,213.33 0.0% $0.00 $0.00 $0.00 $359,213.33

Slot Pay (Jan-Aug) $129,285.83 $1,034,286.67 0.0% $0.00 $0.00 $0.00 $1,034,286.67

$1,393,500.00 0.0% $0.00 $0.00 $0.00 $1,393,500.00

Teacher PD Plan (October) Actual % $37,160.00 0.0% $0.00 $0.00 $0.00 $37,160.00

KG Transition Plan (October) Actual % $37,160.00 0.0% $0.00 $0.00 $0.00 $37,160.00

Fall TSG Assess (November) Actual % $55,740.00 0.0% $0.00 $0.00 $0.00 $55,740.00

Health Screenings (December) Actual % $55,740.00 0.0% $0.00 $0.00 $0.00 $55,740.00

Developmental Screenings (December) Actual % $74,320.00 0.0% $0.00 $0.00 $0.00 $74,320.00

Winter TSG (February) Actual % $55,740.00 0.0% $0.00 $0.00 $0.00 $55,740.00

KG Enrollment (May) Actual % $55,740.00 0.0% $0.00 $0.00 $0.00 $55,740.00

Spring TSG Assess (May) Actual % $55,740.00 0.0% $0.00 $0.00 $0.00 $55,740.00

Teacher PD Progress (May) Actual % $37,160.00 0.0% $0.00 $0.00 $0.00 $37,160.00

$464,500.00 0.0% $0.00 $0.00 $0.00 $464,500.00

Adjustment $0.00 $0.00 0.0% $0.00 $0.00 $0.00 $0.00

$1,858,000.00 0.0% $0.00 $0.00 $0.00 $1,858,000.00

Please email signed invoices to:

City of Seattle Department of Education and Early Learning

Seattle Preschool Program

INVOICE PAYMENT FORM--2016-17 SY

Seattle School District #1 Today’s Date:

PO Box 94649, Seattle, WA 98124-4649 8/29/2016

NaKeesa Frazier-Jennings ([email protected])

Adjustments

206-684-4508 Agency Invoice No. (Optional):

DC16PA040

9/1/2016-8/31/2017 Invoice Month (Auto-Fill)

$1,858,000.00 Enter Date

Base Pay

Baseline Pay Subtotal

Performance Targets (Based on % Complete)

Name (please print or type) Signature of Authorized Representative Date

Performance Targets Subtotal

Grand Total

INVOICE CERTIFICATION: I, the undersigned, do hereby certify under penalty of perjury under the laws of the State of Washington, to the best of my knowledge and

belief after dil igent inquiry, that the materials have been furnished, the services rendered or the labor performed as described herein, and that the claim is a

just, due and unpaid obligation against the City of Seattle, and that I am authorized to authenticate and certify to said claim.


EXHIBIT F


Agency Site First Name Last Name Classroom Position EthnicityLanguage(s)

Spoken

Years

Experience

in ECE

Formal

Education

Level

Education Goals

Years

working

at this

site/class

room

Hourly

Salary

rate

Trained or

Certified on

Curriculum

Yes or No

Staff Report


1 SPP Classroom Service Agreement 2015-16 SY DC15PA024



AND CITY OF SEATTLE


WITNESSETH:








preference toward teachers with experience in early childhood development and P-3 endorsement in all District SPP classrooms. The District will require SPP teachersto have or obtain their P-3 endorsement within three (3) months of assignment.


c. SITES: The District will provide SPP preschool education to 3 and 4-year-oldchildren at three (3) District facilities for a total of three (3) classrooms.The District will operate SPP classrooms at the following locations:

i. Bailey Gatzert, 1301 E Yesler Way, Seattle, WA 98122ii. Van Asselt, 8311 Beacon Ave S, Seattle, WA 98118iii. Original Van Asselt, 7201 Beacon Ave S, Seattle, WA 98108



d. SEATTLE EDUCATION ASSOCIATION: Pursuant to the Partnership Agreement: instructional staff from District- operated SPP programs will participate in professional development and coaching to the extent that the requirements do not violate District responsibilities under the law or collective bargaining agreement(s).



iii. Job Categories. The District agrees to work with SEA to develop a job category for HighScope trained teachers. The District agrees to make this new job category accessible to District staff. The City and District agree that any conflicts in these three areas will be discussed between SEA and the District (when the three topics above are negotiated), with input from the City, and conflicts will be reported back to the City. The City and District will work collaboratively to achieve agreement with SEA in these three areas recognizing the need for timely completion.

e. CURRICULUM: Pursuant to the Partnership Agreement, the District will use HighScope curriculum at District-operated SPP sites.


g. STUDENT ASSIGNMENT: For the 2015-2016 school year, the District will accept students into District-operated classrooms pursuant to SPP assignment guidelines.1 Eligible students currently enrolled at Bailey Gatzert will have their assignment grandfathered in for the 2015-2016 school year. Original Van Asselt and Van Asselt students will be enrolled pursuant to SPP student assignment guidelines. SPP student assignment will be operated by the City.

h. HEALTH & SAFETY:

i. Screenings. The District will conduct developmental and behavioral screens of all children within 90 calendar days of the start of the school year. If not previously trained, District instructional staff will be trained to use the following tools:

1 See the Seattle Preschool Program Plan, Section C-3.5, available at http://www.seattle.gov/Documents/Departments/OFE/AboutTheLevy/EarlyLearning/SPP_ProgramPlan2015-16_Final.pdf





1. Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ).

2. Ages & Stages Questionnaires®: Social - Emotional (ASQ:SE-2). ii. Health Records. The District will maintain current and confidential health

files on all enrolled children. Student health files will be kept separately from student education files. Instructional staff, coaches, mental health support staff, and special education staff (as needed) will work collaboratively to address concerns that arise from developmental and health screenings. These plans may include additional instructional support staff, additional teacher training or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.





teachers, assistant teachers, directors and program supervisors at no-cost to the District: Annual Pre-Service; Curriculum Training on HighScope or Creative Curriculum; Assessment Training on Teaching Strategies Gold; ASQ and ASQ:SE-2; CLASS; and ERS. Teachers who are already certified on the curriculum will receive continuing education through content training and Seattle Early Education Collaborative Institutes. Other training may also be offered as needed or identified by the assessment data.


c. BACKGROUND CHECK: The City agrees that any City employee assigned to work in a District school or with District students under this Agreement will have undergone a criminal history background check per RCW 28A.400.303 and RCW 43.43.834.838. Further, City employees with unsupervised access to students will have current records of a background check by the Washington State Patrol and Federal Bureau of Investigation, including fingerprint clearance per RCW 28A.400.303 and RCW 43.43.834. It is the responsibility of the City to make sure that all necessary background checks have been conducted before individuals are assigned to work in a District school or building. If a positive criminal history is reported, the City will share that with the District and the District shall make a final



determination as to whether that particular employee may be assigned to a District school.


III. Compensation

The City shall pay the Agency up to $635,067.60 (“Contract Price”). The total Contract Price includes two types of compensation: $476,300.72 in Baseline Pay and $158,766.88 in Performance Pay. As used in this Agreement, “Baseline Pay” means payment for managing preschool classrooms. “Performance Pay” means payment that is earned only upon Agency’s demonstration that the Work timely achieves the Performance Targets identified in Exhibit C. Performance Pay is payable according to the compensation table in Exhibit C. In no event shall the total Contract Price exceed $635,067.60. Additionally, Baseline Pay will not exceed $476,300.72 regardless of Agency’s costs in performing the Work. If the parties wish to extend this Agreement for additional terms, funding for the 2016-2017 school year and beyond will be secured for staffing and budget purposes by March 1 of the preceding year. The parties agree that administrative costs not associated with the provision of early learning services for SPP are separate and distinct from the services delivery costs of an SPP classroom. The City will reimburse all administrative costs due to the District as negotiated through this agreement and subsequent semiannual review of this agreement. Pursuant to the Partnership Agreement the City and District will meet twice a year to assess the costs associated with the District’s administrative responsibilities in relation to SPP and negotiate an agreement.

IV. Term This Agreement shall be effective upon execution by the parties and shall be in effect for a term beginning September 1, 2015 and expiring on August 31, 2016 unless terminated, as described in the General Terms and Conditions. The term of this agreement may be extended by mutual agreement of the parties for additional one (1) year terms through the 2018-2019 school year.


VI. Quality of Performance At any time during the term of the Agreement, if the Director determines the Agency is not performing the Work in a manner likely to achieve the outcomes and indicators established in the Agreement, the Director and District senior administration will meet to develop a plan for corrective action with a timeline to address identified concerns in Work performance. Failure to follow the terms of the corrective action plan shall constitute a material breach of the Agreement and cause for termination in the City’s discretion as described in Section 550 of the General Terms and Conditions.



EXHIBIT A




I. PERFORMANCE TARGETS AND SCOPE OF WORK Section 100. Performance Targets and Scope of Work Throughout the term of this Agreement, the Agency shall support the City’s Seattle Preschool Program Levy Goals included in Exhibit A and achieve the Performance Targets described in Exhibit D to this Agreement as an Agency provider of SPP by providing the Scope of Work (“Work”) implementing a Program consistent with the description set forth in the Service Agreement. Section 110. Identification of Investment Source In all significant communications with members of the public relating to the scope of work established in the Agreement, the Agency shall reference the City’s investment through the Seattle Preschool Program Levy. The Agency shall also post a notice to this effect in a prominent place at each Agency location where programs are provided.

II. PAYMENT, RECORDS AND AUDIT Section 200. Payment All payments to the Agency for work satisfactorily performed or costs eligible to be reimbursed pursuant to this Agreement will be made directly to the Agency and directed to the attention of the individual or organization specified on the Invoice Payment Form for the Agreement unless the Agency requests otherwise. In no case shall payments exceed the maximum set forth in the Agreement. Section 210. Method of Payment As a condition of payment under this Agreement, the Agency shall submit properly executed invoices monthly and such accompanying performance reports and work statements as required by any tracking program performance requirements of the Agreement. All invoices, performance reports and work statements shall bear the Agency's name and address and the Agreement contract number. Invoices must be signed by an authorized representative of the Agency, who shall verify that the invoiced services have been performed. Section 220. Record and Fiscal Control System The Agency shall maintain its financial records and fiscal control systems in a manner that meets the approval of the Director, the City Auditor and the Washington State Auditor; it shall


EXHIBIT A


maintain personnel and payroll records to adequately identify the source and application of all funds received under this Agreement; withhold income taxes; pay employment (social security), unemployment compensation, industrial insurance (worker's compensation) and other taxes as may be due; and unless exempt, procure and maintain a City of Seattle Business License. The Agency shall maintain an effective system of internal control to assure that funds provided through the City are used solely for authorized purposes, including when requested by the City, fidelity bonding of personnel with fiscal responsibilities.

Section 230. Access to Records; Audits, Retention of Records A. The City, its designated agents and funding entities shall have access at any time during

normal business hours and as often as necessary to any bank account and Agency books, records, documents, accounts, files, reports, and other property and papers of the Agency relating to the services to be provided under the Service Agreement for the purpose of making an audit, review, survey, examination, excerpt or transcript.

B. The Agency shall submit to the City copies of any audit pertaining to SPP Levy,

accompanying management letter, review or consultant report of funds administered by the Agency that was conducted at the direction of other entities or the Agency’s Board of Directors. Any such document shall be submitted to the City within thirty (30) days after the Agency receives the report.

C. At its discretion, the City may require the Agency to obtain an audit that covers critical

financial and compliance issues identified by the City. If requested by the City, the audit shall be prepared by an independent CPA according to procedures established by the American Institute of Certified Public Accountants. If the City requests such an audit, the City will be responsible for the cost.


Section 240. Notice Affecting Performance The Agency shall notify the Director of any matters that could adversely affect the Agency’s ability or eligibility to continue to achieve the Performance Targets identified in this Agreement, and shall do so immediately after the Agency’s discovery of the same.

III. ADDITIONAL TERMS OF PERFORMANCE Section 300. Non-Discrimination/Equality in Contracting Without limiting the generality of Section 500 below, the Agency shall comply with the following non-discrimination and equality in contracting provisions mandated by federal and state laws and City ordinance. A. The Agency will comply with all applicable provisions of the Americans with Disabilities Act

in performing it obligations under this Agreement, and shall provide such reports and information relative to the accessibility of client services as may be requested by the Director.

B. The Agency shall not discriminate against any employee or applicant for employment

because of race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap, unless based upon a bona fide occupational qualification. The


EXHIBIT A


Agency shall affirmatively try to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, age, sex, marital status, sexual orientation, gender identity, political ideology, creed, religion, ancestry, national origin, or the presence of any sensory, mental or physical handicap. Such efforts shall include, but not be limited to the following: employment, upgrading, demotion, transfer; recruitment, layoff, rates of pay, or other forms of compensation and training.


D. Equal Benefits; Compliance with SMC Ch. 20.45:

The City acknowledges that as a public entity, the Agency is exempt from the requirements of SMC Ch. 20.45 and has the right to develop and implement its own program regarding equal benefits for Agency employees with domestic partners. The City recognizes that the Agency has its own program and accepts the Agency’s existing program. At the City’s request, the Agency shall provide complete information and verification of the Agency’s equal benefits program. Failure to cooperate with such a request shall constitute a material breach of this Contract. (For further information about SMC Ch. 20.45 and the Equal Benefits Program Rules call (206) 684-0430 or review information at http://www.seattle.gov/contracting/equalbenefits.htm/.)




B. Outreach efforts may include the use of solicitation lists, advertisements in publications

directed to minority communities, breaking down total requirements into smaller tasks or quantities where economically feasible, making other useful schedule or requirements modifications that are likely to assist small or WMBE businesses

C. Sanctions for Violation: Any violation of the mandatory requirements of the provisions of this

section, or a violation of SMC Ch. 14.04, SMC Ch. 14.10, SMC Ch. 20.42, or other local, state or federal non-discrimination laws shall be a material breach of contract for which the Agency may be subject to damages and sanctions provided for by the Agreement and by applicable law. If the Agency is found to be in violation of the requirements, it shall be subject to debarment from City contracting activities in accordance with SMC Ch. 20.70.




EXHIBIT A


Section 330. Status of Agency Employees No employee, agent or volunteer retained by the Agency shall be deemed or represent herself or himself to be an employee or agent of the City. In the performance of the Agreement, each party hereto will be acting in its individual capacity and not as an agent, employee, partner, joint venture or associate of the other. The employees or agents of one party shall not be deemed or construed to be the employees or agents of the other party for any purpose whatsoever. The Agency’s staff shall work under the direction and control of Agency. Section340. Workforce Diversity The City encourages the Agency to employ a workforce reflective of the region’s diversity. Section350. Grievances by Participants The Agency will establish a system through which applicants for and recipients of services under this Agreement may present grievances about the activities of the Agency or any of the Agency's subcontractors. The Agency will make all reasonable efforts to address and resolve the concerns raised by recipients of services.

IV. INDEMNIFICATION and INSURANCE Section 400. Indemnification The Agency shall defend, indemnify and hold the City and its employees, elected officials, and agents harmless from all losses, liabilities, claims , costs (including attorneys’ fees), actions, or damages of any sort whatsoever arising out of: (i) the performance of the Work by the Agency, its officers, employees, subcontractors, agents or volunteers; (ii) any act, omission, or willful misconduct of Agency, its officers, employees, subcontractors, agents, or volunteers; or (iii) the Agency’s breach of this Agreement. The foregoing indemnity is expressly intended to and shall constitute a waiver of Agency’s immunity under Washington's Industrial Insurance Act, RCW Title 51, but only with respect to the City and to the extent necessary to provide City with a full and complete indemnity from claims made by Agency’s employees. The Agency acknowledges that the foregoing obligations were mutually negotiated. The parties further agree that the provisions of this section shall survive any termination or expiration of this Agreement for the duration of any limitation period established by law. Section 410. Insurance The City and the Agency each accepts the other’s programs of self-insurance.

V. GENERAL CONDITIONS Section 500. Other Legal Requirements

A. General Requirement: The Agency, at no expense to the City, shall comply with all applicable laws, statutes, ordinances, rules, regulations, and administrative orders of the United States, the State of Washington, and the City of Seattle. Without limiting the generality of this paragraph, the Agency shall specifically comply with the following requirements of this section.

B. Licenses and Similar Authorizations: The Agency, at no expense to the City, shall secure

and maintain in full force and effect during the term of this Agreement all required licenses, permits, and similar legal authorizations, and comply with all requirements thereof.

C. Americans with Disabilities Act: The Agency shall comply with all applicable provisions of the

Americans with Disabilities Act of 1990 (ADA) in performing its obligations under this


EXHIBIT A


Agreement. Failure to comply with the provisions of the ADA shall be a material breach of, and grounds for the immediate termination of, this Agreement.

Section 510. Identity of Program Participants/Benefits Recipients The use or disclosure by any party of any identifying information concerning the identity of any participant in the program(s), or any of the services or benefits provided under this Agreement for any purpose not directly connected with the administration of the City’s or Agency's responsibilities with respect to services provided under this Agreement, is prohibited except on written consent of the participant or recipient or client, his or her attorney, or responsible parent or guardian or except as otherwise may be required by law. Section 520. Copyrights and Patents A. If the Agency’s performance of services under this Agreement results in a book or other

copyrightable material, the author is free to copyright the work; but the City reserves a royalty-free, non-exclusive and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use all such copyrighted material and all materials which can be copyrighted.

Section 530. Alterations or Variations No other alteration or variation of the terms of, or departure from, or change authorized in the performance contemplated by this Agreement(s) shall be valid unless made by formal written amendment and signed by authorized representatives of both parties. Section 540. Restrictions Upon Subcontracting, Transfer The Agency shall not assign or subcontract any of its rights or obligations under this Agreement without the prior written approval of the City. Any such approved assignment or subcontract shall be subject to each provision of this Agreement and any procurement procedures required by the City, the State of Washington or the United States. The Agency shall not subcontract with any party which is debarred, suspended or otherwise excluded from, or ineligible for participation in federal assistance programs under Executive Order 12549, “Debarment and Suspension.” In the event of any approved assignment or subcontract, the City shall continue to hold the Agency responsible for proper performance of the Agency's obligations under this Agreement.

Section 550. Termination and Suspension

A. For Cause: The City may terminate this Agreement if the Agency fails to perform any of the terms or conditions of this Agreement, and such failure has not been corrected to the City’s reasonable satisfaction within a reasonable time period of no less than ten (10) days, but no more than thirty (30) days, after receiving notice specifying such failure. If the City terminates the Agreement for cause, the City shall be entitled to all remedies available at law or equity. Upon termination, the Agency may immediately stop performance of all work under this Agreement.

B. For Reasons Beyond Control of Parties: Either party may terminate this Agreement without

recourse by the other where performance is rendered impossible or impracticable for reasons beyond such party's reasonable control, such as but not limited to, an act of nature; war or warlike operation; civil commotion; riot; labor dispute including strike, walkout or lockout; sabotage; or, superior governmental regulation or control. Upon termination, the Agency may immediately stop performance of all work under this Agreement.

C. Loss of Funds: In the event that, for any reason, federal, state or local funds allocated to or

by the City for services contracted under this Agreement are or become no longer available to the City for the purpose of conducting the program/project or compensating the Agency, the City may suspend without recourse the Agency's obligation to render services to the City and the City's obligation to pay for further services, by providing written notice to the Agency


EXHIBIT A


specifying the effective period of such suspension. Any such suspension shall have no effect on the Termination Date. Alternatively or subsequently, the City may terminate the Agreement.





Agency shall be paid for the services properly performed prior to termination together with any reimbursable expenses then due and together with any costs necessarily incurred to terminate the services, but in no event shall such compensation exceed the maximum compensation to be paid under this Agreement. The Agency agrees that this payment shall fully and adequately compensate the Agency and all subcontractors for all costs, expenses, losses, liabilities, damages, taxes and charges of any kind whatsoever (whether foreseen or unforeseen) attributable to the termination of this Agreement.

Section 560. Future Support The City makes no commitment of future Agency support and assumes no obligation for future support of the services and activities contracted for under this Agreement, except as may be specifically provided for therein.


Section 580. Severability If any provisions of this Agreement are held legally unenforceable or invalid, the remainder of this Agreement shall not be affected thereby, if such remainder would then continue substantially to serve the purposes and objectives originally contemplated.

VI. SPECIAL CONDITIONS

Section 600. Requirements unique to a program’s funding source will govern the scope of work and will be detailed in this Agreement. When a program is funded by multiple sources, any conflicts that occur will be resolved first by City of Seattle Ordinance requirements, followed by the SPP Implementation Plan followed by the SPP Partnership Agreement requirements.


EXHIBIT B


EXHIBIT B: SEATTLE PRESCHOOL PROGRAM (SPP) OUTCOMES

The City is investing SPP Levy proceeds to achieve the following outcomes city-wide: Children will be ready for school.



The readiness gap will be eliminated for SPP participants. All SPP investments will contribute to at least one of the above outcomes. Specific Definitions:


The Washington Kindergarten Inventory of Developing Skills (WaKIDS). Assessments identified in the Comprehensive Evaluation

Strategy (Evaluation Strategy), adopted by the Seattle City Council August 10, 2015.


EXHIBIT D


EXHIBIT C: PROGRAM DESCRIPTION AND RESPONSIBILITIES

The mission of the City of Seattle’s Department of Education and Early Learning (DEEL) is to ensure that all Seattle children: 1) enter kindergarten ready, 2) succeed academically, and 3) graduate prepared for college/career. As a primary strategy in achieving this mission, the overall goal of the Seattle Preschool Program (“SPP”) as operated by Seattle School District #1 (“Agency”) is to provide “accessible high-quality preschool services for Seattle children designed to improve their readiness for school and to support their subsequent academic achievement.” The long-term intent of the Seattle Preschool Program is to serve all eligible and interested 4-year-olds and all 3-year-olds from families making less than 300% of the federal poverty level in Seattle. DEEL is entering into an agreement with Seattle School District #1 to achieve the following outcomes city-wide:

Children will be ready for school. All students will achieve developmentally-appropriate pre-academic skills. All students will develop both socially and emotionally. The readiness gap will be eliminated for SPP participants.

The Seattle Preschool Program Plan is a comprehensive guide for all operational details related to the first four years of the Seattle Preschool Program, and is incorporated by reference to this agreement.

Please refer to the Program Plan for more information about the requirements contained in the Agreement.

AGENCY RESPONSIBILITIES

The Agency will be responsible for meeting programmatic requirements, employing teachers, and providing facilities. The Agency will also maintain and commit to the following criteria: The Agency will be required to meet all licensing requirements detailed in the Washington

Administrative Code (WAC 170-295) and be licensed by the Washington State Department of Early Learning (DEL) to provide preschool services (or be exempt from licensing requirements).

The Agency will ensure that personnel files include documentation to verify that SPP staff meet the education requirements, this includes college transcripts, or approved waiver for all SPP teachers, assistant teachers, directors, and site supervisors in order to have degrees, credits, certificates, and credentials verified. Staff have four years to meet SPP standards. Newly hired staff must meet standards at time of hiring.

The Agency will be required to submit documentation related to staff qualifications and participation in Early Achievers including, but not limited to: Staff Report (Exhibit F). The Agency Staff Report will be submitted prior to the first day of school.

The Agency is responsible to submit an updated Staff Report to the Early Education Specialist, any time staffing changes occur. The City may request the following information: i. Completion of Undergraduate degree ii. All Transcripts for coursework taken after high school iii. Teaching certification iv. Completion of the Waiver application (if applicable)

Early Achievers’ Requirements. The Agency is required to participate in Washington’s Early Achievers Program and hold a rating of Level 3, 4, or 5. If the Agency’s Early Achievers rating was extended to a new location to enable classroom participation, this location must be rated using the Early Achievers framework within one year of becoming an SPP classroom. Also it must rate at least a


EXHIBIT D


Level 3. SPP classrooms blended with Early Childhood Education and Assistance Program (ECEAP) funding must meet the State’s Early Achiever rating requirements. The Agency must allow DEEL and its contracted evaluation partner to access information and

assessment data from the Washington Department of Early Learning (DEL), the University of Washington, and Child Care Aware/Child Care Resources pertaining to Agency’s Early Achievers’ scores.

Classrooms are expected to meet threshold levels for the Classroom Assessment Scoring System (CLASS) and Early Childhood Environment Rating Scale-Revised (ECERS-R) scores as defined by DEL which are as follows: i. CLASS combined Emotional Support (ES)/Classroom Organization (CO) score that exceeds

3.5 and a CLASS Instructional Support (IS) score that exceeds 2.0. ii. Environmental Rating Scale (ERS) score consistent with DEL’s threshold. iii. If subsequent CLASS and ERS scores are not met, the DEEL Early Education Specialist and

DEEL Coach(es) will work with Agency directors, classroom teachers and Early Achiever coaches to ensure these goals are included in the teachers’ professional development plan (PDP) and classroom quality improvement plan (QIP). If threshold scores are not met by June 2016, the Agency’s contract may not be renewed in subsequent funding periods.

The Agency will adhere to SPP program standards detailed in the Seattle Preschool Program Plan.

SPP Classroom Operations

Adult-Child Ratio: Classrooms will have a maximum ratio of one adult for every ten children.

Curriculum: The Agency will use either HighScope© curriculum or Creative Curriculum®, 5th Edition. DEEL will make curriculum training available to all SPP instructional staff. The Agency will receive support from a DEEL Coach on the fidelity of curricula implementation. The DEEL Coach will conduct the Program Quality Assessment (PQA) or the Creative Curriculum fidelity check tool in the fall and spring of the contract period.

Hours: The SPP service duration is 6 hours per day, 5 days per week (in a typical week), and 180 days per school year.

Agency Operations

Before and Aftercare: The Agency will be encouraged to make before and aftercare options available to families. The Agency may require families to pay for these services. Families may apply for DEEL or WA State child care vouchers to subsidize these costs. Vouchers are determined based on family eligibility. If the Agency provides and requires families to pay for before and aftercare services, information about the costs of these services will be collected by DEEL.

Supporting Children’s Social, Emotional and Behavioral Health: SPP will have a “Zero Expulsion and Suspension Policy.” This is defined as: SPP will support children’s social and emotional growth by providing developmentally appropriate curriculum resources and professional development and coaching to the Agency. The Agency should discuss persistent behavioral concerns with the assigned DEEL Coach to access additional resources and to develop a plan for the child and to address classroom needs. DEEL will provide a continuum of culturally responsive strategies including: training, on-site

coaching, screenings, observations, curriculum resources, behavioral health consultation services, and other appropriate supports or interventions.


EXHIBIT D


Communication: The Agency will be responsible for communicating all program progress, performance or challenges regularly to their assigned DEEL Early Education Specialist.

Enrollment:

Regular enrollment: Will be managed by DEEL who will enroll all eligible children using a centralized process that includes enrollment, selection, and site/classroom assignment.

Grandfathered enrollment: In Year 1 of the Agency’s SPP contract, children who are currently enrolled in preschool with a contracted agency will be allowed to continue and be enrolled into SPP. The Agency will work in partnership with the DEEL Program Intake Representative to ensure that all grandfathered children in contracted classrooms (eligible 3- and 4-year-old children who are enrolled for preschool with the Agency prior to entering into this Agreement) are Seattle residents. Grandfathered families will be required to complete SPP enrollment forms and pay SPP tuition.

The Agency will agree to follow SPP enrollment processes for all non-grandfathered slots. By Year 2 of the Agency’s SPP contract, the Agency will use SPP enrollment processes.

Health and Safety

Screenings: The Agency will ensure that an agency staff person is trained to provide assistance with health and developmental screenings and to conduct re-screenings as needed. The Agency will be required to screen all children for early identification of developmental and or behavioral concerns within 90 calendar days of the start of the school year or child enrollment using the following tools: Early Screening Inventory (ESI) or Ages & Stages Questionnaires® (ASQ) Ages & Stages Questionnaires®: Social-Emotional (ASQ:SE-2)

Health Records: The Agency must maintain current and confidential health files on all enrolled children. Those files will include: A record of the child’s medical home (primary care doctor name, address, and phone number) A record of the child’s dental home (dentist name, address, and phone number). Immunization records Allergy information Food preferences and restrictions

If applicable, confidential health files must also include: Results from health-related screenings (conducted by the Agency) Accident reports Documentation of health-related family contacts Documents required by Head Start or ECEAP Medical/dental insurance The Agency will maintain a tracking system to ensure that child health and developmental

screening records are kept up to date. All screening results will be shared with families at least three times per year. Scores indicating a developmental or behavioral concern will be discussed with parents during the scheduled parent teacher conference or sooner.

The Agency shall maintain timely and accurate records which reflect service levels, child characteristics, and specific actions taken to assist the child, and service outcomes and expenditures under the terms of this Agreement. Additionally, the staff training on maintaining child records should be provided when applicable.


EXHIBIT D


For Individual Children: Directors, teachers, coaches, health or mental health professionals, and special education staff (as needed) will work collaboratively to address questions that arise from a child’s developmental and health screenings, or other child assessments and to develop a plan. The plan may include resources to hire an additional instructional support staff, provide more teacher training, or coaching, creating a plan with the family to best support the child’s development, or a referral for further evaluation of behavioral and developmental skills.

Special Populations: The DEEL Coach may approve additional funding (funds requested and reimbursed outside of this agreement) if one classroom has six (6) or more children enrolled with documented evidence of social-emotional, physical, or behavioral health and development challenges.

Personnel Minimum Staff Pay Levels: The Agency will be required to pay staff in accordance with the minimum salary guidance. The Agency may pay teachers more if desired.

SPP Lead Teacher SPP lead teachers will be paid according to their education and experience. There will be three minimum salary levels for SPP lead teachers.

Does not meet requirements or has been granted a waiver. Lead teachers who are grandfathered into the program on the condition that they meet requirements, or are granted a waiver, are paid a minimum of $24,614 ($14.77 per hour--rounded) plus benefits for a period of 208 days (1,667 hours).

Bachelor’s degree in Early Childhood Education (ECE) or MERIT-verified degree. Lead teachers with Bachelors’ degrees in ECE (or equivalent) will be paid a minimum of $40,039 ($24.02 per hour--rounded) plus benefits for a period of 208 days (1,667 hours).

Certificated. Lead teachers who hold a Washington State teaching certificate with an Early Childhood Education or Early Childhood Special Education (P-3) endorsement will be paid a minimum of $49,229 ($29.53 per hour--rounded) plus benefits for a period of 208 days (1,667 hours).

SPP lead teachers will work a minimum of 1,667 hours which includes eight hours per day, five days per week, and 208 days (180 program days, 15 paid time off days, seven holidays, and six professional development days) during the 2015-16 school year. The SPP daily schedule should include six hours of teaching and two hours of planning or professional development time.



SPP Assistant Teacher There will be two minimum salary levels for SPP assistant teachers: Does not meet requirements. Assistant teachers who are grandfathered into the program on the

condition that they meet requirements within four years are at the basic salary level. Minimum pay


EXHIBIT D


level for SPP assistant teachers will be $20,475 ($12.67 per hour--rounded) plus benefits for a period of 202 days (1,616 hours).

Meets requirements. Assistant teachers who hold an Associate’s degree in Early Childhood Education or have completed two years of coursework in Early Childhood Education that meet Washington State Core Competencies for Early Care and Educational Professionals will be paid a minimum of $26,775 ($16.57 per hour--rounded) plus benefits for a period of 202 days (1,616 hours).

SPP assistant teachers will work a minimum of 1,616 hours which includes 8 hours per day, 5 days per week, and 202 days (180 program days, 15 paid time off days, seven holidays) during the 2015-16 school year. This time may be allocated in a way that suits the needs of classrooms and the Agency.

Assistant Teacher Release Time: The Agency will plan for teacher release time, and ensure that staffing and ratios are adequate to maintain classroom quality and routines during a teacher’s absence. The Agency may invoice DEEL, outside of this agreement, for up to 28 days of release time for the assistant teacher to attend the required trainings. Reimbursement will be based on the assistant teacher’s hourly rate of pay up to $17 per hour.

The Agency must compensate assistant teachers for all duties beyond what is required of them as SPP assistant teachers. SPP funds may not be used for duties in addition to SPP. Agency compensation for additional work will supplement the minimum SPP pay levels. After providing verified documentation to DEEL, dual language programs will receive funds to pay teachers 10% more than they would otherwise be eligible for if: Lead teacher holds a WA State teaching certificate and endorsements in both bilingual education

and ECE. Additionally, the lead teacher’s language(s) of fluency must match the language(s) of instruction in the classroom.

Assistant teacher passes an oral language fluency test in both languages of instruction as mutually determined by DEEL and the Agency.

Family Engagement and Support

Family Engagement Funds: The Agency will write a culturally relevant plan for partnering with families and communities in order to improve child outcomes. The Agency will be awarded up to $787 (funds requested and paid outside of this agreement) per classroom to use the following types of activities:

Opportunities for families to learn about preschool educational activities and how to extend this learning into the home.

Opportunities for instructional staff to learn about families and how to extend this learning into the classroom.

Assist families with enrollment and their children’s transitions to kindergarten. i. Participate in kindergarten enrollment nights with the Agency’s partner elementary school or

Families and Education Levy-funded elementary innovation site. ii. Collaborate with Seattle Public Schools and community leaders to assist with enrolling children

in kindergarten. iii. Share information as appropriate on each child at the end of the preschool year with Seattle

School District #1 (e.g. kindergarten transition form that is aligned with the school district). iv. Engage families and children in field trips to kindergarten classrooms. v. Help families identify their school assignment for kindergarten based on family address at the

time of program enrollment using the Seattle Public School’s enrollment website: http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e&pageid=172265&sessionid=ba55f7046e5d73e4d3ea6b887ec76d6e.




EXHIBIT D


Family Support: If families (with children who are not simultaneously enrolled in ECEAP or Head Start) require access to City, State, or community resources, a DEEL Human Services Coordinator will be available to assist the family and connect them to available services.

Professional Development The Agency will participate in the following professional development provided at no cost by the City of Seattle DEEL: Annual Pre-Service*: The required Pre-Service training will be combined with ECEAP and Step

Ahead and will be held at the beginning of each school year and cover all preschool standards, policies and requirements.











Coaching: Directors will need to ensure that their entire SPP team is available to work with the assigned City of Seattle DEEL Coach who will: Provide differentiated classroom based, reflective, instructional coaching to increase the quality and

effectiveness of teacher practice, Support fidelity of curriculum implementation. Facilitate professional development and support for administrators responsible for supervising and

evaluating teachers. Work with collaborative groups that include directors and teachers to review data and plan

instructional best practices.


EXHIBIT D




Teacher Planning Time: The SPP daily schedule includes two hours of planning time away from children for teachers and assistant teachers to participate in the following: Coach one-on-one consultations Instructional and classroom planning time with teaching team QIP reviews Three times a year with the Early Education Specialist, Coach and Public Health

Nurse, and other key staff – October 31, 2015, February 28, 2016 and May 31, 2016 Staffing’s with the Education Specialist, PHSKC and DEEL Coach to address specific child and or

classroom challenges Data meetings with SPS, DEEL staff, and other key staff SEEC PreK-3rd collaboration meetings


Classroom Startup Funds: The Agency may receive up to $7,500 (funds requested and paid for outside of this agreement) for each SPP classroom to purchase materials, furniture, equipment, or make minor classroom modifications to enhance/create a culturally relevant, quality inclusive teaching and learning environment for all children. DEEL Coaches will use child assessments, CLASS and ERS data to help directors and instructional staff identify the needs for each classroom. DEEL Coaches will approve all purchases in advance before request are submitted for reimbursement.



EXHIBIT D


EXHIBIT D INVESTMENT PLAN, PAYMENT TERMS AND REPORTING REQUIREMENTS

For the period of performance beginning September 1, 2015 through August 31, 2016, DEEL shall invest no more than $635,067.60 (“Contract Price”) in Seattle School District #1 (“Agency”) for Seattle Preschool Program. Budget funds may not be used for costs incurred prior to the beginning date of the term specified. Unspent funds from one grant period may not be carried forward to the subsequent grant period.

INVESTMENT PLAN: Overall compensation to the Agency is as follows:


Baseline Payment (75%) $190,520.29 $285,780.43 $476,300.72


Total $279,429.75 $355,637.85 $635,067.60

TERMS OF PAYMENT:

A. Baseline Pay: The Agency will be paid a maximum of 75% of the Contract Price paid in ten (10) equal monthly installments, up to a total of $476,300.72 (“Baseline Payment”)

DEEL may adjust the monthly payments on a quarterly basis; recalculating payments based on educational attainment levels of lead teachers, assistant teacher, floaters, site directors, and program supervisors. The Agency accepts that the monthly payment amounts may increase or decrease as a result of changes to educational attainments. The DEEL Program Manager will review adjusted monthly payments with the Agency and the adjusted monthly payment will be communicated to the Agency in writing.

B. Performance Pay: The Agency will be paid a maximum of $158,766.88 (“Performance Pay”) for actual achievement of the performance targets in the amounts indicated below in the Performance Pay Table. The Agency will be compensated for actual percentage achieved.

Performance Pay Table


October 31, 2015


$12,701.36

October 31, 2015


$12,701.36

November 30, 2015


$19,052.02

December 31, 2015


$19,052.02

December 31, 2015


$25,402.70


EXHIBIT D



February 28, 2016


$19,052.02

May 31, 2016

The Agency will inform families about kindergarten enrollment processes. Verification: Documentation including, but not limited to, Kindergarten

transition night flyers, Kindergarten enrollment letters to families, parent newsletter.

$19,052.02

May 31, 2016 Teachers will complete spring TSG assessments portfolios for all children

enrolled for at least 60 days prior to the checkpoint deadline. Verification: Assessment Status Report from TSG

$19,052.02


Development Plan with his/her DEEL Coach. Verification: Copy of updated PDP Plan

$12,701.36

Total Maximum Performance Payment $158,766.88

C. If the Agency is enrolled in the US Department of Agriculture’s Child and Adult Care Food Program (CACFP) and receives less than $5,926 per SPP classroom per program year from CACFP, DEEL will pay the Agency the difference between $5,926 and the amount reimbursed by the State directly (funds requested and reimbursed outside this agreement). It will be the responsibility of the Agency to provide the DEEL Early Education Specialist with verification of CACFP payments from the State.

D. Should the Agency earn less than the maximum Contract Price, the City will retain any unspent

funds.

E. Once a Performance Payment is made to the Agency, the City’s intent is that the funds be used to provide further support to the Levy-funded program and not be deposited in a separate fund for general use.


All reports shall be submitted by the appropriate deadlines. If reports are not received in a timely manner or not completed, invoices will be held for payment until all pending reports are received and approved.

1. Invoice Payment Form (Exhibit E): The Agency shall submit one invoice by the tenth working day of the month for the previous calendar month

2. The City will make payment within 30 days of receiving an invoice, contingent upon receipt

of all required reports and documentation. 3. Monthly Attendance Report: The Agency will enter attendance information into ELNIS

monthly. The Early Education Specialist will verify attendance information in ELNIS prior to invoice payment.

4. Staff Report (Exhibit F): The Agency will submit a Staff Report (Exhibit F) or a similar

report, as mutually agreed upon by the City and the Agency, any time staffing changes occur.

5. The Agency will submit the MERIT “Professional Record” report or a similar report, as

mutually agreed upon by the City and the Agency, quarterly documenting professional development and coursework completed by their teachers


EXHIBIT E



EXHIBIT E


Org Account

Date

Date

Date

Grants and Contracts Specialist

Cindy McMahan

Program Specialist

ActivityProject

2015 Total 2016 Total

279,429.75 355,637.85

Payment

For office use only - Approval Signatures and Coding


EXHIBIT F


Agency Site First Name Last Name Classroom Position EthnicityLanguage(s)

Spoken

Years

Experience

in ECE

Formal

Education

Level

Education Goals

Years

working

at this

site/class

room

Hourly

Salary

rate

Trained or

Certified on

Curriculum

Yes or No

Staff Report


Prepared by the Budget Office Page 1 of 1 DRAFT – 1/27/17

Total Estimated 17-18 City Payment 3,822,305

Total Estimated 17-18 Funding Sources 3,395,643

(estimate of working program budget after accounting for

other funding sources, 25% holdback, & removal of indirect)

Teachers 1,436,970

Instructional Assistants 886,740

Hourly Tutor 196,005

Substitutes 33,450

Materials and Supplies 45,000

Evaluator Support 30,000

Front-Office Support 55,275

Nursing Support 79,080

Custodial Support 39,966

Nutrition Support 50,250

PCP Time 157,230

Average Salary Reserve 63,140

New SPP Classroom Start-Up 80,000

Headstart Classrooms Estimate 221,944

Total Estimated Expenditures 3,375,050

Total Funding Sources More (Less) Than Expend. 20,593

Expenditures

Revenue

2017-18 Estimated Budget

15 Seattle Preschool Program and 2 Headstart Classrooms

SCHOOL BOARD ACTION REPORT DATE: January 25, 2017 FROM: School Directors Patu and Burke LEAD STAFF: Dr. Larry Nyland, Superintendent

1. TITLE Amending the 16-17 Superintendent Evaluation Criteria For Introduction: February 15, 2017

For Action: March 1, 2017 2. PURPOSE This Board Action Report amends the previously approved Superintendent evaluation criteria for 2016-17 and establishes a new structure for future years. 3. RECOMMENDED MOTION I move the School Board amend the previously adopted 16-17 Superintendent evaluation criteria to add a professional practice element, as described in this Board Action Report. 4. BACKGROUND INFORMATION

a. Background: After conducting the 15-16 Superintendent annual evaluation, Directors expressed an interest in expanding the evaluation to include elements beyond the Board-adopted Superintendent SMART Goals. The Executive Committee asked Directors Patu and Burke to meet with the Superintendent to develop a proposed new system.

