LAKE WASHINGTON SCHOOL DISTRICT NO. 414 BOARD OF … · 4/24/2017 · LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting March 13, 2017 -3- Approves the monitoring

LAKE WASHINGTON SCHOOL DISTRICT NO. 414

BOARD OF DIRECTORS' MEETING

April 24, 2017

Individuals with disabilities who may need a modification to participate in a board meeting should contact the superintendent's office as soon as possible in advance of a meeting so that special arrangements may be made.

CONSENT AGENDA

A consent agenda has been established by the board in order to eliminate the time-consuming task of acting on routine and repetitive business items. These items are now placed in a consent agenda package and will be voted on at one time. If you see an item on the consent agenda that you would like to have publicly discussed, please discuss your concern with a board member prior to action on the consent agenda.

Lake Washington School District Acronyms

AMO: Annual Measurable Objectives AMAO: Annual Measurable Achievement Objective in English Language Proficiency AP: Advanced Placement AVID: Advancement Via Individual Determination B/CR: Board/CEO Relationship CAA: Certificate of Academic Achievement CADR: College Academic Distribution Requirements CBA: Classroom-Based Assessments CDSA: Common District Summative Assessments CEDARS: Comprehensive Education Data and Research System (CEDARS) CIA: Certificate of Individual Achievement CIP: Continuous Improvement Process CLT: Central Leadership Team COE: Collection of Evidence CTE: Career & Technical Education DIBELS: Dynamic Indicators of Basic Early Literacy Skills DLT: District Leadership Team (manager level and above, includes both certified and classified) EL: Executive Limitations (See Policy Governance) ELL: English Language Learners ELPA21: English Language Proficiency Assessment for the 21st Century eMAS: Elementary Mobile Access for Students EOC: End of Course ER: End Results (formerly known as ENDs). Goals set forth by the board, including the mission of the district. ESEA: Elementary and Secondary Education Act GP: Governance Process (Board) HCP: Highly Capable Program HSBP: High School and Beyond Plan KISN: Kindergarten Intensive Safety Net KPI: Key Performance Indicators LC: Learning Community - The district is divided into four learning communities. Each one is made up of a high school and the elementary and middle schools that feed into it. The four learning communities are: Eastlake, Juanita, Lake Washington, and Redmond. LEAP: Learning Enhancement & Academic Planning MTSS: Multi-Tiered Systems of Support MSP: Measurement of Student Progress NSBA - National School Board Association OSPI: Office of Superintendent of Public Instruction

PCC: Professional Community & Collaboration PLC: Professional Learning Community PLIE: Planning, Learning, Implementation, and Evaluation Policy Governance: A governance process used by the school board. This sets forth “End Results (ER)” that the superintendent must reach, while abiding by “Executive Limitations (EL).” ER include the district’s mission. EL provide the boundaries for how the superintendent and staff can get to the goals. See the board policy section on web site for more information. Quest: Highly Capable program for students in gr. 2-8 RCW: Revised Codes of Washington RTI: Response to Intervention SALT: Strategic Advisory Leadership Team SIOP: Sheltered Instruction Observation Protocol SBA: Smarter Balanced Assessment SBE: State Board of Education sMAS: Secondary Mobile Access for Students STEM: Science, Technology, Engineering, and Mathematics WAC: Washington Administrative Codes

WaKids: Washington Kindergarten Inventory of Developing Skills WaNIC: Washington Network for Innovative Careers WCAP – Washington Comprehensive Assessment Program WELPA: Washington English Language Proficiency Assessment WSSDA: Washington State School Directors Association

April 20, 2017 Chris Carlson President, Board of Directors Lake Washington School District No. 414 Redmond, WA 98052

Dear Mr. Carlson:

I am transmitting herewith the agenda for the Board of Directors’ regular meeting of April 24, 2017 beginning at 7:00 p.m. in the Board Room of the Resource Center, 16250 NE 74th Street, Redmond, WA.

Order of Business

1. Convene, Roll Call

2. Approve Agenda

3. Recognition 4. Host School

5. Public Comment

6. Consent Agenda

7. Non-Consent Agenda

8. Program Report

9. Superintendent Report

10. Legislative Update

11. Board Follow-Up

12. Future Agenda Items

13. Debrief

14. Board Member Comments

15. Adjourn

Sincerely, Traci Pierce Superintendent

LAKE WASHINGTON SCHOOL DISTRICT

Board of Directors’ Meeting

L.E. Scarr Resource Center Board Room

April 24, 2017

5:00 p.m. Study Session Topic: Boundary Process Location: Robert Hughes Room

Time Action Policy Tab Page

7:00 p.m. Convene, Roll Call

Approve Agenda

Recognitions Teacher Appreciation Week – May 1-13, 2017; Teacher Day – May 2, 2017

School Nurse Day – May 10, 2017

Arts in Education Month – May 2017

School Nutrition Employee Week – May 1-5, 2017

Host School Jim Eaton, Principal, Blackwell Elementary School

Public Comment GP-3 (Board Job Description) Consent Agenda GP-8 (Annual Agenda Planning)

Approval of Vouchers

Minutes – {Mar. 13 study session and board meeting and Mar. 17-19 study session} 1 1

Human Resources Report 2 8

Emergency School Closures 3 12

Instructional Materials Adoption 4 13

Washington Network for Innovative Careers, (WANIC) 5 14

Interdistrict Cooperative Agreement, 2016-17

Resolution No. 2221

AGENDA April 24, 2017 Page 2


State Environmental Policy Act (SEPA) Rules, 6 15 District Policy, KNAM, and KNAM-R Relations with Environmental Authorities, Approval

Intent to Complete 7 16

Juanita High School (Site 82), Rebuild and Enlarge Resolution No. 2222


Peter Kirk Elementary School (Site 09), Rebuild and Enlarge Resolution No. 2223


Mead Elementary School (Site 58), Rebuild and Enlarge Resolution No. 2224

OSPI D-5 Racial Balance Compliance 10 19 Juanita High School (Site 82), Rebuild and Enlarge Resolution No. 2225

OSPI D-5 Racial Balance Compliance 11 20 Peter Kirk Elementary School (Site 09), Rebuild and Enlarge Resolution No. 2226

OSPI D-5 Racial Balance Compliance 12 21 Margaret Mead Elementary School (Site 58), Rebuild and Enlarge Resolution No. 2227

New in Lieu of Modernization 13 22 Peter Kirk Elementary School (Site 09), Rebuild and Enlarge Resolution No. 2228

New in Lieu of Modernization 14 23 Margaret Mead Elementary School (Site 58), Rebuild and Enlarge Resolution No. 2229

Authorization to Proceed with Initial Construction 15 24 Juanita High School (Site 82), Rebuild and Enlarge Resolution No. 2230

AGENDA April 24, 2017 Page 3


Acquisition of Access and Utilities Easement 16 25 New Elementary School, Redmond Ridge East (Site 31) Resolution No. 2231

Approval of Monitoring Report B/CR-5 (Monitoring CEO Performance)

EL-3, Communication and Counsel to the Board 17 26

Donations 18 27

Non-Consent Agenda Monitor Board Policy B/CR-5 (Monitoring CEO Performance)

ER-1, Mission and Vision 19

Program Report

World Language

Mission & Vision/College & Career Readiness

Superintendent Report EL-3(Communication & Council

to the Board)

Health Services

Legislative Update GP-3 (Board Job Description)

Board Follow-Up GP-3 (Board Job Description)

Future Agenda Items EL-3 (Communication & Council

to the Board)

Debrief GP-2 (Governing Style)

Board Member Comments

Adjourn Next Board Meeting: Monday, May 8, 2017

5:00 p.m. Study Session Topic: Strategic Planning/Budget Process Location: Robert Hughes Room 7:00 p.m. Board Meeting Location: Board Room

L.E. Scarr Resource Center 16250 NE 74th Street Redmond, WA 98052

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OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting March 13, 2017 The board meeting was called to order by President Chris Carlson at 7:00 p.m.

CALL TO ORDER

Members present: Chris Carlson, Siri Bliesner, Mark Stuart, and Eric Laliberte.

Excused: Nancy Bernard

Present: Superintendent Traci Pierce

ROLL CALL

Erib Laliberte moved to approve the agenda. Seconded by Siri Bliesner. Motion carried.

APPROVAL OF AGENDA

Jimmy Cho, Principal, Franklin Elementary School, provided an overview of Franklin Elementary School.

HOST SCHOOL FRANKLIN ELEMENTARY SCHOOL

Chris Carlson read a proclamation proclaiming the week of March 13-17, 2017 as classified school employee appreciation week and April 2017 as School Library Month. He thanked classified support and the librarians for the work that they do to support teachers and students.

RECOGNITION

PROCLAMATIONS –

CLASSIFIED SCHOOL EMPLOYEE APPRECIATION WEEK, MARCH 13-17 2017 SCHOOL LIBRARY MONTH, APRIL 2017

Siri Bliesner moved to approve the consent agenda. Seconded by Eric Liberte.

Chris Carlson, yes; Siri Bliesner, yes; Mark Stuart, yes; and Eric Laliberte, yes.

Motion carried.

CONSENT AGENDA

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting March 13, 2017

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The following February 2017 vouchers were approved:

General Fund 355003-355277 $5,727,943.43

Payroll 2607-2616 $9,234.00

Accounts Payable Direct Deposit $ 1,015,891.96 Acquisition Card 1,245,020.28 Deferred Comp 79,370.00 Department of Revenue 8,483.14 Dept. of Retirement Systems 2,247,542.40 Dept. of Retirement Systems 818,577.57 Flex Spending 47,439.23 Payroll Direct Deposit 11,153,191.74 Payroll Tax Withdrawal 4,133,599.59 Sodexo 66,255.08 TSA Envoy 284,360.40 VEBA 2,923.72 Vision/Northwest Benefit Network 44,529.84 Key Bank Processing Fees $ 937.29 $21,148,122.24

Capital Projects 36448-36495 $2,905,078.60

ASB 60966-61062 $258,327.22

Transportation Vehicle Fund $0.00 Private Purpose Trust Fund 2632-2647 $2,692.50

APPROVAL OF VOUCHERS

Approves minutes of the January 28 and February 13 study sessions and the February 13 board meeting.

APPROVAL OF MINUTES

Approves March 13, 2017 Human Resources Report. APPROVAL OF HUMAN RESOURCES REPORT


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Approves the monitoring report for EL-2, Emergency CEO Succession, as presented.

MONITOR BOARD POLICY

EL-2, EMERGENCY CEO SUCCESSION

Approves the monitoring report for EL-4, Annual Report and District Calendar, as presented.

EL-4, ANNUAL REPORT AND DISTRICT CALENDAR

Approves the monitoring report for EL-13, Facilities, as presented.

EL-13, FACILITIES

Approves the following instructional materials for use in the Lake Washington schools – Title: Why Try Program Author: Multiple Publisher: Copyright: No. of Copies: 1 Price: $99.00 per year School Requesting: Inglewood Middle School Classification: Grade 6 Title: A Blueprint for Success; Building Executive Functions for

Middle School Students Author: Julie Gidaspow; Sarah Minton, MAT; Michael Smith Publisher: School Specialty, INC Copyright: 2016 No. of Copies: 15 Price: $4.95 per book School Requesting: Inglewood Middle School Title: The Castle in the Attic Author: Elizabeth Winthrop Publisher: Bantam Books Copyright: 1985 No. of Copies: 60 Price: $6.29 School Requesting: Franklin Elementary School Classification: Grade 5 Title: Code Combat Author: Code Combat Publisher: Code Combat Copyright: 2016 No. of Copies: 160 Price: $4.00 per copy School Requesting: Tesla STEM High School Classification: Grades 9-12

INSTRUCTIONAL MATERIALS ADOPTION


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Title: The Body Author: Stephen King Publisher: Pearson Copyright: 1982 No. of Copies: 0 – KCLS use Price: 0 School Requesting: Eastlake High School Classification: Grades 9-12 Title: World History: Preparing for the A P Examination Author: Multiple Publisher: Perfection Learning Copyright: 2017 No. of Copies: 35 Price: $18.00 per book School Requesting: Eastlake High School Classification: Grades 9-12 Title: Anthem Author: Ayn Rand Publisher: Signet Copyright: 1996 No. of Copies: 64 Price: 0.99 per book School Requesting: Eastlake High School Classification: Grades 9-12 Title: Hal Leonard Guitar Method – Complete Edition Author: Will Schmid and Greg Koch Publisher: Hal Leonard Corporation Copyright: 2002 No. of Copies: 20 Price: $11.99 per book School Requesting: Juanita High School Classification: Grade 9 Title: Managing Life Skills 2016 Author: Patricai Clark, Sue Couch and Ginny Felstehausen Publisher: Glencoe/McGraw Hill Copyright: 2016 No. of Copies: 32 Price: $65.91 per book School Requesting: Rose Hill Middle School/CTE Classification: Grade 6 Title: Kids at Work Author: Russell Freedman Publisher: Clarion Books Copyright: 1994 No. of Copies: 90 Price: $8.58 School Requesting: Franklin Elementary School Classification: Grade 5


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Title: Code Talker: A Novel About the Navajo Marines of World War Two

Author: Joseph Bruchac Publisher: Speak Copyright: 2005 No. of Copies: 66 Price: $11.24 per Hardcopy, $4.00 per Softcopy School Requesting: Rose Hill Middle School Classification: Grade 6 Title: To Stay Alive: Mary Ann Graves & The Tragic Journey

of the Donner Party Author: Skila Brown Publisher: Candlewick Copyright: 2016 No. of Copies: 10 Price: $10.22 School Requesting: Kamiakin Middle School Classification: Grade 8

Accepts the Building Condition Assessment Report.