The proposed system contains three parts:

1. Professional Practice: One-third of the evaluation a. General b. Focus

2. Superintendent SMART Goals: Two-thirds of the evaluation Professional Practice: This section is divided into two parts – General and Focus. The entire Professional Practice section is one-third of the evaluation. The General section is based on the Washington State School Directors’ Association’s (WSSDA) model superintendent job description. The job description contains six essential functions and responsibilities of the role. Those six descriptors will be evaluated on a 1-5 scale by a survey given to cabinet, board, and other lead partners. In addition, the Superintendent will conduct a self-evaluation at the beginning and end of the cycle. The Board will use the data collected from the survey to write the evaluation narrative, equally weighing the superintendent & cabinet feedback with other partners’ feedback. For the Focus section, one of the 6 job descriptors will be selected (perhaps identified as an area of growth in a previous year’s evaluation). That descriptor will be evaluated on the WSSDA rubric aligned to the WSSDA model job description. However, the Board and Superintendent may select only a few of the elements on the rubric on which to

focus, rather than the entire rubric. The Superintendent will conduct a self-evaluation at the beginning and end of the cycle. Superintendent SMART Goals: The Superintendent SMART Goals section of the evaluation will be two-thirds of the evaluation. The Board and Superintendent will develop 3-4 SMART Goals each year (with attention paid to multi-year goals so some may carry forward). The SMART Goals will be evaluated on the associated rubric. The Goals will be aligned to a problem of practice and have a theory of action. They will also be budgeted for (including funds and/or FTE). The Goals will be aligned to the Board’s SMART Goals and a Director-lead will be established. The Superintendent will conduct a self-evaluation at the beginning and end of the cycle. 2016-17 is a transition year because this change in evaluation criteria would occur mid-evaluation, with the 16-17 annual evaluation occurring in June 2017. Therefore, only the 1a. Professional Practice – General (one-third of evaluation) and 2. SMART Goals (two-thirds of evaluation) will be evaluated during the 16-17 annual evaluation. The previously adopted 16-17 SMART Goals and Rubrics remain as adopted.

b. Alternatives: Keep the 16-17 Evaluation Criteria. This is not recommended because the

currently-adopted criteria includes a sole focus on the 16-17 SMART Goals (i.e., no Professional Practice elements).

c. Research: The 6 job descriptors (Essential Functions and Responsibilities) measured are

from the Sample Job Description and Framework/Rubric developed by the Washington State School Directors’ Association (WSSDA). WSSDA has indicated their documents are researched-based.

5. FISCAL IMPACT/REVENUE SOURCE Fiscal impact to this action will be ___N/A______. The revenue source for this motion is _____N/A__________. Expenditure: One-time Annual Multi-Year N/A Revenue: One-time Annual Multi-Year N/A 6. COMMUNITY ENGAGEMENT With guidance from the District’s Community Engagement tool, this action was determined to merit the following tier of community engagement:

Not applicable

Tier 1: Inform


Tier 3: Collaborate

7. EQUITY ANALYSIS Not applicable. 8. STUDENT BENEFIT Several of the Superintendent SMART goals are focused on eliminating the opportunity gap. In addition, the Superintendent’s Essential Functions and Responsibilities measured all have the potential to impact students. Those include: Visionary Leadership, Instructional Leadership, Effective Management, Inclusive Practice, Ethical Leadership, and Socio-political Context. 9. WHY BOARD ACTION IS NECESSARY






Board Policy No. 1630, Evaluation of the Superintendent, provides the Board establishes the evaluative criteria for evaluating the performance of the Superintendent. Therefore, Board action is required to amend the previously adopted criteria for 2016-17.

Other: _____________________________________________ 10. POLICY IMPLICATION Per Policy No. 1630, Evaluation of the Superintendent, the Board establishes the evaluative criteria and evaluates the performance of the Superintendent. Per Policy No. 1640, Responsibilities & Authority of the Superintendent, the Superintendent is accountable to the Board. 11. BOARD COMMITTEE RECOMMENDATION This motion was discussed at the Executive Committee meeting on February 2, 2017. The Committee reviewed the motion and _____________. 12. TIMELINE FOR IMPLEMENTATION Upon approval of this motion, the 16-17 Superintendent evaluation criteria will be amended. The 16-17 annual evaluation will occur in June 2017. The 17-18 SMART goals will be developed in the coming months.

13. ATTACHMENTS

• 16-17 Superintendent SMART Goals & Rubrics (for reference) • 16-17 Superintendent SMART Goals Graphic Organizer (for reference) • Proposed Superintendent Evaluation Process Graphic Organizer (for reference) • Draft Professional Practice Survey (for reference) • WSSDA Superintendent Job Description (for reference) • WSSDA Superintendent Rubric (for reference) • Previously approved 16-17 Superintendent Evaluation BAR (for reference)

DRAFT 1.26.17

Evaluated by survey of Cabinet, Board, SCPTA President, PASS, SEA, lead partners/CBOs; Questions based on job description; Each

professional practice job descriptor rated on a 1-5 scale (as measured by survey)

Evaluated on the WSSDA Rubric aligned to Job Description; SMART Goal "Light" - Pick a few elements from the WSSDA rubric on which to

focus

Evaluated on the Rubric (community input gathered if within rubric)

Self-Eval conducted at beginning & endSelf-Eval conducted at beginning & endSelf-Eval conducted at beginning & end

Board uses data collected from survey to write narrative, equally weighing Supt/Cabinet

feedback with Other feedback

Aligned to Board Goals; Director Leads established

Budgeted (allocation of $ and/or FTE)

Section B implemented starting in 17-18

Superintendent Evaluation System

A: GeneralList of Professional Practice Job Descriptors -

Definitions (no rubrics)

Standard - List of professional practice descriptors remains same each year (from

WSSDA job description)

B. Focus

Rubric

Select 1 descriptor each year from WSSDA job description (perhaps noted on previous year's

evaluation)

Rubric

Develop/Select 3-4 SMART Goals each year (some goals multi-year so carry forward)

Professional Practice (one-third)C. SMART Goals (two-thirds)

Aligned to a Problem of Practice/Theory of Action/Budget Expectation

Survey Based on WSSDA’s Standards-Based Evaluation Resources, Certificated Superintendent Position Description

DRAFT PROFESSIONAL PRACTICE SURVEY Please rate the Superintendent on a 1-5 scale on the following essential functions of the Superintendent: 1 2 3 4 5 Disagree Somewhat Disagree Neutral Somewhat Agree Agree

DESCRIPTORS OF ESSENTIAL FUNCTIONS AND RESPONSIBILITIES OF A

SUPERINTENDENT 1. Visionary leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision that is shared and supported by school and community stakeholders. Rating: ____ Comments (optional): 2. Instructional leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth. Rating: ____ Comments (optional): 3. Effective management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment. Rating: ____ Comments (optional): 4. Inclusive practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Rating: ____ Comments (optional):

Survey Based on WSSDA’s Standards-Based Evaluation Resources, Certificated Superintendent Position Description

5. Ethical leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner. Rating: ____ Comments (optional): 6. Socio-political context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Rating: ____ Comments (optional):

From the Washington State School Directors’ Association 1

Certificated Superintendent Position Description JOB TITLE: Superintendent REPORTS TO: School Board of Directors JOB OR POSITION SUMMARY: The Superintendent reports directly to the board and holds all executive and administrative authority and responsibility for the effective operation of the schools, excluding those areas of control that are required by statute to be exercised directly by the board or another officer. The Superintendent acts as the district leader with the support of the district’s administrators, who make up the district leadership team. ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

1. Visionary leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision that is shared and supported by school and community stakeholders.

• Builds commitment to the district’s vision and mission. • Develops strategies to implement the district’s vision. • Holds board and staff mutually accountable for striving toward the vision. • Aligns district procedures and practices with the vision. • Uses the vision as an indicator of progress.

2. Instructional leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

• Advocates for student learning as the district’s highest priority. • Promotes the systematic improvement of curriculum, instruction, and assessment. • Assures that district policies, practices, and resources support student learning. • Promotes values, beliefs and behaviors that create an organizational culture

devoted to student learning. • Gives a high priority to reducing achievement gaps. • Focuses evaluation and professional development on the improvement of student

learning. • Implements effective procedures for staff evaluation. • Develops systematic strategies for using professional development to improve

student learning. • Personally models effective professional development. • Builds leadership capacity to improve student learning.

3. Effective management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment.

• Uses a continuous improvement process for implementing, monitoring, evaluating, and improving district operations.


• Effectively manages fiscal resources to support instructional improvement and other district goals.

• Strategically manages human resources to support instructional improvement and other district goals.

• Effectively manages key elements of district operations. • Develops system for assuring that employee performance meets district expectations. • Ensures long-range facilities planning and maintenance schedules are monitored, and

that cost effective strategies are implemented to meet board priorities. • Develops and implements procedures and practices that ensure the safety and well-

being of students. • Develops and implements procedures and practices that ensure the safety and well-

being of employees. • Develops and implements procedures and practices that ensure an orderly learning

environment. • Assures that district policies and practices result in a climate that is positive,

friendly, and responsive to the needs of students and employees. 4. Inclusive practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

• Develops two-way communication strategies to reach families, and other individuals, agencies, or community members.

• Develops strategies to involve families and community members in the educational process.

• Develops strategies for constructive resolution of conflicts with families and community members.

• Mobilizes community resources to support district goals. • Assists board in planning, conducting, and building support for levy and bond

campaigns. • Recognizes and responds to the diversity within the district. • Capitalizes on the diversity of students and community to improve learning. • Increases district capacity to positively address cultural tensions or conflicts. • Works to reduce achievement gaps. • Identifies and eliminates district policies and practices that have discriminatory effects.

5. Ethical leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

• Models high standards of professional and ethical behavior. • Interacts respectfully with others. • Articulates high expectations for ethical and professional behavior of district

employees and students. • Examines district procedures and practices for possible violations of fairness,

social justice, and human dignity.


6. Socio-political context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

• Gains understanding of the community by interacting with local community members and engaging in community activities.

• Engages with local, state and federal officials in order to protect and promote the interest of children in the district.

• Engages with professional associations, business organizations, and other external groups to gain understanding of the current environment and develop district responses to emerging issues.

• Respects and advocates mutual understanding of the roles and responsibilities of superintendents and board.

• Honors board policy. • Provides the board with timely information. • Treats all board members fairly, respectfully, and responsibly. • Provides necessary support for effective board decision-making. • Builds strong team relationships with the board.

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED

• Knowledge and experience in management of district finances including bonds and levies

• Knowledge of laws governing the operation of school district • Knowledge of and experience with leadership and instructional frameworks;

specifically the AWSP Framework and the Danielson Instructional Framework • Knowledge of the Common Core curriculum development, assessment and

instructional strategies which provides a basis for leadership in these areas • Knowledge of safety and response procedures, processes, and protocols to maintain a

safe educational and working environment • Skills in data analysis to assess, monitor, and inform instruction for student growth • Skills and ability in organization, time management, task prioritization and record

keeping • Exemplary skills in written and oral language with the ability to communicate

respectfully, clearly and concisely by telephone, in person, and in written form • Ability to effectively utilize collaborative decision-making in a team environment

and engender teaming at all levels using Professional Learning Communities • Ability to solve problems creatively and decisively given school district context • Ability to meaningfully involve and engage student, parents, other community

members, and staff in the operation of the district • Ability to apply diplomatic techniques in all district-related matters and maintain

strict confidentiality in sensitive matters • Ability to foster a district climate which challenges and motivates staff • Ability to remain calm, flexible, and work effectively under pressure • Ability to maintain a high level of physical stamina, stability, and creativeness • Ability to maintain and model a consistently positive attitude • Ability to make appropriate decisions rapidly and with ease, using prudent judgment

and common sense


• Ability to work cooperatively with other administrators – advises appropriate district administrators of progress, problems, and other information regarding the district’s program

LICENSING/CREDENTIAL AND/OR EDUCATION REQUIREMENTS 1. Valid Washington State superintendent’s credential preferred. 2. Master’s or Doctorate degree in educational leadership/administration or related field.

Doctorate preferred. 3. Minimum five years successful experience as a superintendent or assistant superintendent. 4. Minimum three years successful supervisory experience, preferably as a building

administrator. 5. Successful Washington State Patrol check and FBI Fingerprint Clearance Report and

Disclosure Statement in accordance with state law. PHYSICAL REQUIREMENTS: Ability to stand, walk, and sit frequently or for prolonged periods of time. Ability to frequently travel to school buildings, offices, various events, and other engagements. Ability to perform extensive work at a computer display terminal. Additionally physical abilities include lifting/carrying/pushing/pulling, stooping/crouching, reaching/handling/fingering, talking/hearing conversations, and near/far visual acuity/depth perception/color vision/field of vision. Classification: Superintendent of School Work Day: Eight hours Work Year: 260 days (includes paid vacation and paid holidays) 12/2014

© Copyright Washington State School Directors’ Association and Washington Association of School Administrators, 2013 Page 1

Washington Standards-Based Superintendent Framework

Standard 1—Visionary Leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

Strand 1—Advancing a district-wide shared vision for learning. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished

A. Builds commitment to the vision and mission.

limits references to the district’s vision for learning

engages the board, principals and other administrators, teach-ers, and other district employees in periodic discussions of the district vision

engages both internal and exter-nal stakeholders in regular dis-cussions of the district vision and builds shared understanding and commitment to the vision

engages both internal and exter-nal stakeholders in systematical-ly evaluating the continuing value and appropriateness of the vision, and leads efforts to re-solve conflicts that may arise

B. Develops strategies to im-plement the vision.

does not have a strategy for achieving the vision

articulates a strategy for achiev-ing the vision

implements the vision as a key component of the district im-provement plan, assuring that it is addressed, supported, and monitored

reviews and modifies the district improvement plan to ensure consistency with and progress toward the vision

C. Holds board and staff mu-tually accountable for striv-ing toward the vision.

does not hold staff and board accountable for honoring the vision

reminds staff and board periodi-cally of the need to make deci-sions consistent with the vision

evaluates district procedures and practices systematically to as-sure their alignment with the vision; expects principals and other administrators to do the same at the building level

creates a culture in which board, principals and other administra-tors, teachers, and other district staff understand the vision and hold each other mutually ac-countable for realizing it

D. Aligns district procedures and practices with the vision.

does not develop procedures and practices to align curriculum, budgeting, staffing, and plan-ning with the vision

develops procedures and prac-tices to align some decisions on curriculum, budgeting, staffing, and planning with the vision

develops procedures and prac-tices to assure that major deci-sions on curriculum, budgeting, staffing, and planning are aligned with the vision

develops procedures and prac-tices to assure that the vision is systematically and routinely used to guide decisions on cur-riculum, budgeting, staffing, and planning

E. Uses the vision as an indi-cator of progress.

does not use the vision as an indicator of progress

assesses progress toward the vision and uses it as an informal indicator of success

uses data to assess progress to-ward the vision and communi-cates results to the board, staff, and community

assures that data is available and systematically used to assess progress toward the vision, to communicate results to the board, staff, and community and to formulate plans to bring about necessary changes


Standard 2—Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

Strand 1—Putting student learning at the center. The superintendent...


A. Advocates for student learning as the district’s highest priority.

does not communicate that stu-dent learning is central to the district’s mission

communicates to all stakehold-ers that student learning is cen-tral to the district’s mission

consistently emphasizes student learning is central to the district mission by actively engaging stakeholders in collaborative discussion of ways to improve learning

motivates stakeholders to seek continuous improvement and innovation in student learning to achieve the district’s mission

B. Promotes the systematic improvement of curriculum, instruction, and assessment.

takes few steps to analyze dis-trict curriculum, instruction, and assessment to improve student learning

engages staff in regular analysis of district curriculum, instruc-tion, and assessment

assures that decisions on curric-ulum, instruction, and assess-ment are guided by regular, ob-jective data analysis

develops or sustains a compre-hensive system for the review, analysis and modification of curriculum, instruction, and as-sessment based on key learning indicators

C. Assures that district poli-cies, practices, and resources support student learning.

does not align district policies, practices, and resources to sup-port student learning

assures that existing district pol-icies, practices, and resources are aligned to support student learning

uses data to seek improvements in district policies, practices, and resources to better support student learning

motivates principals and other administrators, teachers, and other members of the school community to seek improve-ment in district policies, practic-es, and resources to support stu-dent learning

D. Promotes values, beliefs and behaviors that create an organizational culture devot-ed to student learning.

does not address the values, beliefs, behaviors, and organiza-tional practices that support a school culture focused on stu-dent learning

recognizes and celebrates indi-vidual and collective efforts that reinforce the culture to improve student learning

creates or sustains a culture of expectation that leads members of the school community to openly acknowledge and collab-oratively address problems in student learning

creates or sustains a sense of urgency for collective mission and efficacy in the improvement of student learning

E. Gives a high priority to reducing achievement gaps.

disregards or downplays the significance of achievement gaps

focuses attention on the need to maintain high expectations for each student and close achieve-ment gaps

assures that improvement efforts include data-based strategies to analyze and address barriers to student learning and setting spe-cific targets for closing achievement gaps

creates or sustains district-wide commitment to understanding and addressing achievement gaps; demonstrates sustained progress in improving learning


Standard 2—Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

Strand 2—Evaluation and professional development. The superintendent…


A. Focuses evaluation and professional development on the improvement of student learning.

pays little attention to staff eval-uation and professional devel-opment to improve student learning

assures that the district has clear strategies for evaluation and professional development to improve student learning

uses evaluation and professional development strategically to promote candid and collabora-tive self-assessment of effec-tiveness

uses evaluation and professional development as a tool for chal-lenging existing practices and improving student learning

B. Implements effective pro-cedures for staff evaluation.

makes little effort to assure that teacher and principal evalua-tions are fair, meaningful, and consistent with state expecta-tions

assures that teacher and princi-pal evaluations are fair, mean-ingful, and consistent with state expectations

develops and supports processes for effective individual im-provement efforts resulting from teacher and principal evalua-tions

evaluates teacher and principal evaluation processes systemati-cally and collaboratively to as-sure effectiveness

C. Develops systematic strat-egies for using professional development to improve stu-dent learning.

does not design coherent profes-sional development strategies linked to the district improve-ment plan

establishes strategies for align-ing district professional devel-opment efforts with the district improvement plan

assures that district professional development activities are ex-tensive, accessible, and focused on continuous improvement of teaching and student learning

evaluates professional develop-ment activities systematically and collaboratively to assure effectiveness in improving stu-dent learning

D. Personally models effec-tive professional develop-ment.

does not have a written profes-sional growth plan

models professional develop-ment by creating and imple-menting a written professional growth plan

engages in candid self-assessment of personal assump-tions, values, beliefs, and prac-tices that guide improvement of student learning

models professional growth planning as a continuous cycle of assessment, reflection, and changes in practice in order to improve student learning

E. Builds leadership capacity to improve student learning.

does not attempt to stimulate, mentor, or coach the profession-al development of principals and other administrators or other instructional leaders

takes steps to stimulate, mentor, or coach the professional devel-opment of principals and other administrators or other instruc-tional leaders

guides principals and other ad-ministrators or other instruction-al leaders to assist the profes-sional development of teachers

creates a district-wide culture that leads all staff to engage in continuous collaborative profes-sional development focused on student learning


Standard 3—Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, and resources for a safe, effective, and humane learning environment.

Strand 1—Effectively and efficiently manages district operations. The superintendent…


A. Uses a continuous im-provement process for im-plementing, monitoring, evaluating, and improving district operations.

does not systematically plan, implement, and monitor district operations

assures that operational deci-sions are guided by a long-term plan that is periodically re-viewed and updated

assures that operations are sys-tematically and consistently managed through planning, data analysis, review of progress, and necessary changes in practice

analyzes and modifies the long-term plan to assure that results support district priorities

B. Effectively manages fiscal resources in accord with board priorities and instruc-tional improvement.

does not effectively plan and implement district budget in accordance with board priorities

develops budget in accordance with board priorities and man-ages expenditures in financially responsible manner

develops a budget in accordance with board priorities and man-ages it in an efficient, financial-ly responsible manner to support improved instruction and other key goals

strengthens the district’s fiscal health by continually seeking efficiencies, identifying new sources of funding, and as-sessing fiscal stability over sev-eral years

C. Strategically manages human resources to support instructional improvement and other district goals.

does not efficiently or strategi-cally manage human resources

assures that the district has sys-tematic policies and procedures guiding recruitment, hiring, in-duction, and long-term career growth

implements a coherent approach to recruiting, hiring, induction, and career growth that promotes high-quality instruction and im-proved student learning

uses a continuous improvement process to assure effectiveness of policies and practices for re-cruiting, hiring, induction, and career growth and makes chang-es as needed

D. Effectively manages key elements of district opera-tions.

does not effectively manage key elements of district operations, including facilities, transporta-tion, and enrollment

assures that key elements of district operations are governed by defined policies and practices

monitors district operations in accordance with established policies and practices

uses a continuous improvement process to review effectiveness of district operations and makes changes as needed

E. Develops system for assur-ing that employee perfor-mance meets district expecta-tions

does not assure that the district has procedures to set, monitor, and act on standards for ac-ceptable employee performance

assures that the district has de-fined procedures for setting, monitoring, and acting on stand-ards for acceptable employee performance

assures that district procedures for setting, monitoring, and act-ing on standards for acceptable employee performance are widely understood and observed

reviews data on employee per-formance to make necessary changes in existing procedures or to determine implications for district hiring practices


Standard 3—Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, and resources for a safe, effective, and humane learning environment.

Strand 2—Creates a safe and humane organizational environment.


A. Develops and implements procedures and practices that ensure the safety and well-being of students.

does not develop and implement procedures and practices that ensure the safety and well-being of students

develops and implements proce-dures and practices that address threats to student safety and well-being (e.g., bullying, ac-cessibility, emergencies)

involves parents, teachers, stu-dents, and administrative staff in developing procedures and practices that address threats to student safety and well-being (e.g., bullying, accessibility, emergencies)

conducts systematic data-based evaluations of the effectiveness of procedures and practice that address threats to student safety and well-being (e.g., bullying, accessibility, emergencies)

B. Develops and implements procedures and practices that ensure the safety and well-being of employees.

does not develop and implement procedures and practices that ensure the safety and well-being of employees; does not address incivility in the workplace

develops and implements proce-dures and practices that address threats to employee safety and well-being (e.g., physical plant safety), and civility in the work-place

involves employees in develop-ing procedures and practices that address threats to their safe-ty and well-being and civility in the workplace

conducts systematic data-based evaluations of the effectiveness of procedures and practice that address threats to employee safety and well-being and civili-ty in the workplace

C. Develops and implements procedures and practices that ensure an orderly learn-ing environment.

does not develop and implement procedures and practices that ensure an orderly learning envi-ronment

develops, communicates, and implements procedures and practices that govern student behavioral expectations and disciplinary actions

involves parents, teachers, stu-dents, and administrative staff in developing, implementing, and monitoring guidelines and norms for accountable student behavior

regularly conducts data-based evaluations of the effectiveness of policies and practice that govern student behavioral ex-pectations and disciplinary ac-tions

D. Assures that district poli-cies and practices result in a climate that is positive, friendly, and responsive to the needs of individuals.

does not assure that district pro-cedures and practices result in a climate that is positive, friendly, and responsive to the needs of individuals

develops and implements proce-dures and practices that result in a climate that is positive, friend-ly, and responsive to the needs of individuals

involves parents, teachers, stu-dents, and administrative staff in developing procedures and practices that promote a climate that is positive, friendly, and responsive to the needs of indi-viduals

includes measures of student and employee well-being and community satisfaction in the district’s data system; systemat-ically reviews and inspires oth-ers to review outcomes to make necessary changes


Standard 4—Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Strand 1—Collaborating with families and community members. The superintendent…


A. Develops two-way com-munication strategies to reach families, and other in-dividuals, agencies, or groups in the community.

does not have communication strategies to inform families and community about district needs, goals and activities

develops strategies and commu-nication vehicles to share infor-mation and answer questions about district needs, goals, and activities

develops data-informed strate-gies to solicit the views and concerns of families and other individuals, agencies, or groups in the community about the dis-trict’s schools

empowers effective networks of families and other individuals, agencies, or groups in the com-munity to maintain regular two-way communication about dis-trict needs, goals and activities

B. Develops strategies to in-volve families and community members in the educational process.

does not involve families and diverse community members in the educational process

assures district implementation of strategies to involve families and diverse community mem-bers through conferences, meet-ings, and volunteer activities

assures district implementation of multiple strategies for involv-ing families in decision making about their children's education

sustains or expands a network of key family and diverse commu-nity stakeholders who can serve as formal and informal advisors on key issues

C. Develops strategies for constructive resolution of conflicts with families and community members.

does not develop or implement strategies for constructively re-solving conflicts with families and community members

assures that the district has de-fined procedures allowing fami-lies and community members to express concerns and disagree-ments

develops the capacity of princi-pals and other administrators, teachers, and board members to constructively resolve conflicts and build consensus

creates a culture in which con-flicts are regularly addressed and are viewed as opportunities for respectful dialogue, consen-sus-building, and constructive resolution

D. Mobilizes community re-sources to support district goals.

makes minimal efforts to mobi-lize potential community re-sources to support district goals

builds relationships with com-munity members and groups that lead to improved resources to support district goals

collaborates with community agencies to create cohesive net-works of services to support district goals

broadly inspires belief that achievement of district goals for the learning and well-being of children is a community-wide responsibility

E. Assists board in planning, conducting, and building un-derstanding of levy and bond measures.

does not provide board with timely and helpful guidance on preparing levy and bond measures

helps board ensure that levy and bond measure preparations are conducted in legally correct and fiscally responsible manner

helps board develop community engagement strategies that build understanding of levies and bonds

helps board assure that levy and bond measures not only meet immediate fiscal needs but ad-vance long-term district goals


Standard 4—Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Strand 2—Collaborating with and responding to diverse communities. The superintendent…


A. Recognizes and responds to the diversity within the district.

does not recognize or respond to the existence of diverse groups in the community

becomes familiar with views and characteristics of diverse groups in the community

develops strategies to help staff and board become familiar with views and characteristics of di-verse groups in the community

fosters formal and informal partnerships with diverse groups to support mutual goals

B. Capitalizes on the diversi-ty of students and community to improve learning.

does not use strategies that rec-ognize and capitalize on the diversity within the district.

assures that principals and other administrators and teachers have the necessary cultural compe-tence to respond to the needs of all students

develops strategies to help staff capitalize on the assets that stu-dents from diverse cultural, eth-nic, racial, and economic back-grounds bring to the classroom

engages stakeholders to develop a district-wide welcoming cul-ture that honors the values, be-liefs, norms, and traditions of diverse groups and integrate diverse representation into school and district decision-making processes

C. Increases district capacity to positively address cultural tensions or conflicts.

disregards cultural tensions or conflicts that negatively impact students

assures that cultural tensions or conflicts are addressed in posi-tive ways

assures that principals and other administrators and teachers have the necessary skills to help stu-dents address cultural tensions or conflicts

creates or sustains a climate in which members of the school community can constructively discuss and examine their own views on diversity

D. Works to reduce achieve-ment gaps.

disregards or minimizes the ex-istence of achievement gaps among diverse groups

keeps staff attention focused on achievement gaps and possible school-based solutions

systematically uses data to iden-tify instructional approaches and school and district practices that reduce achievement gaps

establishes partnerships with families and community groups to leverage instructional strate-gies to eliminate achievement gaps

E. Identifies and eliminates district policies and practices that have discriminatory ef-fects.

does not examine district poli-cies and practices that have dis-criminatory effects on students

reviews district policies and practices for discriminatory ef-fects

works proactively with board to ensure that proposed policies and practices are reviewed for possible discriminatory effects and revised as needed

collaborates with members of diverse groups to identify and eliminate district policies and practices that have discriminato-ry effects


Standard 5—Ethical Leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

Strand 1—Acting with integrity, fairness, and courage in upholding high ethical standards. The superintendent…

Themes Does not meet standard Meets expectation of standard

A. Models high standards of professional and ethical be-havior as set out in the Wash-ington Administrative Code, AASA Code of Ethics, and board policy on ethics.

does not comply with standards of ethical and professional be-havior

follows acceptable standards of ethical and professional behav-ior

models with consistency the highest standards of ethical and professional behavior, including courage and integrity

demonstrates in words and ac-tion pervasive commitment to the highest standards of ethical and professional behavior, in-cluding courage and integrity

B. Interacts respectfully with others.

does not interact with others in a professional, respectful and trustworthy manner

interacts with colleagues and other stakeholders in a profes-sional, respectful and trustwor-thy manner

solicits, engages and interacts with colleagues and stakehold-ers in a professional, respectful and trustworthy manner

provides an exemplary model that influences employees, board, and other stakeholders to act with a high degree of profes-sionalism, respect, and trustwor-thiness

C. Articulates high expecta-tions for ethical and profes-sional behavior of district employees.

does not articulate expectations or monitor compliance for ethi-cal and professional behavior in the district

articulates expectations for ethi-cal and professional behavior by teachers, principals and other administrators, and other em-ployees

guides principals and other ad-ministrators to articulate and reinforce high ethical and pro-fessional expectations for dis-trict employees

creates a climate in which dis-trict employees are highly con-scious of ethical and profession-al expectations and hold each other accountable

D. Examines district proce-dures and practices for pos-sible violations of fairness, social justice, and human dignity.

does not examine district proce-dures and practices for adher-ence to principles of fairness, social justice, and human digni-ty

frequently examines district procedures and practices for adherence to principles of fair-ness, social justice, and human dignity

guides principals and other ad-ministrators to examine district procedures and practices for adherence to principles of fair-ness, social justice, and human dignity

assures that district procedures and practices are systematically reviewed and revised to reflect fairness, social justice, and re-spect for human dignity for each member of the school communi-ty


Standard 6—Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Strand 1—Understanding and influencing the district’s environment. The superintendent…


A. Gains understanding of the community by interacting with local community mem-bers and engaging in com-munity activities.

makes little effort to know the community or its citizens

regularly interacts with commu-nity members and participates in community activities

takes an active and visible lead-ership role in the community

develops strategies that result in principals and other administra-tors and teachers engaging in community activities in order to anticipate and respond to com-munity needs

B. Engages with local, state and federal officials in order to protect and promote the interests of children in the district.

does not engage with local, state, and federal officials to protect the interests of children in the district

engages with local, state, and federal officials to protect the interests of children in the dis-trict

assumes a leadership role through numerous contacts with government officials to protect and promote the interests of children in the district.

works with board and staff to protect and promote the interests of children in the district by developing appropriate respons-es to government actions

C. Engages with professional associations, business organ-izations, and other external groups to gain understanding of the current environment and develop district respons-es to emerging issues.

does not engage with profes-sional associations, business organizations, and other external groups

engages with professional asso-ciations, business organizations, and other external groups

communicates to board and staff knowledge of emerging issues that affect the district

works with board and staff to develop understanding of and appropriate responses to emerg-ing issues in order to preserve and advance the district vision


Standard 6—Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Strand 2—Works effectively with the school district’s board of directors. The superintendent…


A. Respects and advocates mutual understanding of the roles and responsibilities of superintendents and board.

does not articulate or adhere to the roles and responsibilities of the board and superintendent

articulates and adheres to the roles and responsibilities of the superintendent and board

collaborates with board to re-view and refine guidelines for effective board and superinten-dent roles and responsibilities

models candid but respectful discussion of board and superin-tendent roles and responsibili-ties, including areas of friction or misunderstanding in the board-superintendent relation-ship

B. Honors board policy. does not follow board policy follows board policy consults with the board when questions of interpretation arise on board policy

facilitates systematic board re-view and revision of policy-making process

C. Provides the board with timely information.

does not provide the board with timely information needed for effective board decision-making

assures that the board receives necessary information in a time-ly way, including relevant laws, policies and procedures from local, state and federal mandate

assists board in understanding the multiple perspectives sur-rounding issues, as well as pos-sible implications of decisions

collaborates with the board to review and improve the effec-tiveness of information and guidance provided to the board

D. Treats all board members fairly, respectfully. and re-sponsibly

favors certain board members or is unresponsive to board mem-bers’ perspectives on education-al issues

treats all board members fairly, respectfully, and responsibly

facilitates resolution of concerns or conflicts through board dia-logue that creates greater mutual understanding

increases board capacity through trust, encouragement, and per-sonal example

E. Provides necessary sup-port for effective board deci-sion-making

does not establish and imple-ment effective procedures for board meetings

assures that the board has the necessary materials, infor-mation, and logistical support to make effective decisions

works with the board to assure that meeting agendas are fo-cused and consistent with board priorities

collaborates frequently with the board to evaluate and improve the effectiveness of board deci-sion-making

F. Builds strong team rela-tionships with the board

does not attempt to establish a working team relationship with board

collaborates with board to de-velop structures, procedures, and norms for working as a team

works with board to monitor team effectiveness and adjust procedures accordingly

facilitates development of a board-superintendent team char-acterized by candor, deep listen-ing, a collaborative spirit and openness to change

(Superintendent Evaluation Framework V7.0d(gc).docx/Revised August 22, 2013)

Informational (no action required by Board) Action Report (Board will be required to take action)

DATE: September 30, 2016

FROM: Executive Committee of the Board

LEAD STAFF: Superintendent Larry Nyland

I. TITLE

Approval of the Board’s Governance Priorities and

Superintendent’s Evaluation tools for 16-17

(Instrument and SMART Goals/Accompanying

Rubrics)

For Introduction: October 12, 2016

For Action: November 2, 2016

II. WHY BOARD ACTION IS NECESSARY

Per Board Policy No. 1630, Evaluation of the Superintendent, the Board establishes the evaluative

criteria for evaluating the performance of the Superintendent. Therefore, Board action is required

to adopt the evaluation instrument, SMART goals, and accompanying rubrics for 2016-17.

III. FISCAL IMPACT/REVENUE SOURCE

Fiscal impact to this motion is N/A. However, there is a financial impact to the implementation of

the 16-17 Superintendent SMART Goals. The Board funded an initial $2M for the anticipated

goals in June 2016 from unused one-time funds. At the September 2016 Board Retreat, the Board

approved an additional $2M for the 16-17 SMART goals. Achievement of several of the elements

on the rubric remain budget dependent.

The revenue source for this motion is ___N/A_____.

Expenditure: One-time Annual Other Source

IV. POLICY IMPLICATION

Per Policy No. 1630, the Board establishes the evaluative criteria and evaluates the performance

of the Superintendent.

Per Policy No. 1640, Responsibilities & Authority of the Superintendent, the Superintendent is

accountable to the Board.

V. RECOMMENDED MOTION

I move that the Board:

1) Approve the 2016-17 Board Governance Priorities:

a. Eliminate the Opportunity Gap

b. Improve Systems & Supports

c. Create Culturally Inclusive School, Family & Community Engagement;

2) Approve the Superintendent SMART goals and accompanying rubrics for 2016-17, as

attached to the Board Action Report; and

School Board Briefing/Proposed Action Report

3) Approve the 2016-17 Superintendent Evaluation Instrument, as attached to the Board

Action Report.

VI. BOARD COMMITTEE RECOMMENDATION

The Superintendent SMART Goals and budget were discussed at several meetings: March 12,

2016 Board Retreat, May 24, 2016 Work Session, June 4, 2016 Board Retreat, June 15, 2016

Work Session, June 29, 2016 Work Session, June 30, 2016 Work session, and September 10,

2016 Board Retreat.

This motion was originally reviewed at the Executive Committee on September 8, 2016. On

September 8, 2016, the Executive Committee moved the item forward to the full Board for

consideration pending the discussion at the September 10, 2016 Board Retreat. Because

additional revisions were requested at the Retreat, the revised documents were brought back to

the Executive Committee on October 6, 2016. The revised documents and additional document

were reviewed and the Committee moved the item forward to the full Board for consideration.

VII. BACKGROUND INFORMATION

The goal of selecting governance priorities and SMART Goals is to maintain the Board and staff

focus on a few, high-priority and high-impact goals, focused on student achievement, and

aligned to the Board-adopted 2013-18 Strategic Plan. Staff will build out the timeline for and

implement the projects and initiatives needed to successfully achieve the priorities and goals.

While urgent issues will be addressed as they arise throughout the year, in order to maintain

momentum on the selected priorities and goals, new large initiatives will need to be considered

for the 2017-18 school year.

Seattle Public Schools is in the process of creating a rigorous Superintendent evaluation process.

In 2013-14, the Board and Superintendent consulted with the Washington State School

Directors’ Association (WSSDA) to revise the evaluation process by creating rigorous goals and

measurement rubrics aligned with the Strategic Plan. The 2016-17 Board Governance Priorities

and Superintendent Evaluation SMART Goals are established in alignment with the district’s

Strategic Plan and continue to build on that work.

Policy Nos. 1630 and 1640 govern the Evaluation of the Superintendent and the Responsibilities

& Authority of the Superintendent, respectively. In order to evaluate the Superintendent using a

fair process, the discussion of the 2016-17 goals and evaluation tools began earlier this year.

They are being brought before the Board for approval in October so the Superintendent knows

the expectations of the Board and has until May 31, 2017 to make progress on the goals.

The proposed evaluation instrument contains four overarching goals. The first three are aligned

to the district’s three Strategic Plan goals. The fourth is tied to the Superintendent’s professional

practice and core competencies. While each overarching goal within the instrument contains

several indicators, if an indicator is shaded, a SMART goal and an accompanying rubric have

been developed for it. The 2016-17 SMART goals and accompanying rubrics will be the focus of

the June 2017 annual evaluation of the Superintendent.

Please see the attached graphic organizer that describes how the District’s goals align at each

level: Strategic Plan Goals – Board Governance Priorities – Superintendent SMART Goals.

VIII. STATEMENT OF ISSUE

Whether to adopt the 2016-17 Board Governance Priorities and the Superintendent’s Evaluation

tools, including the instrument, SMART goals and accompanying rubrics.

IX. ALTERNATIVES

Not applicable.

X. RESEARCH AND DATA SOURCES / BENCHMARKS

The Washington State School Directors’ Association (WSSDA) consulted with the Board on

amending the evaluation process and instruments in 2013-14. This motion builds upon that work.

XI. TIMELINE FOR IMPLEMENTATION / COMMUNITY ENGAGEMENT

The SMART goals and rubrics will be used to evaluate the Superintendent in June 2017. This is

an intentional timing shift, as previous evaluations occurred in November. Moving forward, the

Superintendent’s annual evaluation will occur in June of each year. Check-ins on progress on the

SMART goals will occur in December 2016 and March 2017.

XII. ATTACHMENTS

2016-17 Superintendent Evaluation SMART Goals & Rubrics (for approval)

2016-17 Superintendent Evaluation Instrument (for approval)

2016-17 Graphic Organizer of District Goals (for reference)

Introduction, October 12, 2016

2016-17 Board Governance Priorities and Superintendent SMART Goals

16-17 District Goals

Strategic Plan Goal 1:

Educational Excellence & Equity

Board Governance

Priority 1:

Eliminate the Opportunity

Gap

Superintendent SMART Goal 1:

MTSS-Ensure

Educational Excellence for Each & Every

Student

*(revised 15-16Goals #1 & 2 MTSS-A&B)

Superintendent SMART Goal 2:EOG-Eliminate

Opportunity Gaps in Students'

Access -Transforming

Adult Attitudes, Beliefs & Actions

*(revised 15-16Goal #2 MTSS-B)

Superintendent SMART Goal 3:

Inventoryof

Offerings (Program

Mapping & Review)


Improve Systems

Board Governance

Priority 2:

Improve Systems & Supports

Superintendent SMART Goal 4:Budget/Funding


School, Family & Community Engagement

Board Governance

Priority3:

Create Culturally Inclusive

School, Family & Community Engagement

Superintendent SMART Goal 5:Engagement/ Collaboration

*(revised 15-16Goal #6 Customer

Service)

Every Student.

Every Classroom.

Every Day.

WORST BEST

Low Red Medium Red High Red Low Yellow Medium Yellow High Yellow Low Green Medium Green High Green

Unsatisfactory

Collaboration Fails to fulfill the responsibilities identified as basic.

Key Organizational Behaviors

Develops MTSS teams at 20-25 schools that address both academic and behavior supports for students. School MTSS meetings discuss evidence based instructional and behavioral practices, supports, and interventions linked to the gap closing for African American males and other students of color. Evidence includes: A multi-year plan which includes established procedures, schedules for reviews of data and decision-making protocols, as well as student performance data (i.e., services, program and demographic, etc.)

MTSS teams at each school are using a common decision-making protocol to develop action plans and are actively responding to those action plans. MTSS DIT implements a clearly articulated "whole child" MTSS framework aligning personnel, resources and streams of work across the district in service to schools at tiered levels. Evidence includes: Use of common decision-making and data access protocols, forms, and action plans at the school and central levels, as well as frequent review of data and resources.

SMART Goal #1

Baseline, September 2016Target, June 2017

Ensure Educational Excellence for Each & Every Student – MTSS: By May 31, 2017, establish an aligned focus on the “whole child” through the implementation of a district-wide Multi-Tiered System of Support (MTSS) framework that clearly identifies methods for providing culturally responsive, differentiated instructional and behavioral supports for each and every student.

BasicProficient

Multi-Year Vision Every Student on Track to Graduate

Committee C&I Committee

Distinguished (all of the elements of Proficient plus…)

Proficient (all of the elements of Basic plus…)Basic

Ensures each school engages in, and effectively capitalizes on, a collaborative data inquiry process through regularly scheduled MTSS team meetings. A MTSS District Implementation Team (DIT) comprised of representatives from divisions and teams within Teaching and Learning exists with executive leadership to approve and support team decisions (e.g., prioritized funding, resource allocation, work streams) Evidence includes: MTSS team established at each school meets monthly and DIT team meeting notes.

10.12.16 Introduction 1 DRAFT

Common Tools and Procedures

Fails to fulfill the responsibilities identified as basic.

Data and Assessment


Provides evidence of successful implementation of MTSS, including Positive Behavior Intervention Supports, in at least 25% of SPS schools using a standardized fidelity assessment tool. District-wide instructional and behavioral documents designed for schools to utilize MTSS language and align procedures, materials and technical tools to the MTSS "whole child" framework. Evidence includes: Use of standardized fidelity assessment tool to assess successful implementation of procedures, materials, and tools.

Develops and publishes a common set of district approved procedures, materials and technical tools as outlined in the MTSS "whole child" framework. These support items are easily accessible to staff serving students pre-K to 12th grade. Evidence includes: An MTSS Advisory Team (i.e., representatives Advanced Learning, ELL and Special Education) reviews and recommends procedures, an online access point for approved procedures, materials, and tools is developed.

Develops at least five schools which are ready and scheduled to serve as MTSS demonstration sites for the 2017-18 school year. Implementation of district's MTSS "whole child" framework is evident in a majority of schools. Evidence includes: Use of common language, definitions, data analysis, procedures, adopted materials, progress monitoring timelines, and technical tools. A minimum of 50% of schools are able to demonstrate use of the "whole child" framework.

Implements district-wide early warning indicators (EWI) on attendance, behavior, and academic performance that supports gap eliminating instructional practices for African American Males and other students of color. The District's balanced scorecard actively informs the actions of identified Central Office personnel and links to schools increasing the performance of targeted students. Evidence includes: Schools gather EWI data, data is tracked through scorecard/dashboard, DIT uses data to drive decisions and provide support to schools.

Actively administers common interim and classroom assessments to drive instructional and behavioral decisions at the elementary and secondary levels. Develops a district-wide balanced scorecard comprised of established metrics to guide decisions for the MTSS District Implementation Team that monitors services, programs, key resources, etc.Evidence includes: Majority of schools use approved assessments to drive decisions, development of a district balanced scorecard with established metrics.

Develops a robust, district-wide early warning indicators (EWI) on attendance, behavior and academic performance that supports school and district-wide decisions related to the MTSS "whole child" framework. Evidence includes: Development and tracking of accurate EWIs, schools and DIT regularly review data.


Professional Development


Trains SPS staff, district-wide, on the MTSS "whole child" framework, including common definitions, procedures, materials and technical tools. Develops cadres of experts in MTSS at the central office level as well as Career Ladder personnel. Evidence includes: PD developed and administered to central office staff and school leaders, cadres established at central office.

Provides targeted professional development to schools based on their performance on established metrics, including on differentiation related to ELL, HCC and Special Education services. District personnel differentiate coaching and training methods based on a school's identified, tiered needs. Continues training offered to school teams (extending cohorts 1 and 2) to deepen formative assessment and inquiry practices. Evidence includes: PD is differentiated across schools and cohorts based on identified needs.

Applications of culturally responsive supports and interventions exist at the early adopter schools (20-25 schools). This application at select schools is linked to the MTSS and/or Formative Practices training and technical assistance provided to school teams. Coaching and trainings emphasize common language, definitions, data analysis, procedures, materials and progress monitoring timelines and technical tools. Evidence includes: Examples of culturally responsive supports and interventions at early adopter schools at minimum. Trainings incorporate developed language and materials. A decision-making metric is developed to guide specific supports to schools.


WORST BEST


Unsatisfactory

Positive Learning: Accountability


Positive Relationships:

Equity



Basic Proficient (all of the elements of Basic plus…)Distinguished (all of the elements of

Proficient plus…)

Continue to expand social-emotional work alternatives to suspension through RULER and PBIS. Identifies best-practices research on supporting African American males and other students of color; identifies exemplary schools/districts. Provide district-wide PD in concert with SEA and PASS

Continue to reduce the number of suspensions for non-violent behavior. Identifies learning goals and principles that underlie the learning process for African American males and other students of color based on common language and shared knowledge; develops and shares with schools a learning and teaching model based upon best practices research and interviews with exemplar schools that includes student voice; implements tiered supports based on the MTSS "whole child" framework

Eliminate non-violent suspensions at elementary and middle levels. Fully implements and continuously refines tiered supports for African American males and other students of color; develops and shares a portfolio of proven Culturally Responsive Pedagogical (CRP) models; builds staff capacity in order use of the Racial Equity Analysis Tool & CRP models; and uses an action research design to provide rapid feedback that enable course corrections

Clear guidance for academic and behavior targets for African American males and other students of color to be used in Continuous School Improvement Plans (CSIP) for 2016-17 is communicated and a scorecard for tracking measurable outcomes is provided

Each CSIP has a 2016-17 school climate goal, with measurable outcomes and monitoring timelines, to address social, emotional and intellectual safety intended to improve positive outcomes for African American males and other students of color

CSIP academic and behavior outcomes identified for African American males and other students of color are achieved or exceeded in 50% of schools; evidence of support services/interventions designed and implemented according to the MTSS "whole child" framework exist

Committee C&I Committee

SMART Goal #2EOG - Eliminate Opportunity Gaps in Students’ Access to High-Quality Instruction and Learning Supports: By May 31, 2017, accelerate implementation of a comprehensive theory of action and strategies to positively impact outcomes for African American males and other students of color by transforming adult attitudes, beliefs and actions.

Baseline, September 2016 Basic- (majority of Basic elements)Target, June 2017 Proficient

Multi-Year Vision Caring adult advocates for every historically underserved student


Positive Beliefs: Professional

Development


Positive Partnerships: Community Engagement


Conduct an inventory of local partner resources resulting in an asset map of available community resources and identify targeted school needs.

With stakeholders and community partners match opportunities and resources available that align to identified school needs and further supports student exposure to high quality learning opportunities.

Leverage community resources to expand and expose students to high quality learning opportunities that tangibly increase positive outcomes for African American males and other students of color.

Launch 30 (10 in 2014-15, 10 in 2015-16 and 10 in 2016-17) school-based Racial Equity Teams as well as the MTSS District Implementation Team to review data and facilitate problem- solving around attendance, discipline, and opportunity gaps (Positive Beliefs& Relationships)---Curriculum Specialists develops plans (scope, schedule and budget) for developing support for practitioners are developed. Data and learning needs are articulated; and online learning and tools (learning management system) are identified with the support of consultants.

Launch of the JSCEE (Central Office) Racial Equity Team. Provides evidence that school-based Racial Equity Teams have formulated theory of action, strategies, action plans, and that they are leading conversations using disaggregated data to improve academic outcomes, increased attendance, and reductions in disproportionate discipline informed culturally responsive professional development and use of the Racial Equity Analysis Tool & MTSS "whole child" framework.---Regional facilitators, curriculum specialist and online resources for practitioners are available to improve their knowledge and practice. Gap closing research data and technical support is accessible and relevant. Practitioners have facilitators, coaches and researcher provided information available to them. Provide culturally responsive professional development for the school board. Develop the Learning Management System for Culturally Responsive leadership and instruction.

A forum exists for sharing Racial Equity Teams &MTSS District Implementation Team findings with central office leadership and school board; information gained is used to inform policies, practices, and resource allocations for fiscal year 2017-18---Online resources for practitioners are effective in improving their knowledge and practice. Gap closing research data and technical support is accessible and is being used to close gaps. Practitioners are successfully using facilitators and coaches to reflect on their practice.


WORST BEST


Unsatisfactory





Annual program review cycle mapped and approved with clear process timelines and inputs

A pilot annual program review process is implemented for 2-4 educational programs or services. The process and data collected provides decision-makers with insights into program implementation and impact

The pilot annual program review contributes significantly to decision-making, specifically with respect to budgetary allocations (or reallocations) to improve the quality and impact of district educational program offerings

Program Review

Program Mapping

Discuss with internal staff the mapping needs of district

Newly created non-interactive maps that would show current program offerings and static layered student demographic information

Dynamic or interactive tool that maps current data to create new displays. Tool also allows for the ability to show certain program offerings with student demographic overlays that enable future location decisions

Existing non-interactive maps that would show current program offerings

Engage with internal staff and Directors around the mapping needs of district

Engage with internal staff, Directors, and external stakeholders around the mapping needs of district


Proficient plus…)

A program template is created to document the alignment of programs to strategic plan goals and their intended impact on specific student outcomes

A method or solution is identified for automated compiling and reporting of student outcomes linked to specific program offerings

Outcomes for students served by district program offerings are reported via an interactive tool that enables stakeholders to explore disaggregated data by school, region and student group

Target, June 2017 ProficientCommittee C&I Committee


Multi-Year VisionGather information to identify and analyze the district's continuum of offerings in alignment with the district's strategic plan and budget

SMART Goal #3

Program Mapping and Review: By May 31, 2017, the district will create an interactive program mapping tool that enables stakeholders to view and explore the district's continuum of program offerings by school, region and students served. In addition, the district will design and implement a pilot program review process to systematically evaluate the implementation and impact of current program offerings.

Baseline, September 2016 Basic

10.12.16 Introduction DRAFT

WORST BEST


Unsatisfactory

District Engagement at

State Level


Budget/WSS Fails to fulfill the responsibilities identified as basic.

Weighted Staffing Standards (WSS)


Engagement (Budget)


SMART Goal #4

Baseline, September 2016Target, June 2017

Multi-Year Vision

Distributes revenue and expenditures of SPS budget to internal and external stakeholders

Conducts three areas of outreach regarding budget development, both to inform and solicit feedback. (1)Hold community meetings for parents and community members; (2)Hold WSS internal committee meetings; and (3) Hold meetings for Community Based partners and labor partners.

Engages with internal and external stakeholders around SPS revenue and expenditures to clearly articulate what they value as recommendations to the Superintendent and School Board.

Develops budget options to reflect changes in levy policy by the legislature. Conducts an analysis of SPS activities and programs to prior years.

Identifies revenue and expenditures of SPS budget to state policy makers

Actively uses revenue and expenditure details to foster action with state policy makers

Fosters legislative action on addressing state funding of education

Reviews the Weighted Staffing Standards (WSS) in context of known individual school needs

Engages school stakeholders to review WSS in context of known individual school needs

Reviews and analyzes adjustments in context of revenue and SMART Goals

By June 15, 2017, develops budget options to reflect changes in levy policy by the legislature. Continues to analyze cost of programs compared to revenue.

By May 15, 2017, develops budget options to reflect changes in levy policy by the legislature. Identifies by division and by FTE the funding source for each position to identify possible efficiencies and options.

Committee

Funding: By May 31, 2017, the district will engage in state-level policy discussions for adequate funding under McCleary to address levy use. Budget: By June 15, 2017, the district will conduct budget community engagement activities and analysis to inform the 17-18 budget. The district will comparison major activities and programs, including looking for efficiencies.Clear focus on how we can best invest our limited resources to support each and every studentBasic+ (all elements of Basic and less than a majority of Proficient)ProficientA&F Committee



Proficient plus…)


WORST BEST


Unsatisfactory

SPS is viewed as a responsive, high functioning organization that fulfills our promise to families and stakeholders feel ownership for our collective success

Multi-Year Vision

Community Engagement Model


Establishes community engagement principles, a model, and predictable protocols for when and how to involve stakeholders in decision making.

CE Website: Creates a community engagement website and disseminates resources and protocols to staff responsible for engagement in order to support staff in understanding when and how to effectively engage all families and communities in decision-making. Training: Train key staff (e.g. cabinet, extended cabinet, family engagement and school and community partnerships) responsible for community engagement on the selected principles, model and protocols. Training to include in-person workshops and online learning modules. Technical assistance will also be provided from the Communication Department to central office staff. Outcome: At least a 5% increase in satisfaction related to the following family survey item: The district central office is responsive to the input and concerns from all families. The 2014-2015 baseline was 26%. Gather baseline data on the new survey item: The district does a good job engaging the community about issues and concerns that matter to my family.

Develop a continuous feedback system for district and SPS School Board to monitor stakeholder satisfaction in the engagement and decision making process. Outcome: A 6% or more increase in satisfaction related to the following family survey item: The district central office is responsive to the input and concerns from families

Committee Executive Committee



Proficient plus…)

SMART Goal #5 Engagement/Collaboration: By May 31, 2017, through established guidelines, protocols and training, Seattle Public Schools will develop a culture of predictable and transparent engagement with stakeholders at all levels, including internal staff, building a collaborative culture with a foundation of trust and confidence in Seattle Public Schools.

Baseline, September 2016 Basic- (majority of Basic elements)Target, June 2017 Proficient


Communications Fails to fulfill the responsibilities identified as basic.

Collaboration & Problem Solving


Improve district's strategic communications. Refine the district website based on end user feedback and within constraints of the SPS budget. Post key district information on the website. Outcome: At least a 10% increase in satisfaction related to the following family survey item: It is easy to find useful information on the District website. The 2014-2015 baseline was 33.6%.

Develop an editorial calendar and using a variety of channels (e.g. district-sponsored traditional and digital media channels as well as media relations) strategically and proactively share accurate and timely communications to ensure schools and families have the information they need to support students and knowledge of the district's strategic initiatives. Gather baseline data on the following survey item: Communications from the district central office are clear, timely and informative.

Develop and implement 2-way communication opportunities for community stakeholders to both inform stakeholders on key district work and gather trending community issues and ideas (e.g. community listening sessions, online communication platforms). Outcome: A 6% or more increase in satisfaction related to the following family survey item: The district central office is responsive to the input and concerns from families. Engaged families are representative of our Seattle Public Schools community.

Train leaders throughout SPS how to navigate and deal with conflict and build supportive relationships through collaborative problem solving strategies and techniques.

Increase the capacity of individuals and teams to effectively understand the context of conflict, a process in support of preparing for and initiating challenging conversations, and skills for improving communication and collaborative problem solving. Building Leadership Teams have been trained around the technical aspects (bylaws and decision making matrix), as well as the adaptive challenges involved with change.

Develop a cadre of in-district trained facilitators to support individuals and teams with alternatives to formal complaints and grievances related to workplace conflict. Design and Implement an Alternative Dispute Resolution Process to be accessed by employees.

With partners, identify or develop culturally responsive tools and techniques for central and school leadership to ensure effective and representative communication and engagement with internal and external stakeholders.

Develop and implement new methodologies to ensure engaged families are representative of our student population. Integrate culturally responsive tools and techniques into community engagement model. Provide examples of how and when to use various engagement techniques. Disseminate resources on the community engagement website. Outcome: At least a 5% increase in satisfaction related to the following family survey item: The district reaches out to parents when decisions important to families need to be made. The 2014-2015 baseline was 49.4%.

Train staff responsible for community engagement on various culturally responsive tools and techniques. Work in partnership with community based organizations to provide the workshops and training. Outcome: A 6% or more increase in satisfaction related to the following family survey item: The district reaches out to parents when decisions important to families need to be made. Engaged families are representative of our Seattle Public Schools community.


Customer Service Fails to fulfill the responsibilities identified as basic.

Establishes a cross department working group that will:• Refine/Define SPS Customer ServiceStandards of Practice. • Determine a reasonable baseline ofService Expectation for Schools & District Depts. (this will assist with institutionalizing the standards through practice). • Identify resources available andincreased resources needed to implement and sustain the baseline service expectations needed to carry

t th t d d

• Begin to train key staff leaders throughout district onestablished principles, values and expectations in order for them to be able to guide quality customer service throughout the year in their school or dept. • Begin to implement Standards and ServiceExpectations throughout District.

• Development of a customer feedbacksystem to provide continuous feedback and improvement in customer service by school and district staff. • Ensure feedback loops aretransparent and replicable.


1


DATE: January 3, 2016

FROM: Dr. Larry Nyland, Superintendent

LEAD STAFF: Nate Van Duzer, Director, Policy and Board Relations, 206-252-0190

1. TITLE

Amending Board Policy No. 1210, Annual Organizational

Meeting/Election of Officers

For Introduction: February 15, 2017

For Action: March 1, 2017

2. PURPOSE

This minor proposed amendment brings this policy in line with other Board policy and state law

by clarifying that the election of a Board officer requires the majority vote of all Board members,

not just a majority of those present.


I move that the School Board amend Board Policy No. 1210, Annual Organizational

Meeting/Election of Officers, as attached to the Board Action Report.


a. Background: Policy No. 1210 notes that Board officers are elected by a majority vote of

the Board members present, while Policy No. 1400, Meeting Conduct, Order of Business

& Quorum, notes that a majority vote of all members of the Board is required for any

person to be elected as a Board officer. State law confirms the language in Policy No.

1400, so this action brings Policy No. 1210 in line with Policy No. 1400.

b. Alternatives: As this change brings policy into compliance with state law, no

alternatives are recommended.

c. Research: State law confirms the interpretation that it is a majority of the entire Board,

not those present, that is required for the election of officers. (See RCW 28A.330.020)


Fiscal impact to this action will be N/A.

The revenue source for this motion is N/A.




http://app.leg.wa.gov/RCW/default.aspx?cite=28A.330.020

2



Not applicable

Tier 1: Inform


Tier 3: Collaborate

This is a minor clarifying amendment and community engagement is not applicable.

7. EQUITY ANALYSIS

Not applicable.

8. STUDENT BENEFIT

Eliminating any confusion in the process for the election of Board leadership positions helps the

Board focus its time on its established goals.








Other: _____________________________________________________________________

10. POLICY IMPLICATION

As noted in the Background section, this policy change would bring Policy No. 1210 into

alignment with Policy No. 1400 and state law.




3


Upon approval of this motion, Policy No. 1210, Annual Organizational Meeting/Election of

Officers, will be amended.

13. ATTACHMENTS

Board Policy No. 1210, Annual Organizational Meeting/Election of Officers – clean (for

approval)

Board Policy No. 1210, Annual Organizational Meeting/Election of Officers – tracked

changes (for reference)

ANNUAL ORGANIZATIONAL

MEETING/ELECTION OF OFFICERS

Policy No. 1210

[DATE]

Page 1 of 2

Adopted: June 2011 Revised: [DATE] Cross Reference: Related Superintendent Procedure: N/A Previous Policies: B10.00 Legal References: RCW 28A.330.010 Board president, vice-president or president pro tempore —Secretary; RCW 28A.330.020 Certain board elections, manner and vote required — Selection of personnel, manner; RCW 28A.330.050 Duties of superintendent as secretary of the board; RCW 28A.400.030 Superintendent Duties; RCW 29A.20.040 Local elected officials, commencement of term of office — Purpose Management Resources:

Election of Officers

At the first regular meeting at which newly-elected Board members are seated in election years and at the first regular meeting in December in non-election years, the Board shall elect from among its members a president, vice president, and member-at-large to serve one-year terms. Officers are elected by a majority vote of all the Board members. A newly appointed Board member will not be eligible to serve as president or vice president unless a majority of the Board has been appointed. If a Board member is unable to continue to serve as an officer, a replacement shall be elected immediately.

In the absence of the president, vice president, and member-at-large, the president shall appoint a president pro tempore, who shall perform the functions of the president during the latter's absence.

The Superintendent shall act as Board secretary and will conduct the election of Board members each year.

In even-numbered years in January, a legislative representative shall be appointed who shall serve a two-year term.

Annual Organizational Meeting

The normal order of business shall be modified for the annual organizational meeting by considering the following matters after the approval of the minutes of the previous meeting:

1. Welcome and introduction of newly elected Board members by the president.2. Call for nominations for president to serve during the ensuing year.3. Election of a president (roll call vote).4. Assumption of office by the new president.5. Call for nominations for vice president to serve during the ensuing year.6. Election of a vice president (roll call vote).



Policy No. 1210

[DATE]

Page 2 of 2


7. Assumption of office by the new vice president. 8. Call for nominations for member-at-large to serve during the ensuing year. 9. Election of a member-at-large (roll call vote). 10. Assumption of office by the new member-at-large.



Policy No. 1210

June 1, 2011[DATE]

Page 1 of 2


Election of Officers At the first regular meeting at which newly-elected Board members are seated in election years and at the first regular meeting in December in non-election years, the Board shall elect from among its members a president, vice president, and member-at-large to serve one-year terms. Officers are elected by a majority vote of all the Board members present. A newly appointed Board member will not be eligible to serve as Ppresident or Vvice Ppresident unless a majority of the Board has been appointed. If a Board member is unable to continue to serve as an officer, a replacement shall be elected immediately. In the absence of the president, vice president, and member-at-large, the president shall appoint a president pro tempore, who shall perform the functions of the president during the latter's absence. The Superintendent shall act as Board secretary and will conduct the election of Board members each year. In even-numbered years in January, a legislative representative shall be appointed who shall serve a two-year term. Annual Organizational Meeting The normal order of business shall be modified for the annual organizational meeting by considering the following matters after the approval of the minutes of the previous meeting: 1. Welcome and introduction of newly elected Board members by the president. 2. Call for nominations for president to serve during the ensuing year. 3. Election of a president (roll call vote). 4. Assumption of office by the new president. 5. Call for nominations for vice president to serve during the ensuing year. 6. Election of a vice president (roll call vote).



Policy No. 1210

June 1, 2011[DATE]

Page 2 of 2


7. Assumption of office by the new vice president. 8. Call for nominations for member-at-large to serve during the ensuing year. 9. Election of a member-at-large (roll call vote). 10. Assumption of office by the new member-at-large.

1

February 15, 2017 Regular Board Meeting

Agenda DRAFT Regular Legislative Session February 15, 2017, 4:15 p.m.

Board of Directors 2445 – 3rd Avenue South Seattle, Washington 98134 206-252-0040 www.seattleschools.org

I. Call to Order - 4:15 p.m.

1. General Welcome Announcement to Audience 2. Roll Call 3. Pledge of Allegiance 4. Recognition

II. Student Presentations - 4:30 p.m. (WA Middle School Jazz Band)

III. Superintendents Comments - 4:45 p.m.

IV. Student Comments - (Ingraham HS)

V. Business Action Items - 4:55 p.m.

A. Consent Agenda

1. Minutes of the Oversight/Work Sessions on January 11, the Oversight/Work Sessions on January 25, the Regular Board Meeting on February 01.

2. Warrants

2017 Warrants

General Fund *Payroll $ Vendor $ Capital Project Fund Vendor $ Associated Student Body Vendor $ Expendable Trust Fund Vendor $ Grand Total $

http://www.seattleschools.org/

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*Note – Payroll total reflects warrants issued to employees. It does not however, reflect cash

B. Items Removed from the Consent Agenda

VI. Board Comments VII. Public Testimony - 5:30 p.m.

Members of the public who wish to address the board may do so by e-mailing the School Board Office or calling (206) 252-0040, beginning Monday, February 13, at 8:00am. The public testimony list will be posted Tuesday, February 14.For information on how the public testimony list is created, please visit the Board's website. Thank you.

VIII. Board Comments (continued)

IV. Business Action Items (continued) - 6:30 p.m.

C. Action Items

1. Adoption of Policy No. 6101, Federal Cash and Financial Management - (A&F, Jan. 12, for approval) Approval of this item would adopt a new policy that complies with current requirements for federal grant recipients.

2. Adoption of Policy No. 6201, Allowable Costs for Federal Programs - (A&F, Jan. 12, for approval) Approval of this item would adopt a new policy that complies with current requirements for federal grant recipients.

3. Approval of Contract RFP09614, 2017-2020 Bus Transportation Services - (Ops, December 15, for consideration) Approval of this item would authorize the Superintendent to execute contract RFP09614, for School Bus Transportation Services for 2017-2020 with First Student, Inc.

4. Approval of three 2016-2017 International Union of Operating Engineers (IUOE) Local 609 Unit A Salary Schedule Effective September 1, 2016 - (Ops, Jan. 19, for approval) Approval of this item would amend the existing 2013-2017 Collective Bargaining Agreement with IUOE Local 609 Unit A.

5. Approval of Capacity Management Actions for the 2017-18 School Year - (Ops, Jan. 19, for consideration) Approval of this item would authorize allocation of up to $2,325,000 from the BTA IV and Program Placement capital funds to implement Annual Capacity Management actions in spring semester 2016-17 and summer 2017 to support projected District homeroom and program capacity needs for the 2017-18 school year.

6. Purchase of Projectors for New BEX IV Schools and BTA III Projects Opening Summer 2017 - (Ops, Jan. 19, for consideration) Approval of this item would authorize the Superintendent to execute purchase orders through Bid No. 12646 with Troxell Communications for a total not to exceed $315,000, over fiscal year 2016/2017.


http://www.seattleschools.org/cms/one.aspx?pageId=15655

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I01_20170201_Action_Report_Policy_6101_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I02_20170201_Action_Report_Policy_6201_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I03_20170201_Action_Report_Transportation_Contract_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I04_20170201_Action_Report_609_Salary_Increase_IUOE_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I04_20170201_Action_Report_609_Salary_Increase_IUOE_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I05_20170201_Action_Report_Capacity_Management_2017-18_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I06_20170201_Action_Report_Projector_Purchase_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I06_20170201_Action_Report_Projector_Purchase_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I07_20170201_Action_Report_Contract_K5086_GCCM_Ingraham_packet.pdf



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7. Multiple Capital Levy Funds: Award Contract K5086 for General Contractor Construction Manager Services (GC/CM) to Cornerstone Contractors for the Ingraham High School Classroom Addition Project - (Ops, Jan. 19, for consideration) Approval of this item would authorize the GC/CM to immediately provide construction services for an amount not to exceed $250,000, and authorizes the Superintendent to negotiate and execute a contract amendment for the Guaranteed Maximum Price (GMP) amount not to exceed $25,972,700.

8. BEX IV: Program Contingency Transfer to the Proposed 4th Phase Jane Addams Middle School Repurposing and Seismic Improvements Project Budget - (Ops, Jan. 19, for approval) Approval of this item would increase the original project budget for the proposed 4th phase Jane Addams Middle School Repurposing and Seismic Improvements Project from $11,412,082 to $13,587,082 and approve the transfer of $2,175,000 from the BEX IV Program Contingency to this project fund.

9. BEX IV: Certifying Resolution 2016/17-11: 5-year Use/30-year Building Life for the Loyal Heights Elementary School Modernization and Addition Project - (Ops, Jan. 19, for approval) Approval of this item would certify the 5-year use/30-year building life for the Loyal Heights Elementary School Modernization and Addition project.

10. BEX IV/BTA IV: Resolution 2016/17-8: Racial Imbalance Analysis for the Daniel Bagley Elementary School Modernization and Addition Project - (Ops, Jan. 19, for approval) Approval of this item would certify the Daniel Bagley Elementary School Modernization and Addition project will not create or aggravate racial imbalance as defined by WAC 392-342-025.

11. BTA IV: E.C. Hughes Elementary School Modernization Project: Constructability Report and Implementation Plan - (Ops, Jan. 19, for approval) Approval of this item would approve the Constructability Report and Implementation Plan dated December 16, 2016, by MENG Analysis, as complete.

12. BTA IV: E.C. Hughes Elementary School Modernization Project: Resolution 2016/17-9 of Intent to Construct Project - (Ops, Jan. 19, for approval) Approval of this item would certify the intent to construct the E.C. Hughes Elementary School Modernization Project.

13. BTA IV: Certifying Resolution 2016/17-10, E.C. Hughes Elementary School Modernization Project: 5-year Use/30-year Building Life - (Ops, Jan. 19, for approval) Approval of this item would certify the 5-year use/30-year building life of the E.C. Hughes Elementary School Modernization project.

14. BTA IV: Approval of Budget Increase for the Ballard, Garfield, and West Seattle High Schools Roof Replacement Projects - (Ops, Jan. 19, for approval) Approval of this item would approve a one-time funds transfer from the BTA IV Program Contingency for the Ballard, Garfield, and West Seattle High Schools Roof Replacement projects in the amount of $6,545,000.

15. BTA IV: Approve Amendment No. 2 for Contract P5034, with Lydig Construction, Inc. for Robert Eagle Staff Middle School Synthetic Turf Athletic Field - (Ops, Jan. 19, for approval) Approval of this item would authorize the Superintendent to execute a

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I08_20170201_Action_Report_BEX_IV_Contingency_Transfer_JAMS_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I08_20170201_Action_Report_BEX_IV_Contingency_Transfer_JAMS_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I09_20170201_Action_Report_BEX_IV_Resolution_201617-11_LH_Bldg_Life_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I09_20170201_Action_Report_BEX_IV_Resolution_201617-11_LH_Bldg_Life_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I10_20170201_Action_Report_BEX_IV_Resolution_201617-8_Racial_Imbalance_Bagley_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I10_20170201_Action_Report_BEX_IV_Resolution_201617-8_Racial_Imbalance_Bagley_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I11_20170201_Action_Report_BTA_IV_EC_Hughes_Constructability_Report_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I11_20170201_Action_Report_BTA_IV_EC_Hughes_Constructability_Report_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I12_20170201_Action_Report_BTA_IV_Resolution_201617-09_EC_Hughes_Intent_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I12_20170201_Action_Report_BTA_IV_Resolution_201617-09_EC_Hughes_Intent_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I13_20170201_Action_Report_BTA_IV_Resolution_201617-10_EC_Hughes_Bldg_Life_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I13_20170201_Action_Report_BTA_IV_Resolution_201617-10_EC_Hughes_Bldg_Life_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I14_20170201_Action_Report_BTA_IV_Budget_Increase_Roofing_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I14_20170201_Action_Report_BTA_IV_Budget_Increase_Roofing_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I15_20170201_Action_Report_BTA_IV_RESHS_Athletic_Field_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I15_20170201_Action_Report_BTA_IV_RESHS_Athletic_Field_packet.pdf

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contract amendment with Lydig Construction, Inc., in the amount of $1,884,608, plus Washington State Sales Tax, for the Robert Eagle Staff Middle School Synthetic Turf Athletic Field.

16. BTA IV: Award Contract K5073, for General Contractor Construction Manager Services (GC/CM) to BNBuilders for the Daniel Webster School Modernization and Addition Project - (Ops, Jan. 19, for approval) Approval of this item would authorize the Superintendent to utilize the GC/CM alternative construction delivery method on the Daniel Webster School Modernization and Addition project, award Contract K5073 to BNBuilders to immediately provide pre-construction services for an amount not to exceed $300,303, and authorize the Superintendent to negotiate and execute a contract amendment for the Guaranteed Maximum Price (GMP) amount not to exceed $18,547,600.

D. Introduction Items

1. Levy Cliff Resolution - (Exec., Feb. 02, for) Approval of this item would (TENTATIVE)

2. Seattle Preschool Program - (Exec., Feb. 02, for) Approval of this item would

3. 2016-2017 and 2017-18 Superintendent Evaluation Process - (Exec., Feb. 02, for) Approval of this item would

4. Amending Board Policy No. 1210, Annual Organizational Meeting/Election of Officers - (Exec., Feb. 02, for) Approval of this item would amend Board Policy No. 1210, Annual Organizational Meeting/Election of Officers.

5. City Year Contract Modification - (A&F, Feb. 9, for) Approval of this item would

X. Adjourn - 8:30 p.m.

Calendar Reminders

• District II Community Meeting (Director Burke), Saturday, February 18, 3:30-5:30pm, Fremont Public Library, 731 N 35th St.

• Regular Board Meeting, Wednesday, March 1, 4:15-8:30pm, Auditorium, Stanford Center

• Board Special Meeting: Executive Committee, Thursday, March 2, 8:30-10:30am, Board Conference Room, Auditorium

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/02_01_2017/I16_20170201_Action_Report_BTA_IV_Contract_K5073_Webster_packet.pdf



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March 01, 2017 Regular Board Meeting

Agenda DRAFT Regular Legislative Session March 01, 2017, 4:15 p.m.

Board of Directors 2445 – 3rd Avenue South Seattle, Washington 98134 206-252-0040 www.seattleschools.org

I. Call to Order - 4:15 p.m.

1. General Welcome Announcement to Audience 2. Roll Call 3. Pledge of Allegiance 4. Recognition

II. Student Presentations - 4:30 p.m. (Van Asselt Theatre Performance)

III. Superintendents Comments - 4:45 p.m.

IV. Student Comments (Nova)

V. Business Action Items - 4:55 p.m.

A. Consent Agenda

1. Minutes of the Oversight/Work Session on February 08 and the Regular Board Meeting on February 15.

2. Personnel Report

B. Items Removed from the Consent Agenda

VI. Board Comments VII. Public Testimony - 5:30 p.m.

Members of the public who wish to address the board may do so by e-mailing the School Board Office or calling (206) 252-0040, beginning Monday, February 27, at 8:00am. The public testimony list will be posted Tuesday, February 28. For information on how the public testimony list is created, please visit the Board's website. Thank you.



http://www.seattleschools.org/cms/one.aspx?pageId=15655

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VIII. Board Comments (continued)

IV Business Action Items (continued) - 6:30 p.m.

C. Action Items

1. Levy Cliff Resolution - (Exec., Feb. 02, for) Approval of this item would (TENTATIVE)

2. Seattle Preschool Program - (Exec., Feb. 02, for) Approval of this item would

3. 2016-17 and 2017-18 Superintendent Evaluation Process - (Exec., Feb. 02, for) Approval of this item would

4. Amending Board Policy No. 1210, Annual Organizational Meeting/Election of Officers - (Exec., Feb. 02, for) Approval of this item would amend Board Policy No. 1210, Annual Organizational Meeting/Election of Officers.

5. City Year Contract Modification - (A&F, Feb. 9, for) Approval of this item would

D. Introduction Items

1. Policy 5001, Hiring of Retired School Employees - (A&F, Feb. 9, for) Approval of this item would

2. Amending Board Policy No. 3422, Student Sports - Concussion and Head Injuries - (Ops, Feb. 16, for) Approval of this item would amend Board Policy No. 3422, Student Sports - Concussions and Head Injuries

3. Highly Capable Students Program Comprehensive Plan - (C&I, Feb. 13, for) Approval of this item would approve the District’s Highly Capable Students Program Comprehensive Plan, which has not changed from the 2015-16 plan but must be approved every year per WAC 392-170-25 , in order to access funds allocated by the Office of the Superintendent of Public Instruction (OSPI) for highly capable service

4. BEX IV: Award Contract P1492 for Architectural and Engineering Services, to NAC Architecture for Wing Luke Elementary School Project - (Ops, Feb. 16, for) Approval of this item would

5. BTA III: Award Contract K5080, Bid No. B11637 to (___), for the Blaine Water mains and Fire Sprinkler Project -(Ops, Feb. 16 for) Approval of this item would

X. Adjourn - 8:30 p.m.

Calendar Reminders


• Board Special Meeting: Executive Committee, Thursday, March 2, 8:30-10:30am, Board Conference Room, Auditorium

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• Board Special Meeting: Board Retreat, Saturday, March 4, 10:00am-3:00pm, Auditorium, Stanford Center

• Board Special Meeting: Work Session: Strategic Plan Update; Work Session: 2016-17 Superintendent Evaluation Check-in; Executive Session: Evaluate the Performance of a Public Employee, Wednesday, March 8, 4:30-7:30pm

• Board Special Meeting: Audit & Finance Committee, Thursday, March 9, 4:30-6:30pm, Board Conference Room, Stanford Center

• Board Special Meeting, Curriculum & Instruction Policy Committee, Monday, March 13, 4:30-6:30pm, Board Conference Room, Stanford Center


• Board Special Meeting, Operations, Thursday, March 16, 4:30-6:30pm, Board Conference Room, Stanford Center

Submitted by Nate Van Duzer for the February 2, 2017 Executive Committee Page 1 of 3

Date: Tuesday, January 31, 2017

To: School Board Executive Committee

From: Nate Van Duzer, Director of Policy and Board Relations

Subject: Possible Summer Meeting Dates

Purpose

The purpose of this memo is to inform and seek the Committee’s approval of potential summer

meeting dates under different budget timing scenarios.

Background

At the January Executive Committee meeting, the Committee discussed the difficulty of

planning summer meetings around budget approval given the uncertainty surrounding the timing

of action by the State Legislature. This discussion highlighted that the substantive budget

decisions by the Board will be made now through the spring, with a worst case scenario budget

now finalized and a determination of the order of items on the restoration list to come next.

Public input will be sought continually through this process.

Once the Legislature approves a budget, the staff will determine how much money it will receive

from the State and how far down the prioritized restoration list the District will be able to go.

Staff will use these inputs to finalize the budget and estimate that a budget can be introduced two

weeks after the Legislature takes action. State law requires a public hearing at this stage, with

notice given in each of the two weeks prior to the hearing and the last notice given seven days

prior to the hearing. The first notice can only be published after staff finalize the draft budget.

After the Board approves the budget, staff need 15 working days to file the budget with the state

and to input spending authority into the District’s budget system, which is what allows schools to

purchase any supplies or equipment using the coming fiscal year’s budget. From the budget staff

perspective, they would want the budget approved by no later than August 2, but approval by

July 26 would be preferred if possible.

At the January discussion, Directors expressed some comfort with a schedule that combined

introduction with the mandatory public hearing and that had an action date one week later.

Directors emphasized the importance of robust engagement and discussion for the more

substantive decisions being made earlier in the year.

Recommended Dates

First, regardless of when the Legislature takes action, staff recommend moving the June 21

Board Meeting to Wednesday, June 28. Three directors will be attending high school graduations

in their districts on June 21.

Second, the table below includes the dates staff recommend under different scenarios that vary

based on when the Legislature takes action:


Legislature

acts…

SPS Budget

Introduction

SPS Public

Hearing

SPS Budget

Action

Notes

A By June 4 June 28 June 28 July 5 This requires no additional

meetings and is the ideal scenario,

but is less likely to occur.

B1 Between

June 5 and

June 30

July 19 July 25 July 26 This requires three additional

meetings for intro, a public hearing

and action. It completes the budget

in time to give staff a little

breathing room to have enough

time to load the budget before the

start of school.

B2 Between

June 5 and

June 30

July 26 July 26 August 2 This requires only two additional

meetings because the intro and

public hearing are combined, but it

pushes the Board action date back

one week, making the staff

turnaround time very tight for

schools to have access to their

budgets.

C Between July

1 and July 5

July 26 August 1 August 2 This requires three additional

meetings for intro, a public hearing

and action. The August 2 Board

action date makes the staff

turnaround time very tight for

schools to have access to their

budgets.

D After July 5 2 to 3 weeks

after Leg

action

1 or 2 days

before

Board

action

1 week after

Board intro

This scenario will have direct

impact on schools' ability to

submit needed purchasing orders

before the start of the school year.

The District and Board will have

to work as fast as it can once the

Legislature takes final action to

minimize impacts on schools.

Under all scenarios, the week of July 10 would have no Board meetings. If Directors prefer

scenario B2, the week of July 17 would also have no Board meetings. Under Scenario D, staff

and Board directors will unfortunately have to be ready to act as quickly as possible in order to

minimize disruptions to schools.

The Board has not scheduled its August meetings yet; that process usually occurs in May and can

be a separate discussion from this one. Depending on when the first meetings in August are

scheduled, the Board could have a two- to three-week break in the first half of August (unless

Scenario D occurs).


Next Steps

Staff requests Committee approval of these contingent scenarios with a specific recommendation

on either B1 or B2. Staff will then be prepared to schedule meetings accordingly while following

the progress of the State Legislature.

* Start times for each topic are estimated. Discussion of the next topic will begin at the conclusion of the prior topic (with the exception of breaks). Special meetings of the Board, including work sessions and retreats, may contain discussion and/or action related to the items listed on the agenda.

Goals for

Seattle School Board Retreat Saturday, March 4, 2016 10:00 am - 3:00 pm

Auditorium, John Stanford Center

Agenda 10:00 am WELCOME & GOALS FOR THE DAY 10:15-10:45 am ICE BREAKERS 10:45-11:00 am CHECK IN AND ACTION ON BOARD GOALS & PROCESS 11:00-11:30 am RACE & EQUITY TRAINING 11:30-12:00 am BREAK & LUNCH 12:00-1:00 pm RACE & EQUITY TRAINING (CONTINUED) 1:00-2:00 pm BOARD LEGAL BOOTCAMP 2:00-2:15 pm BREAK 2:15-3:00 pm WHAT’S COMING UP IN NEXT 5 YEARS - VISIONING 3:00 pm ADJOURN

Board Special Meeting 2445 3rd Avenue South

Submitted by Nate Van Duzer for the January 4, 2017 Executive Committee Page 1 of 1

Date: Thursday, December 29, 2016



Subject: Board Meeting Minutes

Summary

At the November 3, 2016 Executive Committee meeting, staff and Directors discussed a variety

of options for creating a record of actions and discussion at Board meetings. Following

conversation at the Executive Committee, the Audit and Finance Committee conducted a pilot

where the meeting was digitally recorded. From the recording, staff drafted the standard minutes

and also ordered a professional transcript for comparison, at a cost of $3 per minute, totaling

$219. The cost is slightly higher than the previous staff estimate; staff chose a slightly more

expensive vendor that met a Director request for a company that advertises a domestic

workforce. If the Board wanted transcriptions at all committees and work sessions, the estimated

annual cost is $22,500-$30,000.

The transcript quality is high but not perfect, with sections of overlapping or inaudible

conversation not captured and misspelled school names (e.g. Rocks Hill versus Roxhill). The

options table presented in November has been updated and is attached along with the transcript.

The Executive Committee also requested in November sample meeting minutes from other

jurisdictions. Those samples are attached.