BUILDING CONDITION ASSESSMENT (BCA) REPORT, 2017

Approves Resolution No. 2220 authorizing the superintendent to approve contract modifications with Lydig Construction, Inc. to proceed with the initial site construction and structural items with long procurement lead times long lead procurement as identified in amendment #2 for the new elementary school in Redmond Ridge East, Site #31, in the amount of $9,381,750, plus sales tax, and for the new middle school in Redmond Ridge, Site #72, in the amount of $15,660,006 for a combined total amount of $ 25,041,756, plus sales tax.

AUTHORIZATION TO PROCEED WITH INITIAL CONSTRUCTION NEW ELEMENTARY SCHOOL, REDMOND RIDGE EAST, SITE # 31 AND NEW MIDDLE SCHOOL, REDMOND RIDGE, SITE #72 RESOLUTION NO. 2220

Accepts the donations/grants as identified -

Acceptance from Lake Washington Schools Foundation to Emerson K-12 in the amount of $3,000.00 to purchase classroom supplies.

Acceptance from Lake Washington Schools Foundation to Juanita Elementary in the amount of $2,190.00 to provide stipends for summer reading program.

Acceptance from Lake Washington Schools Foundation to Juanita High in the amount of $3,000.00 to purchase classroom equipment.

Acceptance from Elizabeth Blackwell PTSA to Blackwell Elementary in the amount of $3,013.37 to purchase two reader boards.

DONATIONS


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Acceptance from Emily Dickinson PTSA to Dickinson Elementary in the amount of $2,359.84 to purchase two-way radios.

Acceptance from Albert Einstein PTSA to Einstein Elementary in the amount of $56,505.44 to purchase playground equipment.

Acceptance from Juanita Elementary School PTA to Juanita Elementary in the amount of $5,825.00 to purchase classroom supplies ($4,059.00) and playground equipment ($766.00); and provide staff development ($1,000.00).

Acceptance from Lakeview Elementary PTA to Lakeview Elementary in the amount of $17,071.67 to provide stipends for Math Olympiad, choir, newspaper, after-school club, and math club ($15,174.80); and purchase classroom supplies ($1,896.87).

Acceptance from Eastlake Little League to McAuliffe Elementary in the amount of $7,524.84 to purchase outfield fence.

Acceptance from Samantha Smith PTSA to Smith Elementary in the amount of $9,133.40 to provide stipend for choir ($933.00) and purchase laptop ($678.90) and classroom supplies ($1,621.50).

Acceptance from Thoreau Elementary PTA to Thoreau Elementary in the amount of $10,796.00 to provide stipends for choir, outdoor ed, and safety patrol ($7,296.00); and support continuous improvement plan ($3,500.00).

Acceptance from Mark Twain PTSA to Twain Elementary in the amount of $3,125.00 to provide classroom enrichment.

Acceptance from Inglewood Middle School PTSA to Inglewood Middle in the amount of $2,865.53 to purchase laminator ($1,965.53) and support classroom enrichment ($900.00).

Acceptance from Renaissance School PTSA to Renaissance in the amount of $2,750.00 to support extracurricular activities.

Acceptance from Eastlake Boys Basketball Booster Club to Eastlake High in the amount of $4,547.60 to remove bleachers from auxiliary gym.

Acceptance from Eastlake High School Choir Boosters to Eastlake High in the amount of $45,221.00 to support choir trip.

Acceptance from Eastlake Band & Orchestra Boosters to Eastlake High in the amount of $11,927.40 to support band and orchestra trip.

Acceptance from Juanita Rebels Booster Club to Juanita High in the amount of $1,365.00 to support extracurricular activities.


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Acceptance from Lake Washington High School Baseball Booster Club to Lake Washington High in the amount of $13,951.11 to purchase uniforms.

Acceptance from Lake Washington High School Boosters to Lake Washington High in the amount of $8,553.00 to support extracurricular activities. TOTAL $214,725.20

Matt Manobianco, Associate Superintendent, Student and Professional Learning Services, presented program reports on Culture and the Arts and Information and Communication Technology.

PROGRAM REPORTS CULTURE AND THE ARTS INFORMATION AND COMMUNICATION TECHNOLOGY

Janene Fogard, Deputy Superintendent, provided an update on the 2016 Bond Projects.

SUPERINTENDENT REPORT FACILITIES

Mark Stuart provided an update on the legislative session. LEGISLATIVE UPDATE

Siri Bliesner related that the Lake Washington School District is partnering with Eastside Pathways which includes neighboring cities and a variety of organizations to utilize and report data and support community outreach.

BOARD MEMBER COMMENTS

Siri Bliesner moved to adjourn. Seconded by Eric Laliberte. Motion carried.

The meeting was adjourned at 8:45 p.m.

ADJOURNMENT

____________________________________ Chris Carlson, President ____________________________________ Traci Pierce, Superintendent Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Study Session March 13, 2017

The March 13 study session was called to order by President Chris Carlson at 5:15 p.m.

UCALL TO ORDER

Members present: Chris Carlson, Siri Bliesner, Mark Stuart, and Eric Laliberte. Excused: Nancy Bernard. Present: Superintendent Traci Pierce.

UROLL CALLU

The topics discussed were:

Choice and Innovation & Accelerated Programs/Quest

TOPICS

The meeting was adjourned at 7:00 p.m. UADJOURNMENT U

U____________________________________ Chris Carlson, President U____________________________________ Traci Pierce, Superintendent Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Study Session March 17-19, 2017 The study session was called to order by President Chris Carlson at 7:15 p.m. on Friday, March 17, 2017.

UCALL TO ORDER U

Members present: Chris Carlson, Siri Bliesner, Nancy Bernard, Mark Stuart, and Eric Laliberte.

Present: Superintendent Traci Pierce.

UROLL CALL U

The meeting was convened into executive session at 7:15 p.m. to evaluate the superintendent and reconvened at 10:15 p.m. The meeting was recessed at 10:15 p.m. on Friday, March 17 until 8:30 a.m. on Saturday, March 18, 2017.

EXECUTIVE SESSION

The meeting reconvened at 8:30 a.m. on Saturday, March 18, 2017.

The topics discussed were:

Agenda Overview

Policy Governance 1. Strategic Plan Monitoring/ER & EL Monitoring

The meeting was recessed at 12:00-1:00 and reconvened at 1:00 p.m.

Strategic Items 2. College and Career Readiness 3. Choice Programs and Schools/Innovation Policy

The meeting was recessed at 5:00 p.m. on Saturday, March 18 until 8:30 a.m. on Sunday, March 19, 2017.

TOPICS

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting Study Session Minutes March 17-19, 2017 Page 2 The meeting reconvened at 8:30 a.m. on Sunday, March 19, 2017. The topics discussed were:

Operational Items 1. Long Term Facility Planning Task Force

Recommendations 2. Communications

A 30-minute break was taken. The meeting was recessed at 10:00 a.m. to 10:30 a.m.

Policy Governance 3. Board Processes

BREAK

The meeting adjourned at 12:00 p.m. on Sunday, March 19, 2017.

UADJOURNMENT U

U____________________________________ Chris Carlson, President U____________________________________ Traci Pierce, Superintendent Diane Jenkins Recording Secretary

Human Resources Board Report

April 24, 2017

NEW PERSONNEL

Name Position Location Salary/Rate Start Date Reason

Anothen, Megan P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Bryant, Jennifer Special Ed Para Ed Dickinson Elem $18.04 09/08/16 Budgeted

Cox, Sydney P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Cronk, Lisa P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Cruz, Carlos Instructional Assist Redmond HS $16.00 10/31/16 Repl. C. Peterson

Deffe, Cindy Instructional Assist Evergreen MS $16.00 11/07/16 Budgeted

Dixon, Pia P1 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Donald, Jaclyn NC Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Egbuji, Amy P3 Teacher 17-18 SpEd Pool C-0 08/28/17 Budgeted

Evans, James P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Falla, Charles P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Ferster, Mackenzie Instructional Assist Extended Day $16.00 11/21/16 Budgeted

Fortney, Quinn P3 Teacher 17-18 SpEd Pool A-0 08/28/17 Budgeted

Gross, Laura P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Henderson, Diana NC Teacher 17-18 Elem Pool D-2 08/28/17 Budgeted

Hobart, Hannah NC Teacher 17-18 SpEd Pool A-0 08/28/17 Budgeted

Jacques, Katie Family Support /Instructional Assist Special Services $25.04 10/14/16 Budgeted

Johnson, Shelby NC Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Kaufman, Gail Instructional Assist Rush Elem $16.00 10/10/16 Budgeted

Kim, Sooji P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Le Baron, Jessica P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Lee, Grace P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Lillybridge, Stephanie Occupational Therapist Special Services C-0 08/28/17 Budgeted

Linnell, Pauline P3 Teacher 17-18 SpEd Pool C-0 08/28/17 Budgeted

Luquette, Crissy Admin Secretary II Special Services $23.44 10/17/16 Budgeted

Lynch, Jennifer P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

McMaster, Heather P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Melum, Taylor NC Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Miller, Haley P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Montgomery, Brandy Office Assist/Instructional Assist Redmond HS $17.33/$16.00 11/03/16 Repl. C. Peterson/M. Livermore


April 24, 2017

NEW PERSONNEL - Con't

Name Position Location Salary/Rate Start Date Reason

Muro, Melissa P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Ogden, Kelsey P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Olson, Darcy P3 Teacher 17-18 Elem Pool A-4 08/28/17 Budgeted

Osborn, Kelli NC Teacher Twain Elem A-0 03/09/17 Repl. H. Bjerkestrand

Palongyas, Ismael P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Parrott, Kristin P3 Teacher 17-18 SpEd Pool C-0 08/28/17 Budgeted

Peckinpaugh, Emilie P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Postforoosh, Trisha Special Ed Para Ed Kirkland MS $18.04 10/13/16 Budgeted

Reed, Peter P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Reitz, Amara P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Rice, Wendy Instructional Assist Audubon Elem $16.00 11/07/16 Repl. C. Scace-Bollinger

Roicki, Joseph P1 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Sandefur, Breanna Special Ed Para Ed Dickinson Elem $18.04 09/29/16 Budgeted

Shine, Kelley P1 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Smith, Alana Instructional Assist Kirkland MS $16.00 10/10/16 Repl. L. Rudolph

Smith, Ryan P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Socci, Krystal P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Spencer, Morley P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Steiner, Daisy P3 Teacher 17-18 Elem Pool A-1 08/28/17 Budgeted

Sutton, Cynthia P3 Teacher 17-18 Elem Pool D-16 08/28/17 Budgeted

Szudzik, Hope Instructional Assist Lake Washington HS $16.00 11/27/16 Repl. B. Monsell

Tanner, Maris P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Thompson, Benjamin P3 Teacher 17-18 SpEd Pool A-0 08/28/17 Budgeted

Titus, Angela P3 Teacher 17-18 Elem Pool A-0 08/28/17 Budgeted

Webber, Kristi Instructional Assist/Sp Ed Para Ed Thoreau Elem $16.00/$18.04 09/29/16 Repl. J. Davis

Whitmore, Peter Special Ed Para Ed Lake Washington HS $18.04 09/28/16 Budgeted

Worsley, Jami Instructional Assist Rockwell Elem $16.00 10/25/16 Budgeted

Yaw, Ruth P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Yoneyama, Taylor P3 Teacher 17-18 Elem Pool C-0 08/28/17 Budgeted

Zwink, Jocelyn P1 Teacher 17-18 ELL Pool A-0 08/28/17 Budgeted


April 24, 2017

RETIREMENTS/RESIGNATIONS/TERMINATIONS

Name Position Location Start Effective Date Reason

Allison, Susan Teacher Keller Elem 08/29/07 06/30/17 Resignation

Arlington, Tracy Teacher Redmond HS 01/11/16 06/23/17 Resignation

Arndt, Shelby Psychologist Special Services 08/29/16 06/30/17 Resignation

Baker, Elisabeth Speech Language Path Special Services 12/29/16 06/30/17 .2 Resignation

Brady, Laura Teacher Mann Elem 08/25/14 06/30/17 Resignation

Bruneau, Patricia Teacher Rose Hill MS 09/10/90 06/30/17 Resignation

Butler, Jeanine Instructional Assist Rush Elem 09/29/97 06/30/17 Retirement

Christman, Richard Teacher Evergreen MS 09/03/96 06/30/17 Retirement

Ciccone, Lindsay Teacher Mead Elem 08/24/15 06/30/17 Resignation

Cohn, Lauren Teacher Finn Hill MS 09/10/13 06/30/17 Resignation

Cuevas, Angela Teacher Parks Elem 02/02/02 06/30/17 Resignation

Donnellan, Forrest Teacher Juanita HS 08/29/16 06/30/17 Resignation

Dooley, Rachel Instructional Assist Twain Elem 08/31/16 03/17/17 Resignation

Esperas, Chris Sp Ed Para Ed Lake Washington HS 08/21/12 03/31/17 .5 Resignation

Fike, Leanne Teacher Lake Washington HS 09/01/99 06/30/17 Retirement

Fleck, Alice Teacher Redmond Elem 08/28/86 06/30/17 Retirement

Fogard, Janene Deputy Superintendent Resource Center 10/05/78 06/30/17 Retirement

Fraguela, Javier Network Security Admin Computer Center 09/04/12 04/19/17 Resignation

Gallis, Alicia Speech Language Path Special Services 08/27/12 06/30/17 Resignation

Grady, Lora Teacher Parks Elem 08/25/14 06/23/17 Resignation

Hinds, Gretchen Teacher Einstein Elem 08/29/16 06/30/17 Resignation

Hough, Erin Teacher Redmond MS 08/27/12 06/30/17 Resignation

Huylar, Bailey Teacher Einstein Elem 08/26/16 06/30/17 Resignation

Juneau, Carol Teacher Twain Elem 08/25/14 06/30/17 Resignation

King, Julie Teacher Wilder Elem 08/29/16 06/30/17 Resignation

Koon, Alison Teacher Redmond MS 08/29/16 06/30/17 Resignation

Martin, Gregory Groundsperson Facilities 05/07/07 04/03/17 Resignation

McKay, Nancy Teacher Rockwell Elem 09/01/92 06/30/17 Retirement

McNear, Stephanie School Secretary McAuliffe Elem 08/28/12 08/31/17 Resignation

Michaud, Dominic Instructional Assist Kirk Elem 08/21/13 03/24/17 Resignation


April 24, 2017

RETIREMENTS/RESIGNATIONS/TERMINATIONS - Con't

Name Position Location Start Effective Date Reason

Miller, Margo Counselor Franklin Elem 09/02/10 06/30/17 Resignation

Moulton, Emily Librarian Einstein Elem 08/24/04 06/23/17 Resignation

Murdock, Monica Teacher Redmond MS 08/26/13 06/30/17 Retirement

Mussey, Carrie Instructional Assist Rockwell Elem 08/31/16 06/23/17 Resignation

Packer, Andrya Teacher Int'l Community School 08/23/02 06/23/17 Resignation

Patterson, Craig Teacher Redmond MS 08/25/14 06/30/17 Resignation

Porto, Victoria Teacher Mead Elem 12/10/91 06/30/17 Retirement

Rae, Caroline Speech Language Path Special Services 08/26/16 06/30/17 Resignation

Raines, Andria Teacher LOA 08/19/08 06/30/17 Resignation

Reith, Kathryn Director Resource Center 06/27/05 06/30/17 Resignation

Rhode, Kristin Teacher Redmond MS 08/25/14 06/30/17 Resignation

Rios, Shelley Admin Sec II Resource Center 09/03/85 05/31/17 Retirement

Rotoli, Ena Sp Ed Para Ed Dickinson Elem 08/24/15 03/31/17 Resignation

Simpson, Vickie Bus Driver Transportation 09/27/89 03/24/17 Retirement

Sims, Melia Teacher Lake Washington HS 08/24/04 06/30/17 Resignation

Snyder, Leigh Teacher Franklin Elem 03/15/10 06/30/17 Resignation

Solis, Gina Health Room Secretary Franklin Elem 12/13/11 03/31/17 Resignation

Spencer, Julia Trainer/Dispatch Transportation 04/02/01 06/30/17 Retirement

Spurgeon, Mira Teacher Einstein Elem 08/24/15 03/10/17 Resignation

Tallorin, Katy Teacher Eastlake HS 08/21/06 06/30/17 Resignation

Waters, James Teacher Lake Washington HS 09/02/82 06/30/17 Retirement

Wetherbee, Alicia Teacher Alcott Elem 01/03/03 06/30/17 Resignation

Winkle, Kimberly Dispatcher II Transportation 01/23/86 06/30/17 Retirement

Winter, Katie Teacher Keller Elem 08/24/10 06/23/17 Resignation

Yarger, Laurie Teacher Franklin Elem 08/25/14 06/30/17 Resignation

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EMERGENCY SCHOOL CLOSURE

April 24, 2017

SITUATION On Wednesday, January 4, 2017, Kirk Elementary experienced a problem with their boiler/heating system. Given the loss of heat and the estimated time of repairs, the decision was made to close this school. All other district schools operated as scheduled. WAC 392-129-145 requires the district to report the closure to the Office of the Superintendent of Public Instruction (OSPI). Due to the isolated nature of the closure, the district does not plan to make up the day. WAC 392-129-150 permits OSPI to excuse up to two days of school per incident and not more than three days per school year for unforeseen situations while still providing the full funding allocation. RECOMMENDATION The Board of Directors approves the submittal of a letter to the Office of the Superintendent of Public Instructions detailing the decision to close Kirk Elementary School due to the unforeseen loss of electrical power and to request OSPI to excuse the closure per WAC 329-129-150.

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INSTRUCTIONAL MATERIALS ADOPTION April 24, 2017

SITUATION

RCW 28A.320.230 and the SPI Bulletin No. 191-67 establish that each school district shall maintain an Instructional Materials Committee to assist in recommending instructional materials to be used in the respective schools of the district and that the final approval of such material is the responsibility of the Board of Directors.

The following books have been recommended by the Instructional Materials Committee for districtwide adoption. The items recommended for adoption are:

Title: Guide to Good Food: Nutrition and Food Preparation, 14th Edition Author: Velda L. Largen and Deborah L. Bence Publisher: Goodheart-Willcox Company, Inc. Copyright: 2018 No. of Copies: Price: School Requesting: Juanita High School/CTE Classification: Grade 9

Title: A Yellow Raft in Blue Water Author: Michael Dorris Publisher: Picador Copyright: 1987 No. of Copies: 60 Price: $6.60 per book School Requesting: Juanita High School Classification: Grade 11

Title: A Prayer for Owen Meany Author: John Irving Publisher: Harper Collins Copyright: 1989 No. of Copies: 60 Price: $16.13 School Requesting: Juanita High School Classification: Grade 11

Title: Splash Math Author: Study Pad Inc. Publisher: Study Pad Inc. Copyright: 2011-12 No. of Copies: 7 Price: $239.00 per class School Requesting: Franklin Elementary School Classification: Grade 1

Title: Washington Studies Weekly Author: Studies Weekly Publisher: Studies Weekly Copyright: Annually No. of Copies: Varies with the number of students per year Price: $5.95 per student School Requesting: Rush Elementary School Classification: Grade 4

RECOMMENDATION

The district’s Instructional Materials Committee has reviewed a series of instructional materials as to their instructional purpose, readability level, and treatment of minorities and women. The above instructional materials satisfy the selection criteria as cited in the local administrative policy IIAA-R and it is recommended that the instructional materials be adopted for use in the Lake Washington schools.

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WASHINGTON NETWORK FOR INNOVATIVE CAREERS (WANIC), 2016-17 INTERDISTRICT COOPERATIVE AGREEMENT

RESOLUTION NO. 2221

April 24, 2017

SITUATION The Washington Network for Innovative Careers (WANIC) is a network of six school districts comprising high schools located north and east of Lake Washington in King and south Snohomish counties. WANIC classes give students an opportunity to receive in-depth training skills based career areas that provide employable skills after graduation and/or prepare them for further post-secondary training. WANIC began in 2009, and replaced the NEVAC (Northeast Vocational Area Cooperative) programs. School districts joined through a formal Interdistrict Cooperative Agreement including Bellevue, Issaquah, Lake Washington, Mercer Island, Northshore, Riverview, and Snoqualmie Valley. WANIC provided creative methods for meeting the specialized needs and interests of all students through both host and satellite campus skill center courses utilizing facilities and programs that were currently available within the cooperative. Mercer Island School District left WANIC in September 1, 2016. In March 2017, the WANIC superintendents voted to admit Everett Public Schools into WANIC. This new Interdistrict Cooperative Agreement was then developed to add Everett Public Schools to WANIC. Everett Public Schools’ membership is retroactive to March 15, 2017. Once the agreement has been approved by all the member districts, it will then be sent to OSPI for approval. RECOMMENDATION The Board of Directors approves Resolution No. 2221, WANIC Interdistrict Cooperative Agreement, and authorizes the superintendent to enter into an Interdistrict Cooperative Agreement for the 2016-17 school year.

WASHINGTON NETWORK FOR INNOVATIVE CAREERS (WANIC) INTERDISTRICT COOPERATIVE AGREEMENT

RESOLUTION NO. 2221 WHEREAS, a consortium of school districts formed the Washington Network for Innovative Careers (“WANIC”) Skill Center in 2009, and Lake Washington School District No. 414 is the host district and fiscal agent; WHEREAS, Everett Public Schools is requesting membership in the WANIC consortium prior to Summer School 2017. WHEREAS, changes in the structure require a new Interdistrict Agreement between Lake Washington School District No.414 as host district and consortium school districts; NOW, THEREFORE, BE IT RESOLVED that the Board of Directors of the Lake Washington School District, No. 414, does hereby authorize the superintendent to enter into an updated Interdistrict Cooperative Agreement with WANIC.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 24th day of April 2017.

BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT NO. 414

Attest:

Secretary, Board of Directors

INTERDISTRICT COOPERATIVE AGREEMENTwASHTNGTON NETWORK FOR INNOVATTVE CAREERS (WANIC) SKILL CENTER

This Agreement by and between the Lake Washington School District (hereinafter referred to as "HostDistrict") and the following school districts (each hereinafter referred to as "member district") provide forthe establishment and operation of the Washington Network for lnnovative Careers Skill Center(hereinafter referred to as "WANlC"):

Bellevue School District No. 405Everett School District No. 002lssaquah School District No. 411Lake Washington School District No. 414

Northshore School District No.417Riverview School District No. 407Snoqualmie Valley School District No.410

It is agreed by and among the several parties hereto as follows

1. Needs and Purpose of Operation

WANIC is established to provide advanced-level Career and Technical Education programsbased on rigorous academic and industry standards preparing students for post-secondaryeducation and successfulentry into high-skill, high-demand careers and employment.

2. Terms of Aqreement

This Agreement is for ten (10) years, based on the fiscal year cycle, beginning on September 1,

2011, the date the Office of Superintendent of Public lnstruction (OSPI) recognizes thisCooperative Agreement for financing and operation of WANIC. This Agreement will bereviewed annually by the Administrative Council.

3. Location of WANIC Facilities

The administrative office for WANIC is located at Lake Washington Technical College at1 1605 - 132nd Avenue NE, Suite A1 08, Kirkland, WA 98034. Each branch campus/satelliteprogram may be connected to a high school, technical/community college, or a business.

4. Administrative Structure

a. The Administrative Council, consisting of the superintendents or designees from eachmember district, governs WANIC. WANIC is a cooperative undertaking of the memberdistricts and is not a separate legal entity. Representatives to the Council have equalvotes. The Administrative Council will:

i. Ensure that WANIC operates in a manner conèistent with this agreement,Chapter 28A.245 RCW, and Chapter 39.34.030.

ii. Establish policy related to the operation of WANIC.

iii. Consider recommendations from member districts, the WANIC director andadvisory committees.

1

tv.

V.

vi.

vii.

viii.

Approve rules and regulations concerning operations of WANIC.

Determine organization and staffing levels of WANIC Administration

Approve course offerings and campus locations.

Approve membership to the General Advisory Council (GAC).

Approve the WANIC Director candidate selection.

b. WANIC Director duties, responsibilities, and qualifications

vi

vii

viii

Holds or attains a CTE Director Credential; additionally a Principal Credential ispreferred. The Administrative Councilwill consider any related experience asdeemed appropriate.

Manages WANIC under the direction and policies formulated by theAdministrative Council.

Plans and develops programs for WANIC, which may include feasibility studies,etc.

Reports to the Lake Washington School District Superintendent or designee.

Develops an annual operations budget for approval by the AdministrativeCouncil.

Maintains operations budget for auditing, accounting, and reporting purposes.

Communicates program goals and progress to all interested parties.

Maintains regular communication with all member school districts and advisorycommittees.

Develops contracts with agencies as necessary for WANIC operation.

Seeks federal, state, local or private grants for WANIC.

Maintains student employment, placement and follow-up records on allgraduates.

c. The Host District:

ilt

iv

V

lx.

X,

xi.

i

ii

iii

iv

V

Evaluates the WANIC Director.

Manages the WANIC administrative staff as employees of the Host District.

Serves as the fiscal agent for the WANIC operations budget.

Adopts the WANIC operations budget as part of the Host District budget.

Provides such services as may be agreed upon by a majority vote of theAdministrative Council.

Administers any federal, state, local or private grants or allotments available to! /ANtC.

Controls, monitors and audits allfinancialtransactions of the WANIC operationsbudget.

vi.

2

vii

vilt Reports monthly to the Administrative Council on the financial status of theWANIC operations budget.

Host district will receive five percent (5%) of revenue as in-directs.

d. The Member District:

i. Maintains individual district program budget for auditing, accounting andreporting.

ii. Provides payment to host district per Joint Financing Agreement in Section 5.

ii¡. May host a skill center satellite program with the approval of the administrativecouncil and OSPI.

iv. lf member district has a satellite program they will remain a satellite program untilthey reach three programs in one location. At which time, they may apply to theOffice of Superintendent of Public lnstruction to become a branch campus withthe approval of the administrative council per WAC 493-600-100 (2a)

e. An executive committee will serve as a link between the Administrative Council andWANIC for the purpose of reviewing and planning programs and budget managementThe executive committee will be comprised of the seven superintendents from themember districts, or their designee.

f. A GeneralAdvisory Council (GAC) will serve as a coordinating link between WANIC andthe business communities. The GAC will be comprised of business and communitymembers, and post-secondary representatives.

5. Joint Financinq Aqreement

a. Definition of Terms:

i. Operations Budget: The total cost of operating WANIC, excluding districtprogram costs, capital investments and major items of equipment.

ii. Cost Pro-Ration: Member districts assume the same obligation to the operationsbudget per student regardless of the member district's program.

iii. State Apportionment Funds: funds paid by the State to host district in support ofapproved program offerings of WANIC.

b. Capital Investment

i. ln the event that facilities and equipment necessary to offer identified programsat a branch campus/satellite program are not available, the Host District requestsfacilities and equipment funding from the Office of Superintendent of Publiclnstruction (OSPI).

ii. ln the event that State Capital Budget funding is insufficient to fully fund therequired facilities and equipment for a proposed program, the project costs willbe the responsibility of the district proposing the WANIC program. Memberdistricts would use the district's existing bonds/capitalfacility levies to addressfacility/eq uipment needs.

3

iii. The Administrative Council manages future capital improvements and majorequipment purchases.

c. Total Program Costs of WANIC. The total cost of operating WANIC programs will bemet by:

i. Apportionment funds received from OSPI for students enrolled in WANICprograms of which a pro-rated contribution will be made by each member districtto the host district for the operations budget.

ii. Any federal, state, local, and private grants.

iii. lnter-local FTE agreements with community or technical colleges.