Next Steps

For January, staff seek the Executive Committee’s approval for a pilot alternative method for

Full Board meetings. As these meetings are video recorded with closed captioning, staff would

like to create a document that links to the relevant video at each section of the agenda. An

example of what this document looks like would be attached. This document would not be the

official meeting minutes, but would be posted online alongside the official minutes. In this

alternative, the official meeting minutes would be reduced to a record of all actions taken and a

very high-level summary of discussion items. The timing for piloting this option is particularly

appealing as the Board Office is currently undergoing a staff transition and this approach would

be a more efficient use of staff resources.

Staff recommend concluding this discussion with a decision from the Executive Committee at its

February 2 meeting. Should the decision involve a change in Board Policy No. 1440, Minutes, it

would need to be brought subsequently to the Full Board for approval.

Attachments

Revised Minutes Option Table

Example of Board Meeting Summary with Video Links

Dec. 8, 2016 Audit and Finance Committee Transcript

Sample Meeting Minutes from Other Jurisdictions

1 Board Meeting Minutes Options Analysis for Nov. 3, 2016 Executive Committee; submitted by N. Van Duzer; revised for January 4, 2017 Executive Committee.

Board Meeting Minutes Briefing Paper Problem Statement For historical reference and public accountability, Directors have asked for a high level of detail in meeting minutes. The current level of detail provided exceeds what is called for in Policy No. 1440, Minutes. The question of what form minutes take, at what cost and for what purpose has been discussed by some board members. Background RCW 42.32.030 states, “The minutes of all regular and special meetings except executive sessions of such boards, commissions, agencies or authorities shall be promptly recorded and such records shall be open to public inspection.” The RCW does not give instruction about the content of minutes. According to Robert’s Rules of Order, minutes are to be a record of actions taken at the meeting, not a record of what was said. Board Policy No. 1440, Minutes, calls for minutes to include a “summary of the items discussed during the meeting by Directors and Staff and the results of any voting that may have occurred…” For regular meetings of the Board, a video record exists and is available online, allowing members of the public to access and hear individual sections of discussion. Currently, there are no video or audio recordings of committee meetings or Board work sessions. The current practice for minutes, shaped by Director expectations, is to capture the essence of individual questions and statements from Directors and staff. An analysis of the meetings in September 2016 (not including the two work sessions on Sept. 28) found that 6 different minute-takers spent 72 hours completing minutes for 9 meetings. The meetings themselves lasted a cumulative total of 24 hours. On average, each meeting hour leads to an additional 2 ½ to 3 hours of time spent finishing the minutes. This investment translates roughly into $2,000-$2,500 of staff time for the month spent on minutes, or $22,000-$27,500 over the course of the year. This figure does not include the time spent by executive staff reviewing the minutes prior to approval. Unfortunately, our web analytics program cannot determine how many members of the public review approved minutes, so we cannot measure benefits. Following conversation at the Executive Committee, the Audit and Finance Committee conducted a pilot where the meeting was digitally recorded. From the recording, staff drafted the standard minutes and also ordered a professional transcript for comparison, at a cost of $3 per minute, totaling $219. The cost is slightly higher than the previous estimate due to the Director request for a company that advertises a domestic workforce. The transcript quality is high, but not perfect, with sections of overlapping or inaudible conversation not captured and misspelled school names (e.g. Rocks Hill versus Roxhill). Options The following table details the costs and benefits of continuing or changing the current practice regarding Board meeting minutes.

2 Board Meeting Minutes Options Analysis for Nov. 3, 2016 Executive Committee; submitted by N. Van Duzer; revised for January 4, 2017 Executive Committee.

Option Description Estimated Cost Pros Cons

A Continue with current practice and adjust Policy No. 1440 to require detailed paraphrasing to align policy with practice.

$22,000-$27,000 annually

• Current staff that record minutes are now familiar with the role.

• This practice requires a significant investment of staff time and takes staff away from other essential job functions. • Learning how to take a detailed level of minutes takes time and training, so this approach would not be the most efficient whenever new staff enter the role of minutes-taker.

B Purchase audio recording equipment for committees and work sessions and keep audio files available in the Board office. Reduce meeting minutes to a record of actions and a high level summary of discussion items, allowing those who desire more detail to reference audio or video recordings.

Less than $500 in one-time expenditure; increase in staff capacity for other duties

• This would be a cost effective approach as it reduces the total cost to the one-time purchase of any additional audio equipment necessary (less than $500) and minimal staff time to save the files. • Staff have more time available for other essential job functions. • The posted minutes would include a record of all actions taken and those who would like to hear the entire conversation would be able to do so by visiting the Board office.

• A detailed record of discussions for committees and work sessions would not be accessible remotely.

C Purchase audio recording equipment for committees and work sessions AND post audio files to the Board webpage. Due to the accessibility consent decree, the posting would necessitate a written transcription of the audio. Reduce meeting minutes to a record of actions and a high level summary of discussion items, allowing those who desire more detail to reference audio or video recordings.

$22,500-30,000 annually; plus one-time expenditure of less than $500

• Staff have more time available for other essential job functions. • This option allows those who would like to hear the entire conversation to be able to do so.

• The cost of regular transcription services would require additional resources. The piloted rate for audio transcription rates was $3 per minute (using a company with a domestic workforce), which translates into $22,500-30,000 over the course of the year for committees and work sessions. • Audio transcriptions might not be able to accurately identify all speakers.

D Hire a part-time or contract staff position dedicated to taking minutes at all meetings and adjust Policy No. 1440 to require detailed paraphrasing to align policy with practice.

$13,000-$15,000 annually [Director feedback in November indicated this estimate may be too low]

• By having a single person responsible for taking minutes, there may be some efficiencies gained by having a highly trained stenographer. • Other staff have more time available for other essential job functions.

• The individual would likely not have familiarity with educational concepts and jargon and may misunderstand certain discussions. • It might be difficult to find one individual with the scheduling flexibility to attend all meetings of the Board. • This option still requires significant resources. Assuming a well-trained stenographer would take only 1 hour of additional time per hour of meeting (as opposed to the 2 ½ to 3) to finish minutes, this would cost $13,000-$15,000 over the course of the year at the estimated rate of $25 per hour.

E Continue with current staff responsible for minutes, but reduce the content of minutes to a record of actions and a high level summary of discussion items.

$0; increase in staff capacity for other duties

• This approach requires the least amount of resources. • Staff have more time available for other essential job functions.

• A detailed record of discussions at committees and work sessions would not be available.

November 02, 2016 Regular Board Meeting

Per Board Policy No. 1440, the minutes contain a record of actions and a summary of

discussion items. To access detailed comments, please see the links to the video record (with

closed captioning available) of this meeting available here and noted below in each section:

Part 1: https://www.youtube.com/watch?v=TOlGPb5ejs4

Part 2: https://www.youtube.com/watch?v=jeWF--347U0

Part 3: https://www.youtube.com/watch?v=EUdhuTkYC3s

Minutes Regular Legislative Session

November 02, 2016, 4:15 p.m.

Board of Directors 2445 – 3rd Avenue South

Seattle, Washington 98134

206-252-0040

www.seattleschools.org

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I. Call to Order

1. This meeting was called to order at 4:15pm.

2. Directors Burke, Geary, Peters and Pinkham were present. Directors Blanford was.

Director Harris arrived at 4:30 pm. Director Patu joined the meeting by telephone at

4:26pm. Superintendent Larry Nyland was absent and Deputy Superintendent Stephen

Nielsen attended the meeting in his place.

3. Pledge of Allegiance

4. Recognition

o Laura Tyler, EPA and Presidential award for outstanding Environmental Education

1. Video: https://youtu.be/TOlGPb5ejs4?t=166

o Native American Heritage Month

1. Video: see below under Section III

II. Student Presentations

Video: https://youtu.be/TOlGPb5ejs4?t=381

III. Superintendents Comments

Presentation for Native American Heritage Month: https://youtu.be/jeWF--347U0?t=119

Superintendent Comments from Deputy Superintendent Stephen Nielsen:

https://youtu.be/jeWF--347U0?t=1456

Testimony from Rep. Gerry Pollet: https://youtu.be/jeWF--347U0?t=2379

https://www.youtube.com/watch?v=TOlGPb5ejs4

https://www.youtube.com/watch?v=jeWF--347U0

https://www.youtube.com/watch?v=EUdhuTkYC3s


https://youtu.be/TOlGPb5ejs4?t=166

https://youtu.be/TOlGPb5ejs4?t=381




P a g e | 2

IV. Student Comments

Video: https://youtu.be/jeWF--347U0?t=2929

V. Business Action Items


A. Motion to Amend the Agenda (please see note in Action Item #2)

Director Peters noted Director Patu’s request to delay an action item and moved for Action

Item No. 2 to be delayed until the Nov. 16th Board meeting. Director Harris seconded.

This motion passed unanimously.

B. Consent Agenda

1. Minutes of the Work Sessions on September 28, the Work Sessions on October 05 and

the Regular Board meeting on October 12.

2. Personnel Report

Director Harris moved to approve the Consent agenda. Director Geary seconded. This motion

passed unanimously.

Director Patu left the meeting at 5:30pm.

C. Items Removed from the Consent Agenda

VI. Board Comments

VII. Public Testimony


1. Jade Standing Rock & Guy

Oron Nathan Hale High School

2. Kim McCormick Amendments to Growth Boundaries Plan

3. Karen Morton ceded to

Daniel Vaughan Amendments to Growth Boundaries Plan

4. Andrea Baumgrarten Amendments to Growth Boundaries Plan

5. Ann Hilman Amendments to Growth Boundaries Plan

6. Phillip Cheung Amendments to Growth Boundaries Plan

7. Douglas Dohan Amendments to Growth Boundaries Plan

8. Erica Delavan Amendments to Growth Boundaries Plan

9. Melissa Taylor & Leah

Apprica Amendments to Growth Boundaries Plan

10. Maureen Kiely Amendments to Growth Boundaries Plan




P a g e | 3

11. Chris Jackins

16-17 Board Gov. Priorities & Sup. Goals; Amendments

to Growth Boundaries Plan; Resolution 16/17-5 Intent to

Construct; Constructability Review of Loyal Heights;

Magnolia Value Engineering Report

12. Chandra Hampson ceded

Daryl Davis

Amendments to Growth Boundaries Plan

13. Eden Mack & Corinne Crabs Amendments to Growth Boundaries Plan

14. Yolanda McGhee Amendments to Growth Boundaries Plan

15. Melissa Pailthorp & Lisa

Levy Amendments to Growth Boundaries Plan

16. Dustin Cross Amendments to Growth Boundaries Plan

17. Joseph Massimino Amendments to Growth Boundaries Plan

18. Andrea Tyshler Amendments to Growth Boundaries Plan

19. Celestine Bolton Amendments to Growth Boundaries Plan

20. Brittany Gaines Amendments to Growth Boundaries Plan

VIII. Board Comments (Continued)

Director Geary: https://youtu.be/jeWF--347U0?t=6857

Director Harris: https://youtu.be/jeWF--347U0?t=7291

Director Pinkham: https://youtu.be/jeWF--347U0?t=7591

Director Burke: https://youtu.be/jeWF--347U0?t=7923

Director Peters: https://youtu.be/jeWF--347U0?t=8426

This meeting recessed at 7:00 pm and reconvened at 7:13 pm.

IX. Business Action Items (Continued)

Director Harris motioned to amend the agenda to allow for the introduction of the Alternative

Learning Experience item before moving to Action items. Director Geary seconded. This motion

passed unanimously.

1. Annual Approval of Written Plans of Programs or Schools Using the Alternative

Learning Experience Model - (C&I, Oct. 10, for consideration) Approval of this item

would approve the Alternative Learning Experiences of the Cascade Parent Partnership

Program, Interagency Academy School, Nova High School, and Middle College School

in the form of the Plans and Annual Reports.

Video: https://youtu.be/EUdhuTkYC3s?t=11

D. Action Items






https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I06_20161102_Action_Report_Approval_Written%20Plan_ALE_packet.pdf


https://youtu.be/EUdhuTkYC3s?t=11

P a g e | 4

1. 2016-2017 Board Governance Priorities and Superintendent Goals - (Exec, Sept. 8, for

consideration) Approval of this item would approve the 2016-17 Board Governance

Priorities and the Goals on which the Superintendent and District will be focused this year.

Director Peters noted the Executive Committee recommendation. Director Harris motioned

to approve the item. Director Geary seconded.

Director Peters moved to amend the language in SMART Goal 4 to include that the District

will conduct an analysis and comparison of costs and benefits of major activities and

programs including looking for efficiencies within analysis. Director Harris seconded.

After discussion, Director Peters withdrew her motion to amend the SMART Goal #4

language as previously stated. The withdrawal of this amendment passed unanimously.

Director Peters motioned to amend the SMART Goal #4 language to state: the district will

begin on analysis and comparison of costs and benefits of major activities and programs

including looking for efficiencies within. Director Harris seconded. The motion to amend

this action item passed unanimously.

This action item as amended passed unanimously.


Director Harris left at 7:41pm.

E. Introduction Items

1. 2016-17 Legislative Agenda - (Exec, Oct. 6, for approval) Approval of this item would

adopt the 2016-17 Legislative Agenda.


2. Approval of Collective Bargaining Agreement with Pacific Northwest Regional

Council of Carpenters - (A&F, Oct. 13, for consideration) Approval of this item would

authorize the Superintendent to execute the 2016-19 Collective Bargaining Agreement

with the Pacific Northwest Regional Council of Carpenters, with any minor additions,

deletions, and modifications as deemed necessary or appropriate and to implement the

terms of the agreement.


3. Amending Board Policy No. 2030, Service Animals in Schools - (C&I, Oct. 10, for

consideration) Approval of this item would amend Policy No. 2030, Service Animals in

Schools.


http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/10_12_2016/I01_20161012_Action_Report_SuptEval_Packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I01_20161102_Action_Report_Legislative_Agenda_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I02_20161102_Action_Report_Caprenter_Contract_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I02_20161102_Action_Report_Caprenter_Contract_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I03_20161102_Action_Report_Amend_Policy_2030_packet.pdf


P a g e | 5

4. Amending Board Policy No. 4215, Tobacco-Free Environment – (Ops, Oct. 20, for

approval) Approval of this item would amend Board Policy No. 4215, Tobacco-Free

Environment.


5. Repeal of Policy D121.00, Student Activities General Standards & Regulations - (C&I,

Oct. 10, for approval) Approval of this item would repeal Board Policy No. D121.00,

Student Activities General Standards & Regulations.


6. Annual Approval of Written Plans of Programs or Schools Using the Alternative

Learning Experience Model - (C&I, Oct. 10, for consideration) Approval of this item

would approve the Alternative Learning Experiences of the Cascade Parent Partnership

Program, Interagency Academy School, Nova High School, and Middle College School in

the form of the Plans and Annual Reports.

This item was discussed before the Action portion of this agenda. Please see above.

7. Acceptance of the Washington Schools Risk Management Pool (WSRMP) School

Security Grant- (A&F, Oct. 13 for approval) Approval of this item would accept the

WSRMP grant in the amount of up to $332,657 to reimburse the installation cost of security

equipment at designated schools and authorize the Superintendent to take all action

necessary to implement this grant.


8. Resolution 2016/17-6 Certifying Excess Levies and Calculation of General Fund Levy

Rollback - (A&F, Oct. 13, for approval) Approval of this item would certify the estimated

taxes to be collected for the school district in the next calendar year.


9. BEX IV: Resolution 2016/17-5, Intent to Construct: the Loyal Heights Elementary

School Modernization and Addition Project - (Ops, Oct. 20, for approval) Approval of

this item would approve Resolution 2016/17-5, which certifies the intent of Seattle Public

Schools to construct the Loyal Heights Elementary School Modernization and Addition

project.


10. BTA IV: Constructability Review Report for the Loyal Heights Elementary

School Modernization and Addition Project - (Ops, Oct. 20, for approval) Approval of

this item would approve and accept the Constructability Review Report by Meng Analysis

for the Loyal Heights Elementary School Modernization and Addition project.


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I04_20161102_Action_Report_Amend_Policy_4215_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I05_20161102_Action_Report_Repeal_D121_packet.pdf




https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I07_20161102_Action_Report_Risk_Management_Packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I07_20161102_Action_Report_Risk_Management_Packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I08_20151102_Action_Report_Resolution_201617-6_Levy_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I08_20151102_Action_Report_Resolution_201617-6_Levy_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I09_20161102_Action_Report_Resolution_201617-5_Loyal_Heights_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I09_20161102_Action_Report_Resolution_201617-5_Loyal_Heights_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I10_20161102_Action_Report_Constructability_Report_Loyal_Heights_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I10_20161102_Action_Report_Constructability_Report_Loyal_Heights_packet.pdf


P a g e | 6

11. BTA IV: Magnolia Elementary School Renovation and Addition Project: Value

Engineering Report, State Funding Assistance - (Ops, Oct. 20, for approval) Approval

of this item would accept the Value Engineering Report and the Architect's Response and

Recommendation Matrix for the Magnolia Elementary School Renovation and Addition

project.


12. BEX IV: Final Acceptance of Contract P5065, with Lincoln Construction Inc., for

Jane Addams Middle School Repurposing and Seismic Improvements Project, Phase

II - (Ops, Oct. 20, for approval) Approval of this item would accept the work performed

under Contract P5065 with Lincoln Construction, Inc., for the Jane Addams Middle School

Repurposing and Seismic Improvements project, Phase II, as final.


XI. This meeting adjourned at 8:12 pm.

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I11_20161102_Action_Report_Magnolia_Value_Engineer_Report_packet.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I11_20161102_Action_Report_Magnolia_Value_Engineer_Report_packet.pdf


https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/16-17agendas/11_02_2016/I12_20161102_Action_Report_Contract_P5065_JAM_Closeout_packet.pdf




Ref#: SEASJB-01 Seattle Schools / Dec 8 A&F meeting page 1 of 46 Director Peters; Director Harris; JoLynn Berge; Nate Van Duzer; Cashel Toner

Eugene Gousie; Michael Stone; Andrew Medina; Amy Fleming; Director Blanford

December_8_2016_A_F_Audio.MP3

Seattle Schools 12/28/16 Page 1 of 46 RF# SEASJB-01 www.ProductionTranscripts.com – 888-349-3022

Director Peters: Let's call this meeting to order for <inaudible>. This is the Audit and

Finance Committee meeting. Thursday, December 8, 2016. It will be followed by an

Oversight Work Session also in this room. So Board of Directors present, Leslie Harris

and myself, Sue Peters. May we go around the table and then around the room, and

everyone can announce their presence.

JoLynn Berge: JoLynn Berge, Assistant Superintendent for Business and Finance.

Nate Van Duzer: Nate Van Duzer, Director of Policy and Board Relations.

Linda Sebring: Linda Sebring, Budget Director.

Amy Fleming: Amy Fleming, Accounting Director.

Michael Stone: Michael Stone, Director of Grants.

Clover Codd: Clover Codd, Assistant Superintendent of HR.

Director Peters: Okay, great, thanks! So we don't have a super long agenda tonight.

We're going to try and go through it a little bit quicker so we can move on to the Work

Session in a timely manner. Are there any changes to the agenda?

Director Harris: None from me!

JoLynn Berge: Staff has one. For your consideration, we'd like to move Special

Attention Item Number 1, the 1718 Workplan up before the BAR. So right after the

approval of the November 10 Meeting Minutes, we'd like to move Special Attention Item

Number 1 up, transfer it, it is in our packages.

Director Peters: Okay, I don't see any problem with that. Also, since Gene isn't here to

present his Smart Grants, then maybe you should, makes sense. Let's let Nate go first.

So do I hear a motion to amend the Agenda as suggested?





Director Harris: I move that we approve the Amended Agenda.

Director Peters: And I second. All in favor.

Director Harris: Aye!

Director Peters: Aye, all right! The Agenda has been approved, amended, and we now

move on to the Minutes. Are there any changes to the minutes.

Director Harris: I have no changes.

Director Peters: Nor do I. Do I have a motion to approve Minutes.

Director Harris: I move that we approve the Minutes.

Director Peters: I second. Great. Now we go on--

Director Harris: In favor.

Director Peters: All in favor?

Director Harris: Aye.

Director Peters: Aye. There we go, thank you. All right, so now Nate is going to join us

and talk to us about the workplan. Nate!

Nate Van Duzer: Yes. Thank you. Nate Van Duzer. You have both heard this speech in

the Executive Committee, but we have a different set of policies to look at in this

Committee, so I am looking at the 2017 Committee Workplan for the A&F, not the

Quarterly Audit Schedule. And I'm going to focus mainly on that top-line Board Policies

and Procedures. And the purpose of the conversation today is to give you a chance to

provide feedback for us to take. And we're going to bring the workplan back to the new

A&F Committee next month for a more formal review. So going through these quickly.

First, I'd probably highlight the biggest chunk of policies in here come in May, and there's





a series of HR-related policies around Harassment, Intimidation and Bullying. We've got

some policies that live in the Student Series, but are really about adults. And there's a

number of different overlapping policies in that area. And so Clover has kind of a list of

some of the things that she wants to disentangle there. And so that's several months of

work, so you won't see that until later in the spring. But those are the-- I think the

meatiest updates here. And the two in January, are two that Amy is working on. They're

new Model Policies from WASDA that they recommend that we adopt.

Amy Fleming: They're from the Reauthorization of No Child Left Behind. So they're

ESSA driven.

Nate Van Duzer: And then in February, there's the District Fundraising policy updates

that I think has been discussed by the Committee or that you've gotten updates on. And

there's also the Hiring of Retired School Employees policy update.

Director Harris: And the hiring of-- may I? I'm sorry.

Nate Van Duzer: Yeah, go ahead.

Director Harris: Do you want me to ask or wait?

Nate Van Duzer: No, please.

Director Harris: Okay, thank you, sorry. Hiring of Retired School Employees, is that by

virtue of changes in the legislature?

Nate Van Duzer: I don't recall off the top of my head the impetus for that. I know there

was a WASDA update, but I also think we were working on it before WASDA made an

update.

Clover Codd: We were working on it before WASDA made an update. Our current

policy says that retired employees can only be on a one-year contract, so every year we

essentially have to renew them, it makes it hard for schools. WASDA came out with a

new model policy. John Circly [ph?], in the Legal Department, did an analysis of what

State Law says versus what the WASDA policy says versus what our policy says. And so

we just want to make sure that it's aligned.





JoLynn Berge: And there was a change because of the teacher shortage. So they

opened up the retire/rehire a bit, so that there wasn't as many penalties, so that some of

the teachers could come back a little earlier. That was my recollection. So there was--

<overlapping conversation>

Director Harris: <inaudible> from my question.

Director Peters: Had we seen the benefits of that already? Has that gone into--

Clover Codd: Not in payment or all of that.

Director Peters: No? Okay, because I saw some names on a Personnel Report that

were people who had retired not too long ago, and I saw that they had been rehired, and-

-

Clover Codd: We are to keep our teachers everywhere we can to help out with the

<inaudible> that we have. So but I don't think that there's the measurable difference from

one year to the next. But we also want to keep our policies, so.

Director Peters: And I saw some good people, by the way, coming back from

retirement, so I was quite pleased. Like to welcome Director Blanford, who's joining us at

4:30 in Room--

Director Harris: 67.

Director Blanford: My apologies for being late.

Director Peters: All right, so we're just looking at the Workplan.

Director Harris: Which we moved on the Agenda to before the Bar.

Director Blanford: Okay.





Nate Van Duzer: So looking at in April, we bring it-- this is another WASDA update. The

Drug-Free Schools Community and Workplace. The update is around the workplace. So

the old Model Policy had language where if you were taking medication for a medical

reason, and it had a potential to affect your performance, you had to report it to your

supervisor. And they've changed that policy to just say it's the employee's responsibility

not to be taking medication that affects your performance at the workplace. And if you

are-- I forget exactly what the language says there, but it's eliminating the reporting. It

seems like an employee from the amendment, it's eliminating the disclosure, or portion

you did disclose what medications you're taking.

Director Peters: Oh, okay.

Director Harris: And does that also knit in with ADA?

Nate Van Duzer: That, I don't know, I can't speak to, yeah.

Director Blanford: Well, how does marijuana fit in that?

Nate Van Duzer: I think marijuana would still be-- if you're taking it for medicinal

purposes, there would still be something that could potentially impair your performance at

work and so it would-- even under the new language that would not be something that

would be--

Director Blanford: That'd be a new assumption.

Nate Van Duzer: Yeah, yeah. So I mentioned before the policies that kind of the group

of Retaliation and Harassment policies in May. And then the last one in August is another

WASDA update about Maintaining Staff/Student Boundaries. I believe WASDA looked at

that again, and has it has some language, kind of exception language for when there's a

preexisting relationship between a staff member and a student that's a family connection

or an existing friendship. And so the current WASDA language, which I think we have is a

bit of a black-and-white picture about when staff can interact with students, and so I think

this provides a little more flexibility.

Director Peters: Director Harris?





Director Harris: Do we have a list currently of the old alphabetical policies that have yet

to be renumbered and reinserted into our policy book?

Nate Van Duzer: Yes. So I should have started by saying where these policies come

from. I started with three different sources. One is Parking Lots of Existing Committees.

Two is WASDA Updates, and three is looking at our older policies and figuring out which

ones can we refresh and update or repeal if they're just not relevant anymore.

Director Harris: Then my next question would be, so this is coming to us in May. Does it

make sense to get kind of an early look at what the thought process is a couple of

months beforehand? "These are things we're thinking about, we'd like your feedback now

If you have language that is important to you, or you think would be of value or other

districts' policies that you would like us to take a look at." Is there a process there so it

doesn't all get crammed down at the end?

Nate Van Duzer: Yeah.

Director Harris: Kind of a heads-up?

Nate Van Duzer: Yeah, I think there definitely could be, especially for the bigger

changes. I know some of those, I think, have labor implications, so the sequencing of that

would need to be figured out.

Clover Codd: I would be happy to bring updates. I just didn't want-- because I want to

meet the timeline, so I didn't want to give a timeline that was unreasonable. But to give

updates on progress and if there's any new language that we're thinking about, I would

be happy to bring them in a timely manner, even if it's each month, plus that holds me

accountable for making sure there's forward progress. So I would be fine with that. I just

didn't want them due officially earlier.

Director Harris: Right, and if it has labor implications, for instance, if you say that in

March, that, "This has this potential, heads-up," folks can start their thinking process. And

it would seem potentially to be more collaborative and more proactive.

Nate Van Duzer: Mm hm.





Clover Codd: Right.

Nate Van Duzer: So I'm new to kind of this way of mapping Workplans, but what I've put

here is where I think the Final Action in Committee is the target for that, but that wouldn't

preclude coming earlier with a preview, or, "This is where this is going."

Director Blanford: I have a question for you.

Nate Van Duzer: Mm hm.

Director Blanford: As I'm looking at this and I'm seeing holes, areas where we could fill

in places, thinking about the reconstitution of this Committee, that I suspect will have

happen by our next meeting. So wondering where we will be able to get input on-- from

the new Committee members and have those pieces that they're interested in inform this

entire process?

Nate Van Duzer: Yeah, good question. So the purpose of this discussion is to get input

from the outgoing Committee, and then we're going to bring it back to the new Committee

in January.

Director Blanford: Okay. And forgive me if you discussed that before I got here.

Nate Van Duzer: Yeah, that's all right, yeah.


Director Peters: JoLynn?

JoLynn Berge: We've been talking in Budget, so there's an item in June under Special

Attention Reports, the Budget Book Presentation. I think what we've been trying to

identify is a more efficient workflow. And so maybe what we would like to propose teeing

up in June is a preliminary based on what we know at that point. But we wouldn't actually

issue the Budget Book until after the Board adopts, likely in August, this coming year.

Because we're kind of doing double duty, and our budget book's out of date. If there are

any changes that get made between when we write it, and what the board might actually





adopt. And so to be-- have a product that is more transparent and up to date, we would

like propose moving that to an August, after Budget is finally approved kind of release. So

we would have a preliminary worked up, but then we would be able to actually update it

for any changes based on legislative or Board action for the budget.

Director Peters: That sounds like a reasonable timeline for that.

JoLynn Berge: So I'll work with Nate on updating that.

Director Peters: Any other questions about this item?

Director Harris: I would like to go back to the May policy work, and I suspect this is a

question for Dr. Codd. Is this where some of the social media issues are going to land?

Clover Codd: Oh, you mean-- no. I need to talk to Noel and John. So you're talking

about people using social media on their free time that might be considered harassing or

bullying and that sort of thing. So that's not a part of these, but I won't be able to answer

your question, but I'll bring it up with Noel and John to see where that plays in. I mean,

there are First Amendment rights with respect to people's own personal social media.

And there is obviously professional conduct and professionalism, and there are other

ways to approach that.

Director Harris: No, this is a real hairball. That's why I'm asking.

Clover Codd: Yeah, let me just make a note of it and make sure that I bring it up to

them with respect to this. I don't know that it will fall under here, but I know what you're

asking.

Director Harris: Thank you.

Director Peters: And I just had a couple observations. There's two topics I see that are

likely to generate quite a bit of interest. One of them is the Potential Risks on April 18th.

And that's if needed. And then also the Alliance for Education and MOU. So for the

Alliance for Education, is that related to like the fiscal role that they play? What is that

related to? Or is that--





JoLynn Berge: It's not. Because we've separated from them, where we're not paying

them to do any fiscal type of work in that way. So I think this is more of, just like it says,

"A Strategic Planning." It's more of an agreement that says, "We're going to work

together to try to partner, to find resources for K-12," is how I currently understand it.

Director Peters: So it's new.

JoLynn Berge: I think that there has been an MOU in the past, I'm not sure that there's

one in place right now.

Director Peters: But it did not get renewed. This is about a year or so-- it's like t-- or was

it--

JoLynn Berge: Right.

Director Peters: So is this a whole new--

JoLynn Berge: I think this may be--

Director Peters: Or the document is?

Director Harris: Like a C--

JoLynn Berge: Something that, yeah, this would be a new one. I'm not sure where

we're at? I need to check in with Dr. Nyland [ph?] about where he's at with this. I'm not

sure that we're at a place that we want to reconsider an MOU or not with the Alliance. I

just don't know.

Director Peters: Okay, and yet here it is.

JoLynn Berge: Yet here-- well, I assume it's a holdover.

Nate Van Duzer: Yeah, I think-- so in my work, I was focusing on the top line, and I think

I asked Leah for the template. And my guess is she took mostly what was from last year.





Director Peters: So this is from a previous-- okay.

JoLynn Berge: It was from last--

Nate Van Duzer: But that's a good one to flag.

JoLynn Berge: Last year.

Nate Van Duzer: Because we don't want it on there if it's not coming.

Director Peters: That's what I wondering. Okay. And then--

Director Blanford: Or could it have been a placeholder to say--

Director Harris: Let's revend [ph?] it?

Director Blanford: Let's look at it in a year.

JoLynn Berge: I'll have to check in to figure out what people think.

Director Blanford: I think there was some conversation about do we revisit the

relationship in a year.

JoLynn Berge: Okay, we can look back in prior Minutes to see if we can find that out.

Backtrack.

Director Peters: And again, on the Potential Risks, under April 18th, is that future or

past?

Clover Codd: So we typically have something in April, because for the Collective

Bargaining Agreement, any classified risks for SEA, people need to be notified by April

30th, unless we mutually agree to a different perhaps later date because of extenuating

circumstances like the Budget. We haven't agreed on a new date yet, so we still-- so if we

come back with a new later date, we want to put it in in probably May, but sometime in





April and/or May, we still are going to need to come to the Audit and Finance Committee

with the potential risks.

Nate Van Duzer: And that's been a smaller list in the past. But it could be a much bigger

list--

Clover Codd: Could be a bigger, yes.

Nate Van Duzer: -- this time. Requiring that we know about it in advance so that when it

goes out to people, we've been briefed and we can respond to their concerns. Okay.

Director Harris: All right, I guess I'm a little uncomfortable with where the Alliance MOU

is landing on the first meeting of a reconstituted Audit and Finance Meeting. And I wonder

whether that makes more sense in February or March? In terms of teeing it up, in terms

of teeing up the history.

JoLynn Berge: I think that's--

Nate Van Duzer: If it's supposed to be on there, yeah, we can look at that and see what

the right time is.

Clover Codd: I think if you look at old A&F Workplans, it's just always been sitting right

there. So I think that, I don't know that there was intentionality.

Director Harris: Not suggesting that, I just think that context probably would be very

helpful there.

Director Peters: All right, well, unless there's any other questions or comments, let's

move on. Thank you very much, Nate.

Nate Van Duzer: Thank you!

Director Peters: All right. So the next item is now we're going to look at the BAR. And

that's the Head Start Relation.





JoLynn Berge: Hi! Gene Gousie is home sick today.

Director Peters: Oh, I'm sorry.

Cashel Toner: And so I would have been here, but I was planning to do more listening

than talking. But if you'll--

JoLynn Berge: Can you introduce yourself, please, into our new tape recorder.

Cashel Toner: Sure, I am Cashel Toner, the Interim Executive Director of Curriculum,

Assessment and Instruction. And I supervise Gene Gousie, who is our Head Start

Manager in Seattle Schools. Okay. So this is a BAR that would allow Seattle Public

Schools to accept what the Federal government is calling Duration Funds. Took me a

little while to understand what does that mean, duration. But it means length of school

day. So right now Head Start in Seattle Public Schools is offered in a half-day program.

And the Federal government has made a recommendation for all Head Start to shift

toward full-day programming across the nation. And so in order to take a first step toward

that, they've made some funds available for duration, to extend the school day. So as you

know, because A&F has been sort of kept in the-- kept informed about that, and also

Director Geary is the Board Liaison, so she's been involved in developing this Proposal.

But we applied for four classrooms to be extended into full day programming for Head

Start, and we've been awarded for two classrooms to be switched over to full day

programming. I'm going to talk to you about sort of the rationale that was used, and the

research that we used to come to deciding, or recommending where those classrooms

might be located and the community engagement work that was done to make sure this

was a good fit for the families that we serve. So on the second page of the Board Action

Report, you'll see there that Community Engagement is described there. And it started in

the spring last year, where we surveyed families, and we asked them the question, "If,

when you were involved, your child in Head Start this past year, if there had been a full-

day option available, would have enrolled in that full-day program?" And 90 percent of the

families responded that they would have. So, that was encouraging! So that was one

level-- that was one attempt at some family engagement. And then the next thing is that

the Head Start model really promotes family engagement through the Policy Council. And

so the Policy Council was involved in designing this Proposal for the classrooms to be

extended into full-day. The next thing is to think about the Equity Analysis, because you

know we have more than four classrooms right in Head Start. So then the questioning

was, "Well, if we're awarded these funds, where might we place these classrooms? And

how are we going to make a decision about that?" So at the back of your packet, you can

see the map that shows pre-school programming across the City. And you can see there





that there's a need in the North part of the City, and then you'll see that there's a pretty

good concentration in the Southeast part of the City, but not so much in the Southwest

part of the City. So given that information-- and then the other thing that we needed to do

was sort of check reality and say wait, where is this even possible within Seattle Public

Schools? And so when we put all of those things together, the recommendation would be

because we only teach a morning session in a couple of classrooms, that means that the

afternoon, that space is available in the afternoon without disrupting any capacity in the

larger context of Seattle Public Schools. So in the Southwest part of the City, Rocks Hill

has been recommended to have a full-day class of Head Start if we accept these funds.

And then in the North at Olympic Hills has available space in the afternoon, so we could

teach a full day there. So then that sort of met our criteria of looking at, you know, where

is access across the City, and then where is it even possible with space? The Student

Benefit. Let's just spend a minute there. If we move forward with this Proposal, that would

mean that 40 families will get to have access to full-day of Head Start programming next

year.

Director Peters: And the suggested locations are being embraced by the Building

Leadership Teams?

Cashel Toner: Mm hm, mm hm, mm hm. I would like to spend a little bit of time on

Number 12, which is Timeline for Implementation. We still have some decisions to make.

We need to come up with a criteria around how will we sell it staff to participate in the full-

day classrooms, you know, versus the other model? So we have to come up with a

decision-making criteria for that. We also need to think about student selection and come

up with some sort of mechanism for-- and a framework that's transparent that folks can

understand, about selecting full-day.

Director Peters: And would that also include Special Ed kids?

Cashel Toner: Oh, yeah. So Head Start has a embedded criteria that they need to have

a percentage of kids across all of their programming that are students with IEP. And that

is ten percent. So it's built into their program.

Director Blanford: So when you were discussing the map in the back, you said

something about the map indicating a need. And I'm not seeing how that's working.

Cashel Toner: So just if you'll look at the map, you'll see that there are fewer dots at the

top of the map than there are at the bottom of the map.





Director Blanford: Oh, that's your <inaudible>.

Cashel Toner: <laughs> Yeah. And then same goes, so you'll see a cluster of them in

the Southeast, right, of programming, but you don't see as many dots over there in the

Southwest and certainly up North.

Director Peters: So, Cashel, is the two-- I'm sorry.

Director Blanford: No, go ahead.

Director Peters: The two schools that have been identified as the likely locations, two

questions. Do they currently have a Head Start programs there?

Cashel Toner: Yes, at Rocks Hill, mm hm, there are. So yes, there are two classrooms

at Rocks Hill. One of them we move forward with this Proposal would be a full-day

classroom, and then the other one would continue on with teaching two sessions.

Director Peters: Okay, and then does Olympic Hills have--

Cashel Toner: Olympic Hills. So currently at Cedar Park, I don't remember if bo-- I'll

have to get back to you on that.

Director Peters: Okay. Oh, <coughing; inaudible> Cedar Park.

Cashel Toner: Yeah, yeah, yeah.

Director Peters: Okay. And then what is-- okay, so this is preschool.

Cashel Toner: Let me write down your question. So is there--

Director Peters: Yeah, is there currently a Head Start there?

Cashel Toner: Or will there be at Cedar Park, yeah.





Director Peters: Okay. And then-- well, I had three questions. And my second question

is when we change a half-day program to a full-day program, the advantage is that

students get a longer time, but it also means we're serving fewer students. So can you

give us the breakdown on what the net difference would be in how many students are

served?

Cashel Toner: Except for this one, because we'll still be able to serve the same amount

of kids, we'll just be extending their time in the actual classroom. So imagine this, we're

taking a classroom that only teaches in the morning time, because we don't have funding

to do the other half. We're accepting potentially these funds to let these same kids--

Director Peters: Oh, okay. And then in the other classroom at Rocks Hill is going to

continue to be two sets of half-day.

Cashel Toner: Uh huh. So there are two classrooms. One will be a morning and

afternoon session. If we use the second, <coughing; inaudible>, we can just take the

morning session. So that's--

Director Peters: So 120 students--

Cashel Toner: -- into the afternoon.

Director Peters: -- can be served.

Cashel Toner: No, 40.

JoLynn Berge: Forty full-day. She's saying 120 students will get some Head Start.

Director Peters: So if you've got two classrooms, and one of them is going to be all day,

Clover Codd: Correct.

Director Peters: So 40 kids all day.





Cashel Toner: Yep.

Director Peters: And then the other classroom, it's a morning session 40 kids, and a

different 40 kids in the afternoon session.

Cashel Toner: Twenty. A classroom only takes 20.

Director Peters: Only takes 20! Oh, okay, that's-- all right.

Director Blanford: That's where you get the 40.

Cashel Toner: Yeah.

Director Peters: Okay, got it, okay. All right. And so the first classroom has 20 kids

we're going to have in there. All right, all right. So 60 total.

Cashel Toner: You got it.

Director Blanford: And so--

Director Peters: Oh, I was wanting my final question, and Leslie--

Director Blanford: And then I am going to--

Director Peters: I know it's the time. And what do you know about the free and reduced

lunch percentages of those two schools, and would the preschools necessarily reflect the

demographics of the schools with enrollment in it?

Cashel Toner: So for Head Start, remember there's an income qualifier. So all of the

children that are in the Head Start classrooms are eligible potentially for free and reduced

lunch services, because they're similar qualifiers. And then, you know, for Rocks Hill, the

larger demographic of that is pretty high free and reduced lunch. For Cedar Park, I'm not

sure we know yet, because of the moving and all of the different moving pieces, so I

couldn't speak to that.





Director Peters: Mm hm, and Leslie has the floor.

Director Harris: How do we determine who at Rocks Hill gets half-day and who gets

full-day? Will that be by lotto or what?

Cashel Toner: I'm not sure we know the answer to that question yet. We have to come

up with some sort of framework for families to let us know what they would want, and

then to make-- have some sort of--

Director Harris: And does that go back through, then, the Race and Equity tool, and the

Community Engagement tool?

Cashel Toner: I imagine it should. Yeah. And Number 12, those are what we've

identified as our next steps.

Director Blanford: The Proposal that you developed for this, it says at the bottom of

Section 6 was developed with Policy Council input. Are those-- do the individual Policy

Councils roll up to an overall policy council?

Cashel Toner: Yeah. So it's like--

Director Blanford: And so it has representation from each of the sites?

Cashel Toner: Yep.

Director Blanford: Yeah, I didn't know that. I thought they were just--

Cashel Toner: Each one. Mm hm. It's here. Yeah.

Director Blanford: Okay, good, excellent.

Cashel Toner: Mm hm.

Director Peters: If there are no further questions, do I have a motion?





Director Harris: I move that we forward this to the Board with a recommendation to

pass.

Director Blanford: Second.

Director Peters: Okay, all in favor.

All: Aye.

Director Peters: All right. Thank you!

Cashel Toner: Thank you!

Director Peters: Okay, the next item-- now we jump back to the Special Attention items.

And to-- well, this is the Head Start Financial Report. I guess that's the _________ floor

back to you, didn't it?

Cashel Toner: Yep. Okay! Again, substituting for Gene. Here we go. So I'm just going to

check my notes here. He lets me know that we're on track, as we would be expected for

this time in the school year. Remember that the Head Start Budget is a little bit different

budget cycle than the rest of Seattle Schools, so that their budget goes from October to

October.