Situations not addressed in the foregoing provisions will be resolved by decisionsof the Administrative Council.

d. Procedures

i. The WANIC operations budget will be developed based on minimum projectedenrollment data.

ii. The district hosting an approved WANIC branch campus program reportsenrollment and claims state apportionment based on .2 FTE for eachinstructional hour provided to students enrolled in the WANIC program

iii. The host district shall report satellite skill center program enrollment to OSPIafter verification from satellite district.

iv. Any additional costs beyond the approved operations budget amount will beprorated among all member districts based on a mutually agreed upon formula.

v. Transportation to and from WANIC is the responsibility of the studenUparent orguardian.

vi. Costs of special education, Section 504, and ancillary services are the soleresponsibility of the student's resident district.

vii. The adoption of the annual operations budget will mean that member districtsspend funds solely for the purpose of WANIC Skill Center programs.

viii. Funds specifically designated for WANIC from source(s) other than those of thefull-time participating districts in the Cooperative will be deposited in a separate,discrete account to be used solely for the purposes designated by the donor orgranting agency.

ix. Funds associated with students participating in WANIC programs willfollow saidstudents to the district offering the WANIC program.

x. Students participating in WANIC programs are eligible for up to 1.6 FTE statefunding. Total student FTE shall not exceed 1.6 FTE. Neither regular educationnorWAN|C programming may claim more than 1.0 FTE. This applies tostudents from both member and non-member districts.

IV

4

xi. Member districts agree to comply with the WANIC Policy and ProceduresManual, as approved by the Administrative Council.

e. Provisions Not CoveredAny situations not covered in the foregoing provisions will be resolved by theAdministrative Council.

6. Services. Enrollment. and Retention

a. Special education, Section 504, and ancillary services required by orfor studentsenrolling in WANIC programs or courses shall be the responsibility of the residentdistrict.

b. Enrollment

i. General admission requirements are established by the Administrative Councilupon recommendation of the WANIC Director.

ii. Enrollment of qualified students in the WANIC programs shall be on a first-come,space available basis. Additionally, priority will be given to students frommember districts.

iii. Remaining enrollment opportunities may be used by non-member districts or bynon-public schools with the approval of the WANIC Director. Non-memberdistricts must complete an interlocal agreement with WANIC, allowing theirstudents to participate in a WANIC program. Non-public students must enroll intheir district of residence, or complete an inter-district transfer process in order toenroll in a WANIC program.

iv. ln addition to regular school-year programs, WANIC member districts may alsooffer summer school programs with the approval of the administrative council.Said programs must be approved by OSPI, in accordance with the OSPIGuidelines for Summer Programs (developed in conjunction with RCW 284.245and WAC 392-121-136,). All summer FTE apportionment will be collected byWANIC core campus.

c. Retention

i. Continuing enrollment of students in WANIC is governed by policies establishedby the Administrative Council and by policies of the district of residence of thestudent.

d. Percentage of Enrollment for consortium districtsi. Estimated number of kids to be served from each district is 3% of 11th and 12th

grade students.

7. Resolution of Conflict

A majority vote of the Administrative Council will govern in all matters. ln the event a majorityvote cannot be reached by the Council on an issue requiring resolution, the matter shall bereferred to a mutually acceptable third party mediator for purposes of resolving the conflict

5

through voluntary mediation in good faith. lf the conflict cannot be resolved by the mediation,then the parties agree to appoint the same mediator for a single arbitration session and finalresolution. The cost of mediation or arbitration would be borne by the skills center.

B. Withdrawal

It is hereby agreed that any member district may withdraw at any time after the initial ten-yearperiod, pursuant to the following:

a. ln the event that a district requests to withdraw from WANIC, that district will give noticein writing to the Administrative Council no later than October 1 of the fiscal yearpreceding withdrawal. Upon agreement by the Administrative Council, withdrawal will beeffective on September 1, of the next fiscal year.

b. Land, and/or facility improvements for use as a WANIC branch campusisatellite programwill be the property of, and remain with the member district offering the program(s).

c. Equipment and furnishings, not permanently installed in the branch campus/satelliteprogram facility, purchased by WANIC for use at a WANIC branch campus/satelliteprogram remain the property of the WANIC, or may be purchased by the withdrawingdistrict at a depreciated value.

d. Equipment and furnishings purchased by the member district hosting the WANICprogram remains the property of the member district.

9. Dissolution Provisions

The cooperative operation of WANIC under this Agreement can be dissolved only under thefollowing procedures:

a. Procedures for the dissolution of the operation of WANIC will not be instituted prior to theexpiration of ten years from the date of Office of Superintendent of Public lnstruction(OSPI) approval was initially given September I ,2011.

b. The request for dissolution prior to the expiration of ten years may be approved when inthe judgment of the Superintendent of Public lnstruction there is substantiation ofsufficient cause.

c. Any plan for dissolution will be submitted to the Superintendent of Public lnstruction forreview and approval prior to proceeding with dissolution action.

10. Admission of New District

Whenever a new district wishes to become a member of the WANIC cooperative, it shall submita formal proposal to the Administrative Council.

6

1 1. Donations

WANIC programs may receive gifts, cash, equipment or services from any source whatsoever,contingent upon acceptance by the Administrative Council and Host District Board of Directors.Donations must be in conformance with existing law.

12. Amendment

This Agreement may be amended by the Administrative Council

13. Compliance with Laws

This Agreement shall be interpreted in accordance with the laws of the State of Washington. lf anyterm or condition of this Agreement or application thereof is held invalid, such invalidity shall not affectother terms, conditions or applications of the Agreement, which can be given effect.

lN WITNESS WHEREOF, the parties have executed this contract to be effective as of March 15,2017

BELLEVUE SCHOOL DISTRICT NO.4O5 EVERETT OOL DISTRICT NO.OO2

byTim Mil r. Ga ohn,

Superintendent Supe nt

ISSAQUAH SCHOOL DISTRICT NO. 411 LAKE SCHOOL DI

Ron ThieSuperintendent rintendent

NORTH E ST 417 RIVERVIEW SCHOOL DISTRICT NO. 407

iche Reid Dr. Anthony Smith,SuperintendentSuperintendent

SNOQUALMIE VALLEY SCHOOL DISTRICT NO. 410

r

414

by

,, MLJoel Aune,Superintendent

7

-15-

STATE ENVIRONMENTAL POLICY ACT (SEPA) RULES DISTRICT POLICY, KNAM, AND KNAM-R

RELATIONS WITH ENVIRONMENTAL AUTHORITIES, APPROVAL

April 24, 2017

SITUATION Currently the district’s State Environmental Policy Act (SEPA) policy is referenced in Policy KNAM Relations with Environmental Authorities. This policy has been updated three times since being originally adopted in 1976. The policy references applicable regulations which are on file with the Support Services Department. This policy and related regulations have been reviewed. Applicable statutes as well as sample policies from other districts have also been consulted. As a result of this review, revisions to Policy KNAM are being proposed. Inclusion of relevant regulations are also being proposed to be included in Administrative Policy as KNAM-R. The District’s SEPA regulations include the procedures for SEPA implementation for the District. The District’s SEPA procedures govern all District proposals on projects, policies, plans, or programs that contain standards controlling use or modification of the environment. The District’s existing SEPA regulations provide for administrative appeals of certain decisions made by the District’s SEPA Responsible Official. State SEPA regulations provide that agencies may establish procedures for administrative appeals or may eliminate such appeals altogether. The proposed revisions to the District’s SEPA procedures eliminate administrative appeals. Parties would continue to have access to judicial appeals of District SEPA determinations. The process for public notice and opportunity to provide comment on SEPA actions would remain. Under the Board’s Policy Governance structure, Administrative Policies have been remanded to the Superintendent and are not generally approved by the Board of Directors unless required by law. Since relevant SEPA statues provide governing bodies the authority to determine processes for appeal of district SEPA actions, this Administrative Policy is being presented for Board approval. RECOMMENDATION The Board of Directors approves the revisions to Policy KNAM and adopts KNAM-R, which is a revised version of the District SEPA procedures currently on file with the Support Services Department.

Lake Washington School District, Redmond, Washington 1 of 1

File: KNAM

RELATIONS WITH ENVIRONMENTAL AUTHORITIES State Environmental Policy Act Environmental Protection Requirements The State Environmental Policy Act (“SEPA”) is used by the district to identify possible environmental impacts that could result from proposed actions. The district has adopted applicable regulations of the State Environmental Policy Act. procedures under SEPA. These regulations procedures are an integral part of this policy and are on file with the Support Services Department. administered by the superintendent or designee. Adopted 07/19/76 Revised 05/07/90 08/10/98 09/05/00 04/24/17 LEGAL REFS.: RCW 43.21C.010 43.21C.020 WAC 197-11

NEW File: KNAM-R


RELATIONS WITH ENVIRONMENTAL AUTHORITIES STATE ENVIRONMENTAL POLICY ACT

PART ONE

GENERAL REQUIREMENTS Section 1. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains the basic requirements that apply to the State Environmental Protection Act (SEPA) process. The following sections of Chapter 197-11 of the Washington Administrative Code (WAC) are adopted by reference: WAC 197-11-040 Definitions 197-11-050 Lead agency 197-11-055 Timing of the SEPA process 197-11-060 Content of environmental review 197-11-070 Limitations on actions during SEPA process 197-11-080 Incomplete or unavailable information 197-11-090 Supporting documents 197-11-100 Information required of applicants Section 2. ADDITIONAL DEFINITIONS In addition to those definitions contained within WAC 197-11-700 through 799, when used in these procedures, the following terms shall have the following meanings, unless the context indicates otherwise:

(1) “District” means the Lake Washington School District No. 414, King County, Washington. (2) “Procedures” means the procedures prepared and adopted by the District to implement SEPA

regulatory requirements. (3) “SEPA rules” means chapter 197-11 WAC adopted by the Council on Environmental Policy. (4) “Superintendent” shall mean the superintendent of the District. (5) “Board” means the Board of Directors of the District.

NEW File: KNAM-R


Section 3. DESIGNATION OF RESPONSIBLE OFFICIAL

(1) The responsible official shall be the superintendent or acting superintendent of the District, or his/her designee.

(2) For all proposals for which the District is the lead agency, the responsible official shall make the threshold determinations, supervise scoping and preparation of any required environmental checklist or impact statement (EIS), and perform any other functions assigned to the “lead agency” or “responsible official” by those sections of the SEPA rules that are adopted by reference in these procedures.

(3) The District shall retain all documents required by the SEPA rules (chapter 197-11 WAC) and

make them available in accordance with chapter 42.17 RCW.

Section 4. LEAD AGENCY DETERMINATION AND RESPONSIBILITIES The District is lead agency for the proposals it initiates and is responsible for compliance with SEPA regulations.

PART TWO

CATEGORICAL EXEMPTIONS AND THRESHOLD DETERMINATIONS Section 5. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains the rules for deciding whether a proposal has a “probable, significant, adverse environmental impact” requiring an Environmental Impact Statement (EIS) to be prepared. This part also contains rules for evaluating the impacts of proposals not requiring an EIS. The following sections are adopted by reference, as supplemented in this part: WAC 197-11-300 Purpose of this part 197-11-305 Categorical exemptions 197-11-310 Threshold determination required 197-11-315 Environmental checklist 197-11-330 Threshold determination process 197-11-335 Additional information 197-11-340 Determination of nonsignificance (DNS) 197-11-350 Mitigated DNS 197-11-360 Determination of significance (DS)/initiation of scoping 197-11-390 Effect of threshold determination

NEW File: KNAM-R


Section 6. CRITICAL AREAS

(1) In its actions, the District will respect “critical areas” and their modified exemption criteria which have been adopted and displayed by local governments pursuant to WAC 197-11-908 and the Growth Management Act, Chapter 36.70A RCW.

(2) Actions which will be located wholly or partially within a critical area are to be treated no

differently from other actions under these guidelines, except as stated above. A threshold determination will be made for all such actions, and an Environmental Impact Statement (EIS) will not automatically be required for a proposal merely because it is proposed for location in a critical area.

Section 7. USE OF EXEMPTIONS

(1) When the District initiates a proposal, it shall determine whether the license and/or the proposal is exempt. The District’s determination that a proposal is exempt shall be final and not subject to administrative review. If a proposal is exempt, none of the procedural requirements of these procedures apply to the proposal. The District shall not require completion of an environmental checklist for an exempt proposal.

(2) To determine whether or not a proposal is exempt, the District will ascertain the total scope

of the proposal and the governmental licenses required. If a proposal includes a series of actions, physically or functionally related to each other, some of which are exempt and some of which are not, the proposal is not exempt and the District must complete a threshold determination.

(3) In determining whether a proposal is exempt from SEPA, the District shall comply with the square footage and parking space threshold levels adopted by the jurisdiction where the proposal is located under WAC 197-11-800(1), (2), and (3).

(4) If a proposal includes both exempt and nonexempt actions, the District may authorize exempt

actions prior to compliance with the procedural requirements of these procedures, except that:

(a) The District shall not give authorization for: (i) any nonexempt action; (ii) any action that would have an adverse environmental impact; or (iii) any action that would irrevocably commit the District to approve or authorize a

nonexempt action or would limit the choice of alternatives. (b) The District may withhold approval of an exempt action that would lead to modification

of the physical environment, when such modification would serve no purpose if nonexempt action(s) were not approved; and

(c) The District may withhold approval of exempt actions that would lead to substantial

financial expenditures when the expenditures would serve no purpose if nonexempt action(s) were not approved.