JoLynn Berge: Oh, it's on the Federal?

Cashel Toner: Yeah.

Director Harris: Do we anticipate any changes given the change in Federal

Administrations?

Cashel Toner: I don't know. I don't know at this time. Yeah.

Director Blanford: You've got some really big variances it looks like on not very much

money, but 2,995 percent on Equipment Repairs and Alterations. I'm just looking at some





numbers here that are much, much bigger as far as variances are concerned that they

normally are.

Cashel Toner: So what I'm going to do is just capture your questions, and then ask

Gene to respond, if that's okay.

Director Blanford: Without a huge amount of time in the spurt, because these aren't

large dollar amounts to start off with. But one of the things I always pay attention to is that

how close we are to the Budget.

Cashel Toner: Sure.

Director Blanford: And so that number tells me that some of these are way out of

whack. Some of them, you know, that's balanced by some that are--

Cashel Toner: Way under.

Director Blanford: Way under. But I don't want to put you on the spot. Gene's the--

Cashel Toner: That's okay. I wrote down your question, we'll get back to you.

Director Blanford: Okay, great.

Director Peters: Any other questions or comments? Great, thank you.

Cashel Toner: Okay, good.

Director Peters: All right, so next up, our Grants Update with Michael Stone. Hi,

Michael.

Michael Stone: Hi, good evening, Michael Stone, Director of Grants. Fiscal Compliance.

So from the last reporting in September, there's only a couple of significant changes. And

they're actually the very last page under Foundation Corporate, and that is the addition of

the Vulcan Grant and the Satterberg Grant. So 400,000/700,000 which the Vulcan one





was approved last night, thank you very much. And that's really the major changes in

where we're at, because everything comes in. There's some changes in PTSA grants that

are a couple thousand here, a couple thousand there, where they're either adding for

other stuff after they've had their auctions and stuff.

Director Blanford: Which one is the Vulcan Grant?

Michael Stone: The Vulcan was the-- going through the Seattle Foundation. It's going to

be down-- it's lumped down here in Miscellaneous Other, the Foundation. That was

where we saw the biggest increase, up to 900,000. So that's where it was at.

Director Peters: Is that the Paul Allen Foundation, etcetera, or is that--

Michael Stone: Yes.

Director Peters: That is, okay.

Michael Stone: Which they've now changed their name to Vulcan. So I need to work

with Min [ph?], who I had put this report together, to change that.

Director Blanford: Oh, that's why I didn't see it.

Michael Stone: Yeah. That's where it's at. Yeah, it used to be the Paul Allen

Foundation, Family Foundation, now it's the Vulcan Foundation. They changed their--

Director Peters: And Satterberg is in there as well?

Michael Stone: Satterberg's in there as well. We're still waiting for the check, but it's in

there. It's been approved by you, so it's in there. And then if you-- there's some notes up

on the side. Min broke down the FEL as to what the amounts are for you, too, up there in

those little notes on the side. They're actually supposed to be hidden, so I thought I would

clarify as to what they are.






Michael Stone: And there is an increase in Seattle pre-school, because of the addition

of the classes from the last times. Those are the only changes.

Director Harris: On that note, have we received either the hold back/performance pay

of the 25 percent?

Michael Stone: Yes.

Director Harris: All 25 percent?

Clover Codd: We're on action for milestones throughout the school year, so so far we've

only had the opportunity to earn three of them as we move to the school year, there are

<inaudible> more opportunity.

Michael Stone: But last year, we did meet all 25 percent.

Clover Codd: Yeah, so nine out of nine.

Michael Stone: Yeah.

Director Peters: So as we meet the milestone, the funds come in?

Clover Codd: Yep.

Director Peters: And is the 25 percent then broken out by each milestone?

Clover Codd: Mm hm.

Director Peters: Okay.

Clover Codd: And there's-- yeah.

Director Peters: When the funds come in, where do they go?





Michael Stone: Into a-- as they all do, they're in a reserve account. We're actually given

all the funds upfront, or we budget them all upfront, and they sit in a reserve account, and

when they're awarded, we move them over to the specific budget lines for either the

buildings or the preschool. So in Ms. Toner's department, she has a budget line that is

the 25 percent. And that money's loaded in there as it comes in.

Director Peters: So you're saying we're-- the District is given that money and it's--

Michael Stone: We put it in reserve.

Director Peters: Put it in reserve. Oh, that's interesting. Because we were told

something-- we were told before that the District actually has to sort of front them money

and then get reimbursed.

Michael Stone: Well, like we bu-- it's budgeted there and sitting there and as we're

given the awards, we pull it over. So yes, it is budgeted upfront by the District, but it's not

put into Ms. Toner's budget until we get notice from the City that she has-- that they have

met the milestone. So we put a placeholder in there for the money. But the money's not

moved over and allowed to be used until the milestone is met.

Director Peters: Okay. Well, the resources that are required to get to the milestone.

How are those paid for?

Michael Stone: From out of the--

Cashel Toner: A grant.

Michael Stone: The Gates--

Director Peters: A grant, okay.


Director Peters: Cool, okay. So the grant covers that. And then the 25 percent comes

out of the reserve.





Cashel Toner: Slowly.

Michael Stone: Yes.


Michael Stone: Okay. That's all I have.

Director Peters: All right, any other questions or comments? Oh, Director Harris, did

you have something?

Director Harris: So we are looking then next year for PTSA at four-point, say, four

million dollars?

Michael Stone: Depends on what goes on with John Stanford and McDonald, if they

decide to move forward with that same model, and I need to have that discussion with the

new principal to see if that's going to move forward. But that's where we're at right now.

So, we can see that there is a need to tick up each year, a little larger this year. So we

could be there or higher.

Director Blanford: I do have a quick question.

Michael Stone: Yes?

Director Blanford: The Minder Grant. I see it says Research Analyst in Collaboration

with U-Dub.

Michael Stone: Yes!

Director Blanford: Is that a position that is our position?

Michael Stone: That is a position that is under research and evaluation, that is helping

with the data on out of school time, and working with PASS hinder [ph?]. Eric is running,





Eric-- Dr. Anderson is running the data piece, and his-- the grant is paying for someone to

help him analyze our data around out of school time and student suspensions.

Director Blanford: An external person? Or someone that we've hired?

Michael Stone: Internal hire. It's someone we've hired.

Director Blanford: And how does that-- is using a question that frequently comes up-- is

that sustainable over time, or is that a time-limited position?

Michael Stone: That position has also been put into the John Hopkins work done to the

grant that Mr. Ruiz [ph?] has. So I'm-- at this point--

Cashel Toner: The grant funded, it's time limited.

Cashel Toner: Grant funded, it's time limited.

Director Blanford: Okay. So we don't make any promises of sustainability on that. It is

for this project, when the project ends, funding does. Okay, got it.

Director Harris: And would this be the sort of grant, JoLynn, that will have the costs of

administration added to it?

JoLynn Berge: If it's not currently being charged, yes, these are the kind of things that

we would look at.

Director Harris: And you have two variables on that, or two different--

JoLynn Berge: Yep, there's--

Michael Stone: We're a sub-recipient on this grant from the U-Dub. So it's a U-Dub

grant and we're a sub-recipient from the U-Dub.





JoLynn Berge: So first, we would always look to see whether or not indirects can be

taken based on the grant agreement that we signed. Then we would look at right now we

would be scoping out PTSA and not charging indirects on that. There's some discussion

of, I know Dr. Nyland wants to reconsider if they give us like 250,000, should we charged

some small indirect at that point from the PTSA or not? If they are currently being

charged the lower rate, we would be moving them up to the higher rate, if allowed. And if

there's no rate being charged, we would start implementing at the lower rate. Taking

<inaudible>.

Director Blanford: And so if all the funds are used currently for salaries, and we're

going to start charging an indirect rate, what is the implication of that on a person who is

currently hired?

JoLynn Berge: So we would have to look at their budget. Because if they were fully

maxed out between salary and benefits, then we wouldn't be able to take the indirect

rate. But like for the City, which is the biggest grant, and likely the biggest generator of

new indirect costs, each program dollars would be slightly rolled back.

Director Peters: So Michael, I have a question about the Federal grant section and the

Race to the Top money. Now I know Race to the Top is finished, that grant is finished,

and its grant's out. So there's a number of initiatives here that are now not being funded.

And so the total allocation is gone from 1.9 million dollars to 276,000 dollars. Are you

following?

Michael Stone: Yes.

Director Peters: So, what is going to happen to those initiatives? And one example is

the PSAT/SAT, which we discussed the other day about how we've been able to offer

these tests at no cost to students during the school day. How we've been able to afford

more kids that opportunity to be on the college track. And is this something where we can

go to the City? Is this aligned with the City Summit talk about how they wanted to support

the District with college and career issues? How are we going to fill these holes?

Michael Stone: I would need to check into that. There is new funding coming out under

ESSA, that would cover some of this support. So it's something that we'll have to look at

when they get the final guidelines out. Although we did learn next week, or last week at a

conference, that that could change January 20th. <laughter>





Director Harris: Hence, my question before.


JoLynn Berge: Yeah, so we know that the PTSA/SAT was backfilled with goal money

that you guys approved for this year, and that's how we paid for it this year. Moving

forward, I think that Federal Title dollars are eligible.

Michael Stone: Title 4.

JoLynn Berge: So it would be something that we could talk to the City about, this would

also be something that would likely be attractive to other types of alliance, types of

donors or other partners. It's something very tangible, and we can say, "This is exactly

what it buys," and it really fits in well with a lot of peoples' education strategy that they

want to fund. So it's a, hopefully, a hot commodity for us.

Michael Stone: Yes. And bringing Title 4 back is opening up some new doorway-- to

new doors that we can actually use Title 4 for IB, advanced placement. And that may

help immensely with some of our programs. That they will no longer be un-funded. We

would have a Federal funding source for them.

Director Harris: Wow. Help me understand what you mean by "advanced placement,"

please.

Michael Stone: So there is specifically written that there can be block grants that the

District is eligible to apply for through Title 4, that are for IB and AP courses, covering

testing fees and that. And expanding access to those courses.

Director Peters: Does any of that money go towards any new training for teachers to be

qualified to teach like an AP class, or an IB class?

Michael Stone: I mean--

JoLynn Berge: It's possible.





Michael Stone: It's possible.

Director Peters: Or is it just the administrative fees associated with--

JoLynn Berge: We'll have--

Michael Stone: They're still writing the guidelines. So it'll be early spring before we start

to see any of that and really know.

Director Peters: It's going to be interesting having some kind of standard in this district

for what-- the instruction that goes with these classes. And so the classes are at the level

they should be at.

Michael Stone: Right.

Director Harris: What are we doing to collaborate with the Superintendent Elect, a new

SPI, because the way that I understand it, the ESSA information has been slowed down

until a) more input is put in. And to where the new Superintendent will put their mark on it.

Are we working with them as far as Title 4 and language we'd like to see for this sort of

thing?

Michael Stone: I mean, they've got--

JoLynn Berge: You're on the stakeholder groups.

Michael Stone: Yeah, I was on the District and School Improvement Group, which

identified how we are going to work with those schools who were still performing at the

bottom five percent. The language just came out. They had 14 different stakeholder

groups that brought this information together. They put it together. The reason it was on

the timeline that it was was to make the April deadline to have it approved. If not, the next

deadline is September, to have your State plan approved. So that's why it was under

Director-- Superintendent Dorn's oversight. I'm sure that the new persons coming in, our

new Superintendent will take a look at it and stuff, but I have a feeling it's still going to

move on the same calendar as that, but they will allow more public testimony. 'Cause

they really wanted to get it to the Department of Ed by January, just to meet the timeline.





If you're in before that April date, or before the deadline when they take it, they'll look at it.

But if you're in after that, they're not going to look at it till September.

Director Blanford: The increased flexibility around Title 4 that you were discussing

earlier, prompted a question in my mind around do our schools apply individually, or is

there some collection of potential activities?

Michael Stone: I believe it could be at the building level to the District level, to the

community level. But it sounds like it-- the Block Grants are going to be at a District level.

Director Blanford: The Block Grants.


Director Blanford: So the increased flexibility is around the Block Grants, which then

allows the District to apply, gather a bunch of different activities, potential activities put

them together as one cohesive, hopefully collaborative plan, right?

Michael Stone: Yeah. And they weren't-- last week at the conference I was at, they

weren't able to give us a lot-- the guidelines around Title 4 are still being written. So

literally as we were there, they were-- they go, "Our slides are already out of date. Here's

the new stuff that just came down today." But they said this could change again in two

months.

Director Blanford: Yeah, everything's at--

Director Harris: With our leadership change on the Superintendent, how much overlay

or change or philosophical change, if any, would the new Superintendent Elect have?

Michael Stone: I think you can answer that.

JoLynn Berge: I think very little. I think it was really to give him-- I think it was because

feedback from stakeholders were there wasn't enough time to comment. And they

wanted a longer time. And they also wanted to just make the new Superintendent had the





chance to weigh in the objects. Yeah. I don't know that he'll make any substantial

changes that I've heard about.


Director Peters: All right.

Michael Stone: Thank you.

Director Peters: Thank you, Michael. So the next item is Internal Audit, and the update.

And the next <inaudible> the John Stanford Center staffing positions, and JoLynn can-- is

that right?

Andrew Medina: I have it on the next Tuesday's agenda for Amendment to the Internal

Audit Plan to change the Internal Audit Plan to add--

Director Peters: Why don't you come up to the table and introduce yourself since we're

recording this one.

Andrew Medina: So, Andrew Medina, Director of Internal Audit. On Tuesday's Agenda

for the Quarterly Audit and a Finance Meeting, there's going to be an Agenda item to

amend the Internal Audit Plan to include an audit of employee leave time. So, and I think

this Agenda item was a request from one of the Directors. So I'm not sure what additional

information you wanted today. I know I was going to speak a little bit to it, about where it

came from on Tuesday. But--

Director Peters: Anybody want a preview?

Andrew Medina: So there's just a request from management after looking at a

comparison of Sub-Finder data. If you look at when teachers are absent, because they

need a substitute. And compare that to ESS, Employee Self-Service, where they actually

record their leave time. It looks like there are some variances that need to be investigated

to make sure that everybody's properly recording their balances.

JoLynn Berge: Significant variances.





Andrew Medina: And then, in addition to that, we'll also be looking at whether or not

there's not just the employees that require subs, but we'll be looking at other employee

groups also to see if there's any transient staff that are going full years without recording

any leave time, or if it looks like they're not reporting their leave as well.

Director Peters: So what brings a topic like this to our attention, or to your attention, or

your attention?

Andrew Medina: This was-- actually, there was one school, in particular, over the

summer, where it came forward. And I'm not sure exactly how it initiated. I think it was

actually within the staff at the school. There was those variances at that school. The staff

believed that the Timekeeper was doing this for them at the school. Turns out that was

not happening. And based on that, it was a-- the question was raised, "Could this be

happening in other Districts-- or other schools throughout the District?" And the

preliminary lead data looks like, "Yes, it is. It could be widespread." And we need to--

Director Peters: And how was that one example brought to your attention?

Andrew Medina: To my attention was an email from Director Geary, I believe.

Somebody had reached out to her. And then she forwarded it on to my office. And

initially, HR and Business and Finance did a preliminary analysis, and when it was

realized to be significant variances, they thought we should hand this over to Internal

Audit.

JoLynn Berge: Yep. So my staff did some initial work on '14/'15. And based on that, I

asked Andrew to ask for an Amendment to the Audit Plan.


Director Harris: And when you start this audit, the accountability through lines here

have always confused me. Is it the employee's responsibility? Is it the building's

responsibility? Is it a department in this building's responsibility? Or if that's one of the

things you're going to ferret out?

Andrew Medina: There is a payroll administrative procedure that indicates it is the

employee's responsibility to ensure their time is properly recorded. Employees can easily

argue that this procedure is not readily available, it's not easy to find. You have to know





kind of where to go to look for it. And whether or not there has been enough guidance for

employees. If you will go to the Timekeeper Training, we're not convinced there's a--

Director Harris: Robust?

Andrew Medina: Real good training on, you know, who should be doing what, and how

that should all work. So that's going to be all part of the process.

JoLynn Berge: I think one of the things that we're-- Clover and I have had some

discussion about this-- it's definitely the employee's responsibility to know whether or not

leave has been appropriately recorded. Maybe there was some confusion. Somewhere

we'll find that out. And it's the Principal's responsibility as the building leader to obviously

be monitoring that. I think where we're not clear is where has that been assigned to the

Timekeeper? Is that included in their job duties? Is that something that they're tracking?

That seems to be maybe something more inconsistent between buildings and how it's

happening. HR did send out a reminder email to all employees saying, "Sub-Finder does

not record leave automatically for you. You have to ask for a sub, and then you have to

go in and record your sick leave, or your absence that day as well. So please be

reminded, employees, it is your responsibility to do this."

Clover Codd: And we sent instructions on how they should report time.

Director Blanford: And does that require when you're filling out a timesheet or

whatever, indicating, putting your time in, whether it's sick time or whatever, do you have

to sign?

Andrew Medina: No, it's automated.

Director Blanford: It's automated.

Clover Codd: They fill out an extra timesheet that is on a piece of paper, but when you

enter time that you're out, that's through the ESS system. That's electronic.

JoLynn Berge: It's exception reporting.





Andrew Medina: Okay, you only have to go in if you have an exception. Unless you're

an hourly.

Director Blanford: And the reason I asked that is because when I worked here, there

was a pencil and paper-- or pen and paper, you had to sign affirmatively that the

information on the timesheet was correct. And back then there were a lot of flaws with

that. And people signed 20 of them for the entire year, and then just turn them in. And

frequently that's where we got in trouble, 'cause then they'd take sick leave, and hadn't

recorded it, and you know, it went away.

JoLynn Berge: Right, yep. So no matter the system, the tool has to be used

appropriately and there has to be some analysis, and checking. And so that did not

appear to be happening based on our analysis of '14/'15. And we've asked Andrew to

take that work, which we broke down by school, and by employee, and do the same thing

for '15/'16. And decide who are really outliers. And to try to figure out where we go from

there.

Director Blanford: As you described the reporting of this, it seems like it's a system that

worked well with the exception of we don't know how long this has been in place, but

someone reported it, went to the next level, and eventually it got to you, right? We don't

know-- should that have happened within a month, or did it take a year for that to

happen? Or--

Andrew Medina: Well, the process of analyzing it happened right away. And just, you

know, as it grew bigger it was kind of all--

Director Blanford: But the notification of it, did that happen right away?

Andrew Medina: I believe so, yes.

Director Blanford: It was into the system pretty quickly after someone raised their hand

and said there may be impropriety taking place?

Andrew Medina: Yeah. HR had already started some work with that specific school.





JoLynn Berge: In that specific school, people went back and re-recorded leave, but

people, you know, we could have people who were-- we pay out for sick leave, they can

buy back sick leave. So that's all part of it is are we paying for sick leave that we

shouldn't have been paying for? When you terminate are we paying for sick leave that we

shouldn't have been paying for. And so that was some of what-- for that one school, there

was a lot of work at an individual employee level, where they basically had to self-- you

know, we gave them initial results, I think, and then they self-reported.

Director Peters: Well thank you for that preview. I guess we can continue the

conversation next week. And the three of us--

Director Blanford: Do they think that was a preview?


Director Peters: So the next item is the State Auditor's Office Audit. <phone ringing>

JoLynn Berge: So the State Auditor's Office is going to begin their work. I would make a

suggestion. Usually they want to-- they offer an Entrance Conference with the Board, or

with Audit and Finance Committee. I have said that I would talk to you about that. If

they're not doing anything in particularly different, I think that maybe we could bring the

packet and say, "This is what they're looking at." Didn't know if you really wanted to have

a formal Entrance Conference or not. It's not typical that a board would have an Entrance

Conference with SAO [ph?], so just wanted to say that.

Director Blanford: I think we've-- had we not done that consistently in the past?

JoLynn Berge: You have for the last few years. Yes.

Director Blanford: Yeah. For one. And then two, I participated in something with some

auditing office this week.

Director Harris: And I'm told I'm supposed to.

Director Blanford: Yeah, where they asked--






Director Harris: We've already been scheduled.

JoLynn Berge: Oh, yeah, the Risk Assessments, they do do risk assessments with the

Board.

Director Harris: Right.

JoLynn Berge: But a formal Entrance Conference is something that is not required. It's

optional, so wanted to ask how you felt about that.

Director Blanford: And Risk Assessment.

JoLynn Berge: I don't want to rotate if everyone-- if we-- if you're-- that's something

you're not interested.

Director Blanford: And Risk Assessment is different than what you're talking about?

JoLynn Berge: Yep, yep. Risk Assessment is really from new auditing standards where

they have to come out and they have to meet with senior management and with elected

officials, and say, "Is there anything in particular?" It kind of helps guide their plan. If you

have concerns, it's how they particularly reach out to you. There didn't used to be-- it was

more informal, I think back when we did it. We would say, "Is there anything in particular

that anybody has-- thinks we should look at?" But this is more of a formal sit-down and

talk about it.

Director Blanford: Yeah.

JoLynn Berge: Yep.

Director Blanford: The thing that I did this week was not unofficial. It felt very official.





JoLynn Berge: It is very official with you. So there-- if you want an Entrance Conference

on top of that, you can have one. Staff thinks that's optional. I don't know if-- you need to

decide whether or not that's how you would-- what you would like.

Director Peters: Okay, so each individual member of the Committee could decide

whether or not they would like to--

JoLynn Berge: The Entrance Conference would be done usually at Audit and Finance,

or at a Committee of the _________ in some way. But typically, the Entrance Conference

I think has been done with the Audit and Finance Committee, where the auditor's office

would come in and formally say, "This is what we're going to do, and this is how many

hours we're going to spend, then we're going to do a financial statement." I can probably

tell you what they're going to do. I just don't know when they're <laughing> going to do

certain Federal programs.

Director Harris: Isn't that what we typically have here?

Amy Fleming: We did in the past, it's been Anastasia.

Andrew Medina: Yeah, Anastasia.

Amy Fleming: <inaudible> presenting.

JoLynn Berge: But it's up to you guys.

Director Blanford: It's not every school district has that down to the Board Directors.

JoLynn Berge: No.

Director Peters: But we're special.

JoLynn Berge: You are special! <laughs>





Director Peters: Well one of the three of us talk about whether or not we think that

would be useful. And if it were to happen, when would it happen?

Director Blanford: Would--


Amy Fleming: I think it's this February. They're onsite now, but they're doing a planning

with the holidays.

Director Peters: How about if we put this on the next Agenda item, the next Agenda as

a call for-- or ask the next Committee if they feel that would be useful. And those of you

who have, you know, longevity with them, speak to them at that time.

JoLynn Berge: Kind of useful.

Amy Fleming: Yes, exactly.

JoLynn Berge: But again, just trying to give options.

Director Blanford: I appreciate it.

Director Peters: And maximize people's time.

JoLynn Berge: Yep, because you guys are here a lot.

Director Blanford: Yep. Appreciate it. <laughter>

Director Peters: Thank you! All right, anything else on that item? Okay, then we'll move

on to the Monthly Financial Status. I think, well--

M5: Actually, apologize. I think I was-- there's supposed to be a quick report on the

progress of resolving the audit timing, regarding clock hours. Is that correct?





JoLynn Berge: Nope, that's next week.

M5: Next week.

JoLynn Berge: You're early.

Andrew Medina: Oh, no.

M5: Okay.

JoLynn Berge: I'm sorry. <laughs>

M5: Oh, shanks. I thought there was a mix-up on dates. Okay! So next week.

Director Peters: Was that your input? So next week-- you mean next Tuesday?

JoLynn Berge: Next Tuesday, we have the Quarterly Audit Meeting where we all go

over all the open items.

M5: Okay, great. Thanks.

JoLynn Berge: Sorry.

M5: I thought this was supposed to come up this week.

Clover Codd: Are we <inaudible> these meetings?


JoLynn Berge: Yeah!

Director Harris: You're ahead of the curve!





M5: And I had learned all about that. You know? A&F meeting, thank you.

Director Blanford: You got to see the excitement that we deal with.

M5: Yeah. <laughter>

Director Peters: All right, so the next item is under our regular Agenda items, it's the

Monthly Financial Status Update.

Amy Fleming: Hello. So there were two workups that were submitted to you.

JoLynn Berge: You have to introduce yourself.

Amy Fleming: Oh, I'm sorry. Amy Fleming, Director of Accounting. So two of our reports

were submitted to you, the September Monthly Financial and the October Monthly

Financial. Part of the reason why both months were presented at this time is because

usually September and October we're madly trying to close the books, and do our year-

end reporting. And so I didn't want to spend a lot of time on September, because it's the

first month of operation. There was really nothing unusual to report. Again, because it's

the first month of operation.

JoLynn Berge: It's hard to go long the first month.

Amy Fleming: It's really hard to go long the first month. October's financials, we are,

again, it's the second month. We're looking good. We see a bump in revenues across all

fronts, because it was the October property tax collections from King County, and so you

use a large jump to obviously like the ending fund balance for those months, because it's

generally a large tax collection that we received. So we anticipate the fund balance will

now start kind of dwindle down over the next couple of months as we operate. So

enrollment is coming in pretty much according to projection. A little bit higher, but in all

things and all considerations it's pretty much at projection.

Director Peters: Can you point to that number in the most current document? That's

October, 2016.





Amy Fleming: October, 2016, it's on Page 2. So the Adopted Budget for total enrollment

was 52,578. And-- oh, excuse me, I apologize. Total enrollment was 53,241. And we're at

53,330. So we're about 89 FTE [ph?] above projection.

Director Peters: And is that broken down in the column above the 89?

Amy Fleming: Yes.

Director Peters: By grade?

Amy Fleming: By grade so you can see by grade, we don't have half-day kindergarten

anymore, but because we have historical data, we'll probably present that here for the

next couple of years just to present that historical data, but everybody else is full-day K,

so.

Director Peters: Is there anything else that is noticeably different in the next October's

report?

Amy Fleming: No, we, like I said, are right now the second month, we're trending as

expected. So nothing unusual. I didn't see any unusual blips coming through. So.

Director Blanford: <inaudible>

Director Harris: But what-- oh, excuse me, go ahead, please.

Director Blanford: The Vocational Ed, looks like there's a variance there of 114. Do you

have any information on that?

Amy Fleming: No, but I can do some research on that piece for you.


Director Harris: And my question would be what level of variance would be at normal to

be pulled out and discussed like--





JoLynn Berge: From my perspective, if we were trending 100 kids under projection in

total, that would be-- I would be concerned. I would be like, "Whoo!"

Director Harris: Look, actually if you look at this, we're down seven, we're assuming

summer school's gonna count as profit loss.

JoLynn Berge: Yeah. So you can see that if we go back to the Enrollment Page, we're

down 75 from our projection. I mean, that's pretty good for K-8. We're down about 69 for

high school. And then we think summer school, Running Start. Running Start, we're up.

We're just carrying a lot of it. And so then, you know, once we total all of those things,

we're about 89 above. So right now we're still tracking okay. If we saw that number be

100 below or something more than that, we would be like, "Ugh, we need to--"

Clover Codd: Running Start is revenue neutral; 69 down is revenue down.

JoLynn Berge: Yeah.

Amy Fleming: The other thing, though, we look at quite closely is obviously the

revenues by the categories, and the expenditures by the categories just to see and trend

and where those blips might be. And so if something is looking unusual, or something is

looking quite high, then we're doing further research to figure out what's going on, so that

we can tackle it and have conversations.

Director Harris: To follow up on a point that Director Blanford has made several times,

and I agree with him, data is terrific, but it's the analysis of the data that we really need.

Amy Fleming: Mm hm.

Director Harris: So can you draw any conclusions that we should be aware of as Board

Members. Say, for instance, Running Start. Are we meeting the needs in high schools?

Or are the students feeling the need to go to Running Start? I mean, are there trends or

flags that we should be paying attention to?

JoLynn Berge: We haven't heard that anecdotally yet.





Director Harris: Okay.

JoLynn Berge: I know that sometimes you guys may hear that.

Director Harris: That's why I ask it.

JoLynn Berge: Yeah, "I couldn't get a class." I have not heard that here, yet. We

haven't--

Director Peters: I have. I've heard a little bit anecdotally.

JoLynn Berge: Okay. So we haven't delved down into what's driving that. Whether it's

just a change of practice or a change in the cohort, or we're just not sure.

Director Blanford: Should we expect you to? It seems like that would be a--

JoLynn Berge: Should we expect us to? Well, it's kind of a shared-- it's kind of shared

by enrollment planning. They care, and we are a lot because it really impacts our budget.

<laughs>

Director Blanford: Right.

JoLynn Berge: So if there are things where our projections are coming in over or under,

that's something that we have conversations with Enrollment Planning about, because

this is what drives the majority of our funding, and we need to be on in our projections.

Director Blanford: The reason I ask that question is as Director Harris was asking her

question, I was thinking you guys give us the numbers, but the analysis piece of it may be

driven by a different department than yours. And what I hear you saying is you would be

asking the question of the other department, and then potentially coming back to us and

giving us the analysis that comes with it. Okay.

Amy Fleming: Mm hm. Just like the question you just asked on the Vocational. I'll

definitely have to go back to Enrollment Planning to ask them why there's a variance.






JoLynn Berge: And we have to look, we have to look at is there a particular school

that's bigger in Running Start? Or it is across the board? Those kinds of things. Was

there a new program that was started or things of that nature?

Director Harris: Or the Master Schedule is--

JoLynn Berge: Yeah, yeah, yeah.

Director Blanford: Yeah.

JoLynn Berge: Yeah, so that we can reach out and say, "Counselors, was there

something different that you were either saying or advising or hearing?"

Director Blanford: And I'm not asking for this meeting to take twice as long as it does,

but that level of analysis, I think, is the crucial element for us. It's nice to see the

variances, and the dollar figure changes, but knowing the why behind the numbers is

what's, to us, I think, most important for us as we're thinking about policy implications and

things. So to the extent that analysis can be part of this presentation, I think that would be

really helpful.

Amy Fleming: Okay.

JoLynn Berge: I think that that's really good feedback, because oftent-- I don't think

either Amy or I want to continue to bore people with the details besides where you think

we're on track, we don't have any issues that we need to surface. But if there's an area

that you're particularly interested in or want details on, then that helps us be able to focus

our efforts and be able to respond to those things once we run this initial data.

Director Blanford: And I don't want to beat a dead horse, but one of the things that-- I

serve on the United Way board as well. And when we're looking at Financial Statements,

we've evolved to this place where our financial people give us-- you know, they give us

almost the exact same forms that you give us, but they have a column that just says:

Notes. And if there's a variance then if it's of any significance, then there's something in





that Notes section that tells us why there's a variance. And that's the analysis that I think

is really helpful for us.

JoLynn Berge: Okay, good feedback!

Director Peters: I was just thinking along similar lines. What we're interested in seeing

is aberrations, trends, and the narrative that goes with that. Just to put the fine point on

the Running Start, I think why we're all looking at that is because the numbers jumped up

by 164 students from 563 to 727, so there seems to be an increase in students choosing

Running Start. And that could be a positive thing, or if means that the schools are not

offering enough proper classes for whatever reason, it could be a negative indicator. Are

there any other questions or comments about this?

Director Blanford: Thank you.

Director Peters: All right, thank you. So the next items is our Monthly Budget Update.

Linda and Jo?

Linda Sebring: Well, you know, we've been meeting every week.

Director Peters: That's right! <laughter>

Linda Sebring: So seriously, we're up to date! I feel like we're all--

Director Harris: Did anything happen in the last 24 hours?

Linda Sebring: No, not really! <laughter> I think we're all good at this table.


Director Blanford: And isn't that what we're going to talk about next? Isn't there--

Cashel Toner: And we have some more PTA meetings next week.





Director Blanford: Oh, okay.

Cashel Toner: So.


Cashel Toner: Mike Ballard [ph?], and Mike Franklin [ph?], I believe.

JoLynn Berge: Mm hm, yep. We have actually four or five more PTA meetings coming

in. We've been accepting those invitations so that Linda or I can get out and get that

information out, and talk to families about, you know, it's really about State funding, and

known this has been coming for a long time. So making sure that there's that

understanding and that they're not surprised. And try to prevent it as much as possible.

So, let's get out and-- to the schools. But no other update at this point.

Director Peters: All right, well, that leaves the Committee and the Workplan. And we

sort of-- didn't we go over that with Nate?

JoLynn Berge: We're good. I have nothing to add.

Director Peters: All right. So does anybody else have anything they want to add to the

meeting? Questions, comments?

Director Harris: When you all are talking to the community groups about the budget,

aren't you explaining that we, as a District, can't just say, "No." Which is kind of the

popular pushback right now. Where, "Do you mean I have to ask for my bail?" <laughs>

JoLynn Berge: Nope.

Director Harris: But there is this mentality out there that, "We don't have to do this,"

which bothers me greatly, obviously. And that, "The Supreme Court will come to our

rescue," and literally my question back is, "How's that working for you so far?"

Cashel Toner: We're going to work on understanding. That's our goal to go out there, is

to help with the understanding. I know JoLynn's busy in all kinds of meetings. So I pay





attention to the communications out there. The things chattering around. What people are

saying, what I'm hearing on the street, and yes, we're hearing the same thing. So, "We

don't understand it. We don't believe it. We don't--," yeah, and it's the understanding and

the belief. So those are the things we're trying to help people understand, and you know,

why we have to make the decisions we have to make, and on the timeline we have to

make it. We'll see how-- we'll give a report back after we have the first couple meetings

and see how it all goes.


Director Peters: All right.

Director Blanford: Sounds like the SEVEN STAGES. <laughter>

Director Harris: Great analogy.

Cashel Toner: Great analogy for that.

Director Harris: That is a great analogy!

Cashel Toner: That's exactly what we're seeing. <laughter>

Director Blanford: Denial, anger. <laughter>

JoLynn Berge: Bargaining.

Director Peters: Chocolate. <laughter>

Cashel Toner: And her, too.

Director Peters: Okay, well, if there aren't any further comments or questions about this

portion of our meeting, I'm going to call this portion of our meeting-- not adjourned,

because it flows right into the next one, but we can take a break before we begin the next

one to see if Director Pinkham [ph?] is going to join us. Because I have now heard that





Directors Burke and Patu are not able to join us tonight. We have Director Geary here, so

we do have our quorum. So I'm just going to find out if Director Pinkham is on his way.

But we might be able to start this meeting earlier than expected.

Director Geary: <inaudible>

Director Peters: So yeah, so Jill, if you want to join us at the table. If anybody wants to

take any kind of break, and I'm going to go check in with Teresa, and I'll be right back.

Director Geary: Teresa? Where's Teresa.

Director Peters: Is she not-- is she--

JoLynn Berge: So we're pausing at 5:45?

Director Peters: Yes.

JoLynn Berge: And we'll be resuming--?

Director Peters: And we'll be resuming at-- you're good-- 5:50.

#### End of December_8_2016_A_F_Audio.MP3 ####

Monday, October 17, 2016

2:00 PM

SEATTLE CITY COUNCIL

600 Fourth Ave. 2nd Floor

Seattle, WA 98104

Council Chamber, City Hall

600 Fourth Avenue

Seattle, WA 98104

Full Council

Bruce Harrell, Council President

Sally Bagshaw

Tim Burgess

M. Lorena González

Lisa Herbold

Rob Johnson

Debora Juarez

Mike O'Brien

Kshama Sawant

Chair Info: 206-684-8804; [email protected]

Journal of the Proceedings of the Seattle City Council

Minutes Benchmarking Packet for January 4, 2017 Executive Committee, Page 1 of 91






October 17, 2016Full Council Meeting Minutes

A. CALL TO ORDER

The City Council of The City of Seattle met in the Council Chamber in

City Hall in Seattle, Washington, on October 17, 2016 pursuant to the

provisions of the City Charter. The meeting was called to order at 2:05

p.m., with Council President Harrell presiding.

B. ROLL CALL

Bagshaw, Burgess, González , Harrell, Herbold, Johnson,

Juarez, O'Brien, Sawant

Present: 9 -

C. ADOPTION OF INTRODUCTION AND REFERRAL CALENDAR

IRC 83 October 17, 2016

Motion was made, duly seconded and carried, to adopt the

proposed Introduction and Referral Calendar (IRC) by the

following vote:

In Favor: Bagshaw, Burgess, González , Harrell, Herbold, Johnson,


9 -

Opposed: None

By unanimous consent, order of Business items D. - F. were held until

after consideration of G. Public Comment.

Page 1


http://seattle.legistar.com/gateway.aspx?m=l&id=/matter.aspx?key=4637


G. PUBLIC COMMENT

Jean Godden addressed the Council regarding Agenda item 3,

Resolution 31716.

Alex Tsimmerman addressed the Council regarding a non-Agenda item.

Natalia Koss Vallejo addressed the Council regarding Agenda item 4,

Council Bill 118817.

Sasha Somer addressed the Council regarding Agenda item 4, Council

Bill 118817.

Dennis Saxman addressed the Council regarding Agenda item 4,


Tyron Moore addressed the Council regarding Agenda item 4, Council

Bill 118817.

Kailyn Nicholson addressed the Council regarding Agenda item 4,


Elliot Jensen addressed the Council regarding Agenda item 4, Council

Bill 118817.

Michelle Dillon addressed the Council regarding Agenda item 4, Council

Bill 118817.

Corey Snelson addressed the Council regarding Agenda item 4, Council

Bill 118817.

Margaret Diddans addressed the Council regarding Agenda item 4,


Xochiti Maykovich addressed the Council regarding Agenda item 4,


Charon Stewart Silvano addressed the Council regarding Agenda item

4, Council Bill 118817.

Freeman Ryan addressed the Council regarding Agenda item 4, Council

Bill 118817.

Katie Wilson addressed the Council regarding Agenda item 4, Council

Bill 118817.

Page 2



Steve Williamson addressed the Council regarding Agenda item 4,


Renee McCoy addressed the Council regarding Agenda item 4, Council

Bill 118817.

Brian Watson addressed the Council regarding Agenda item 4, Council

Bill 118817.

By unanimous consent, the Council Rules were suspended to extend

the Public Comment period for an additional 20 minutes.

Sam Sumpter addressed the Council regarding Agenda item 4, Council

Bill 118817.

Debbie Carlsen addressed the Council regarding Agenda item 4,


Mary Le Nguyen addressed the Council regarding Agenda item 4,


Meagan Murphy addressed the Council regarding a non-Agenda item.

Emily McArthur addressed the Council regarding Agenda item 4, Council

Bill 118817.

Susan Helf addressed the Council regarding Agenda item 4, Council Bill

118817.

Susan Lee Woo addressed the Council regarding Agenda item 5,


Maria Batayola addressed the Council regarding Agenda item 5, Council

Bill 118683.

Laura Bernstein addressed the Council regarding Agenda item 4,


Priscilla Arsove addressed the Council regarding Agenda item 3,

Resolution 31716.

Kenan Block addressed the Council regarding Agenda item 3,

Resolution 31716.

Page 3



Lee Bennett addressed the Council regarding Agenda item 3,

Resolution 31716.

Michael Fuller addressed the Council regarding a non-Agenda item.

Rita Smith addressed the Council regarding Agenda item 4, Council Bill

118817.

Jeremy Thornes addressed the Council regarding Agenda item 4,


Bojana Ostojic addressed the Council regarding a non-Agenda item.

Curtis Little addressed the Council regarding Agenda item 4, Council Bill

118817.

Frank Fay addressed the Council regarding Agenda items 4 and 5,

Council Bills 118817 and 118683.

D. APPROVAL OF THE AGENDA

Motion was made, duly seconded and carried, to adopt the proposed

Agenda.

E. APPROVAL OF THE JOURNAL

Min 97 October 10, 2016

Motion was made, duly seconded and carried, to adopt the

proposed Minutes by the following vote, and the President

signed the Minutes:



9 -

Opposed: None

F. PRESENTATIONS

There were none.

H. PAYMENT OF BILLS

Page 4




CB 118820 AN ORDINANCE appropriating money to pay certain audited

claims and ordering the payment thereof.

Motion was made and duly seconded to pass Council Bill 118820.

The Motion carried, the Council Bill (CB) was passed by the

following vote, and the President signed the Bill:



9 -

Opposed: None

I. COMMITTEE REPORTS

FULL COUNCIL*

1. Res 31713 A RESOLUTION to enter a partnership with the U.S. Fish and

Wildlife Service to participate in the U.S. Fish and Wildlife

Service’s Urban Conservation Treaty for Migratory Birds

Program encouraging the exploration and incorporation of

bird-friendly policies, design, and best practices for creating,

enhancing, and maintaining safe habitats for migratory birds

and other urban wildlife.

Motion was made and duly seconded to adopt Resolution 31713.

The Motion carried, the Resolution (Res) was adopted by the

following vote, and the President signed the Resolution:



9 -

Opposed: None

Page 5





2. Res 31715 A RESOLUTION supporting Washington Initiative Measure

735, and urging Seattle voters to vote “Yes” on Initiative 735

on the November 8, 2016, general election ballot.

PUBLIC COMMENT ON RESOLUTION 31715

In accordance with Revised Code of Washington 42.17A.555, and

Seattle Municipal Code 2.04.300, Council President Harrell provided the

public an opportunity to speak in favor of or in opposition to Resolution

31715.

Councilmember O'Brien left the Council Chamber at 3:05 p.m.

Cindy Black addressed the Council in support of Resolution 31715.

Tiffany McCoy addressed the Council in support of Resolution 31715.

Councilmember O'Brien entered the Council Chamber at 3:06 p.m.

David Ward addressed the Council in support of Resolution 31715.

Public Comment on Resolution 31715 was closed.






9 -

Opposed: None

3. Res 31716 A RESOLUTION requesting that the Washington State

Department of Transportation preserve one support pier

associated with the Roanoke/R.H. Thomson Expressway;

stating the City Council’s intent to fund an engineering study

of the pier’s structural integrity; and stating the City Council’s

intent that the City accept ownership of the pier.




Page 6







9 -

Opposed: None

ENERGY AND ENVIRONMENT COMMITTEE:

4. CB 118817 AN ORDINANCE relating to residential rental properties;

amending Sections 7.24.020, 7.24.030, 7.24.040, 7.24.050,

7.24.060, 7.24.070, and 7.24.080 of the Seattle Municipal Code

(SMC); adding new Sections 7.24.035, 7.24.036, 7.24.038,

7.24.110, 7.24.120, 7.24.130, 7.24.140, 7.24.150, 7.24.160,

7.24.170, 7.24.180, 7.24.190, 7.24.200, and 7.24.210 to the SMC;

and repealing Section 7.24.090 of the SMC; all to limit the

amount of security deposits and non-refundable move-in fees,

to allow residential tenants to pay security deposits,

non-refundable move-in fees, and last month’s rent in

installments, and to establish enforcement provisions for

Chapter 7.24.

The Committee recommends that Full Council pass as

amended the Council Bill (CB).

In Favor: 5 - Sawant, Juarez, O'Brien, Johnson, Herbold

Opposed: None

Absent(NV): 1 - González

Motion was made by Councilmember Juarez and duly seconded, to refer

Council Bill 118817, to the Energy and Environment Committee with a

Committee report to the Full Council on or before December 12, 2016.

The Motion carried and the Council Bill was referred to the

Energy and Environment Committee by the following vote:


Juarez

7 -

Opposed: O'Brien, Sawant2 -

PLANNING, LAND USE, AND ZONING COMMITTEE:

Page 7




5. CB 118683 AN ORDINANCE amending the Seattle Comprehensive Plan to

incorporate changes responding to Resolution 31577 to

increase the Plan’s emphasis on race and social equity and

improve its readability; modifying or adding new goals and

policies in several elements of the Plan that describe the City’s

objectives for distributing housing and employment growth;

and amending Sections 5.72.020, 23.34.008, 23.45.516,

23.47A.012, 23.47A.013, 23.49.056, 23.49.058, 23.51A.004,

23.58A.040, 23.69.030, 23.75.002, and 23.84A.040 of the Seattle

Municipal Code to revise references to the updated

Comprehensive Plan.

The Committee recommends that Full Council pass as

amended the Council Bill (CB).

In Favor: 3 - Johnson, O'Brien, Herbold

Opposed: None

ACTION 1:

Motion was made by Councilmember Herbold, duly seconded and

carried, to amend Council Bill 118683, with Amendments 1 through 5, as

shown in the strike through and underlined language below:

Amendment 1

Attachment 15, Definitions, adding a new “community plan" definition.

Define the term “community plan” as “a plan developed in collaboration

with a community around a shared vision that includes a set of

strategies to meet community and city goals.”

Amendment 2

Attachment 3, amending the Discussion under “Inclusive and Equitable

Community Involvement.”

Equity is essential to any community involvement process to improve

relationships and outcomes. The City is committed to conducting

inclusive and equitable community involvement that effectively reaches

a broad range of community members, particularly those directly

affected by the City’s decisions. Community involvement should reflect

Seattle’s commitment to race and social justice, and use practices that

are culturally sensitive, responsive and address barriers to participation

Page 8




of marginalized communities.

Amendment 3

Attachment 3, amending Community and Neighborhood Planning Goal

CI G2.

CI G2 Work with a broad range of community members to plan for the

future of their community to provide homes, jobs, recreation,

transportation options and gathering places in their community.

Amendment 4

Attachment 3, amending Policy CI 2.3.

CI 2.3 Consider areas with the following characteristics when allocating

City resources for community planning.

· Areas designated urban centers or villages in the

Comprehensive Plan

· Areas with high risk of displacement

· Areas with low access to opportunity and distressed

communities

· Areas experiencing significant improvements in transit service

· Areas experiencing a growth rate significantly higher or lower

than anticipated in the Comprehensive Plan

· Areas identified for multiple capital investments that could

benefit from coordinated planning

· Areas experiencing environmental justice concerns

· Areas with outdated community or neighborhood plans that no longer

reflect current conditions, a citywide vision of the Comprehensive Plan,

or local priorities

Amendment 5

Attachment 3, adding a new Policy CI 2.12.

CI 2.12 Provide sufficient funding and resources to work with

communities to update community and neighborhood plans to maintain

their relevancy and consistency with community goals and the citywide

policies of the Comprehensive Plan.

Page 9



ACTION 2:

Motion was made by Councilmember Harrell, duly seconded and

carried, to amend Council Bill 118683, Attachment 3, Policy C1.2.3, as

shown in the underlined language below:

CI 2.3 Consider areas with the following characteristics when allocating

City resources for community planning.

· Areas designated urban centers or villages in the

Comprehensive Plan

· Areas with high risk of displacement

· Areas with low access to opportunity and distressed

communities

· Areas experiencing significant improvements in transit service

· Areas experiencing a growth rate significantly higher or lower

than anticipated in the Comprehensive Plan

· Areas identified for multiple capital investments that could

benefit from coordinated planning

· Areas experiencing environmental justice concerns including

public health or safety concerns

· Areas with outdated community or neighborhood plans that no

longer reflect current conditions, a citywide vision of the

Comprehensive Plan, or local priorities

ACTION 3:

By unanimous consent, Public Comment was extended to allow

additional Public Comment on Council Bill 118683.

Cindy Barker addressed the Council regarding Agenda item 5, Council

Bill 118683.

Donn Cave addressed the Council regarding Agenda item 5, Council Bill

118683.

Collen McAleer addressed the Council regarding Agenda item 5, Council

Bill 118683.

Chris Leman addressed the Council regarding Agenda item 5, Council

Bill 118683.

David Ward addressed the Council regarding Agenda item 5, Council

Bill 118683.

Richard Ellison addressed the Council regarding Agenda item 5, Council

Page 10



Bill 118683.

Public Comment on Council Bill 118683 was closed.

ACTION 4:

Motion was made and duly seconded to pass Council Bill 118683 as

amended.

The Motion carried, the Council Bill (CB) was passed as

amended by the following vote, and the President signed the

Bill:



9 -

Opposed: None

J. ADOPTION OF OTHER RESOLUTIONS

There were none.

K. OTHER BUSINESS

There was none.

L. ADJOURNMENT

There being no further business to come before the Council, the

meeting was adjourned at 4:21 p.m.

Page 11



___________________________________

Jodee Schwinn, Deputy City Clerk

Signed by me in Open Session, upon approval of the Council, on October 24, 2016.

_________________________________________

Bruce Harrell, President of the City Council

_________________________________________

Monica Martinez Simmons, City Clerk

Page 12


1200 King County

Courthouse

516 Third Avenue

Seattle, WA 98104

King County

Meeting Minutes

Metropolitan King County CouncilCouncilmembers: Joe McDermott, Chair;

Rod Dembowski, Vice Chair of Policy Development and

Review;

Reagan Dunn, Vice Chair of Regional Coordination;

Claudia Balducci, Larry Gossett, Jeanne Kohl-Welles,

Kathy Lambert, Dave Upthegrove, Pete von Reichbauer

1:30 PM Room 1001Monday, October 24, 2016

REVISED - Added Item 20

Call to Order1.

play video

The meeting was called to order at 1:37 p.m.

Roll Call2.

play video

Ms. Balducci, Mr. Dembowski, Mr. Dunn, Mr. Gossett, Ms. Kohl-Welles,

Ms. Lambert, Mr. McDermott, Mr. Upthegrove and Mr. von ReichbauerPresent: 9 -

Flag Salute and Pledge of Allegiance3.

play video

Councilmember von Reichbauer led the flag salute and Pledge of Allegiance.

Approval of Minutes of October 17, 20164.

play video

Councilmember Dembowski moved to approve the minutes of the October 17, 2016

meeting as presented. Seeing no objection, the Chair so ordered.

Additions to the Council Agenda5.

play video

Item 20 was added.

Page 1King County


http://mkcclegisearch.kingcounty.gov/medialinkgenerator/index.aspx?meid=6102&hsid=347173





October 24, 2016Metropolitan King County Council Meeting Minutes

Special Items6.

play video

Proclamation of October 24-31, 2016, as Search and Rescue Volunteer

Recognition Week in King County

play video

Councilmember Lambert made opening remarks and invited Glenn Wallace,

President, King County Search & Rescue Association and Mike Morelli, Vice

President, King County Search & Rescue Association to join her at the podium while

she read the proclamation. Mr. Wallace presented a video, made remarks and

thanked the Council.

Proclamation of October 23-29, 2016 as Pro Bono Week in King County

play video

Councilmembers Dunn and Dembowski made remarks and invited Terra Nevitt,

Washington State Bar Association; Suzanne Skinner, Seattle University; Sara

Robbins, Solid Ground; Jorge Baron, Northwest Immigrant Rights Project; John

Tirpak, Unemployment Law Project; and Carl J. Marquardt, King County Bar

Association's Pro Bono Services Committee to join them at the podium. Mr. Baron

and Mr. Marquardt made remarks and thanked the Council.

Public Comment7.

play video

The following people spoke:

Alex Tsimerman

Ms. Richard

Paula Revere

David Preston

Karen Morris

Carolyn Malone

Page 2King County







Hearing and Second Reading of Ordinances from Standing

Committees and Regional Committees

play video

There will be one public hearing on Items 8-10

play video

The following people spoke:

Alex Tsimerman

Paula Revere

Consent Item 8

play video

8. Proposed Ordinance No. 2016-0500

AN ORDINANCE amending Ordinance 18141, adopted by the council on October 26, 2015, which

authorized the issuance and sale of junior lien sewer revenue bonds in the aggregate principal amount

of $100,000,000, for the purpose of removing the time restriction on remarketing those bonds; and

amending Ordinance 18141, Section 22.

Sponsors: Ms. Lambert

On 10/24/2016, a public hearing was held and closed.

play video

The enacted number is 18380.

A motion was made by Councilmember Dembowski that this Ordinance be

Passed on the Consent Agenda. The motion carried by the following vote:

Yes: Ms. Balducci, Mr. Dembowski, Mr. Dunn, Mr. Gossett, Ms. Kohl-Welles,

Ms. Lambert, Mr. McDermott, Mr. Upthegrove, and Mr. von Reichbauer

9 -

Budget and Fiscal Management

9. Proposed Substitute Ordinance No. 2016-0337.2

AN ORDINANCE authorizing the county executive to sign a twenty-five-year lease enabling the Puget

Sound Emergency Radio Network Project to occupy and use a portion of the city of Bothell's Norway

Hill communications site.

Sponsors: Mr. Upthegrove

Councilmember Upthegrove moved Amendment 1. The motion passed.


play video


Page 3King County





http://kingcounty.legistar.com/gateway.aspx?m=l&id=/matter.aspx?key=17650





A motion was made by Councilmember Upthegrove that this Ordinance be

Passed as Amended. The motion carried by the following vote:



9 -

Page 4King County




AN ORDINANCE making a supplemental appropriation of $210,000 from the general fund to the

community services operating fund, and $245,000 from the general fund to the facilities management

internal services fund to provide additional funds for operating emergency homeless shelter; and

amending the 2015/2016 Biennial Budget Ordinance, Ordinance 17941, Sections 42, 43, 86 and 121,

as amended.

Sponsors: Mr. McDermott and Ms. Kohl-Welles


play video


Councilmember Upthegrove moved Amendment S1. The motion passed.

Tony Wright, Director, Facilities Management Division, answered questions of the

Council.

Councilmember Upthegrove moved Title Amendment T1. The motion passed.

A motion was made by Councilmember Upthegrove that this Ordinance be

Passed as Amended. The motion carried by the following vote:



9 -

Motions, from Standing Committees and Regional

Committees, for Council Action

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Consent Item 11

play video

11. Proposed Motion No. 2016-0501

A MOTION authorizing the execution and delivery of a continuing covenant agreement in connection

with the remarketing of the county's Junior Lien Sewer Revenue Bonds, 2015 Series A and B, in the

aggregate principal amount of $100,000,000, establishing certain terms of those bonds, all in

accordance with Ordinance 18141, as amended by Ordinance _____; and rescinding Motion 14459.

play video

Sponsors: Ms. Lambert


A motion was made by Councilmember Dembowski that this Motion be Passed.

The motion carried by the following vote:



9 -

Page 5King County









First Reading and Referral of Ordinances

play video


AN ORDINANCE relating to fees; amending Ordinance 13332, Section 4, as amended, and K.C.C.

27.06.010, Ordinance 13332, Section 17, as amended, and K.C.C. 27.10.020, Ordinance 17923,

Section 45, and K.C.C. 27.10.035, Ordinance 17923, Section 46, and K.C.C. 27.10.037, Ordinance

13332, Section 20, as amended, and K.C.C. 27.10.050, Ordinance 13332, Section 21, as amended,

and K.C.C. 27.10.060, Ordinance 13332, Section 22, as amended, and K.C.C. 27.10.070, Ordinance

18000, Section 83, and K.C.C. 27.10.075, Ordinance 13332, Section 23, as amended, and K.C.C.


Section 18, as amended, and K.C.C. 27.10.084, Ordinance 17224, Section 26, as amended, and

K.C.C. 27.10.085, Ordinance 17453, Section 21, as amended, and K.C.C. 27.10.087, Ordinance















17682, Section 48, as amended, and K.C.C. 27.10.580 and Ordinance 16959, Section 12, as

amended, and K.C.C. 27.02.1905, adding a new section to K.C.C. chapter 27.02, adding a new section

to K.C.C. chapter 27.04 and repealing Ordinance 13332, Section 18, as amended, and K.C.C.


Section 41, as amended, and K.C.C. 27.10.330, Ordinance 13332, Section 49, as amended, and

K.C.C. 27.10.430 and Ordinance 13332, Section 51, as amended, and K.C.C. 27.10.460.

play video

Sponsors: Mr. Dembowski

This matter was Introduced and Referred to the Budget and Fiscal

Management Committee


AN ORDINANCE relating to passenger ferry service, revising passenger ferry fares; amending

Ordinance 17935, Section 6, as amended, and K.C.C 4A.700.820.

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Page 6King County









AN ORDINANCE regarding surface water management; revising surface water management service

charges; and amending Ordinance 7590, Section 8, as amended, and K.C.C. 9.08.070.

play video





AN ORDINANCE setting the fees and costs to be paid by a utility company applying for a franchise or

using the right-of-way of county roads under a franchise; amending Ordinance 17515, Section 4, as

amended, and K.C.C. 4A.675.020, Ordinance 17515, Section 8, as amended, and K.C.C. 4A.675.030,

Ordinance 1710, Section 2, as amended, and K.C.C. 6.27.020, Ordinance 1710, Section 3, and K.C.C.

6.27.030, Ordinance 10171, Section 1, as amended, and K.C.C. 6.27.054, Ordinance 1710, Section 6,

as amended, and K.C.C. 6.27.060 and Ordinance 1711, Section 4, as amended, and K.C.C. 14.44.040

and adding new sections to K.C.C. chapter 6.27.

play video





AN ORDINANCE approving the King County Water District No. 90 2015 Comprehensive Water

System Plan.

play video

Sponsors: Mr. Dembowski and Mr. Dunn

This matter was Introduced and Referred to the Transportation, Economy and

Environment Committee


AN ORDINANCE approving the Covington Water District Water System Plan Final May 2016.

play video





AN ORDINANCE approving the City of Bellevue Water System Plan.

Page 7King County












play video




Page 8King County




Reports on Special and Outside Committees19.

play video

No reports were given.

Other Business

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Extra Item

First Reading and Referral of Ordinances


AN ORDINANCE setting the reasonable compensation, fees and costs to be paid by a utility company

applying for a franchise or using the right-of-way of county roads under a franchise, and authorizing a

utility company to make a forbearance payment to King County; amending Ordinance 17515, Section

4, as amended, and K.C.C. 4A.675.020, Ordinance 17515, Section 8, as amended, and K.C.C.

4A.675.030, Ordinance 1710, Section 2, as amended, and K.C.C. 6.27.020, Ordinance 1710, Section

3, and K.C.C. 6.27.030, Ordinance 10171, Section 1, as amended, and K.C.C. 6.27.054, Ordinance

1710, Section 6, as amended, and K.C.C. 6.27.060, Ordinance 1711, Section 4, as amended, and

K.C.C. 14.44.040 and Ordinance 11790, Section 1, as amended, and K.C.C. 14.44.055 and adding

new sections to K.C.C. chapter 6.27.

Sponsors: Ms. Balducci, Mr. Upthegrove, Ms. Lambert and Mr. Dembowski



Executive Session

play video

The Chair recessed the meeting into Executive Session under RCW 42.30.110 (1)(i)

to discuss with legal counsel litigation or potential litigation to which the County is or

is likely to become a party when public knowledge regarding the discussion is likely

to result in an adverse legal or financial consequence to the County at 2:30 p.m. The

Chair concluded the Executive Session at 2:41 and reconvened the meeting at 2:41

p.m.

Adjournment

play video

The meeting was adjourned at 2:41 p.m.

Page 9King County








Approved this _____________ day of ______________________.

Clerk's Signature

Page 10King County


Board of DirectorsBoard of Directors

Meeting MinutesMeeting Minutes

Central Administration Building601 South 8th Street – Tacoma, WA 98405

4th Floor Auditorium Thursday, August 25, 2016 06:00 PM

EXECUTIVE SESSIONEXECUTIVE SESSION

The Board of Directors met in Executive Session for approximately 30 minutes to discuss with legal counsel representing the districtlitigation or potential litigation to which the district, is, or is likely to become, a party, when public knowledge regarding thediscussion is likely to result in an adverse legal or financial consequence to the district.

11..

CALL TO ORDERCALL TO ORDER

The Board met in regular session on Thursday, August 25, 2016 in the fourth floor auditorium fo the Central Administration Buildinglocated at 601 South 8th Street in Tacoma, Washington. Board President Vialle called the meeting to order at 6:00 PM.

22..

FLAG SALUTEFLAG SALUTE

Director Heinze led the Pledge of Allegiance.

33..

ROLL CALLROLL CALL

Directors Heinze, Vialle,Winskill and Cobb were present. Director Vialle moved that Director Ushka be noted as absent-excused. Director Cobb seconded the motion. A voice vote was calledand the chair declared the motion carried with a vote of 4 yeas.

44..

ADOPTION OF AGENDAADOPTION OF AGENDA

Director Cobb moved that the Board of Directors adopt the agenda as presented. Director Heinze seconded the motion. A voice votewas called and the chair declared the motion carried with a vote of 4 yeas.

55..

RECOGNITION OF STAFF, STUDENTS AND COMMUNITYRECOGNITION OF STAFF, STUDENTS AND COMMUNITY66..

RECOGNITION OF THE DISTRICT’S BUSINESS OFFICE AND STAFF FOR EARNING A CERTIFICATE OFRECOGNITION OF THE DISTRICT’S BUSINESS OFFICE AND STAFF FOR EARNING A CERTIFICATE OFEXCELLENCE AWARDEXCELLENCE AWARD

The Board of Directors recognized the district’s business office and staff for earning a Certificate of Excellence award for 23consecutive years.

66..11

MEMBERS OF THE PUBLIC WISHING TO ADDRESS THE BOARDMEMBERS OF THE PUBLIC WISHING TO ADDRESS THE BOARD

There were no public comments offered.

77..

INTERLOCAL AGREEMENT APPROVALINTERLOCAL AGREEMENT APPROVAL88..

APPROVAL OF AGREEMENTS WITH TACOMA HOUSING AUTHORITYAPPROVAL OF AGREEMENTS WITH TACOMA HOUSING AUTHORITY

Director Cobb recused herself from the agenda item to avoid the appearance of a conflict of interest, as she is currently

88..11

Thursday, August 25, 2016 06:00 PM Minute / Page 1 of 5


employed by Tacoma Housing Authority.

Director Winskill moved that the Board of Directors execute the attached Interlocal Cooperation Agreement: Contract forServices and Interlocal Cooperation Agreement: Partnership Agreement with the Tacoma Housing Authority. Director Heinzeseconded the motion. A roll call vote was called and the chair declared the motion carried with a vote of 3 yeas.

SUPERINTENDENT'S REPORTSUPERINTENDENT'S REPORT99..

Boze / TAF PartnershipBoze / TAF Partnership

Boze Elementary School Principal, Aaron Wilkins and Technology Access Foundation Co-founder/Executive Director Trish

Milines Dziko provided an update on the impact this partnership has made in the district.

99..11

CONSENT AGENDACONSENT AGENDA

Director Winskill moved to approve the consent agenda. Director Cobb seconded the motion. A voice vote was called and the chairdeclared the motion carried with a vote of 4 yeas.

1010..

APPROVAL OF MINUTESAPPROVAL OF MINUTES1010..11

APPROVAL OF MINUTES OF JULY 14, 2016 BOARD MEETINGAPPROVAL OF MINUTES OF JULY 14, 2016 BOARD MEETING1010..11..aa

APPROVAL OF MINUTES OF AUGUST 17, 2016 BOARD MEETINGAPPROVAL OF MINUTES OF AUGUST 17, 2016 BOARD MEETING1010..11..bb

AUTHORIZATION OF CERTIFICATE TO PIERCE COUNTY TREASURERAUTHORIZATION OF CERTIFICATE TO PIERCE COUNTY TREASURER1010..22

APPROVAL OF THE CERTIFICATE TO PIERCE COUNTY TREASURER FOR THE PERIOD JUNEAPPROVAL OF THE CERTIFICATE TO PIERCE COUNTY TREASURER FOR THE PERIOD JUNE29 – AUGUST 03, 201629 – AUGUST 03, 2016

1010..22..aa

FINANCIAL STATEMENTS (UNAUDITED FINANCIAL REPORT)FINANCIAL STATEMENTS (UNAUDITED FINANCIAL REPORT)1010..33

ACCEPTANCE OF THE APRIL 2016 UNAUDITED FINANCIAL REPORTACCEPTANCE OF THE APRIL 2016 UNAUDITED FINANCIAL REPORT1010..33..aa

OUT OF STATE TRAVEL REQUESTS-TACOMA PUBLIC SCHOOLSOUT OF STATE TRAVEL REQUESTS-TACOMA PUBLIC SCHOOLS1010..44

APPROVAL OF TRAVEL REQUESTS FOR HUMAN RESOURCES TO ORLANDO, FLORIDA,APPROVAL OF TRAVEL REQUESTS FOR HUMAN RESOURCES TO ORLANDO, FLORIDA,OCTOBER 11-14, 2016OCTOBER 11-14, 2016

1010..44..aa

APPROVAL OF TRAVEL REQUEST FOR HEAD START TO WASHINGTON D.C., SEPTEMBERAPPROVAL OF TRAVEL REQUEST FOR HEAD START TO WASHINGTON D.C., SEPTEMBER25-29, 201625-29, 2016

1010..44..bb

OUT OF STATE TRAVEL REQUESTS - PRIVATE SCHOOLSOUT OF STATE TRAVEL REQUESTS - PRIVATE SCHOOLS1010..55

APPROVAL OF TRAVEL REQUEST FOR ST CHARLES BORROMEO TO KEY WEST, FLORIDA,APPROVAL OF TRAVEL REQUEST FOR ST CHARLES BORROMEO TO KEY WEST, FLORIDA,JANUARY 11-15, 2017JANUARY 11-15, 2017

1010..55..aa

PERSONNEL RECOMMENDATIONS OF THE SUPERINTENDENTPERSONNEL RECOMMENDATIONS OF THE SUPERINTENDENT1010..66

APPROVAL OF THE PERSONNEL RECOMMENDATIONS TO THE SUPERINTENDENTAPPROVAL OF THE PERSONNEL RECOMMENDATIONS TO THE SUPERINTENDENT1010..66..aa

POLICY MATTERSPOLICY MATTERS1111..

FIRST READING OF POLICY NO. 3241 STUDENT CONDUCT/DISCIPLINEFIRST READING OF POLICY NO. 3241 STUDENT CONDUCT/DISCIPLINE

First Reading. No action was taken.

1111..11

FIRST READING OF POLICY NO. 3121 COMPULSORY ATTENDANCEFIRST READING OF POLICY NO. 3121 COMPULSORY ATTENDANCE


1111..22

FIRST READING OF POLICY NO. 3122 EXCUSED AND UNEXCUSED ABSENCESFIRST READING OF POLICY NO. 3122 EXCUSED AND UNEXCUSED ABSENCES


1111..33

FIRST READING OF POLICY NO. 3115 HOMELESS STUDENTS: ENROLLMENT RIGHTS ANDFIRST READING OF POLICY NO. 3115 HOMELESS STUDENTS: ENROLLMENT RIGHTS ANDSERVICESSERVICES

1111..44




FIRST READING OF POLICY NO. 3413, STUDENT IMMUNIZATION AND LIFE THREATENINGFIRST READING OF POLICY NO. 3413, STUDENT IMMUNIZATION AND LIFE THREATENINGHEALTH CONDITIONSHEALTH CONDITIONS


1111..55

QUARTERLY FINANCIAL UPDATEQUARTERLY FINANCIAL UPDATE

There was no Quarterly Financial Update.

1212..

CURRICULUM AND INSTRUCTIONCURRICULUM AND INSTRUCTION1313..

APPROVAL OF EARLY CHILDHOOD EDUCATION AND ASSISTANCE PROGRAM (ECEAP) FY16-17APPROVAL OF EARLY CHILDHOOD EDUCATION AND ASSISTANCE PROGRAM (ECEAP) FY16-17CONTINUATION GRANTCONTINUATION GRANT

Director Winskill moved that the Board of Directors approve the Early Childhood Education and Assistance ProgramContinuation Grant in the amount of $1,113,600. Director Cobb seconded the motion. A voice vote was called and the chairdeclared the motion carried with a vote of 4 yeas.

1313..11

APPROVAL OF THE PIERCE COUNTY JUVENILE COURT INTERAGENCY AGREEMENT FOR THEAPPROVAL OF THE PIERCE COUNTY JUVENILE COURT INTERAGENCY AGREEMENT FOR THE2016-17, 2017-18, and 2018-19 SCHOOL YEARS FOR EDUCATIONAL SERVICES AT REMANN HALL2016-17, 2017-18, and 2018-19 SCHOOL YEARS FOR EDUCATIONAL SERVICES AT REMANN HALL

Director Winskill moved that the Board of Directors approve the Pierce County Juvenile Court Interagency agreement for the2016-17, 2017-18 and 2018-19 school years. Director Ushka seconded the motion. A voice vote was called and the chairdeclared the motion carried with a vote of 4 yeas.

1313..22

BUSINESS MATTERSBUSINESS MATTERS1414..

APPROVAL OF RESOLUTION NO. 2011, ADOPTING THE 2016-2017 BUDGETAPPROVAL OF RESOLUTION NO. 2011, ADOPTING THE 2016-2017 BUDGET

Director Winskill moved that the Board of Directors adopt Resolution No. 2011 providing for the adoption of

the 2016-2017 Budget. Director Cobb seconded the motion. A voice vote was called and the chair declared the motion carried

with a vote of 4 yeas.

1414..11

ADOPTION OF RESOLUTION NO. 2012 OUTSTANDING WARRANTS 2016ADOPTION OF RESOLUTION NO. 2012 OUTSTANDING WARRANTS 2016

Director Winskill moved that the Board of Directors Resolution No. 2012 cancelling warrants that have remained outstandingfor over one year. Director Cobb seconded the motion. A voice vote was called and the chair declared the motion carried witha vote of 4 yeas.

1414..22

ADOPTION OF RESOLUTION NO. 2013 KEY BANK SIGNATURESADOPTION OF RESOLUTION NO. 2013 KEY BANK SIGNATURES

Director Winskill moved that the Board of Directors adopt Resolution No. 2013 and approve the updated list ofthe employees who can authorize transactions on these accounts and authorize the superintendent and/or designee toapprove the plan. Director Cobb seconded the motion. A voice vote was called and the chair declared the motion carried witha vote of 4 yeas.

1414..33

APPROVAL OF FUND TRANSFER FOR HEAD START FY16 SUPPLEMENTAL APPLICATION GRANTAPPROVAL OF FUND TRANSFER FOR HEAD START FY16 SUPPLEMENTAL APPLICATION GRANTNUMBER 10CH0194NUMBER 10CH0194

Director Winskill moved that the Board of Directors approve the transfer of $60,000 of existing Head Start funding to purchasenew playground equipment for Roosevelt Elementary School and Point Defiance Elementary School. Director Cobb secondedthe motion. A voice vote was called and the chair declared the motion carried with a vote of 4 yeas.

1414..44

APPROVAL OF MAXIM HEALTHCARE NURSING SERVICES CONTRACTAPPROVAL OF MAXIM HEALTHCARE NURSING SERVICES CONTRACT

Director Winskill moved that the Board of Directors approve the annual contract for nursing services with Maxim HealthcareServices for the 2016-17 school year. Director Cobb seconded the motion. A voice vote was called and the chair declared themotion carried with a vote of 4 yeas.

1414..55

APPROVAL OF THE SCHOOL RESOURCE OFFICERS 5 YEAR CONTRACT BETWEEN THE CITY OFAPPROVAL OF THE SCHOOL RESOURCE OFFICERS 5 YEAR CONTRACT BETWEEN THE CITY OFTACOMA, TACOMA POLICE DEPARTMENT, AND TACOMA PUBLIC SCHOOLSTACOMA, TACOMA POLICE DEPARTMENT, AND TACOMA PUBLIC SCHOOLS

1414..66



Director Winskill moved that the Board of Directors approve submission of the five-year contract for School Resource Officersbetween City of Tacoma, Tacoma Police Department, and Tacoma Public Schools not to exceed the amount of $2,150,000. Director Cobb seconded the motion. A voice vote was called and the chair declared the motion carried with a vote of 4 yeas.

RATIFICATION OF CONTRACT WITH CITY OF TACOMA, AND TACOMA POLICE DEPARTMENT FORRATIFICATION OF CONTRACT WITH CITY OF TACOMA, AND TACOMA POLICE DEPARTMENT FORTHE 2015-16 SCHOOL YEARTHE 2015-16 SCHOOL YEAR

Director Winskill moved that the Board of Directors authorize the Superintendent to ratify the attached contract for services tobe provided by the City of Tacoma, and Tacoma Police Department for the 2015-2016 school year. Director Cobb seconded themotion. A voice vote was called and the chair declared the motion carried with a vote of 4 yeas.

1414..77

OTHER BUSINESSOTHER BUSINESS1515..

APPROVAL OF LAND PURCHASE AGREEMENT WITH CITY OF TACOMAAPPROVAL OF LAND PURCHASE AGREEMENT WITH CITY OF TACOMA

Director Winskill moved that the Board of Directors authorize the Superintendent or designee to enter into the Real EstatePurchase and Sale Agreement between the Tacoma School District and The City of Tacoma Department of Public Utilities WaterDivision for the Flume Line Right of Way Property adjacent to the Arlington Elementary site. Director Cobb seconded themotion. A voice vote was called and the chair declared the motion carried with a vote of 4 yeas.

1515..11

APPROVAL OF ENERGY SERVICES THROUGH MCKINSTRY ESSENTION, LLC. FOR FAWCETT ES,APPROVAL OF ENERGY SERVICES THROUGH MCKINSTRY ESSENTION, LLC. FOR FAWCETT ES,POINT DEFIANCE ES AND STANLEY ESPOINT DEFIANCE ES AND STANLEY ES

Director Winskill moved that the Board of Directors approve services by Energy Service Company (ESCO) McKinstryEssention, LLC in the amount of $1,099,773 excluding sales tax. Director Cobb seconded the motion. A voice vote was calledand the chair declared the motion carried with a vote of 4 yeas.

1515..22

APPROVAL OF AGREEMENT BETWEEN TACOMA SCHOOL DISTRICT NO. 10 AND PIERCE TRANSITAPPROVAL OF AGREEMENT BETWEEN TACOMA SCHOOL DISTRICT NO. 10 AND PIERCE TRANSIT

Director Winskill moved that the Board of Directors approve the agreement with Pierce Transit for 2,525 ORCAPassport Cards in the amount of $298,604 for the 2016-2017 school year. Director Cobb seconded the motion. A voice votewas called and the chair declared the motion carried with a vote of 4 yeas.

1515..33

REPORT TO THE BOARDREPORT TO THE BOARD1616..

CONSTRUCTION UPDATECONSTRUCTION UPDATE

Chief Operating Officer, Steve Murakami and Planning & Construction Director Rob Sawatzky presented the Board with anupdate on current District construction projects.

1616..11

BOARD COMMENTS/REPORTSBOARD COMMENTS/REPORTS

Director Cobb commented on school start up and registration options.

Director Winskill requested a minor change to the Board School Assignments for the 16-17 year.

Director Vialle commented on the Tide Flats Certification program and the Summer 253 Program.

1717..

ANNOUNCEMENT OF FUTURE BOARD MEETINGSANNOUNCEMENT OF FUTURE BOARD MEETINGS

Thursday, September 1, 20165:30pm Special Meeting & Board Retreat

Thursday, September 8, 20166:00pm Regular Meeting

Thursday, September 15, 20166:00pm Study Session

Thursday, September 22, 20166:00pm Regular Meeting

1818..

ADJOURNMENTADJOURNMENT1919..



Director Heinze moved that the Board of Directors adjourn at 7:47PM . Director Cobb seconded the motion. A voice vote was calledand the chair declared the motion carried with a vote of 4 yeas.

Minutes approved by the Board on: ___________________________

Signed by: _______________________________________________Superintendent Carla Santorno

By: _____________________________________________________Board President, Karen Vialle



Page 1 of 16

Spokane, Washington August 24, 2016

REGULAR MEETING

The Board of Directors convened in a Regular Meeting on the above date at 7:00 p.m. in the Boardrooms of the Administration Building, 200 N. Bernard Street, Spokane, Washington.

Present: Vice President Sue Chapin, Directors Bob Douthitt, Paul Schneider, Jerrall Haynes, Student Advisor Kahlil Wilson-Moore, with President Deana Brower presiding.

FLAG SALUTE

The Flag Salute was led by President Brower.

INTRODUCTIONS

President Deana Brower introduced Superintendent Dr. Shelley Redinger and her staff.

MINUTES

President Deana Brower asked for a motion to approve the minutes.

MOTION: Vice President Chapin moved to approve the minutes for the July 20, 2016 Special Meeting; August 1, 2016 Special Meeting Quorum; August 3, 2016 Special Meeting; and the August 10, 2016 Regular Meeting as presented in the Board Book.

SECOND: Director Haynes

COMMENTS: None.

VOTE: Yes – 5; No – 0; Abstain – 0

CHANGES IN THE AGENDA FROM THE BOARD OR THE ADMINISTRATION

None.

HEARING OF DELEGATES ON ITEMS NOT ON THE AGENDA

None.

GOOD NEWS ITEM

Mr. Kevin Morrison, Director of Community Relations, recognized Student Advisor Kahlil Wilson-Moore for his service as Student Advisor to the Board of Directors for the 2015-16 school year.


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President Brower presented Kahlil with a certificate of recognition and thanks on behalf of the school board.

SPECIAL AGENDA ITEM

Dr. Shelley Redinger, Superintendent, performed the swearing-in for Ms. Clara Coyote to serve as a 2016-2017 Student Advisor to the Board. Ms. Coyote is a senior at Ferris High School. EARLY BOARD REPORTS Ms. Clara Coyote, Student Advisor, shared with the school board her years of attending in Spokane School District, her current school activities at North Central High School and her excitement serving on the school board. CONSENT AGENDA President Brower asked for a motion to approve the Consent Agenda, including the Supplemental Reports.

Long Distance Travel Requests

Lewis and Clark High School Drill Team requested School Board approval for 31 students to travel to Orlando, FL, December 28, 2016 – January 3, 2017 to perform at the Outback Bowl during halftime.

Contract Completions

It was recommended the School Board approve the contract completion of the Summer Portables Project 2016.

Agreements

It was recommended the School Board approve a contract with the College board for the College Readiness and Success System to include the PSAT/NMSQT Exam and the SAT School Day with estimated expenditures in the amount of $120,359 for the 2016-2017 school year.

Alternate Purchases

It was recommended a contract be awarded to Camtek, Inc., Spokane, WA, in the amount of $117,613.22 for the implementation of the North Central High School Cafeteria/Commons Addition, Integrated Security System project.


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It was recommended a purchase order be issued to Washington Schools Risk Management Pool, Tukwila, WA, in the amount of $1,082,905 for the 2016-17 fiscal year insurance premiums and claims below the deductible. It was recommended the Board approve expenditures for the 2016-17 Running Start Program with Community Colleges of Spokane and Eastern Washington University. It was recommended the Board approve an estimated expenditure of $100,000 plus tax to support Add + Vantage Math Recovery (AVMR) Kits for professional development for teachers in Title I buildings as well as district wide trainings for resource teachers. It was recommended a renewal purchase order contract be issued to Pizza Rita, Spokane, WA, to supply hot delivered pizza for the Nutrition Services program at district high schools in the estimated amount of $200,000 for the 2016-2017 fiscal year. It was recommended a renewal purchase order contract be issued to Advance Pierre Foods, Cincinnati, OH, in the anticipated approximate amount of $75,000 for processing bulk USDA peanut butter commodities into school meal units. It was recommended a purchase order be used to Sungard K-12 Education, Chico, CA, in the amount of $208,327.19 for the fiscal year 2016-17 BusinessPLUS annual software/server maintenance, support and custom programming fees. It was recommended purchase orders be issued to Lenovo, Inc., Morrisville, NC on an as needed basis for the purchase of office and classroom computer equipment in an estimated amount of $5,000,000 for the 2016-17 fiscal year. It was recommended a purchase order be issued to Micro Focus, Provo, UT, in the amount of $75,250 for the annual renewal of Novell software license fees for fiscal year 2016-17.