NEW File: KNAM-R


Section 8. ENVIRONMENTAL CHECKLIST

(1) Except as provided in WAC 197-11-315, the District must complete an environmental checklist (WAC 197-11-960) for any proposal that meets the definition of action (WAC 197-11-709), and is not exempt pursuant to WAC 197-11-800 and -880, except, a checklist is not needed if the District and applicant determines an EIS is required, SEPA compliance has been completed, or SEPA compliance has been initiated by another agency. The District shall use the environmental checklist for purposes of making the threshold determination pursuant to the criteria and procedures of WAC 197-11-300 through -390.

(2) For District proposals where a checklist is required, the District shall complete the environmental checklist for that proposal. The most up to date Department of Ecology’s checklist form is to be used and can be found at http://www.ecy.wa.gov/programs/sea/sepa/forms.htm

Section 9. MITIGATED DNS

(1) As provided in this section and in WAC 197-11-350, the District may clarify or change features of its own proposals, and may specify mitigation measures in its own DNSs, as a result of comments of other agencies or the public or as a result of additional District planning.

(2) A mitigated DNS is issued under WAC 197-11-340(2), requiring a fourteen-day comment

period and public notice.

(3) Mitigation measures incorporated in the mitigated DNS shall be deemed conditions of approval of the permit decision and may be enforced in the same manner as any term or condition of the permit, or enforced in any manner specifically provided by the District.

PART THREE

ENVIRONMENTAL IMPACT STATEMENT (EIS)

Section 10. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains the rules for preparing environmental impact statements. The following sections are adopted by reference as supplemented by this part: WAC 197-11-400 Purpose of EIS 197-11-402 General requirements 197-11-405 EIS types 197-11-406 EIS timing 197-11-408 Scoping 197-11-410 Expanded scoping (Optional) 197-11-420 EIS preparation 197-11-425 Style and size 197-11-430 Format 197-11-435 Cover letter or memo

197-11-440 EIS Contents 197-11-442 Contents of EIS on nonproject proposals 197-11-443 EIS contents when prior nonproject EIS 197-11-444 Elements of the environment 197-11-448 Relationships of EIS to other considerations 197-11-450 Cost-benefit analysis 197-11-455 Issuance of DEIS 197-11-460 Issuance of FEIS

NEW File: KNAM-R


Section 11. PREPARATION OF EIS--ADDITIONAL CONSIDERATIONS

(1) Preparation of draft and final EISs (DEIS and FEIS), draft and final supplemental EISs (SEIS), and EIS addendums is the responsibility of the responsible official or his/her designee. Before the District issues an EIS, the responsible official shall be satisfied that it complies with these procedures and chapter 197-11 WAC.

(2) The DEIS and SEIS or draft and final SEIS shall be prepared by District staff or by a

consultant selected by the District. In the event that an EIS is to be prepared by a consultant, the responsible official shall assure that the EIS is prepared in a responsible manner and with appropriate methodology. The responsible official shall direct the areas of research and examination to be undertaken, as well as the organization of the resulting document.

(3) No matter who participates in the preparation of an EIS, it must be approved by the

responsible official prior to distribution,

PART FOUR

COMMENTING

Section 12. ADOPTION BY REFERENCE This part contains rules for consulting, commenting and responding on all environmental documents under SEPA, including rules for public notice and hearings. The following sections are adopted by reference, as supplemented in this part:

WAC 197-11-500 Purpose of this part 197-11-502 Inviting comment 197-11-504 Availability and cost of environmental documents 197-11-508 SEPA register 197-11-535 Public hearings and meetings 197-11-545 Effect of no comment 197-11-550 Specificity of comments 197-11-560 FEIS response to comments 197-11-570 Consulted agency costs to assist lead agency. Section 13. PUBLIC NOTICE

(1) Whenever the District issues a DNS under WAC 197-11-340(2) or a DS under WAC 197-11-360(3) the District shall give public notice using any one of the following methods or any combination thereof as may be deemed appropriate by the responsible official: (a) Posting the property, for site-specific proposals; (b) Publishing notice in a newspaper of general circulation in the county, city or general area

where the proposal is located; (c) Providing mailed notice to those citizens who wish to be informed regarding documents

the District issues that require public notice; and (d) Posting on the District’s website.

NEW File: KNAM-R


(2) Whenever the District issues a DEIS under WAC 197-11-455(5) or a SEIS under WAC 197-11-620, notice of the availability of those documents shall be given by: (a) Posting the property, for site-specific proposals; (b) If deemed appropriate by the responsible official, publishing notice in a newspaper of

general circulation in the county, city, or general area where the proposal is located; (c) Providing mailed notice to those citizens who wish to be informed regarding

documents the District issues that require public notice; and (d) Posting on the District’s website.

(3) Whenever possible, the District shall integrate the public notice required under this section with existing notice procedures for the District’s nonexempt permit(s) or approval(s) required for the proposal.

Section 14. DESIGNATION OF OFFICIAL TO PERFORM CONSULTED AGENCY RESPONSIBILITIES FOR THE DISTRICT

(1) The superintendent of the District or his/her designee shall be responsible for preparation of written comments for the District in response to a consultation request prior to a threshold determination, participation in scoping, and reviewing a DEIS.

(2) The superintendent of the District or his/her designee shall be responsible for the District’s

compliance with WAC 197-11-400 through -460 whenever the District is a consulted agency and is authorized to develop operating procedures that will ensure that responses to consultation requests are prepared in a timely fashion.

PART FIVE

USING EXISTING ENVIRONMENTAL DOCUMENTS Section 15. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains rules for using and supplementing existing environmental documents prepared under SEPA or National Environmental Policy Act (NEPA) for the District’s own environmental compliance. The following sections are adopted by reference: WAC 197-11-600 When to use existing environmental documents 197-11-610 Use of NEPA documents 197-11-620 Supplemental environmental impact statement--Procedures 197-11-625 Addenda--Procedures 197-11-630 Adoption--Procedures 197-11-635 Incorporation by reference--Procedures 197-11-640 Combining documents

NEW File: KNAM-R


PART SIX

SEPA AND AGENCY DECISIONS Section 16. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains rules (and policies) for SEPA’s substantive authority, such as decisions to mitigate or reject proposals as a result of SEPA. This part also contains procedures for appealing SEPA determinations to agencies or the courts. The following sections are adopted by reference: WAC 197-11-650 Purpose of this part 197-11-655 Implementation 197-11-660 Substantive authority and mitigation 197-11-680 Appeals Section 17. SUBSTANTIVE AUTHORITY

(1) Policies and goals set forth in these procedures are supplementary to those in the existing authorization of the District.

(2) Any District action on proposals that are not exempt may be conditioned or denied under SEPA to mitigate the environmental impact subject to the limitations of WAC 197-11-660.

(3) The District designates and adopts by reference the following procedures as the basis for the District’s exercise of authority pursuant to the section:

(a) The District shall use all practicable means, consistent with other essential considerations of state policy, to improve and coordinate plans, functions, programs and resources to the end that the state and its citizens may:

(i) fulfill the responsibilities of each generation as trustee of the environment for succeeding generations;

(ii) assure for all people of Washington safe, healthful, productive and aesthetically and culturally pleasing surroundings;

(iii) attain the widest range of beneficial uses of the environment without degradation, risk to health or safety or other undesirable and unintended consequences;

(iv) preserve important historic, cultural or natural aspects of our national heritage; (v) maintain, whenever possible, an environment which supports diversity and variety of

individual choice; (vi) achieve a balance between population and resource use which will permit high

standards of living and a wide sharing of life’s amenities; and (vii) enhance the quality or renewable resources and approach the maximum attainable

recycling of depletable resources.

(b) The District recognizes that each person has a fundamental and inalienable right to a healthful environment and that each person has a responsibility to contribute to the preservation and enhancement of the environment.

NEW File: KNAM-R


Section 18. NO ADMINISTRATIVE APPEALS The District hereby:

(1) Eliminates, pursuant to WAC 197-11-680(2), appeals to its legislative body of any decision by a nonelected official conditioning or denying a proposal under authority of SEPA; and

(2) Elects, pursuant to WAC 197-11-680(3), not to provide for administrative appeals of determinations relating to SEPA.

Section 19. NOTICE/STATUTE OF LIMITATIONS The District may publish a notice of action pursuant to RCW 43.21C.080 for any action. The form of the notice shall be substantially in the form provided in WAC 197-11-990.

PART SEVEN

DEFINITIONS

Section 20. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains uniform usage and definitions of terms under SEPA. The following sections are adopted by reference, as supplemented by these procedures:

WAC 197-11-700 Definitions 197-11-702 Act 197-11-704 Action 197-11-706 Addendum 197-11-708 Adoption 197-11-710 Affected tribe 197-11-712 Affecting 198-11-714 Agency 197-11-716 Applicant 197-11-718 Built environment 197-11-720 Categorical exemption 197-11-722 Consolidated appeal 197-11-724 Consulted agency 197-11-726 Cost-benefit analysis 197-11-728 County/city 197-11-730 Decision maker 197-11-732 Department 197-11-734 Determination of nonsignificance (DNS) 197-11-736 Determination of significance (DS) 197-11-738 EIS 197-11-740 Environment 197-11-742 Environmental checklist 197-11-744 Environmental document 197-11-746 Environmental review

197-11-750 Expanded scoping

197-11-752 Impacts 197-11-754 Incorporation by reference 197-11-755 Lands covered by water 197-11-758 Lead agency 197-11-760 License 197-11-762 Local agency 197-11-764 Major action 197-11-766 Mitigated DNS 197-11-768 Mitigation 197-11-770 Natural environment 197-11-772 NEPA 197-11-774 Nonproject 197-11-776 Phased review 197-11-778 Preparation 197-11-780 Private project 197-11-782 Probable 197-11-784 Proposal 197-11-786 Reasonable alternative 197-11-788 Responsible official 197-11-790 SEPA 197-11-792 Scope 197-11-793 Scoping 197-11-794 Significant 197-11-796 State agency 197-11-797 Threshold determination 197-11-799 Underlying governmental action

NEW File: KNAM-R


PART EIGHT

CATEGORICAL EXEMPTIONS Section 21. ADOPTION BY REFERENCE This District adopts by reference the following rules for categorical exemptions, as supplemented in these procedures: WAC 197-11-800 Categorical exemptions 197-11-880 Emergencies 197-11-890 Petitioning DOE to change exemptions

PART NINE

AGENCY COMPLIANCE Section 22. PURPOSE OF THIS PART AND ADOPTION BY REFERENCE This part contains rules for agency compliance with SEPA. The following sections are adopted by reference: WAC 197-11-900 Purpose of this part 197-11-902 Agency SEPA policies 197-11-908 Critical areas 197-11-910 Designation of responsible official 197-11-912 Procedures of consulted agencies 197-11-914 SEPA fees and costs 197-11-916 Application to ongoing actions 197-11-920 Agencies with environmental expertise 197-11-922 Lead agency rules 197-11-924 Determining the lead agency 197-11-926 Lead agency for governmental proposals 197-11-928 Lead agency for public and private proposals 197-11-930 Lead agency for private projects with one agency with jurisdiction 197-11-932 Lead agency for private projects requiring licenses from more than one agency, when

one of the agencies is a county/city 197-11-934 Lead agency for private projects requiring licenses from a local agency, not a

county/city, and one or more state agencies 197-11-936 Lead agency for private projects requiring licenses from more than one state agency 197-11-938 Lead agencies for specific proposals 197-11-940 Transfer of lead agency status to a state agency 197-11-942 Agreements on lead agency status 197-11-944 Agreements on division of lead agency duties 197-11-946 DOE resolution of lead agency disputes 197-11-948 Assumption of lead agency status

NEW File: KNAM-R


PART TEN

FORMS Section 23. ADOPTION BY REFERENCE The following forms and sections are adopted by reference: WAC 197-11-960 Environmental checklist 197-11-965 Adoption notice 197-11-970 Determination of nonsignificance (DNS) 197-11-980 Determination of significance and scoping notice (DS) 197-11-985 Notice of assumption of lead agency status 197-11-990 Notice of action Section 24. SEVERABILITY If any provision of these regulations or its application to any person or circumstances is held invalid, the remainder of these regulations or the application of the provision to other persons or circumstances will not be affected.

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INTENT TO COMPLETE JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2222

April 24, 2017 SITUATION The Office of Superintendent of Public Instruction (OSPI) has approved the project to replace Juanita High School to be eligible for state construction funding assistance. As a condition of receiving those funds, WAC 392-344-130 requires that the Board of Directors certify that this school facility construction project will be completed according to the purpose for which the state construction funding assistance is being provided. RECOMMENDATION The Board of Directors approves Resolution No. 2222 certifying that the project to replace Juanita High Schools’ academic building according to the purpose for which the state construction funding assistance is being provided.

INTENT TO COMPLETE JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2222

WHEREAS, the Office of Superintendent of Public Instruction (OSPI) has granted project approval for the replacement of the Juanita High School’s academic building; and

WHEREAS, WAC 392-344-130 requires written certification by the school district Board of Directors that the facility project authorized for state construction funding assistance funds will be completed according to the purposes for which the state funding is being provided;

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Lake Washington School District No. 414 hereby certifies that the replacement of Juanita High School academic building will be completed for the purpose for which the state construction funding assistance is being provided.

APPROVED by the Board of Directors of Lake Washington School District

No. 414 in a regular meeting held on the 24th day of April 2017.


Attest:


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INTENT TO COMPLETE PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2223

April 24, 2017 SITUATION The Office of Superintendent of Public Instruction (OSPI) has approved the project to replace Peter Kirk Elementary School to be eligible for state construction funding assistance. As a condition of receiving those funds, WAC 392-344-130 requires that the Board of Directors certify that this school facility construction project will be completed according to the purpose for which the state construction funding assistance is being provided. RECOMMENDATION The Board of Directors approves Resolution No. 2223 certifying that the project to replace, Peter Kirk Elementary School will be completed according to the purpose for which the state construction funding assistance is being provided.