Audits

Warrant Register 1394 through 1396, General Fund $ 2,330,977.51 Warrant Register 855 through 857, Capital Fund 2,611,805.44 ASB Registers 1255 through 1256 59,917.42


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Resignations/Retirements; Nominations; Leaves of Absence I. CERTIFICATED RECOMMENDATIONS A. Terminations/Resignations/Retirements Burke, Margaret – Lewis & Clark/Wilson, Library Media Specialist – Resign .3 of 1.0 FTE, 08/30/16 Close, Daniel – Lewis & Clark, Assistant Principal – Resign, 06/30/17 Cross, Christian – Salk, Teacher, Social Studies/Geography – Resign, 08/31/16 Hardwick, Martha – Chase, Teacher, Science & AVID – Resign, 08/23/16 Shumaker, Nicole – Montessori/Community School/Garfield, Speech Language Pathologist – Resign .8 of 1.0 FTE, 08/09/16 Steierer, Daniela – Lewis & Clark, Teacher, Science – Resign, 08/31/16 B. Nominations Albretsen, Paula – Bemiss, Teacher, Grade 2 (1.0 FTE) Anderson, Nancy – Balboa, Teacher, Literacy Intervention (1.0 FTE) Batibure, Moktar – Various Locations, Occupational Therapist (1.0 FTE) Bemis, Susan – Eagle Peak, Teacher, Career/College Readiness (.2 FTE) & Teacher, Business (.2 FTE) Blaydon, Timothy – Various Locations, Teacher, Elementary Music/Band (1.0 FTE) Bronson, Kolby – Balboa, Teacher, Elementary Content Specialist (.6 FTE) Cavender-Dymond, Kristina – Various Locations, Nurse (.8 FTE) Chilton, Shae – Mullan Road, Teacher, Special Ed DI (1.0 FTE) De Soto, Cynthia – Browne, Teacher, ELD (.5 FTE) Dursma, Aimee – Lincoln Heights, Teacher, Elementary Music Specialist (.9 FTE) Evanson, Joel – On Track Academy, Teacher, At Risk, Science (1.0 FTE) Forsyth, Lisa – Regal, Teacher, ELD (1.0 FTE) Guerrero, Cherie – Audubon, Library Media Specialist (.5 FTE) Hansen, Sarah – Longfellow, Elementary Counselor (1.0 FTE) Harris, Jerilynn – Various Locations, Teacher, Grade 4-6, Montessori/ Intermediate (1.0 FTE) Heitstuman, Hailey – Adams, Teacher, Grade 5 (1.0 FTE) Krauss, Amy – Roosevelt, Teacher, Grade 2 (1.0 FTE) Lampi, Danielle – Various Locations, Physical Therapist (.7 FTE) Landow, Larry – Ferris, Teacher, Mathematics (1.0 FTE) Lutz, Lisa – Westview, Teacher, Half Day Kindergarten (.5 FTE) Mullin, Tara – On Track Academy, High School Counselor (1.0 FTE)


August 24, 2016

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Newbold, Sarah – Various Locations, Teacher, K-6 Art (.4 FTE) Pierce-Murphy, Shannon – Balboa, Teacher, Special Ed MH/OH (1.0 FTE) Vetter, Courtney – Garfield, Teacher, Elementary Music Specialist (1.0 FTE) Young, Dana – Lewis & Clark, Teacher, Special Ed BI (1.0 FTE) II. CLASSIFIED RECOMMENDATIONS

A. Terminations/Resignations/Retirements

Express Bidowski, Theresa – Hamblen, Express Activity Leader – Resign, 08/23/16 Paraeducators Lane, Stacie – North Central, Paraeducator – Resource – Resign, 08/31/16 Lockhart, Rebecca – Audubon, Paraeducator – Resource – Resign, 08/31/16 Secretarial/Clerical Ferris, Lisa – Bryant, Clerk/Secretary – Resign, 08/31/16 Specialists Kramer, Jeffrey – Security, Campus Safety Response Officer – Resign, 09/05/16 B. Nominations Paraeducators Conger, Gina – Rogers, Paraeducator – DI Hotrum, Charity – Special Education, Paraeducator – Itinerant Stearns, Amanda – Special Education, Paraeducator – Itinerant Professional/Technical Lesley, Molly – SVL, Student Support Specialist


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Secretarial/Clerical Schmitt, Kayla – Lewis & Clark, Assistant Secretary (Activities)

Supplementals I. CERTIFICATED RECOMMENDATIONS A. Terminations/Resignations/Retirements Burke, Margaret – Lewis & Clark/Wilson, Library Media Specialist – Resign .3 of 1.0 FTE, 08/30/16 Close, Daniel – Lewis & Clark, Assistant Principal – Resign, 06/30/17 Cross, Christian – Salk, Teacher, Social Studies/Geography – Resign, 08/31/16 Hardwick, Martha – Chase, Teacher, Science & AVID – Resign, 08/23/16 Shumaker, Nicole – Montessori/Community School/Garfield, Speech Language Pathologist – Resign .8 of 1.0 FTE, 08/09/16 Steierer, Daniela – Lewis & Clark, Teacher, Science – Resign, 08/31/16 B. Nominations Albretsen, Paula – Bemiss, Teacher, Grade 2 (1.0 FTE) Anderson, Nancy – Balboa, Teacher, Literacy Intervention (1.0 FTE) Batibure, Moktar – Various Locations, Occupational Therapist (1.0 FTE) Bemis, Susan – Eagle Peak, Teacher, Career/College Readiness (.2 FTE) & Teacher, Business (.2 FTE) Blaydon, Timothy – Various Locations, Teacher, Elementary Music/Band (1.0 FTE) Bronson, Kolby – Balboa, Teacher, Elementary Content Specialist (.6 FTE) Cavender-Dymond, Kristina – Various Locations, Nurse (.8 FTE) Chilton, Shae – Mullan Road, Teacher, Special Ed DI (1.0 FTE) De Soto, Cynthia – Browne, Teacher, ELD (.5 FTE) Dursma, Aimee – Lincoln Heights, Teacher, Elementary Music Specialist (.9 FTE) Evanson, Joel – On Track Academy, Teacher, At Risk, Science (1.0 FTE) Forsyth, Lisa – Regal, Teacher, ELD (1.0 FTE) Guerrero, Cherie – Audubon, Library Media Specialist (.5 FTE) Hansen, Sarah – Longfellow, Elementary Counselor (1.0 FTE)


August 24, 2016

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Harris, Jerilynn – Various Locations, Teacher, Grade 4-6, Montessori/ Intermediate (1.0 FTE) Heitstuman, Hailey – Adams, Teacher, Grade 5 (1.0 FTE) Krauss, Amy – Roosevelt, Teacher, Grade 2 (1.0 FTE) Lampi, Danielle – Various Locations, Physical Therapist (.7 FTE) Landow, Larry – Ferris, Teacher, Mathematics (1.0 FTE) Lutz, Lisa – Westview, Teacher, Half Day Kindergarten (.5 FTE) Mullin, Tara – On Track Academy, High School Counselor (1.0 FTE) Newbold, Sarah – Various Locations, Teacher, K-6 Art (.4 FTE) Pierce-Murphy, Shannon – Balboa, Teacher, Special Ed MH/OH (1.0 FTE) Vetter, Courtney – Garfield, Teacher, Elementary Music Specialist (1.0 FTE) Young, Dana – Lewis & Clark, Teacher, Special Ed BI (1.0 FTE) II. CLASSIFIED RECOMMENDATIONS

A. Terminations/Resignations/Retirements

Express Bidowski, Theresa – Hamblen, Express Activity Leader – Resign, 08/23/16 Paraeducators Lane, Stacie – North Central, Paraeducator – Resource – Resign, 08/31/16 Lockhart, Rebecca – Audubon, Paraeducator – Resource – Resign, 08/31/16 Secretarial/Clerical Ferris, Lisa – Bryant, Clerk/Secretary – Resign, 08/31/16 Specialists Kramer, Jeffrey – Security, Campus Safety Response Officer – Resign, 09/05/16 B. Nominations Paraeducators Conger, Gina – Rogers, Paraeducator – DI


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Hotrum, Charity – Special Education, Paraeducator – Itinerant Stearns, Amanda – Special Education, Paraeducator – Itinerant Professional/Technical Lesley, Molly – SVL, Student Support Specialist Secretarial/Clerical Schmitt, Kayla – Lewis & Clark, Assistant Secretary (Activities)

CONFIDENTIAL I. CLASSIFIED RECOMMENDATIONS

A. Terminations/Resignations/Retirements Specialists Tran, Trang – Ferris, Bilingual Specialist – Resign, 08/24/16


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Travel Report

MOTION: Vice President Chapin moved to approve the consent agenda, including materials provided in late handout folder.


COMMENTS: President Brower commented on the included Agreement regarding the College Readiness & Success Contract.

Dr. Gering provided a summary of details of this agreement and this great opportunity for students.


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Director Douthitt requested clarification on the availability of technology to accommodate testing. Dr. Gering provided an update on the structures of assessments for middle school versus high school, allowing for a manageable time frame for students completing assessments electronically.


OLD BUSINESS TEACHING AND LEARNING SERVICES Final Reading of Policy/Procedure 3240: Student Behavior, Rules of Conduct, Restorative Practices and Corrective Action Mr. Shawn Jordan presented a final reading of Policy/Procedure 3240: Student Behavior, Rules of Conduct, Restorative Practices and Corrective Action. Should the Board adopt the policy, a plan will be implemented regarding the training and calibration of our staff, gather feedback from stakeholders throughout this year, and will gather feedback from the Board to implement methods of sharing information with families, providing feedback opportunities for parents and families. Public Comment Dawn Sidell shared with the School Board her thoughts on the importance of this work to address student needs. Virla Spencer shared her concerns with the School Board about the need for guidelines for staff for this work in our school district. Adrian Pauw shared her thoughts with the School Board on behalf of the NAACP on the importance of implementing restorative practices in the district. Rosemarie Thurman shared with the School Board her thanks to district for the willingness to offer trainings for staff to move this great work forward. She offered thanks to Mark Sterk, Shawn Jordan and the Superintendent for facilitating trainings and this work.


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President Brower requested a motion. MOTION: Director Douthitt moved to approve Policy and Procedure 3240

as presented, including the Rules of Conduct.

SECOND: Director Schneider

COMMENTS: President Brower expressed that she recognizes that this is a work in progress, noting that the adoption of the policy and procedure this evening is a launching pad for the continuation of this work.

Director Douthitt offered compliments to the administrative work

team and the community advocates on this work. Director Schneider expressed this thanks to the community and

staff for their work and looks forward to the ongoing work. VOTE: Yes – 5; No – 0; Abstain – 0

NEW BUSINESS SCHOOL SUPPORT SERVICES Recommended 2016-2017 Budget Dr. Linda McDermott, Chief Financial Officer, presented to the School Board the 2016-2017 budget and requested the adoption of Resolution No. 2016-20 to approve the 2016-2017 General, ASB, Debt Service, and Capital Project Fund Expenditure budgets. The recommended operating budget for the 2016-2017 school year reflects the culmination of the School District’s budget planning process that began in the fall of 2015. The preliminary recommended budget includes revenue of $389.8 million and expenditures of $390.9 million. Fund balance reserves in excess of the five percent (5%) minimum fund balance policy requirement will fund the budgeted operating deficit of $1.1 million (revenues minus expenditures). Budgeted ending fund balance is $30.1 million allocated as follows: Restricted and Non-spendable $10.5 million; Minimum Fund Balance (policy 6022) $19.6 million (5.4%). The recommended budget of $390.9 million represents a 5.9% increase over the 2015-2016 budget. The increased spending includes maintenance level budget changes for staffing to projected enrollment, additional resources to enhance building and student support, and implementation of recommended collective bargaining agreements. The


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increase in expenditures is primarily supported by new investments from the State Legislature, to include cost of living adjustments (COLA) for state funded positions, full-day kindergarten for all schools, lower class size for kindergarten through third grades, and materials, supplies and operating costs (MSOCs). The School Board recessed into a public hearing at 8:07 p.m. PUBLIC HEARING No public comment at this time. The School Board reconvened in a regular meeting at 8:09 p.m. President Brower requested a motion. MOTION: Vice President Chapin moved to approve Resolution No. 2016-

20 to approve the 2016-2017 General, ASB, Debt Service, and Capital Project Fund Expenditure budgets, as presented.

SECOND: Director Douthitt

COMMENTS: Director Douthitt requested clarification on an increase to the ASB budget.

Dr. McDermott, Cindy Coleman, and Dr. Gering provided

clarification. ROLL CALL VOTE: President Brower – Yes Vice President Chapin – Yes Director Douthitt – Yes Director Schneider – Yes Director Haynes – Yes

Recommended Annual Capital Projects Plan for 2016-2017 Dr. Mark Anderson, Associate Superintendent, presented to the School Board the recommended annual capital projects plan for 2016-2017 and requested approval for Resolution 2016-21 to adopt the districts recommended annual capital plan. President Brower requested a motion. MOTION: Vice President Chapin moved to approve Resolution No. 2016-

21 to approve the 2016-2017 recommended annual capital plan, as presented.


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COMMENTS: President Brower and Vice President Chapin shared their compliments on the responsible use of funds for these projects.


2015-2016 Interim Financial Report and Year-End Forecast Dr. Linda McDermott, Chief Financial Officer, presented to the School Board the 2015-16 Interim Financial Report and Year-End Forecast. The interim monthly financial report covers operations for the period September 1, 2015 through July 31, 2016. The 2015-2016 school year began with a $1.5 million positive fund balance budget variance. The current forecast of operations indicates that the School District will end the year with a total fund balance of $30.1 million, of which $10.5 million is restricted or non-spendable. The remaining balance - $19.6 million is governed by board decision and is classified as committed, assigned or unassigned. As noted in Table 1 below, the current financial forecast generates a $6.7 million positive budget variance, comprised of the beginning of the year $1.5 million positive fund balance variance and the $5.2 million positive operating activity variance. The current Fund Balance Forecast provides a committed, assigned and unassigned (CAU) fund balance of 5.4% of actual 2014-2015 expenditures achieving the minimum fund balance of 5-6% as specified in School Board Policy 6022. HUMAN RESOURCES Ratification of Tentative Agreement with Spokane Education Association Ms. Tennille Jeffries-Simmons, Chief Human Resources Officer, presented to the School Board the ratification of the tentative agreement with Spokane Education Association. Human Resources and the School District’s Table Team began collective bargaining with the SEA in January 2016 determining priorities, interests and issues. The parties began exchanging proposals in April 2016. The parties agreed on a hybrid approach which combined traditional and interest based bargaining strategies, with the express purpose of understanding issues and identifying pathways to solutions. The parties reached a tentative agreement on the afternoon of Thursday, August 4th. The SEA ratification meeting was held on Tuesday, August 23. Also, on August 23, the District Bargaining Team provided district administrators a summary of contract changes which are included in the proposed 2016-2019 collective bargaining agreements.


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Comprehensive updates and reviews for specific departments, such as Nutrition Services, Special Education and Campus Safety will continue on August 24th. The Table Team and district administration will have a focus on effective implementation, so training over bargained changes will continue into the fall. Bargained salary increases for staff vary across employee groups—variations in compensation levels were informed by updated salary comparison data. President Brower requested a motion. MOTION: Director Schneider moved to approve the ratification of the

2016 - 2019 tentative agreement with Spokane Education Association.


COMMENTS: Director Haynes complimented the great work done by staff. Director Douthitt complimented the great work done by staff. President Brower commented on the value of having a 3 year

contract and believes the salary increase will be beneficial for recruitment and retention of staff and delivery of services to students.


Ratification of Tentative Agreement with Spokane Principals Association Ms. Tennille Jeffries-Simmons, Chief Human Resources Officer, presented to the School Board the ratification of the tentative agreement with Spokane Principals Association. The Table Team began collective bargaining with the Spokane Principals Association (SPA) in early spring of 2016, determining priorities, interests and issues. The parties began exchanging proposals in May 2016. The parties agreed on a hybrid approach which combined traditional and interest based bargaining strategies, with the express purpose of understanding issues and identifying pathways to solutions. The parties reached a tentative agreement on the afternoon of Thursday, August 11th. The Spokane Principals Association ratification meeting was held on Friday, August 12. Bargained salary increases were informed by updated salary comparisons which included area districts and other eastside school districts. President Brower requested a motion.


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MOTION: Vice President Chapin moved to approve the ratification of the 2016 - 2019 tentative agreement with Spokane Principals Association as presented.

SECOND: Director Douthitt

COMMENTS: President Brower commented on the volume of work and complimented the 3 year contract.


Presentation of 2016-2017 Non-Represented Salary Schedules Ms. Tennille Jeffries-Simmons, Chief Human Resources Officer, presented to the School Board the 2016-17 non-represented salary schedules. The administration continues to evaluate compensation plans for the following employee groups over the next five (5) years: Professional-Technical (PT), Exempt Professional (EP), Executive Assistant (ES), Technology Services (TS), Independent Coordinators (IC), Supervisors/Managers (SV), Special Campus Administrators (CS), Certificated Administrators (AD1) and Classified Administrators (AD2). Key considerations when evaluating these compensation plans are providing market-sensitive wages, internal equity and organizational structure. The salary increases being recommended for Board approval on August 24, 2016 represent the state allocated Cost of Living Adjustments (COLA) of 1.8%. President Brower requested a motion. MOTION: Vice President Chapin moved to approval of the non-

represented salary schedules as presented.


COMMENTS: None.

VOTE: Yes – 5; No – 0; Abstain – 0 BOARD REPORTS

School Visits President Brower commented on the recent list sent to the School Board with updated information for Board/School Visits.


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Director Schneider shared with the School Board regarding his recent visit at The Community School, having the opportunity to visit with staff. QUESTIONS/REQUESTS FROM THE BOARD REGARDING UPCOMING PRESENTATIONS

None. SUPERINTENDENT’S REPORT

Dr. Redinger provided an update on the recent Superintendent Work Group meeting; she mentioned the baseball game on Friday evening; and Tuesday will be the first day of school. PUBLIC COMMENT President Brower invited a member of the public to have the opportunity to comment. Bruce Rafford shared with the School Board his thoughts on the improvements with the accommodations for the deaf and hard of hearing at Board meetings and wanted to be sure students were being accommodated by district staff. ADJOURNED There being no further business to come before the Board, President Brower adjourned the meeting at 8:55 p.m. ______________________________ ________________________________ Shelley K. Redinger, Ph.D., Secretary Deana M. Brower, President


KENT SCHOOL DISTRICT NO. 415 KING COUNTY

KENT, WASHINGTON

August 24, 2016

The Board of Directors of Kent School District No. 415 met on Wednesday, August 24, 2016, 5:30 p.m. for a tour of the TOP facility located at 11000 SE 264th Street, Kent, Washington. Board members present were Karen DeBruler, Agda Burchard, Debbie Straus, and Maya Vengadasalam. The Board of Directors of Kent School District No. 415 met Wednesday, August 24, 2016, 6:15 p.m. in the Boardroom at the Administration Center located at 12033 SE 256th Street, Kent, Washington, with Board President Karen DeBruler presiding. Other board members present: Agda Burchard, Russ Hanscom, Debbie Straus, and Maya Vengadasalam. Also present: Superintendent Dr. Calvin J. Watts. Call to Order President DeBruler called the meeting to order at 6:15 p.m. and immediately recessed for an executive session for approximately 40 minutes to discuss legal matters. Reconvene President DeBruler reconvened the regular meeting at 7 p.m. Pledge of Allegiance President DeBruler asked a student in the audience to lead the pledge of allegiance. Welcome President DeBruler welcomed the audience to the meeting and explained the process for public comment. Agenda Review The agenda was amended to add a supplemental personnel report to the consent agenda. Motion No. 75-16 That the Board of Directors add a supplemental personnel report to the consent

agenda. The motion carried. Presentation (1) Professional Educator Standards Board Grow Your Own Teacher Initiatives in Washington

Alexandra Manuel, director, Educator Pathways, and Victoria Moreland, ELL coordinator, presented information and answered questions about the Professional Educator Standards Boards “Grow Your Own Teacher” initiative.

(2) 2016-17 Budget Presentation Chief Business Officer Michael Newman and Executive Director Ralph Fortunato provided: a review of the budget adoption process and the information discussed at each of the five budget work sessions; a summary of the 2016-17 Budget and comparison from previous year; revenues and expenditures of the general fund, capital project fund, debt service fund, transportation vehicle fund and ASB fund; and next steps that included continuing to monitor enrollment and staffing, and state and federal legislation.


Regular Board Meeting Page 2 24 August 2016

Public Hearing: 2016-17 Budget In compliance with state law, it is necessary for the Board of Directors to conduct a public hearing on the 2016-2017 Budget and to formally adopt maximum expenditure limits for all funds no later than August 31, 2016. During the public hearing, any member of the community may present comments to the Board regarding the proposed budget. President DeBruler recessed the regular meeting and opened a public hearing to hear comments for or against Resolution No. 1495, which establishes the expenditure limits for the General Fund ($346,186,188), Debt Service Fund ($26,104,270), Capital Projects Fund ($17,002,609), Associated Student Body Fund ($4,268,932), and Transportation Vehicle Fund ($1,250,000). Having no comments, President DeBruler closed the public hearing and resumed the regular meeting. Board of Directors Discussion & Approval (1) Resolution No. 1495, Adoption of the 2016-17 Budget

Resolution No. 1495 establishes the expenditure limits for the General Fund ($346,186,188), Debt Service Fund ($26,104,270), Capital Projects Fund ($17,002,609), Associated Student Body Fund ($4,268,932), and Transportation Vehicle Fund ($1,250,000). Motion No. 76-16 That the Board of Directors approves Resolution No. 1495, 2016-17 Budget

Adoption. The motion carried.

(2) Resolution No. 1496, Intent to Reoccupy Vacated Space Due to Short-Term Special Housing Burden

The District had to request from the Office of the Superintendent of Public Instruction to use the former Kent Elementary site for students based on previous funding for the replacement school. The legislation has since changed and Resolution 1496 will allow the District to use the former Kent Elementary School site for students until 2021. Motion No. 77-16 That the Board of Directors approves Resolution No. 1496 to reoccupy the former

Kent Elementary School for instructional purposes under conditions SHB2985. The motion carried.

(3) Resolution No. 1497, Out of Endorsement Waiver

Per WAC 180-82-110 and Resolution No. 1497, Human Resources is requesting out-of-endorsement waivers for Melissa Benner, Lois Pena, Colleen Benjamin, Gary Durham, Patti Habetter, Emily Moore, Sheena Keiser, April Thousand, Nicole Cook, Jennifer Heath, Elijah Olson, Jeremy Ball, Mia Roberts, Richele Buoy, Holly Stutesman, Renee Kuehn, Rebecca Lloyd, Julianne Leyva, Erin Isabell, Douglas Ferguson, and Marin Brouwer, so they can teach in the Kent School District for the 2016-2017 school year while completing individual teacher plans for achieving endorsement.



Motion No. 78-16 That the Board of Directors approves Resolution No. 1497, authorizing an out-of-endorsement waiver for employees named in the resolution.

The motion carried.

(4) Second Reading and Adoption of Revised Policy 2161: Special Education and Related Services for

Eligible Students The proposed revision to Policy and Procedure 2161 is to address changes made to chapter 28A.155 RCW and to RCW 28A.600.485 under Substitute House Bill (SHB) 1240, which prohibits the planned use of aversive interventions and prohibits schools from physically restraining or isolating any student except when the student’s behavior poses an imminent likelihood of serious harm to that student or another person. Motion No. 79-16 That the Board of Directors approves second reading and adoption of Policy

2161: Special Education and Related Services for Eligible Students. The motion carried.

(5) Change Order Approvals

Change Order No. 4 is for TOPS Building Site Work Revised, and Change Order No. 1 is for the TOPS Building and covers the additive and deductive changes to the contracts. These are changes that have occurred during the course of construction. Motion No. 80-16 That the Board of Directors approves Change Order No. 4, in the amount of

$23,490.25 including WSST, which covers the additive costs that were either unforeseen conditions or required by the city and city inspector; and Change Order No. 1, in the amount of $62,541.75 including WSST, which covers the additive and deductive costs that occurred during the course of assembling and finishing the building.

The motion carried.

(6) Student and Family Support Services Agency Staff Contracts

Due to a lack of qualified, or in some cases no candidates, the Student and Family Support Services department will need to hire agency health services staff for schools for 2016–2017. Included in this hiring could be licensed nurses to fill positions to stay within safe nursing practices as outlined by the Washington Nursing Commission and the Office of the Superintendent of Public Instruction. Motion No. 81-16 That the Board of Directors approves the agency contracts totaling $350,553 for

the 2016-17 school year. The motion carried.

(7) Inclusive Education Out of District Placement Contracts

Inclusive Education uses Out of District Placements for students that have been evaluated and the District has determined that for these students with disabilities no appropriate program exists in the



district, or the appropriate program cannot be reasonably established in the district and no appropriate program can be contracted with another district. Motion No. 82-16 That the Board of Directors approves the out-of-district placement contracts

totaling $4,569,000 for the 2016-17 school year. The motion carried.

(8) Inclusive Education Agency Staff Contracts

Due to a lack of qualified, or in some cases no candidates, the Inclusive Education Department will need to hire agency staff for 2016–2017. Included in this hiring could be School Psychologists, Speech Language Pathologists, Speech Language Pathologist Assistants, Occupational Therapists, Physical Therapists and Special Education Teachers to fill positions to stay within KEA contract guidelines. Motion No. 83-16 That the Board of Directors approves the agency contracts totaling $3,614,000 for

the 2016-17 school year. The motion carried.

Consent Agenda Item 5.09, Educational Program/Counseling Service Addendum with Kent Youth and Family Services, was pulled for further discussion. Motion No. 84-16 That the Board of Directors approves the consent agenda except for Item 5.09,

Educational Program/Counseling Service Addendum with Kent Youth and Family Services.

1. Minutes of the 22 June 2016 regular meeting, special meeting, and executive session.

2. Minutes of the 29 June 2016 special meeting and executive session.

3. Minutes of the 06 July 2016 special meeting.

4. Minutes of the 07 July 2016 special meeting.

5. Minutes of the 08 August 2016 special meeting.

6. Minutes of the 10 August 2016 special meeting.

7. Personnel report.

8. Changes to American Federation of Teachers Union of Washington (Kent Chapter) Contract.

9. Community Based Organization Agreement with Sea Mar Community Health Centers.

10. Educational Program/Counseling Service Addendum with Communities in Schools.



11. Acceptance of gifts and donations to the District or schools or departments for the period ending August 24, 2016.

12. Approval of general fund accounts payable warrant nos. 152718-154093; payroll warrant nos. 247809-247817, 500898-500905, 560124, and 560126; and electronic transfer for purchasing card, DOR Use Taxes, direct deposit, payroll taxes, VEBA, DRS Retirement, DRS DCP, TSA, Benefits, Workers’ Comp., Vision Trust, and HSA Navia Benefit for a total general fund amount of $55,830,950.68; capital projects fund accounts payable warrant nos. 203485-203657 and electronic transfer for purchasing card for a total capital projects fund amount of $5,972,357.22; ASB fund accounts payable warrant nos. 410450-410577 and electronic transfer for purchasing card and DOR Use Taxes for a total ASB fund amount of $348,073.96; fiduciary fund accounts payable warrant nos. 700072, 700073, and 790010; and electronic transfer for purchasing card and DOR Use Taxes for a total fiduciary fund amount of $6,221.17; and transportation vehicle fund accounts payable warrant nos. 900028-900031 for a total transportation vehicle fund amount of $1,471,866.84; for a grand total of $63,629,469.87.

The motion carried. Motion No. 85-16 That the Board of Directors approves the consent agenda Item 5.09, Educational

Program/Counseling Service Addendum with Kent Youth and Family Services. The motion carried. Board of Directors Discussion Informational (1) General Fund Object Expenditure Summary Report

No action required. Material is submitted for information. (2) June 2016 Financial Statement

No action required. Material is submitted for information. (3) First Reading of Revised Policy 4040 and Procedure 4040P

No action required. Approval of Policy 4040 will occur at a subsequent meeting. (4) Revised Procedure 2020P

No action required. Material is submitted for information. Communication from the Audience A member of the audience addressed the Board concerning barriers to entering into the Early Childhood system. Another individual addressed the Board concerning the need for exterior improvement at Fairwood Elementary. Superintendent’s Report The superintendent report was accepted as presented and included:

School begins September 1. Dr. Watts remarked that the start of school is a time for welcoming back more than 4,000 team KSD members, more than 27,000 students, and families, as well as kindergarteners on September 7. It is also an opportunity to move KSD forward with Blueprint, our bold, new strategic plan. Our four strategic goals are intentionally aligned with our work. They include 1) student success through academic, social and applied learning; 2) further extending our reach to internal and external communities through two-way, meaningful



communication; 3) ensuring organizational effectiveness through equitable systems and structures; and 4) hiring, developing and retaining a premier workforce. Dr. Watts thanked the school board for supporting each strategic goal and approving the 2016-17 budget. Their action will enable KSD to fund and support what we value—our students, and the adults who serve them.

Safety reminder. To all drivers, please be mindful of students walking to and from school and of the more than 19,000 students being transported by our school buses.

Teacher shortage. Creating our own teacher and leadership pipeline is a priority in this district, because teacher numbers are dwindling nationwide. There is a plan to increase the number of engaged and developed teachers and leaders in KSD.

Successes. Eight elementary schools earned the Washington Achievement Award and Kentridge and Kentlake earned accreditation for a six-year period with commendations that included high performing leadership teams, a broad range of co-curricular programs to enrich student learning, consistently high student achievement and an effective articulation between the HS and MS feeder pattern, to name a few. We’ve experienced improvements in our preliminary English, language arts, and math Smarter Balanced Assessment (SBA) results in third through sixth grade. Districtwide SBA gains have either been on par or slightly above the state with three to seven percentage point gains on average.

Bond update. The bond campaign is underway for the November 8 general election; passage of the bond will improve our schools and reduce overcrowding. Through a recent conversation with Congressman John Lewis who, sixty years ago, literally fought for the right for all of us to vote, Dr. Watts reminded the audience of the importance of exercising that right and responsibility on November 8.

Board Reports & Discussion Debbie Straus welcomed everyone back for another school year and expressed appreciation for the tour of the new TOP facility. Debbie also encouraged becoming a mentor. Russ Hanscom stated that he is attending “Hooded or Being Black for Dummies” premiering on September 3 at Kent Station. Russ talked about the upcoming bond election, particularly that every school will benefit and he encouraged increasing that awareness of the voters. Agda Burchard said that she appreciated the efforts to get school ready for students and that she is anxious to get back to focus on the board’s work. Agda mentioned that during a Race To The Top early learning site visit in Oregon, there was a dual generational approach in work around institutionalizing equity that perhaps could be replicated in Kent School District. Maya Vengadasalam stated that she is looking forward to the Board/Superintendent Governance meetings. Maya attended the Leadership Team retreat and is hopeful with the discussions and hearing from Chanin Kelly-Rae and her future work in our schools at incorporating equity in School Improvement Plans and policy-based work. Maya thanked Agda for talking her to the Gates Foundation meeting where there was an intentional focus on teacher development. Maya also thanked Jenny Grajewski for the performance of Sweeney Todd. Maya announced the Kent Food Bank Breakfast on October 14 from 7-9 a.m. at Kent Covenant Church. Karen DeBruler attended the Leadership Team Retreat and was impressed with the cross sector work and problem solving. Karen announced that the Board Superintendent Governance Team had met five times



over the summer and is moving forward. Karen reported that she and Maya talked to Logan Ellis, director/producer of “Hooded or Being Black for Dummies,” who said that the playwright would be at Theater Battery tomorrow at 8 p.m. The performance is scheduled through September 10 at Kent Station and in Washington D.C. in December. Admission is free. Karen also reported on her work for the P-3 Leadership Institute. Adjournment President DeBruler adjourned the regular meeting at 8:50 p.m. KENT SCHOOL DISTRICT NO. 415 BOARD OF DIRECTORS

Meeting Chairperson ATTEST: Dr. Calvin J. Watts Secretary to the Board













1

BOARD OF EDUCATION SCHOOL DISTRICT NO. 1J, MULTNOMAH COUNTY, OREGON AUGUST 16, 2016 MEETING OVERVIEW

The purpose of this document is to provide an overview of the actions taken by the School Board and to provide a listing of the reports given. Anyone interested in viewing the full meeting, please visit the website listed below. A Regular Meeting of the Board of Education came to order at 6:08pm at the call of Chair Tom Koehler in the Board Auditorium of the Blanchard Education Service Center, 501 N. Dixon Street, Portland, Oregon. Attendance: Present: Chair Koehler; Vice-Chair Kohnstamm; Directors Anthony, Buel, Knowles, and Esparaza Brown (via phone for Interim Superintendent vote only); Student Representative Bradley; Chief Executive Officer Yousef Awwad Absent: Director Esparza Brown Student Comment Michael Ioffe, Gabby Cosey, and Marin Christensen all asked that the Board place the next capital bond on the November 2016 ballot. Public Comment Tom Beckett: PPS has chosen not to fund any of its high school performing arts, yet PPS profits from the students and their successes. Mr. Beckett asked why the Board insists that high school art teachers must operate with a zero budget. You cannot sustain without investment. Eric Lenard and Shaun Dalton asked the Board to place the next capital bond on the November 2016 ballot. Tammy O’Neill, Cleveland Principal, Petra Callin, Madison Principal, and Carol Campbell, Grant Principal, all requested that the next capital bond be placed do the November 2016 ballot. Action Items:

Interim Superintendent Recommendation Public Comment None

Bond Program Contingency Replacement Public Comment None

Reports:

Bond Accountability Committee Quarterly Report

2012 Capital Improvement Bond Quarterly Report

Health and Safety Update


The Board approved the following items:

Resolution 5324: Authorization of Bond Program Contingency replenishment as Part of the 2012 Bond Program

Resolution 5325: Interim Superintendent Recommendation

Business Agenda

Adjourn

Chair Koehler adjourned the meeting at 8:36pm,

In accordance with ORS 192.650, the District’s official School Board meeting minutes are maintained via video recording, which can be viewed at https://www.youtube.com/playlist?list=PL8CC942A46270A16E. The agenda and back-up materials for this meeting can be accessed at http://www.pps.k12.or.us/departments/board/7862.htm. Please contact the School Board Office at 503-916-3741 for questions or help accessing information.


BOARD OF EDUCATION SCHOOL DISTRICT NO. 1J, MULTNOMAH COUNTY, OREGON

INDEX TO THE MINUTES

August 16, 2016

Board Action Number Page

Purchases, Bids, Contracts

5322 Revenue Contracts that Exceed $150,000 Limit for Delegation of Authority ............................... 5323 Expenditure Contracts that Exceed $150,000 for Delegation of Authority ..................................

Other Matters Requiring Board Approval

5324 Authorization of Bond Program Contingency Replenishment as Part of the 2012 Bond Program ..................................................................................................................... 5325 Interim Superintendent Recommendation ................................................................................... 5326 Minutes .........................................................................................................................................


Purchases, Bids, Contracts

The Chief Executive Officer RECOMMENDED adoption of the following items:

Resolutions 5322 and 5323

Director Anthony moved and Director Knowles seconded the motion to adopt Resolution 5322. The motion was put to a voice vote and passed unanimously (6-yes, 0-no), with Director Esparza Brown absent and Student Representative Bradley voting yes, unofficial. Director Anthony moved and Director Rosen seconded the motion to adopt Resolution 5323. The motion was put to a voice vote and passed unanimously (6-yes, 0-no), with Director Esparza Brown absent and Student Representative Bradley voting yes, unofficial.

Director Buel moved and Director Rosen seconded the motion that the contract with Hobson, Inc., contained in Resolution 5323, be tabled until September 6, 2016. The motion was put to a voice vote and passed unanimously (6-yes, 0-no), with Director Esparza Brown absent and Student Representative Bradley voting yes, unofficial.


RESOLUTION No. 5322

Revenue Contracts that Exceed $150,000 Limit for Delegation of Authority

RECITAL

Portland Public Schools (“District”) Public Contracting Rules PPS-45-0200 (“Authority to Approve District Contracts; Delegation of Authority to Superintendent”) requires the Board of Education (“Board”) to enter into and approve all contracts, except as otherwise expressly authorized. Contracts exceeding $150,000 per contractor are listed below.

RESOLUTION

The Superintendent recommends that the Board approve these contracts. The Board accepts this recommendation and by this resolution authorizes the Deputy Clerk to enter into agreements in a form approved by General Counsel for the District.

NEW REVENUE CONTRACTS

No New Revenue Contracts

NEW INTERGOVERNMENTAL AGREEMENTS / REVENUE (“IGA/Rs”)

Contractor Contract

Term Contract Type Description of Services Contract Amount

Responsible Administrator,

Funding Source

Reynolds School District

7/1/2016 through

6/30/2017

Intergovernmental Agreement

IGA 63318

Columbia Regional Program will provide classroom services to deaf and hard of hearing regionally eligible children.

$373,250 H. Adair

Fund 299 Dept. 5422

Grant S0031

Centennial School District

7/1/2016 through

6/30/2017


IGA 63383


$200,950 H. Adair

Fund 299 Dept. 5422

Grant S0031

Portland Public Schools

7/1/2016 through

6/30/2017


IGA 63384


$769,225 H. Adair

Fund 299 Dept. 5422

Grant S0031

Gresham-Barlow School District

7/1/2016 through

6/30/2017


IGA 63385


$227,125 H. Adair

Fund 299 Dept. 5422

Grant S0031

AMENDMENTS TO EXISTING REVENUE CONTRACTS

No Amendments to Existing Revenue Contracts

Y. Awwad


RESOLUTION No. 5323

Expenditure Contracts that Exceed $150,000 for Delegation of Authority

RECITAL

Portland Public Schools (“District”) Public Contracting Rules PPS-45-0200 (“Authority to Approve District Contracts; Delegation of Authority to Superintendent”) requires the Board of Education (“Board”) enter into contracts and approve payment for products, materials, supplies, capital outlay, equipment, and services whenever the total amount exceeds $150,000 per contract, excepting settlement or real property agreements. Contracts meeting this criterion are listed below.

RESOLUTION

The Superintendent recommends that the Board approve these contracts. The Board accepts this recommendation and by this resolution authorizes the Deputy Clerk to enter into agreements in a form approved by General Counsel for the District.

NEW CONTRACTS

Contractor Contract



Funding Source

Earth2O 8/17/2016 through

8/17/2017

Option to renew

annually through

8/17/2021

Services

S 63371

Provide water dispensers and five-gallon refillable water bottles at all District facilities.

RFP 2016-2134

Original Term not-to-exceed

$750,000

Not-to-exceed $3,750,000

over maximum contract term

Y. Awwad

Fund 101 Dept. 5591

Project F1203

Catalyst Pathways 8/29/2016 through

6/15/2017

Option to renew

annually through

8/31/2020

Personal Services

PS 63311

Provide tutoring services in math and literacy for Title I eligible students at private schools.

RFP 2015-1908

Original Term $184,626

$755,000 over maximum

contract term.

A. Lopez

Fund 205 Dept. 5407

Grant G1591

Catapult Learning West

8/29/2016 through

6/15/2017

Personal Services

PS 63345

Provide tutoring services in math and literacy for Title I eligible students at private schools.

RFP 2012-1497

$205,361 A. Lopez

Fund 205 Dept. 5407

Grant G1591

Albina Head Start, Inc.

8/29/2016 through

6/30/2017

Personal Services

PS 63423

Provide child care program for 36 infants and toddlers whose parents are students enrolled in PPS Teen Parent Services at Roosevelt, Madison, and Franklin high schools.

Direct Negotiation PPS 46-0525(4)

$244,400 A. Lopez

Fund 101 Dept. 4306

NEW INTERGOVERNMENTAL AGREEMENTS (“IGAs”)

Contractor Contract



Funding Source

Portland State University

9/1/2016 through

6/30/2017


IGA 63341

Provide rigorous, college-level courses to seniors at Jefferson and Roosevelt high schools.

$159,000 A. Lopez

Fund 101 Dept. 5438


Other Matters Requiring Board Approval

The Chief Executive Officer RECOMMENDED adoption of the following items:

Resolutions 5324 through 5326

During the Committee of the Whole, Director Anthony moved and Director Kohnstamm seconded the motion to adopt Resolution 5324. The motion was put to a voice vote and passed by a vote of 5-1 (5-yes, 1-no [Knowles]), with Director Esparza Brown absent and Student Representative Bradley voting yes, unofficial. During the Committee of the Whole, Director Anthony moved and Director Knowles seconded the motion to adopt Resolution 5325. The motion was put to a voice vote and passed unanimously (7-yes, 0-no), with Director Esparza Brown voting via phone and Student Representatively Bradley voting yes, unofficial. Director Anthony moved and Director Knowles seconded the motion to adopt Resolution 5326. The motion was put to a voice vote and passed unanimously (6-yes, 0-no), with Director Esparza Brown absent and Student Representative Bradley voting yes, unofficial.


RESOLUTION No. 5324

Authorization of Bond Program Contingency Replenishment

As Part of the 2012 Capital Bond Program

RECITALS A. Sixty Six percent (66%) of Portland Public School District (“PPS”) voters approved a

ballot measure in November 2012 for a Portland Public Schools bond to improve schools. B. The approved 2012 Capital Bond Program includes the full modernization of three

comprehensive high schools: Franklin, Grant, and Roosevelt with the replacement of the Faubion PK-8 School.

C. Following voter approval of the capital bond program a community-wide visioning process

resulted in Resolution No. 4800 adopting the Education Facility Vision as part of the District-wide Education Specifications.

D. Consistent with the Facility Vision, phase 2 of the Education Specification process ensued

resulting in a comprehensive high school area program which includes required core and advanced educational program; fine and performing arts; athletics; administration; counseling/career; SPED; ESL; student center/commons (also serves as cafeteria); media center; miscellaneous educational, student, custodial, mechanical and electrical support spaces; enhanced electives; partner/community use; and wrap-around service providers.

E. The 2012 capital bond program was developed with individual project contingencies, a $45

million program-level escalation contingency, and a $20 million program-level bond reserve for use at the Board’s discretion consistent with the projects identified in the voter-approved ballot measure.

F. Resolution 4840 was adopted and authorized increasing capacity for Franklin, Roosevelt and Grant High Schools with the use of $10 million program-level bond reserve funding for implementation.

G. The Franklin High School Modernization Project is currently approaching 50% complete and

has used its project contingency as planned to effectively compensate the contractor for differing site conditions to include unplanned asbestos abatement, mitigation of subsurface rock, unseasonal weather conditions and the procurement of all subcontracts. Additional contingency is required to replenish the project for unplanned costs.

H. Staff is recommending that $6 million be moved from the program-level bond reserve funding to the Chief of School Modernization Program Reserve to replenish the Franklin High School Modernization contingency funding to a level deemed appropriate by both the Program and Project Management Teams.

RESOLUTION

The Board of Education directs staff to allocate $6 million of funds from the program level bond reserve to replenish the Franklin High School Modernization project contingency.

J. Vincent


RESOLUTION No. 5325

Interim Superintendent Recommendation

RECITALS A. On July 20, 2016, the Board of Education (“Board”) adopted Selection Criteria for an Interim

Superintendent. B. The application process for Interim Superintendent was open from July 21, 2016 through August

3, 2016. C. On August 4, 2016, the Board reviewed all applications received for Interim Superintendent and

selected five candidates to interview. Candidates were interviewed on August 11 and August 15, 2016, and an Open House was held for the general public on August 16, 2016.

RESOLUTION

The Board of Education for Portland Public Schools directs the extension of an offer of employment to Robert McKean as Interim Superintendent, conditional on successful completion of a background check, and authorizes the Board Chair to coordinate with the Chief Human Resources Officer regarding the offer and its terms. The terms and conditions of Mr. McKean’s employment will be set forth in an employment agreement to be approved by the Board at a later date.

RESOLUTION 5326

Minutes The following minutes are offered for adoption: August 4, 2016


Portland Public Schools District 1J, Multnomah County, Oregon Board of Education’s

Teaching and Learning Committee

August 7, 1015 Informal Minutes

The meeting of the Board’s Teaching and Learning Committee convened on the above date at 10:06 am at the call of Chair Steve Buel in the Mazama Conference Room of the Blanchard Educations Service Center, 501 N. Dixon St., Portland, OR 97227. There were present: Board Members Steve Buel-Chair Amy Kohnstamm- committee member Julie Esparza Brown- committee member Paul Anthony Staff Antonio Lopez-Assistant Superintendent of School Performance Chris Russo-Assistant Superintendent of Teaching and Learning Ewan Brawley-Senior Director of Instruction, Curriculum and Assessment Amanda Whalen-Chief of Staff Sean Murray-Chief Human Resources Officer Lolenzo Poe-Chief Equity and Diversity Officer Rick Kirschmann-Director of School Climate and Discipline Ed Krankowski-Assistant Director of Special Education Rosanne Powell-Board Manager WELCOME AND INTRODUCTIONS Introductions were made. Chair Buel gave a welcome and explained the committee structure and the responsibility of the committee. READING AND WRITING CURRICULUM Chris Russo, asked Ewan Brawley to discuss the Reading and Writing curriculum. There is currently a curriculum adoption and advisory committee that consists of teachers and other program representatives, tasked with putting together priority standards and reviewing resources. Currently there is a series of pilots going on at different schools. The District is looking at a 6-12 grade Language Arts adoption for 2016 with a variety of tools to meet student needs. The last Language Arts adoption for PK-5 was in 2007, when the districted adopted Scott Foresman Reading Street. Ewan Brawley also shared his work with PAT this past spring on curriculum adoption as well as implementation and professional development for what we adopt. Director Esparza Brown inquired how reading intervention fits in. Ewan Brawley shared we need a viable core program in place for all kids but we need explicit targeted and timely resources in place as well, which will be part of the primary investment. Chair Buel asked which schools offered enhancement training. Ewan Brawley shared that this past year, all teachers were offered the enhancement PD, not just for targeted schools as in years past. Director Esparza Brown asked how SPED and DLI fit in. It was shared that those departments have been included in the process from the beginning, including the adoption of ELD materials and how those support dual language learners as well. Director Esparza Brown stated she wants SPED to be part of the core adoption. It was shared we are addressing the gaps that have been identified for SPED and we are including SPED as part of that process. Ed Krankowski stated that Goalbook is a resource we are offering to all teachers by 2016-2017, to help them differentiate for all learners.