INTENT TO COMPLETE PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2223

WHEREAS, the Office of Superintendent of Public Instruction (OSPI) has granted project approval for the replacement of Peter Kirk Elementary School; and

WHEREAS, WAC 392-344-130 requires written certification by the school district Board of Directors that the facility project authorized for state construction funding assistance funds will be completed according to the purposes for which the state construction funding assistance is being provided;

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Lake Washington School District No. 414 hereby certifies that the replacement of Peter Kirk Elementary School will be completed for the purpose for which the state construction funding assistance is being provided.



Attest:


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INTENT TO COMPLETE MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2224

April 24, 2017

SITUATION The Office of Superintendent of Public Instruction (OSPI) has approved the project to replace Margaret Mead Elementary School to be eligible for state construction funding assistance. As a condition of receiving those funds, WAC 392-344-130 requires that the Board of Directors certify that this school facility construction project will be completed according to the purpose for which the state construction funding assistance is being provided. RECOMMENDATION The Board of Directors approves Resolution No. 2224 certifying that the project to replace Margaret Mead Elementary School will be completed according to the purpose for which the state construction funding assistance is being provided.

INTENT TO COMPLETE MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2224

WHEREAS, the Office of Superintendent of Public Instruction (OSPI) has granted project approval for the replacement of Margaret Mead Elementary School; and

WHEREAS, WAC 392-344-130 requires written certification by the school district Board of Directors that the facility project authorized for state construction funding assistance funds will be completed according to the purposes for which the state construction funding assistance is being provided;

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Lake

Washington School District No. 414 hereby certifies that the replacement of Margaret Mead Elementary School will be completed for the purpose for which the state construction funding assistance is being provided.

APPROVED by the Board of Directors of Lake Washington School District No. 414

in a regular meeting held on the 24th day of April 2017.


Attest:


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OSPI D-5 RACIAL BALANCE COMPLIANCE JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2225

April 24, 2017

SITUATION For projects that are eligible for the state’s School Construction Assistance Program, the district must submit assurances to the Office of the Superintendent of Public Instruction that its attendance policies will not create or aggravate racial imbalances as defined by WAC 392-342-025. A racial imbalance is considered to exist when:

a. The combined minority enrollment of a school exceeds the districtwide combined minority percentage by 20% points or more; or

b. A school's enrollment of a single minority group with a districtwide enrollment of less than 30% exceeds 50%; or

c. A school's enrollment of a single minority group with a district-wide enrollment of 30% or more exceeds the minority group's districtwide percentage by 20% or more.

The district-wide combined minority enrollment average as of October 1, 2016 was 45.9%. Thus, the allowable minority enrollment at any school is 65.9%. On October 1, 2016, Juanita High School’s combined minority enrollment percentage was 43.8%. The single largest minority group enrollment percentage at Juanita High School was 15.8%. Minority group enrollment has been based on the definitions of Washington State’s ESSA Consolidated Plan and includes all race/ethnicity groups, excepting white. Therefore, the proposed project will not create or aggravate a racial imbalance within the school district as defined by WAC 392-342-025 as:

a. The combined minority enrollment of JHS (43.8%) does not exceed the district-wide combined minority average (45.9%) by 20 percentage points or more.

b. The single largest minority group at JHS (15.8%) does not exceed 50% of the school’s enrollment.

c. No single minority group has a district-wide enrollment of 30% or more. RECOMMENDATION That the Board of Directors approves Resolution No. 2225 certifying that the proposed construction of the replacement building for Juanita High School will not create or aggravate a racial imbalance.

OSPI D-5 RACIAL BALANCE COMPLIANCE JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2225

WHEREAS, the Lake Washington School District No. 414 has applied for state construction funding assistance for the purpose of the rebuilding and enlarging of Juanita High School’s academic building; and

WHEREAS, the Washington Administrative Code 392-342-025, titled “Racial imbalance prohibition – definition and acceptance criteria” requires, as a condition to receive state construction funding assistance, that the Board of Directors certify that the new facility will not create or aggravate racial imbalances; and

WHEREAS, the combined minority enrollment of Juanita High School of 43.8% does not exceed the district-wide combined minority percentage of 45.9% by 20 percentage points or more; and the single largest minority group at Juanita High School is 15.8%, which does not exceed 50% of the school’s enrollment; and no single minority group has a district-wide enrollment of 30% or more.

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors does certify the proposed construction of the replacement of Juanita High School will not create or aggravate racial imbalance.

APPROVED by the Board of Directors of Lake Washington School District

No. 414 in a regular meeting held on the 24th day of April 2017.


Attest:


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OSPI D-5 RACIAL BALANCE COMPLIANCE PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2226

April 24, 2017





The district-wide combined minority enrollment average as of October 1, 2016 was 45.9%. Thus, the allowable minority enrollment at any school is 65.9%. On October 1, 2016, Kirk Elementary School’s combined minority enrollment percentage was 27.0%. The single largest minority group enrollment percentage at Kirk Elementary School was 10.2%. Minority group enrollment has been based on the definitions of Washington State’s ESSA Consolidated Plan and includes all race/ethnicity groups, excepting white. Therefore, the proposed project will not create or aggravate a racial imbalance within the school district as defined by WAC 392-342-025 as:

a. The combined minority enrollment of Kirk (27.0%) does not exceed the district-wide combined minority percentage (45.9%) by 20 percentage points or more.

b. The single largest minority group at Kirk (10.2%) does not exceed 50% of the school’s enrollment.

c. No single minority group has a district-wide enrollment of 30% or more. RECOMMENDATION That the Board of Directors approves Resolution No. 2226 certifying that the proposed construction of the replacement building for Peter Kirk Elementary School will not create or aggravate a racial imbalance.

OSPI D-5 RACIAL BALANCE COMPLIANCE PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2226

WHEREAS, the Lake Washington School District No. 414 has applied for state construction funding assistance for the purpose of the rebuilding and enlarging of Kirk Elementary School; and


WHEREAS, the combined minority enrollment of Kirk Elementary School of 27.0% does not exceed the district-wide combined minority percentage of 45.9% by 20 percentage points or more; and the single largest minority group at Kirk Elementary School is 10.2%, which does not exceed 50% of the school’s enrollment; and no single minority group has a district-wide enrollment of 30% or more.

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors does certify the proposed construction of the replacement of Kirk Elementary School will not create or aggravate racial imbalance.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting thereof held on the 24th day of April 2017.


Attest:


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OSPI D-5 RACIAL BALANCE COMPLIANCE MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2227

April 24, 2017





The district-wide combined minority enrollment average as of October 1, 2016 was 45.9%. Thus, the allowable minority enrollment at any school is 65.9%. On October 1, 2016, Mead Elementary School’s combined minority enrollment percentage was 42.9%. The single largest minority group enrollment percentage at Mead Elementary School was 28.3%. Minority group enrollment has been based on the definitions of Washington State’s ESSA Consolidated Plan and includes all race/ethnicity groups, excepting white. Therefore, the proposed project will not create or aggravate a racial imbalance within the school district as defined by WAC 392-342-025 as:

a. The combined minority enrollment of Mead (42.9%) does not exceed the district-wide combined minority (45.9%) by 20 percentage points or more.

b. The single largest minority group at Mead (28.3%) does not exceed 50% of the school’s enrollment.

c. No single minority group has a district-wide enrollment of 30% or more. RECOMMENDATION That the Board of Directors approves Resolution No. 2227 certifying that the proposed construction of the replacement building for Margaret Mead Elementary School will not create or aggravate a racial imbalance.

OSPI D-5 RACIAL BALANCE COMPLIANCE MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2227

WHEREAS, the Lake Washington School District No. 414 has applied for state matching funds for the purpose of the rebuilding and enlarging of Mead Elementary School; and


WHEREAS, the combined minority enrollment of Mead Elementary School of 42.9% does not exceed the district-wide combined minority percentage of 45.9% by 20 percentage points or more; and the single largest minority group at Mead Elementary School is 28.3%, which does not exceed 50% of the school’s enrollment; and no single minority group has a district-wide enrollment of 30% or more.

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors does certify the proposed construction of the replacement of Mead Elementary School will not create or aggravate racial imbalance.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting thereof held on the 24th day of April 2017.


Attest:


-22-

NEW IN LIEU OF MODERNIZATION PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2228

April 24, 2017

SITUATION In April 2016, the voters of the Lake Washington School District approved a bond measure to build three new schools and rebuild and enlarge three schools including Peter Kirk Elementary School. In order for the district to seek state construction funding assistance, the Office of the Superintendent of Public Instruction (OSPI) requires an analysis of the school, before the start of the project, to determine if it would be in the overall best interest of the district to remodel vs. rebuild. The following information and attached report were provided as part of the district’s informational materials related to the April 2016 Bond. The district completed a remodel vs. rebuild study to determine whether to remodel the existing school building or rebuild a new school. The study conducted by Studio Meng Strazzara evaluated the cost of modernizing the current building to meet the district’s educational specifications compared to the costs associated with building a new school. The cost of modernizing the existing building was found to be approximately 5% more than the cost of constructing a new school. Based on this analysis, Studio Meng Strazzara has recommended that a new school be constructed in lieu of modernization. The attached resolution affirms that the district will construct a new school in lieu of modernizing the existing building and, once completed, the existing school will not be used for instructional purposes. RECOMMENDATION The Board of Directors approves Resolution No. 2228 which provides the certification required by the Superintendent of Public Instruction for the submission of an application to construct a new facility in lieu of modernization at Peter Kirk Elementary School and affirms that the district, once the new school is constructed, will not use the existing school for instructional purposes.

NEW IN LIEU OF MODERNIZATION PETER KIRK ELEMENTARY SCHOOL (SITE 09), REBUILD AND ENLARGE

RESOLUTION NO. 2228

WHEREAS, the Lake Washington School District will be undertaking a project to construct a new Peter Kirk Elementary School in lieu of modernizing the existing building; WHEREAS, construction of a new school on the Peter Kirk Elementary site, to replace the existing school, will require the eventual demolition of all 41,395 gross square feet of the existing structure; and WHEREAS, the Office of Superintendent of Public Instruction and WAC 392-347-015 requires the district to certify that the existing facility or spaces to be replaced will not be used for instructional purposes after the new construction is completed, and that the existing facility or spaces will be ineligible for any future state financial assistance.

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors certifies its intent to construct a new school in lieu of modernization and that the existing school will not be used for instructional purposes and that the above certification be adopted and provided to the State Board of Education.



Attest:


Peter Kirk Elementary School

Modernization vs. New-in-lieu of Modernization Report

January 2016

M O D E R N I Z A T I O N / N E W I N L I E U S T U D Y J a n u a r y 2 0 1 6 P A G E 2 o f 7

Summary

In consideration for a potential 2016 Bond measure for the Capital Facilities Program, Kirk Elementary School was

evaluated to determine whether modernization/addition or building New-in-lieu (i.e., rebuild) of the existing school

on site was the better approach to meeting the district’s long-range educational and facilities goals. Based on

enrollment projections, the 30 classroom (550 students) Educational Specification standard was applied to both

modernization and rebuild new approaches; with a building program of 78,000 square feet. The process included

on-site visits, physical condition analysis, evaluation of the existing school’s program fit with the District’s

educational delivery standards, review of OSPI guidelines, construction-phase logistics and comparative cost

estimates.

To most effectively meet the District goals, it is recommended that Kirk Elementary School be rebuilt new rather

than modernized.

Considerations Modernization New in Lieu (Rebuild)

Temporary Housing Requires temporary housing during

construction

Temporary housing is not required

Moving & Disruption Greater disruption to the educational

process - requires movement of functions

because of multiple phases

Less disruption to the educational process

with current building in use during

construction

Phasing Complicated with temporary housing Least impact

Schedule Longer construction schedule No impact

Bus and Parking Limited improvement Greater potential for improvement

Program Does not fully meet current Educational

Specification due to existing building

constraints

Fully meets current Educational Specification

Maintenance, Operations

and Resource Impact

Less efficient and more impactful on

resources due to building configuration

More efficient and less impactful on

resources, meeting current performance

standards

Site Safety Building built to outdated safety standards More safety improvements with rebuild

Future Expansion Few expansion options due to existing

layout and site constraints

Includes future expansion options

Construction Cost Estimate Comparison Chart (2016$) Modernization/Addition New-In-Lieu New Construction - $21,060,000 Addition $11,650,500 - Modernization $9,963,000 - Demolition $485,235 $539,150 Site Construction $2,750,000 $2,753,500 Temporary Housing $800,000 - General Conditions $2,172,000 $2,172,000 Totals $27,820,000 $26,520,000

Lake Washington School District Kirk Elementary School


The Cost Model illustrated above demonstrates that the cost to modernize Kirk Elementary School exceeds the

cost of building new in lieu of modernization. Actual bond program costs will reflect inflation to year of

construction and other considerations.

Phasing Narrative

Following describes the general sequence of activities associated with each approach.

Modernization/Addition Project

1. Mobilize contractor to site—fence off work area, establish site safety perimeter

2. Construct addition adjacent to existing school

3. Establish temporary housing

4. Relocate students to new addition and temporary housing

5. Complete renovation of existing school

6. Relocate students to completed structure

7. Complete site work, restore site

New-in-Lieu Project


2. Construct new school

3. Relocate students to new school

4. Demolish existing school


Analysis of Conditions and Considerations for Kirk Elementary School

Existing Conditions

Original Bldg. Construction 1975

Site Area 12.52 acres (includes newly acquired 3.5 acres Arndt property)

Building Area, GSF 41,395 sf (Per District 2011 inventory of permanent school facilities report

to Superintendent of Public Instruction)

3 Existing Portable Classrooms

Student Capacity 414 permanent capacity/483 total capacity with portable classrooms

2012 Enrollment 528 (2012-13 enrollment)

Proposed Ed Specification Capacity 30 classroom model (550 students)

The Kirk Elementary School site is located at 1312 - 6th St., Kirkland and is approximately 12.5 acres, including a

newly acquired parcel NE of the school. The existing elementary school facility is located in the central portion of

the site. Drop-off and parking is located along the western portion of the school site along 6th Street with site

access and circulation looped around a residential property located on 6th at the front of the school. There are

currently 3 portable classroom buildings and a portable storage unit on site.