Teaching and Learning Committee Meeting August 7, 2015 Page 2 of 2 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Ewan Brawley shared that we need to offer job embedded professional development for a successful implementation in whatever we adopt. Director Esparza Brown asked about assessment and if we have a consistent metric for measuring. It was shared that Diebels Next and IDEL are the district’s common assessment for K-3. Chris Russo shared his experience with using it to measure beyond 3rd grade. Director Esparza Brown asked how the new law around Dyslexia fits in. It was shared that we are partnering with outside organizations to offer professional development to build awareness on how to support students. Chair Buel asked if we are connecting the assessment committee and the reading committee together. The answer is “yes”, they are working together. The Committee discussed the role technology has and our partnership with the Mt. Hood Cable Regulatory Commission around PK-3 reading and the implications of using technology in Teaching and Learning. PROFESSIONAL DEVELOPMENT The Committee asked how we decide the amount of professional development to give and if we include teachers in planning. Chris Russo covered what professional development looked like the past and what the model is moving forward. This year we have reading specialists deployed to schools that will facilitate peer to peer training. This might include modeling and demonstration lessons. This summer PPS had the Literacy Institute in June and worked this month with Linda Christianson and the Oregon Writing Project to develop social justice curricula to make available as part of literacy adoption.. Chris Russo spoke on models of digital training to consider. The Committee discussed ways to track effectiveness of professional development specifically in student gains and the need to standardize professional development across all departments. Director Kohnstamm asked how we identify excellent teaching district wide. DISPARATE DISCIPLINE The Committee discussed the perceived changes in discipline incidents this past Spring. The change in the restraint laws was discussed as well as the change in statute to limit out of school discipline for K-5 students. Chair Buel asked for an update on how we are supporting these changes. Lolenzo Poe spoke about the need to identify the supports schools need. Rick Kirschmann asked schools to voice concerns so we can development school climate plans. He also shared with the Committee how we support discipline in schools through his department. Chair Buel asked what the short term plan was for behavioral problems. Director Esparza Brown asked how are we supporting kids who have unique needs. Ed Kranskowski shared with the committee this year’s early transition team plan for incoming kindergarteners and the support for SPED building teams. Marty Pavlick from PAT stated that he believed there had been more incidents of teacher assault primarily in North and Northeast Portland by African American boys in special education grades K-3 and that the Superintendent had not been receiving notice of these assaults per the contract. Lolenzo Poe said we need to look into this and so that we can identify the supports that are appropriate to the situation. PAT has put out discipline survey which will be shared in the future. NEXT STEPS AND ACTION ITEMS None at this time. Chair Buel adjourned the meeting 12:10 pm. Submitted by: ________________________________


Rosanne Powell, Board Manager PPS Board of Education


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School Board Meeting (Monday, August 15, 2016)Generated by Katy Grant on Thursday, September 22, 2016 A complete recording of this meeting is located on the Anchorage School District Website:Link Members presentTam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa Snelling Members absentBettye Davis Meeting called to order at 4:03 PM A. Work Session (4:006:00 pm) For a detailed discussion, please refer to the recorded video posted on the ASD website: Link 1. ALICE OverviewMr. Mark Davis, Director Safety and Security, gave the ALICE training overview. He spoke about current lock down drills, federalrecommendations, and reviewed three incidents that involved active shooters. He spoke about the trainings for ALICE (AlertLockdown Inform Counter evacuate) moving forward. There was discussion among Board Members and Administration on protocols; trainings in schools; substitute teachers; andcommunication with schools, parents, and community. 2. Board InitiativesDr. Paramo and Board Members discussed Board initiatives and aligning them to goals and priorities. Which initiatives addressgoals, intent of what Board members want, student achievement, community partners, equity in schools, CIP, and bonding wereall points of discussion as well. The Administration will work with the list of Board initiatives and catagorize them into "large", "small", and "already working on"to help focus and prioritize. Ms. Emma Potter, Student School Board Representative, noted the initiatives she believed would interest students; extending theschool day, school year calendar, and alternative programs. She will present these intitiatives to the SAB membership andreport back to the Board. 3. Focus on Staff and StudentsMs. Lynn and Mr. Bob Bannon recognized Dr. Paramo for her leadership and focus on student achievement.

Dr. Paramo spoke about the new staff and student recognitions.

Dr. Paramo recognized the South Anchorage High School softball and baseball teams for their winning of the StateChampionship. B. Executive Session (6:007:00 pm) 1. Superintendent EvaluationThere shall be no release of this tape of the executive session as it pertains to matters required to be confidential by law relativeto right to privacy matters. C. Regular Session (7:00 pm start) 1. Call to Order, Roll CallPresident AgostiGisler called the Regular Session to order at 7:06pm. All members were present except Ms. Davis. 2. Opening StatementMs. Emma Potter, Student School Board Representative, read the opening statement. 3. Flag Salute


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4. Approval of AgendaThe agenda was approved as presented. D. Public Testimony on NonAgenda ItemsThere was no public testimony. E. Reports 1. Superintendent UpdateDr. Paramo spoke about registration and enrollment. Board members and Dr. Paramo discussed the enrollment, kindergartenand first grade start date (communicating alternate days to register), and charter school enrollment. Dr. Paramo discussed professional development going on in the District, and an inservice day that was moved for teachers. Alsodiscussed were future changes to the Boardroom; more community accessibility, monitors for Board Members, creating a betterset up for large groups (professional development), and ccreating a more professional space. 2. Student Advisory Board Representative ReportThere was no report, the Student Advisory Board will have it's first meeting on September 8, 2016. 3. Board Committee ReportsCommittee Chair Update document Ms. AgostiGisler reported on the Adhoc Committee meeting. The committee worked to finalize language for the Code ofConduct, this will be sent to the Board electronically and is anticipated to be voted on at the September 8th meeting. Ms. Marsett reported on the Communications Committee meeting, she spoke about the AASB resolutions (same as last yearexcept for one new), she reviewed the new resolution on school improvement and student achievement. A memo will be draftedfor the September 8th meeting for the Board to vote on the AASB resolutions. Also discussed and worked on by the committeeis a new communication plan with legislators, and Board legislative priorities (Ms. Marsett requested a work session or Adhocmeeting for the Board to discuss the priorities). Ms. Snelling noted there has not been a Finance Committee meeting since the last meeting on August 1st, the next meeting isscheduled for September 8th. Ms. Plunkett reported on the Governance Committee. There are three policy revisions moving forward at the September 8thmeeting; safety drills and crisis plan, student representative, and financials. The next meeting is scheduled for September 14th,the Code of Conduct will be discussed (pending approval at the September 8th meeting). F. Consent Agenda Action (Consent): 1. Voting on Consent Agenda items Ms. Emma Potter, student representative to the Board voice vote: Yea Resolution: To approve the Consent Agenda. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis

Action (Consent), Minutes: 2. April 4, 2016 Regular Session MinutesResolution: To approve the April 4, 2016 Regular Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Minutes Benchmarking Packet for January 4, 2017 Executive Committee, Page 76 of 91

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Action (Consent), Minutes: 3. April 18, 2016 Regular Session MinutesResolution: To approve the April 18, 2016 Regular Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action (Consent), Minutes: 4. May 16, 2016 Regular Session MinutesResolution: To approve the May 16, 2016 Regular Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action (Consent), Minutes: 5. June 6, 2016 Early/Executive Session MinutesResolution: To approve the Early/Executive Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action (Consent), Minutes: 6. June 6, 2016 Regular Session MinutesResolution: To approve the June 6, 2016 Regular Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action (Consent), Minutes: 7. June 20, 2016 Early/Executive Session MinutesResolution: To approve the June 20, 2016 Early/Executive Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action (Consent), Minutes: 8. June 20, 2016 Regular Session MinutesResolution: To approve the June 20, 2016 Regular Session minutes. To approve the Consent Agenda. Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis




G. Action Items Action: 1. ASD Memorandum #003 Resolution in Support of Fetal Alcohol Spectrum DisordersAwareness DayThere was no public testimony for ASD Memorandum 003. To adopt a resolution recognizing Sept. 9, 2016 as Fetal Alcohol Spectrum Disorders Awareness Day. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action: 2. ASD Memorandum #001 Acceptance of formula Grant Award: Title VII Indian Education SupplementalThere was no public testimony for ASD Memorandum 001. Ms. Marsett asked for details on the program; what the funds are used for, benefit to students, and what the program does. Ms. Doreen Brown, Executive Director Title VII Indian Education, highliged the program; she spoke about direct and indirectservices, staff in schools, culturally relevent activities, and SEL practices. To approve and authorize the superintendent to accept formula grant funds from the U.S. Department of Education, Office ofIndian Education, in the amount of $10,360. The time period associated with this supplemental grant is July 1, 2016 to June 30,2017. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Kathleen Plunkett.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action: 3. ASD Memorandum #002 2016 Charitable Giving Campaign REVISEDThere was no public testimony for ASD Memorandum 002. To approve the inclusion of the United Way of Anchorage and its member agencies, as shown in Attachment A, in the district's2016 Charitable Giving Campaign. It is further recommended to approve the inclusion of the independent agencies shown inAttachment B. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action: 4. ASD Memorandum #005 Acceptance of Grant Award: Project Ki'LThere was no public testimony for ASD Memorandum 005. To approve and authorize the superintendent to accept a grant from the U.S. Department of Education Alaska Native EducationEquity Program in the amount of $603,881 for the first year of a threeyear project. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Starr Marsett.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action: 5. ASD Memorandum #006 Budget Amendment for FY 201617There was no public testimony for ASD Memorandum 006.




To approve the use of $3,288,150 of General Fund, $500,000 of Pupil Transportation Fund and $3,000,000 of Debt Service Fundfund balances to support expenditures for FY 201617 and approve an upper limit increase of $2,202,806 to the Food ServiceFund with a corresponding reduction in the Capital Projects Fund upper limit authorization. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Kameron PerezVerdia.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis Action: 6. ASD Memorandum #012 Personnel Report with AddendumThere was no public testimony for ASD Memorandum 012. President AgostiGisler explained that School Board members are assigned to schools and areas of town (grouped by highschool). A new practice of the Board will be that Board Members recognize new principal appointments within their areas duringthe Personnel Report. Ms. AgostiGisler (in Ms. Davis' absence) recognized Diane Hoffbauer, principal at Susitna Elementary. Ms. Plunkett recognized Ms. Lisa Huffman, principal Bear Valley Elementary; Mr. David Crystal, acting principal Klatt Elementary;and Mr. Eric Viste, principal Girdwood K8 school. Ms. Snelling recognized Ms. Patricia Ahrens, principal Inlet View Elementary. Ms. Marsett recognized Ms. Nuri Johnsen, principal Rogers Park Elementary; and Ms. Likka McCauley, acting principal WilliwawElementary. Ms. AgostiGisler recognized Ms. Kim Bautista, principal Ravenwood Elementary. Dr. Paramo recognized principals from the August 1st Addendum report; Ms. Brenda Cheathon, principal Orion Elementary; Ms.Julie Sery, Principal North Star Elementary; and Ms. Christine Garby, Principal Fire Lake Elementary. Dr. Paramo also recognizedthree principals who have recently been appointed to supervisory positions at the Education Center; Mr. Dan Barker, Ms. HeatherMildon, and Mr. Marcus Wilson. To approve the Personnel Report with Addendum. Ms. Emma Potter, student representative to the Board voice vote: Yea Motion by Elisa Snelling, second by Starr Marsett.Final Resolution: Motion PassesYea: Tam AgostiGisler, Pat Higgins, Starr Marsett, Kameron PerezVerdia, Kathleen Plunkett, Elisa SnellingAbsent: Bettye Davis H. NonAction Items 1. ASD Memorandum #009 Approval of Lease Agreement: STrEaM Academy Charter SchoolREVISED 2. ASD Memorandum #010 Acceptance of Grant Award: Alaska PreKindergarten ProgramDr. Paramo indicated that additional information has been included in the memo clarifying a Board Member's question on howmany students this award provides opportunities for. 3. ASD Memorandum #013 Alaska Department of Education and Early Development FY 2018 CapitalImprovement Project Grant ApplicationsIn response to Board Member questions that were submitted during the week, Dr. Paramo and Mr. Tom Roth, Chief OperationsOfficer, clarified the process for project grant applications; when districts have new major maintenance, depending on theurgency of the project, it is not uncommon that there is insufficient time to go through the DEED process. District's recieve pointsfor "helping themselves" and moving forward with the work, when funding becomes available, those district's may be elidgiblefor reimbursement. There was also discussion on the 10% hold over; if the state does reimburse the District, those funds would be revenue theBoard could add back to the budget.




4. ASD Memorandum #016: Acceptance of Continuation Grant Awards: 21st Century Alaska CommunityLearning Centers I. Future Items/Future BusinessThere were no requests for future business items from Board Members. J. Public Testimony on NonAgenda ItemsMs. Deena Mitchell testified in support of the new board room set up and more of a connection with the community. K. School Board & Administration Comments/CommunicationsMr. Higgins spoke about visiting schools, not too many activities yet with school just starting. Ms. Marsett attended the site tour of Rabbit Creek Elementary, she thanked Capital Planning and Construction (CP&C)department for a great job done; school looks great, functional, on time, and under budget. Dr. Paramo talked about the start up of school, and administrators reaching out to support. She thanked the principals whoattended the meeting and noted that principal leadership matters (meeting needs of teachers and students). Dr. Paramo thankedstaff and is looking forward to a great school year. Ms. Snelling wished everyone a good start to the school year next week. She spoke about the trickle down effect fromlegislators and encouraged everyone to vote tomorrow in the Primary Election. Ms. Plunkett attended the site tour of Rabbit Creek Elementary and spoke positively of the new building and efficiencies. Shealso spoke about the Student Nutrition Department, their hard work over the summer, new menu and increased revenue; shenoted that the Student Nutrition Department catered the School Board dinner, the food was excellent. Ms. AgostiGisler assisted her exchange student with registration at East High, she gave a shout out to the school (registrar,counselor, teachers) who welcomed her warmly and made it a very positive experience. Ms. AgostiGisler also spoke about thenumerous community members in the school distributing school supplies. Ms. AgostiGisler discussed "Chalk the Walk" taking place tomorrow at Wendler, Airport Heights, and Lake Otis getting ready forthe first day of school. Ms. Emma Potter shared that she is excited to be back, working with the Board, and the new advisor of the Student AdvisoryBoard (SAB). L. Adjournment Ms. Snelling MOVED to adjourn the School Board meeting. Ms. Marsett seconded, the meeting adjourned at 8:17 pm. A complete recording of this meeting is located on the Anchorage School District Website:Link



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Minneapolis Public Schools – Board of Education Special School District No. 1

Regular Meeting

August 16, 2016

I. CALL TO ORDER

Call to Order of the Board of Education. Pursuant to due notice mailed to each member of the Board of Education not less than three days prior to the time of such meeting, the Board members met in a regular meeting at the John B. Davis Educational Services Center on August 16, 2016, commencing at 5:39 pm. Chairperson Arneson called the meeting to order.

Present: Directors: Siad Ali, Jenny Arneson, Tracine Asberry, Carla Bates, Kim Ellison,

Rebecca Gagnon, Nelson Inz, Josh Reimnitz, Don Samuels – 9; Superintendent – Ed Graff – 1; Student Representative (ex-officio) Munye – 1

II. APPROVAL OF AGENDA

MOTION: Director Bates moved, seconded by Director Gagnon that the Board of Education, Special School District No. 1, approve the agenda as presented. The motion to approve the agenda was put to a vote and carried out unanimously by those present.

. III. APPROVAL OF MINUTES

MOTION: Director Gagnon moved, seconded by Director Reimnitz that the Board of

Education, Special School District No. 1, approve the Minutes from the July 12, 2016, board meeting. The motion to approve the Minutes was put to a vote and carried out unanimously by those present.

IV. APPROVAL OF CONSENT AGENDA

These action items represent those that do not involve major policy decisions, budget decisions, taxing decisions, bond awards or items related to the Superintendent’s contract of evaluation. Business items on this agenda are previously authorized or budgeted expenditures.

MOTION: Director Bates moved, seconded by Director Gagnon that the Board of

Education, Special School District No. 1, approve the consent agenda and adopt the recommendations as presented by the Superintendent. The motion to approve the consent agenda as presented was put to a vote and carried out unanimously by those present.

V. RECOGNITIONS FROM THE SUPERINTENDENT OF SCHOOLS

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VI. PUBLIC COMMENT PUBLIC COMMENTS

The public may address the Board on any issue. The following delegations spoke during Public Comments:

Gary Marvin Davison

Sara Fischer

Anna Theyers

Jamie Baumgart

Cecil Ramnaraine

Jessica Wiley

Eric Sumner

Elizabeth Campbell

Jean Anderson

Rolf Carlsen

Ella Rank

Scott Schluter

Shovanna Malloy-Rydeen

Max Hoiland

Sarah Combellick-Bidney

Londel French

Buzzy Bohn

Emily Flowers

Mustafa Dirlye

VII. OPENING REMARKS FROM THE SUPERINTENDENT OF SCHOOLS

A. Data Presentation: Quarterly Report (Eric Moore)

VIII. VOTES ON RESOLUTIONS FROM THE SUPERINTENDENT OR BOARD OF DIRECTORS

A. RESOLUTION REGARDING REFERENDUM ELECTION ON NOVEMBER 8, 2016 WHEREAS, The Board of Directors of Special School District No 1. has determined that it is necessary for the school district to renew its current voter approved referendum revenue authority of $1,604.31 per pupil, which is set to expire after taxes payable 2016; and WHEREAS, The proposed referendum revenue authorization would be applicable for nine (9) years, beginning with taxes payable in 2017, the first year it is to be levied, and would increase annually thereafter by the rate of inflation as set by Minnesota law; and WHEREAS, The proposed referendum revenue would be used to manage class sizes and provide supportive services and activities for students. NOW, THEREFORE BE IT HEREBY RESOLVED that the Board of Directors of Special School District No 1. call a special election and such notice is hereby given, in accordance with the following procedures and others as may be required:


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The ballot question shall be submitted to the qualified voters of the school district a special election which is hereby called and directed to be held in conjunction with the November 8, 2016 general election. For the ballot question, the property tax portion of the revenue authorized will require an estimated referendum tax rate of approximately 0.11645% of the referendum market value of all classes of taxable property in the School District, as defined by Minnesota Statutes. The projected annual dollar amounts for typical property within the School District are as shown in the table below, subject to an annual increase at the rate of inflation. The figures in the table below are based on taxes for the voter approved referendum levy only and do not include taxes for other purposes.


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The clerk is hereby authorized and directed to cause written notice of said special election to be provided to the County Auditor and to the Commissioner of Education as soon as feasible, but no later than August 24, 2016. The notice shall specify the date of said special election and the title of the language of the ballot question to be voted on at said special election. The clerk is hereby authorized and directed to cause notice of said special election to be posted at the administrative office of the school district at least ten (10) days before said special election. The clerk is hereby authorized and directed to cause a sample ballot to be posted at the administrative offices of the school district at least four (4) days before the date of said special election. The sample ballot shall not be printed on the same color paper as the official ballot. The clerk is hereby authorized and directed to cause a notice of the election to be mailed by first class mail to each taxpayer in the school district at least fifteen (15) but no more than thirty (30) days prior to the date of the special election. The notice shall contain the required projections and the required statement specified in applicable Minnesota Statutes. The clerk is also directed to cause a copy of this notice to be submitted to the Commissioner of Education and the County Auditor at least fifteen (15) days prior to the day of the election. The clerk is authorized and directed to acquire and distribute such election materials and to take such other actions as may be necessary for the proper conduct of this special election and generally to cooperate with election authorities conducting other elections that date. The clerk is further authorized and directed to cooperate with the proper election officials to cause ballots to be prepared for use at said election in substantially the following form, with such changes in form and instructions as may be necessary to accommodate the use of an optical scan voting system and other such election requirements:

SCHOOL DISTRICT QUESTION RENEWAL OF EXPIRING REFERENDUM REVENUE AUTHORIZATION

The Board of Special School District No. 1 (Minneapolis Public Schools) has proposed to renew the school district's existing referendum revenue authorization of $1,604.31 per pupil, which is scheduled to expire after taxes payable in 2016. The revenue will be used to manage class sizes and provide supportive services and activities for students. The proposed referendum revenue authorization would increase each year by the rate of inflation and be applicable for nine years, beginning with taxes payable in 2017, unless otherwise revoked or reduced as provided by law.


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MOTION: Director Inz moved, seconded by Director Asberry, that the Board of Education, Special School District No. 1, approve the resolution regarding the Referendum Election on November 8, 2016. The motion to approve the resolution was put to a vote and carried out unanimously.

B. RESOLUTION REGARDING APPROVAL OF THE 2015-2017 COLLECTIVE BARGAINING

AGREEMENT BETWEEN SPECIAL SCHOOL DISTRICT NO.1, AND MFT LOCAL 59, ADULT BASIC EDUCATION (ABE) TEACHERS. WHEREAS, Special School District No. 1 (District) and MFT Local 59, Adult Basic Education Teachers (Union) were parties to a collective bargaining agreement for the period of July 1, 2013, through June 30, 2015; and WHEREAS, the collective bargaining agreement between the District and Union expired on June 30, 2015; and WHEREAS, the District and Union engaged in collective bargaining negotiations, and reached a tentative agreement on a successor agreement through June 30, 2017; and WHEREAS, the Union membership voted affirmatively to ratify the successor agreement. NOW, THEREFORE BE IT HEREBY RESOLVED, that the Board of Directors of Special School District No. 1 hereby approve the collective bargaining agreement between Special School District No. 1, and MFT Local 59, Adult Basic Education Teachers effective July 1, 2015, through June 30, 2017.

MOTION: Director Arneson moved, seconded by Director Gagnon, that the Board of Education, Special School District No. 1, approve the resolution approving the collective bargaining agreement with MFT Local 59, Adult Basic Education teachers. The motion to approve the resolution was put to a vote and carried out unanimously by those present.

C. RESOLUTION REGARDING APPROVAL OF THE 2015-2017 COLLECTIVE BARGAINING

AGREEMENT BETWEEN SPECIAL SCHOOL DISTRICT NO.1, AND MINNESOTA TEAMSTERS PUBLIC AND LAW ENFORCEMENT EMPLOYEES, LOCAL 320 (GROUNDS).

WHEREAS, Special School District No. 1 (District) and Minnesota Teamsters Public and Law Enforcement Employees, Local 320 (Union) were parties to a collective bargaining agreement for the period of July 1, 2013, through June 30, 2015, and WHEREAS, the collective bargaining agreement between the District and Union expired on June 30, 2015; and


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WHEREAS, the District and Union engaged in collective bargaining negotiations, and reached a tentative agreement on a successor agreement through June 30, 2017; and WHEREAS, the Union membership voted affirmatively to ratify the successor agreement.

NOW, THEREFORE BE IT HEREBY RESOLVED, that the Board of Directors of Special School District No. 1 hereby approve the collective bargaining agreement between Special School District No. 1, and Minnesota Teamsters Public and Law Enforcement Employees, Local 320, effective July 1, 2015, through June 30, 2017.

MOTION: Director Arneson moved, seconded by Director Bates, that the Board of Education, Special School District No. 1, approve the resolution approving the collective bargaining agreement with Teamsters, Local 320. The motion to approve the resolution was put to a vote and carried out unanimously by those present.

IX. REPORTS, PRESENTATIONS AND RECOMMENDATIONS FROM THE SUPERINTENDENT OF SCHOOLS

A. Presentation of the Annual Student Resource Officers Contract Review (Steve Flisk/Jason Matlock)

B. Recommendation to rename Burroughs Auditorium in honor of Tim Cadotte (Superintendent Graff)

C. Non-Represented Employee Compensation Plan (Superintendent Graff)

X. NEW BUSINESS (NONE) XI. REPORTS FROM BOARD STANDING COMMITTEE CHAIRS/ REPORTS AND COMMENTS FROM BOARD OF

EDUCATION DIRECTORS A. Director Inz: School starts between now and next Business meeting, wish everyone well

and hopes the year gets off to a great start. B. Director Reimnitz: Invites everyone to join Superintendent Graff and Director Reimnitz

tomorrow night for a Meet and Greet at Elliot Park Recreation Center from 6 – 7:30 p.m. Policy Committee met last week and discussed next stages for this policy process. A few action items: Director Reimnitz; articulating the process more clearly of how we arrived at this stage in draft, Nan Miller; lead on document on how the current policy manual connects to the draft that we have, already created a piece that lists current policies and her recommendations on how to move forward and the reasoning for those recommendations, doing a lot of the work on the requests Directors made at the Board Retreat, Director Arneson; scenarios for the pressure test, how the policy manual would help guide the board if certain scenarios came up; Director Samuels working on getting in touch with former board members and other stakeholders. Also, how would this help with the need to address policies regularly. Amy Moore is also working on where these policies should live and how we could be more transparent. At the Policy Committee meeting also discussed recess.

C. Director Arneson: Note that the September board meeting will be the 3rd Tuesday of the month instead of the 2nd; there are several months this year this will happen due to


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religious holidays and other conflicts. Tenth Annual Eastside BBQ is coming up on Thursday August 25. Director Samuels, Superintendent Graff and I represented the board at the Youth Coordinating Board earlier this month. Some cross-over with Youth Congress.

D. Director Ellison: Was invited by Indian Ed to the MOA Steering Committee as the MOA is reviewed and renewed every year. There is a timeline set, so it will come before the board in November, both groups will vote on it in December. They have put together a steering committee and various subcommittees to review. They want to narrow down the number of things to keep track of. Please let me know if you have any questions.

E. Director Bates: Good luck to all of the kids who are starting school coming up. The Minnesota School Board Association did strategic planning and they identified equity and diversity as a major issue. Their summer seminar was devoted to it, it was pretty well attended, more directors of color at an MSBA event than ever before. Sent out an email, would like to elect a director of color to serve on the Executive Committee – currently no directors of color on MSBA. 1/3 of students in Minnesota are students of color, by 2020 it will be ½. Has floated the idea of having a special caucus to represent directors of color. Would ask for your support at the Delegate Assembly this year, first weekend in December, and then vote on at the Leadership Conference is 11, 12, 13 in downtown Minneapolis and that is where MSBA votes on the new person to be on the Executive Committee.

F. Director Ali: District 3 is the most diverse district in the City of Minneapolis, large numbers of Natives, East Africans, Latinos, Caucasian; we are looking forward to welcoming our new Superintendent on September 7. I am humbly asking residents of the City of Minneapolis, please vote yes this coming November and support our Minneapolis kids.

G. Director Gagnon: Congratulations to the students that are starting school both at MPS and those starting college, exciting to see all of the things students do after graduation. Finance Committee will be talking about Levy. Percentage from Dept of Education around September 8, then we have to vote by September 30 to approve our preliminary number, and then we vote officially in December – so please pay attention to that. Nan Miller will be presenting to Finance information around the Finance and Operations policy. Support Director Bates around the MSBA conversation, they advocate for us at the legislature, hard to have an equity lens when there is no diversity on the board. Just returned from Chicago, the National Assessment Governing Board meetings once per year in a Director’s city. They will be hosting the next one in May in Minneapolis. Illinois just replace standardized tests across high schools in Illinois with the ACT.

XII. ADJOURNMENT

MOTION: Director Reimnitz moved, seconded by Director Asberry that the Board of Education, Special School District No. 1, adjourn the meeting at 10:02 pm. The motion to adjourn was put to a vote and carried out unanimously.


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FULL LIST OF CONSENT AGENDA A. Personnel

1. Personnel List B. Contracts Requiring Board of Education Approval

1. AchieveMpls Department: Contract Alternatives Approver: Leslie Lewandowski Contract Type: Master Contract Amount: $110,000 RFP Done? No

Why Not? Already providing this good or service 2. Airport / Airline Taxi Cab Corp Department: Educational and Cultural Services, Indian Education Approver: Susanne Griffin Contract Type: Master Contract Amount: $106,000 RFP Done? Yes 3. Allied Waste Department: Plant-Maintenance Approver: Ibrahima Diop Contract Type: Master Contract Amount: $632,560 RFP Done? No

Why Not? State, Cooperative or Joint Power Contract 4. AmSan Department: Plant-Operations Approver: Ibrahima Diop Contract Type: Master Contract Amount: $676,151.81 RFP Done: No

Why Not? Purchased off State, Cooperative or Joint Powers Contract 5. Bergin Fruit Co Inc Department: Culinary and Nutrition Services Approver: Ibrahima Diop Contract Type: Master Contract Amount: $250,000 RFP Done? Yes 6. Catholic Charities Department: Funded Programs and School Improvement Approver: Susanne Griffin Contract Type: Master Contract Amount: $169,037 RFP Done? Yes 7. Change Inc. Department: Special Education Approver: Ibrahima Diop


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Contract Type: Master Contract Amount: $130,000 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 8. College Nannies & Tutors #1, LLC Department: Funded Programs and School Improvement Approver: Ibrahima Diop Contract Type: Master Contact Amount: $110,272.18 RFP Done? No

Why? Vendor Vetted and required by private funder 9. Convergence Consulting Group Department: Chief of Schools Approver: Michael Thomas Contract Type: Master Contract Amount: $125,000 RFP Done? No

Why Not? Vendor Vetted and Required by Private Funder 10. Cybersoft Technologies Department: Culinary and Nutrition Services Approver: Ibrahima Diop Contract Type: Master Contact Amount: $242,225 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 11. H Brooks and Company Department: Culinary and Nutrition Services Approver: Ibrahima Diop Contract Type: Master Contact Amount: $2,250,000 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 12. Hillyard, Inc Department: Plant Maintenance Approver: Ibrahima Diop Contract Type: Master Contact Amount: $250,000 RFP Done? No

Why Not? State, Cooperative or Joint Power Contract 13. IG, Inc Department: Culinary and Nutrition Services Approver: Ibrahima Diop Contract Type: Master Contact Amount: $250,000 RFP Done? No

Why Not? Already Providing This Good or Service to MPS


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14. ITS Learning Department: Teaching and Learning Approver: Susanne Griffin Contract Type: Master Contact Amount: $310,500 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 15. Learning Disabilities Association Department: Funded Programs and School Improvement Approver: Susanne Griffin Contract Type: Master Contact Amount: $107,023.35 RFP Done? Yes 16. Mansfield Oil Company Department: Transportation Approver: Ibrahima Diop Contract Type: Master Contact Amount: $800,000 RFP Done? No

Why Not? Purchased off State, Cooperative or Joint Powers Contract 17. Matrix Communications, Inc Department: Plant Maintenance Approver: Ibrahima Diop Contract Type: Master Contact Amount: $120,000 RFP Done? No

Why Not? Purchased off State, Cooperative or Joint Powers Contract 18. Parallel Technologies Department: Construction Approver: Ibrahima Diop Contract Type: Master Contact Amount: $640,000 RFP Done? Yes 19. Public Consulting Group Department: Special Education Approver: Susanne Griffin Contract Type: Master Contact Amount: $368,500 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 20. Verifications, Inc Department: Human Capital Approver: Maggie Sullivan Contract Type: Master Contact Amount: $115,000


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RFP Done? No Why Not? Has provided services for year - niche vendor

21. Veritiv Operating Company Department: Culinary and Nutrition Services Approver: Ibrahima Diop Contract Type: Master Contact Amount: $500,000 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 22. Washburn Child Guidance Center Department: Special Education Approver: Susanne Griffin Contract Type: Master Contact Amount: $210,000 RFP Done? No

Why Not? Already Providing This Good or Service to MPS 23. Way to Grow Department: Early Childhood Approver: Susanne Griffin Contract Type: Master Contact Amount: $136,293 RFP Done? No

Why Not? Already providing this service to MPS

C. Legal Fees, Costs and Settlements 1. Workers Compensation Settlement

D. Resolutions 1. Resolution Regarding 2016-2017 Membership in the MSHSL



Date: Thursday, January 26, 2017



Subject: Draft 2017 School Board Goals

I have included below draft language for two concrete goals for the School Board. Following

input received at the December 14 work session on this topic, these goals are designed so that the

Board can take actions each quarter to meet the goals. Staff would like to present these goals in a

short conversation at the March 4 retreat for formal adoption by the Board.

1) Community Engagement. Each quarter, each Director will:

a. Reach out to and meet with a community group s/he has not met with before.

b. Meet with a school leader s/he has not met with before to hear about the joys and

challenges of that particular school community, arranging the meeting through the

Executive Directors of Schools per the Communications Protocol.

c. Meet with a group of students s/he has not met with before. This could be

observing and participating in a classroom activity, meeting with students in a

particular club, or in some other environment.

At each quarterly Board retreat, a short amount of time will be set aside so that each

Director can take a few minutes to report on the meetings that were held and any insights

or perspectives from the individuals with whom the Director met.

2) Leadership Development. At each quarterly retreat (or in a separate work session in

place of time at a retreat), the Board will receive training or leadership development on a

topic related to racial equity or cultural competency.

1


DATE: FROM: Dr. Larry Nyland, Superintendent

LEAD STAFF: Sue Peters, Board President; Leslie Harris, Vice President; Scott Pinkham,

Member-at-large

1. TITLE Resolution 2017/xx

Resolution establishing Seattle Public School campuses

as safe zones for students and families threatened by

immigration enforcement.

For Introduction: February XX, 2017

For Action: March XX, 2017

2. PURPOSE

To affirm and outline via Board resolution the Seattle School Board and District’s commitment

to the education and safety of all of its students.


I move that the School Board approve Resolution 2017/XX-TK


(See attachments below.)

a. Background

b. Alternatives Not approving this resolution is not recommended. To do so would fail to

affirm Seattle School Board’s commitment to its students at a time when students and

families are feeling threatened by new federal initiatives.

c. Research (See attachments below)


Fiscal impact to this action is unknown.

The revenue source for this motion is _______________.




2



Not applicable

Tier 1: Inform


Tier 3: Collaborate

7. EQUITY ANALYSIS

8. STUDENT BENEFIT

This action will affirm the Board and District’s commitment to the safety and education of all of

the District’s students.








Other: A School Board Resolution requires approval by the School Board before it can be

signed and submitted.

___________________________________________________________________

10. POLICY IMPLICATION





3

13. ATTACHMENTS

A. Resolution (TK).

B. U.S. Constitution: Amendments 5 and 14. (http://constitutionus.com/)

C. Seattle Public Schools Strategic Plan 2013-18

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/

Communications/sps_strategic_plan_2013_18.pdf

D. Seattle Public Schools Fast Facts

https://www.seattleschools.org/district/district_quick_facts

E. Board Policy 0030: Ensuring Educational and Racial Equity

http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Sc

hool%20Board/Policies/Series%200000/0030_EnsureingEducationandRacialEquity.pdf

F. Superintendent Letter to Families Regarding Immigration Executive Orders

http://www.seattleschools.org/cms/One.aspx?portalId=627&pageId=19863334

G. Superintendent Procedure 4310SP: Relations with Law Enforcement, Child

Protective Agencies, and the County Health Department http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/S

uperintendent/Superintendent%20Procedures/4310SP.pdf

H. Portland Public Schools resolution:

http://www.pps.net/cms/lib8/OR01913224/Centricity/Domain/219/Immigration%20Resol

ution%203%20FINAL.pdf

I. Los Angeles Public School District resolution:

http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/582/LA%20Unified

%20Campuses%20as%20Safe%20Zones%20and%20Resource%20Centers%20for%20St

udents%20and%20Families%20Threatened%20by%20Immigration%20Enforcement.pdf

http://boardresolutions.lausd.net/fmi/iwp/cgi?-db=Resolutions&-loadframes

J. San Francisco Unified School District resolution:

K. Santa Fe Public School District resolution:

http://constitutionus.com/

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Communications/sps_strategic_plan_2013_18.pdf

https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Communications/sps_strategic_plan_2013_18.pdf

https://www.seattleschools.org/district/district_quick_facts

http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/Policies/Series%200000/0030_EnsureingEducationandRacialEquity.pdf

http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/Policies/Series%200000/0030_EnsureingEducationandRacialEquity.pdf

http://www.seattleschools.org/cms/One.aspx?portalId=627&pageId=19863334

http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Superintendent/Superintendent%20Procedures/4310SP.pdf

http://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/Superintendent/Superintendent%20Procedures/4310SP.pdf

http://www.pps.net/cms/lib8/OR01913224/Centricity/Domain/219/Immigration%20Resolution%203%20FINAL.pdf

http://www.pps.net/cms/lib8/OR01913224/Centricity/Domain/219/Immigration%20Resolution%203%20FINAL.pdf

http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/582/LA%20Unified%20Campuses%20as%20Safe%20Zones%20and%20Resource%20Centers%20for%20Students%20and%20Families%20Threatened%20by%20Immigration%20Enforcement.pdf



4

Article [V] (Amendment 5 - Rights of Persons)

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a

presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or

in the Militia, when in actual service in time of War or public danger; nor shall any person be

subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in

any criminal case to be a witness against himself, nor be deprived of life, liberty, or property,

without due process of law; nor shall private property be taken for public use, without just

compensation.

Article XIV (Amendment 14 - Rights Guaranteed: Privileges and Immunities of Citizenship,

Due Process, and Equal Protection)

1: All persons born or naturalized in the United States, and subject to the jurisdiction thereof,

are citizens of the United States and of the State wherein they reside. No State shall make or

enforce any law which shall abridge the privileges or immunities of citizens of the United States;

nor shall any State deprive any person of life, liberty, or property, without due process of law;

nor deny to any person within its jurisdiction the equal protection of the laws.

Updated 12/20/16

Seattle Public Schools 2017 Executive Committee Work Plan

January 5 February 2

March 2 April 6 May 4 June 1 July August September October November December

Legislative Agendas for Review

Jan 18 & Feb 1

Feb 15 & March 1

March 15 & April 5

April 19 & May 3

May 17 & June 7

June 21 & July 5

August and 1st Sept meetings

2nd Sept and 1st October meetings

2nd October and 1st November meetings

2nd November and 1st December meeting

1st January meeting

Annual Report

Ensuring Educational & Racial Equity

Public Access to District Records

Review of Required Reports

Policy Review

1210 – Annual Organizational Meeting/ Election of Officers

NEW 4218 Language Access (Draft)

NEW 4218 Language Access

Annual Items

December Retreat Follow-Up

Committee Annual Work Plan

March Retreat Agenda Approval

March Retreat Follow-Up

June Retreat Agenda Approval

Board Meeting Calendar

2017-18 Conference Schedule

June Retreat Follow-Up

September Retreat Agenda Approval

Board Annual Evaluation Planning

September Retreat Follow-Up

December Retreat Agenda Approval

Special Attention Items

TBD Meeting Minutes

TBD TBD TBD TBD TBD TBD TBD TBD TBD

Standing Agenda Items

Supt. SMART Goals Update

Board Calendar

Gov’t Relations

Community Engagement

Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update


Board Calendar Gov’t Relations Community Engagement

Board Goals Update



Board Goals Update



Board Goals Update


Board Calendar

Gov’t Relations


Board Goals Update

Charter guided by Policy 1240, Committees & Policy 1010, Board Oversight of Management: • Provide leadership for Board activities • Develop the Board annual work plan and operation • Be a sounding board for the

Superintendent • Draft Superintendent evaluation materials for the Board and manage the Superintendent evaluation process • Work with staff to develop a strategy and plan to address emerging priorities/issues, including

identifying and referring to the appropriate committee • Develop and approve meeting and retreat agendas • Schedule work sessions and all other Board meetings • Work with the Superintendent to guide the preparation of

Strategic Plan work sessions • Work with the Superintendent to identify the departments and major program areas to give Oversight Work Session presentations each year • Coordinate government relations for federal, state and

local jurisdictions • Draft a legislative agenda for consideration and approval by the Board • Draft positions on State and City of Seattle resolutions, ballot measures and initiatives for consideration and approval by the Board •

Interface with Washington State School Directors Association (WSSDA) and other school districts • Coordinate with government entities, other education advocacy groups and individuals • Coordinate the annual review of Board

policies • Develop, review and recommend Series 1000 and applicable Series 0000 and 4000 policies for consideration by the Board • Ensure the leveraged use of Policy No. 0030, Ensuring Educational and Racial Equity • Make

recommendations regarding action by the Board with respect to collective bargaining agreements and the academic calendar • Review and approve the list of annual program reporting requirements • Coordinate legal issues •

Refer issues to the appropriate Board committee • In coordination with the Superintendent and lead committee staff, develop an annual committee work plan