The school houses students in grades K-5. The existing facility is 7 separate buildings that are connected by covered

outdoor walkways and does not have a controlled access point for entry. It is a one- story, predominately masonry

structure, organized into 3 pods of six classrooms. Each pod has a shared entry vestibule at each group of three

classrooms serving as a coat and backpack storage area and limited pull-out instruction area. Flex space in the

center of each pod is currently used for Student Support services (Counselor, OT/SLP, Safety net). Movable

partitions, which separate teaching areas, present acoustical and program issues. Three Kindergarten learning


settings and support spaces are located at the SW corner of the building providing direct access for kindergarten

student drop-off and pickup at front of school.

School circulation occurs through covered walkways and open courts located outside of each pod. Administration

and Library spaces are centrally located in the middle of the pod clusters. The campus has a small gymnasium space

but no multi-purpose space, which impacts the food service, gym and music/performing arts programs.

Site Considerations

The site is located in Kirkland on 6th Street in a residential neighborhood with established residential development

across the street to the north and west of the site. District has acquired the contiguous 3.5 acre lots located to the

northeast corner of the site. Residential properties to the south of the site abut the property line and a single

residential property notches into the middle of the 6th Street frontage at the west side of the site. A railroad track

right of way/greenway follows the eastern boundary of the site with additional residential development beyond. A

wooded wetland area is located on the southeast corner of the site.

The only pedestrian and vehicular access to the site at present is a one-way loop from 6th Street around the

residential lot at the front of the site. Present limited circulation configuration presents a congested traffic layout

for bus loading, drop-off, parking, pedestrian and bike circulation crossing paths creating an unsafe condition.

Modernization goal should be to separate these different circulation elements. Existing hard surface ball court at

northwest corner of site is currently being used for additional (staff) onsite parking. Acquisition of property to the

NE of the site may open up use of 14th Place, a residential street located along northern edge of site, for additional

access to the site.

The site slopes from northeast to west with a play field and an all-weather field located on a slightly elevated

terrace at the back and north side of site. An undeveloped woodland area is located at the SE portion of the site,

screening residential and railroad corridor located to the east of the site.

Hard court play areas wrap around three sides of the school breaking play area into smaller, less effective areas and

making supervision difficult. Covered play areas are located adjacent to Kindergarten and at north of the school,

adjacent to the gym. Covered play area near gym is undersized and dark.

Modernization/Replacement Considerations

Site area to build either rebuild a new-in-lieu school onsite or modernization/additions school or with a temporary

portable campus phased with ongoing school operations is difficult with limited additional building area, site access

and terrain constraints. Addition of property to the NE of the site may help with this condition - opening up 14th

Place access along the northern edge of site for a replacement building site in the vicinity of the existing all-

weather playfield.

Application of the Education Specification

The current enrollment number indicates the campus should be modernized to house a permanent capacity of 550

students, depending on District enrollment projections and enrollment boundaries. Current school building area of

47,135 sf is less than current District standard 78,000 sf for a 30 classroom (550 student) elementary school. Current

classrooms are in a cluster configuration of 6 classrooms with little shared activity and learning support space.

Support space areas are typically undersized or missing - for instance no separate Cafeteria/Commons Area exists,

which impacts Gymnasium space usage and other program elements. Currently food serving is done in circulation

space near the gym, and students typically eat in classroom spaces. Currently there is no Art/Science lab classroom



and the Music program is located in a portable classroom. Adding missing program area to the current plan would

be difficult and desired program adjacencies would be difficult to provide.

Core Instruction/Learning Clusters

The LWSD Education Specifications for the elementary school level incorporates a shared learning space in a

learning suite, which incorporates 4-5 learning settings (classrooms), small group areas, teacher prep and storage

areas, and toilet room facilities. The current layout and utilization of Kirk Elementary does not support this model.

Classrooms are grouped in clusters of 6, accessed through shared entry areas via exterior covered walkways and

open courtyard areas. A vestibule at each end of the cluster provides entry and storage area for 3 classes typically,

but is undersized for pull-out or group activity spaces. Flex space located in each cluster currently houses

classrooms or student support programs and is too small to provide the required shared learning, small group and

teacher prep area for a 6 classroom cluster. Given the current plan configuration footprint and circulation, it would

be difficult to add or create shared instructional space in the existing configuration in line with the current

education specification.

Existing classroom spaces are acoustically challenged due to moveable partition systems originally installed

between classroom spaces but not currently used. Natural lighting and ventilation is also compromised and

inadequate due to classroom configuration and layout. It would be difficult to correct these conditions given the

existing structure and plan configuration.

Specialized Instruction

Art/Science Studio - The existing Kirk Elementary does not have an Art/Science instructional studio lab as required

in the Education Specification. While an existing classroom could be converted to the Art/Science studio in the

conversion to the 24 classroom program, the space would be undersized per the current program requirements.

Music Room

The Music program is currently housed in a portable classroom which is undersized and does not provide the

proper room acoustics, storage space or adjacency to the gym or commons with the possibility of opening up to

the area as a performance stage.

Resource Room

Space adjacent to Library currently used as Resource Room is dividable by 3, but undersized by current Ed Spec

requirements. Shared provider space is also not adequate by current Ed Spec standards.

Library /Media Center

The current Library/Media Center is approximately the right size for the elementary program and the adjacent

former computer lab area could be utilized for expanding the Library program. Although the central campus

location works well for student access, its location at the center of the campus limits its visibility from the main

entry. Per the Education Specifications, the Library entry should be visible, easily identified and accessed from the

main entry by parents and the community for non-school hour meetings.

Food Service/Commons

Currently the campus has no commons or cafeteria space and meals are served from serving carts in the exterior

walkway area near the existing Gym. Scheduling of PE activities does not allow the Gymnasium space to be set up

for food service and lunch activities. Students currently return to their classrooms to eat after picking up food at


this location. The existing kitchen adjacent to gymnasium is undersized per current standards. A new

Cafeteria/Commons and upgraded kitchen area are needed per the current education specifications.

Administration and Student Services

Entry to the existing Administration area is not clear and the location, although at the front of the campus, does

not meet the goal of visually monitoring the front 'public' side of the school due to the recessed location at the

center of the building. Student services programs are typically undersized, sprinkled throughout the existing

campus, and are not located in spaces designed for these programs.

Adaptability/Flexibility

Extensive alteration and additions to the existing building would be required for the facility to meet the current

Education Specification’s building area and educational goals, as well as meeting community expectations.

Reconfiguration of the masonry building and systems will be costly and disruptive to the ongoing education

program. Phased construction activity and additions will also incur the cost of temporary housing of programs on

or off-site. Program support areas such as Gym/Commons, Admin and Library/Media area will need larger areas not

easily accommodated within the existing building footprint. Existing building mechanical and technology systems

will need extensive updating or replacement. It is not clear whether the existing building can be successfully

altered to meet these current building system and educational standards.

Long Term Operating Cost – Sustainability

Given the age of the existing school building (1979) it is likely that it is performing well below current energy

standards for both building envelope and systems. Kirk Elementary School consumes approximately 47% more

energy per month than modern Lake Washington School District elementary schools. This incurs an added cost of

$13,000 per year to the district operational budget.

The Latest Study & Survey and ICOS scores place Kirk ES at the bottom of Phase 3 facility building evaluation

scores. Recent upgrades have been made to the mechanical system, however, building reconfiguration will

probably require new mechanical, electrical and communication/data systems to meet current energy standards.

The building envelope is also a challenge given the predominant concrete and masonry construction and will

require an insulation layer added to the exterior or interior walls (reducing program area). Increasing natural

daylighting levels for a typical classroom cluster is also problematic, given plan configuration and existing window

layout. Enclosing existing open corridor circulation will also add a large ratio of heated/ventilated circulation space

to the overall campus area.

School Use During Modernization/Replacement

Modernizing the Existing Facility

Modernizing the existing facility creates difficulties in housing existing programs during this effort. Whether

phased or completed all at once, temporary housing will need to be provided for the current student enrollment.

The access, circulation and area constraints on the Kirk Elementary School site make it difficult to provide

temporary on-site portable classrooms for the construction period and maintain a safe separation between the

construction and education activities.

Additions will also be required with the Modernization approach in order to provide the correct amount of program

area.



The modernization effort may not fully meet the intent of the District Ed Specs and the Design Standards and

Guidelines for program spaces, goals and relationships. In addition, the modernized facility may not meet

stakeholder and community expectations. The opportunity to dramatically improve the school in function and

appearance is more likely in a replacement scenario.

Constructing a New School Building in Lieu of Existing

Constructing a new replacement school on-site with the current school building in-use solves the

phasing/temporary housing issue. There are also benefits with respect to site access and staging for construction

activities, as well as providing safe circulation and outdoor play/activity areas for students and staff during the

construction period. Access from 14th along the north edge of the site may help these circulation issues.

Conclusion

As stated at the beginning of this report, to most effectively meet the District goals, the findings of this study

recommend that Kirk Elementary School be rebuilt new rather than modernized.

Report Preparation

This study and report was prepared by: McGranahan Architects; OAC Services (construction management); and,

RLB – Rider Levett Bucknall (cost estimating)

-23-

NEW IN LIEU OF MODERNIZATION MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2229

April 24, 2017

SITUATION In April 2016, the voters of the Lake Washington School District approved a bond measure to build three new schools and rebuild and enlarge three schools including Margaret Mead Elementary School. In order for the district to seek state construction funding assistance, the Office of the Superintendent of Public Instruction (OSPI) requires an analysis of the school, before the start of the project, to determine if it would be in the overall best interest of the district to remodel vs. rebuild. The following information and attached report were provided as part of the district’s informational materials related to the April 2016 Bond. The district completed a remodel vs. rebuild study to determine whether to remodel the existing school building or rebuild a new school. The study conducted by BLRB Architects evaluated the cost of modernizing the current building to meet the district’s educational specifications compared to the costs associated with building a new school. The cost of modernizing the existing building was found to be approximately 5% more than the cost of constructing a new school. Based on this analysis, BLRB has recommended that a new school be constructed in lieu of modernization. The attached resolution affirms that the district will construct a new school in lieu of modernizing the existing building and, once completed, the existing school will not be used for instructional purposes. RECOMMENDATION The Board of Directors approves Resolution No. 2229 which provides the certification required by the Superintendent of Public Instruction for the submission of an application to construct a new facility in lieu of modernization at Margaret Mead Elementary School and affirms that the District, once the new school is constructed, will not use the existing school for instructional purposes.

NEW IN LIEU OF MODERNIZATION MARGARET MEAD ELEMENTARY SCHOOL (SITE 58), REBUILD AND ENLARGE

RESOLUTION NO. 2220

WHEREAS, the Lake Washington School District will be undertaking a project to construct a new Margaret Mead Elementary School in lieu of modernizing the existing building; and WHEREAS, construction of a new school on the Margaret Mead Elementary site, to replace the existing school, will require the eventual demolition of all 47,135 gross square feet of the existing structure; and WHEREAS, the Office of Superintendent of Public Instruction and WAC 392-347-015 requires the district to certify that the existing facility or spaces to be replaced will not be used for instructional purposes after the new construction is completed, and that the existing facility or spaces will be ineligible for any future state financial assistance.

NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors certifies its intent to construct a new school in lieu of modernization and that the existing school will not be used for instructional purposes and that the above certification be adopted and provided to the State Board of Education.

APPROVED by the Board of Directors of Lake Washington School District No. 414

in a regular meeting held on the 24th day of April 2017.


Attest:


Margaret Mead Elementary School

Modernization vs. New-in-lieu of Modernization Report

January 2016


Summary

In consideration for a potential 2016 Bond measure for the Capital Facilities Program, Mead Elementary School was

evaluated to determine whether modernization/addition or building New-in-lieu (i.e., rebuild) of the existing school

on site was the better approach to meeting the district’s long-range educational and facilities goals. Based on

enrollment projections, the 30 classroom (550 students) Educational Specification standard was applied to both

modernization and rebuild new approaches; with a building program of 78,000 square feet. The process included

on-site visits, physical condition analysis, evaluation of the existing school’s program fit with the District’s

educational delivery standards, review of OSPI guidelines, construction-phase logistics and comparative cost

estimates.

To most effectively meet the District goals, it is recommended that Mead Elementary School be rebuilt new

rather than modernized.

Considerations Modernization/Addition New in Lieu (Rebuild)

Temporary Housing Requires more temporary housing during

construction

Requires less temporary housing during

construction

Moving & Disruption Greater disruption to the educational

process – requires numerous moves and

program disruption

Less disruption to the educational process

Phasing Complicated and more phasing Less complicated and fewer phases

Schedule Extended due to phasing Less extended due to phasing

Bus and Parking Limited improvement Potential improvement

Program Does not fully meet current Ed Spec due to

existing building constraints

Fully meets current Ed Spec

Maintenance, Operations

and Resource Impact

Less efficient and more impactful on

resources due to building configuration

More efficient and less impactful on

resources, meeting current performance

standards

Site Safety Building built to outdated safety standards More safety improvements with rebuild

Future Expansion Few expansion options due to existing

layout and site constraints

Includes future expansion options

Construction Cost Estimate Comparison Chart (2016$) Modernization/Addition New-In-Lieu (Rebuild) New Construction - $21,060,000 Addition $11,650,500 - Modernization $9,963,000 - Demolition $485,235 $539,150 Site Construction $2,750,000 $2,753,500 Temporary Housing $800,000 - General Conditions $2,172,000 $2,172,000 Totals $27,820,000 $26,520,000

The Cost Model illustrated above demonstrates that the cost to modernize Mead Elementary School exceeds

building new in lieu. Actual bond program costs will reflect inflation to year of construction and other

considerations.

Lake Washington School District Mead Elementary School


Phasing Narrative

Following describes the general sequence of activities associated with each approach.

Modernization/Addition Project


2. Construct addition adjacent to existing school

3. Establish temporary housing

4. Relocate students to new addition and temporary housing

5. Complete renovation of existing school

6. Relocate students to completed structure


New-in-Lieu Project


2. Construct new school

3. Relocate students to new school

4. Demolish existing school


Analysis of Conditions and Considerations for Mead Elementary School

Existing Conditions

Existing School date of Construction 1979

Site Area 16.02 acres

Building Area, GSF 47,135 square feet (Per District 2011 inventory of permanent school

facilities report to Superintendent of Public Instruction)

6 Portable Classrooms

Student Capacity 449/587 with portables (per 2011 OSPI)

2015 Enrollment 600 approx. (current enrollment with portable classrooms)

Proposed Ed Specification Capacity 30 classroom model (550 students)

The Mead Elementary School site is located on 216th Avenue NE., Sammamish, with approximately 16 acres site

area. The existing one story elementary school building is located in the central portion of the site with a playfield

to the west and all weather play field at northwest corner of site, and a wooded area along the sloped northern

side of the site. Site access circulation and parking for bus, parent and staff is a one-way loop off of 216th at the

front of the school. There are currently 6 portable classroom buildings on site and a portable storage unit.

The school houses students in grades K-5. The existing facility is 6 separate buildings that are connected by covered

outdoor walkways and does not have a controlled access point for entry. It is organized into 3 pods of 6 classrooms

each with a shared entry vestibule at each group of 3 classrooms serving as a coat and backpack storage area and

limited pull-out instruction area. Flex space in the center of each pod is currently used for Student Support Services

(Counselor, OT/SLP, Safety net) and classrooms. Movable partitions between teaching areas present acoustical and

program issues. Three classroom Kindergarten space located at northeast corner of building providing direct

access for drop-off and pickup at front of school.


School circulation occurs through covered walkways and open courts located outside of each pod. Administration

and Library spaces are centrally located in the middle of the pod clusters. The campus has a small Gymnasium space

but no Multi-Purpose space, impacting the Food Service and Music/Performing Arts programs.

Site Considerations

The site is located in Sammamish on 216th Avenue NE, in an established residential neighborhood with residential

development to the north, south and east across the street. East Sammamish Park is located immediately west of

the site and provides some pedestrian access from that direction. The only vehicle access to the site at present is a

one-way loop from 216th Avenue. On-site, this results in congestion and conflicts between pedestrian, drop-off,

parking, service and bus traffic. Off-site, this layout results in congestion on the street before and after school with

cars stacking up for turning onto the site.

Site slopes upward from east to west with a play field and all-weather field located on an elevated terrace at the

back and northwest side of site. An undeveloped woodland area is located upslope at the northern portion of the

site, screening the residential area to this side of the site.

Hard court play areas wrap around 3 sides of school, breaking play area into small less effective areas and making

supervision difficult. Covered play areas are adjacent to Kindergarten and at south side of site and adjacent to the

Gym. The covered play area near the Gym is undersized and dark.

Modernization/Addition or Rebuild Considerations

Site area to modernize and add to the existing school or to rebuild a new school with ongoing school operations is

difficult. The best possible building area for the rebuild school, or for an addition, is located at the back of the site,

posing difficult access and sloped terrain constraints. Construction of either new facility or an addition would

require a phased construction approach requiring temporary student housing. Further study is needed to

determine the best location for the rebuild project.

Application of the Education Specification

The current school building area of 47,135 square feet is less than the District standard 78,000 sf for a 30 classroom

(550 student) elementary school.

Education Specifications are based on clusters of classroom learning settings centered on shared learning areas

with direct access to small group/planning rooms and teacher workrooms. Current classroom pod layout begins to

approximate that approach but current loading has impacted the shared flex space, currently used for student

support programs. Current flex space is also undersized for current program, shared learning space, and does not

incorporate small group/planning and teacher workroom/prep areas are missing. Current pod classroom count of 6

does not correspond to Education Specification recommendation of 4-5 classrooms (learning settings) per learning

suite.

Existing Support Space Areas are undersized or missing, for instance no Cafeteria/Commons area exists, which

impacts Gymnasium space usage and other program elements. Currently Food Service program is done in

circulation space near gym and students eat in classroom areas. There is no Art/Science Lab Classroom and the

Music program is located in a portable classroom. Adding missing program areas to the current plan would be

difficult and the desired program adjacencies would be difficult to provide.



Core Instruction/Learning Clusters

The current District Education Specifications for the elementary school level incorporates a shared learning space in

a learning cluster, which incorporates 4-5 learning settings (classrooms), small group areas, teacher prep and

storage areas, and toilet room facilities. The current layout of the Mead Elementary does not support this model.

Classrooms are grouped in clusters of 6 accessed through shared entry areas via exterior covered walkways and

courtyards. A vestibule at each end of the cluster provides entry and storage area for 3 classes typically, but is

undersized for pull-out or group activity spaces. Flex space located in each cluster currently houses classrooms or

student support programs and would be too small to provide the required shared learning, small group and teacher

prep area for a 6 classroom cluster. Given the current floor plan, configuration footprint and circulation it would be

difficult to add or create shared instructional space in the existing building layout.

Performance of the existing classroom spaces are acoustically challenged due to moveable partition systems

originally installed between classroom spaces but not currently used. Natural lighting and ventilation is also

compromised and inadequate due to classroom configuration and layout and would be difficult to correct given

existing structure and plan configuration.

Specialized Instruction

Art/Science Studio - The existing Mead Elementary does not have an Art/Science instructional studio lab as required

by the Education Specification. While one of the existing classrooms left in the conversion to the 550 student

program could be converted to the Art/Science Studio, the space would be undersized per the current program.

Music Room

The Music program is currently housed in an undersized space that does not provide the proper room acoustics,

storage space or adjacency to the Gym or Commons with the possibility of opening up to the area as a performance

stage in lieu of the folding stage from the previous Ed Spec.

Resource Room

Space adjacent to Library currently used as Resource Room is dividable by 3, but undersized by current Ed Spec

requirements. Shared provider space is also not adequate for the current standards.

Library /Media Center

While the current Library/Media Center is approximately the right size for the elementary program and the adjacent

former Computer Lab area could be available for expanding the Library program, the current location is contrary to

the Education Specifications intent. Although the central campus location works for student access, its location at

the center of the campus limits its visibility and does not meet the current Ed Spec criteria for an easily identified

public entry and direct community access to the space.

Food Service/ Commons

Currently the campus has no Commons or Cafeteria space and meals are served from serving carts in the exterior

walkway area near the existing Gym. Scheduling of PE activities does not allow the Gymnasium space to be set up

for food service and lunch activities. Students currently return to their classrooms to eat after picking up food at

this location. The existing kitchen is undersized per current standards. A new Cafeteria/Commons and upgraded

Kitchen area should be added to the build out program to meet the requirement of the Ed Spec.


Administration and Student Services

Entry to the existing Administration area is not clear and the location, while at the front of the campus, does not

meet the Ed Spec goal of visually monitoring the front 'public' side of the school due to the recessed location at the

center of the building. Student Services programs are typically undersized, sprinkled throughout the existing

campus and are not located in spaces designed for these programs.

Adaptability/Flexibility

Extensive alteration and additions of the existing building would be required for the facility to meet current

Educational Specification and educational goals as well as community expectations. Reconfiguration of building

and systems would be costly and disruptive to the ongoing education program and site layout is not conducive to

additions without extensive work. Phased construction activity and additions would incur the cost of temporary

housing of the school program area, either on or off-site. Program support areas such as Gym/Commons,

Administration and Library/Media area would need larger areas not easily accommodated within the existing

building footprint. The existing building mechanical and technology systems would need extensive updating or

replacement. It is unlikely that the existing building can be successfully altered to meet the current building system

and educational standards.

Long Term Operating Cost – Sustainability

Given the age of the existing school building (1979) it is likely that it is performing well below current energy

standards for both building envelope and systems. Mead Elementary School consumes approximately 4% more

energy than modern Lake Washington School District elementary schools. This incurs an added cost of $2,000 per

year to the district operational budget.

Latest Study & Survey and ICOS scores place Mead ES near the bottom of Phase 3 facility building evaluation

scores. Recent necessary upgrades have been made to the mechanical system, however, building reconfiguration

would require new mechanical and electrical systems to meet current energy standards. The building envelope is

also a challenge given the predominant concrete and masonry construction and would require an insulation layer

added to the exterior or interior walls (reducing program area). Increasing natural daylighting and ventilation levels

for a typical existing classroom pod is also a challenge given plan configuration and the existing window layout.

Enclosing the existing open corridor circulation would also add a large ratio of heated/ventilated circulation space

to the overall campus area resulting in less efficient operation.

School Use During Modernization/Replacement

Modernizing the Existing Facility

Modernizing the existing facility creates difficulties in housing existing educational program during this effort.

Whether phased or completed all at once, temporary housing would need to be provided for the current student

body. The access, circulation and site area constraints on the Mead Elementary site make it difficult to provide

temporary on-site portable classrooms for the construction period, maintain a safe separation between the

construction and education activities and not disturb Physical Education activities field space or construction.

Additions would also be required with a modernization approach in order to provide the correct amount of

program area.

The modernization effort would not fully meet the intent of the District Ed Specs and the Design Standards and

Guidelines for program spaces, goals and relationships. In addition, the modernized facility would not meet



stakeholder and community expectations. The opportunity to dramatically improve the school in function and

appearance is more likely in a replacement scenario.

Constructing a New School Building in Lieu of Existing

Constructing a new replacement school on-site with current school building spaces in use, solves some of the

temporary housing issue, but does not address the difficulty of site access for construction activities as well as

providing a safe outdoor play/activity area for students during the construction and site work period. A phased

approach with partial building demo/rebuild and phased partial student housing in portables allows a new building

to be sited at the near the current building location. Though some phasing of the project would be necessary, there

is adequate space on the site to rebuild the school.

Conclusion

As stated at the beginning of this report, to most effectively meet the District goals, the findings of this study

recommend that Mead Elementary School be rebuilt new rather than modernized.

Report Preparation

This study and report was prepared by: McGranahan Architects; OAC Services (construction management); and,

RLB – Rider Levett Bucknall (cost estimating)

-24-

AUTHORIZATION TO PROCEED WITH INITIAL CONSTRUCTION JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2230

April 24, 2017

SITUATION

On November 21, 2016, the Board of Directors approved Resolution No. 2218 which allowed the use of a General Contractor/Construction Management (GC/CM) procedure for the Juanita High School Rebuild and Enlarge project funded by the voter approved the 2016 bond measure. RCW 39.10.380 outlines the process the General Contractor/Construction Manager (GC/CM) shall use to solicit and receive subcontractor bids packages in any determined order as presented by the GC/CM and approved by district. These packages make-up a portion of the total construction cost (TCC) or Guaranteed Maximum Price (GMP).

Cornerstone General Contractors is the selected GC/CM contractor for Juanita High School and has entered into a pre-construction services agreement with the district.

After consultation with the district’s engineers, as well as Cornerstone General Contractors, district staff recommends that the second phase of the project commence this summer to meet the schedule for the opening of the new high school.

The following table summarizes the scope of work included in proposed Amendment #1 to the current preconstruction services contract.

The Juanita High School Rebuild and Enlarge Project:

Scope of Work Amendment #1 Milne Electric Preconstruction Fee (EC/CM) $152,000 Holmberg Mechanical Preconstruction Fee (MC/CM) $175,000 GCCM Fee $11,772 Abatement and Demolition (BP 02.1) $1,916,000 Early Site Work and Temporary Construction (BP 02.2) $2,584,000 Owner contingency allowance $550,000 Total Amendment #1 (plus sales tax) $5,388,772

The amendment will be incorporated into the GC/CM contract with Cornerstone General Contractors and the final GMP. Approval for these initial site, earthwork and utilities construction and procurement of long lead structural items will facilitate maintaining the schedule for the opening of the schools.

RECOMMENDATION

The Board of Directors approves Resolution No. 2230 authorizing the superintendent to approve contract modifications with Cornerstone General Contractors to proceed with the initial site construction and structural items with long procurement lead times long lead procurement as identified in Amendment #1 for the Juanita High School Rebuild and Enlarge project in the amount of $5,388,772, plus sales tax.

AUTHORIZATION TO PROCEED WITH INITIAL CONSTRUCTION JUANITA HIGH SCHOOL (SITE 82), REBUILD AND ENLARGE

RESOLUTION NO. 2230

WHEREAS, the Board of Directors approved Resolution No. 2218 on November 21, 2016 authorizing the use of the General Contractor/Construction Management (GC/CM) procedure for the Juanita High School Rebuild and Enlarge Project; and

WHEREAS, Cornerstone General Contractors has been selected to serve as the GC/CM for the Juanita High School Rebuild and Enlarge Project; and

WHEREAS, RCW 39.10.380 authorizes the GC/CM to solicit and receive subcontractor bids in packages and in any determined order as presented by the GC/CM and approved by the District; and

WHEREAS, district staff recommends that the first phase of the project including work on site, earthwork, utilities, and procurement of structural items with long lead times commence this summer in advance of establishing the Guaranteed Maximum Price (GMP) for the project; and

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors authorizes the Director, Support Services, to approve an amendment to the pre-construction services agreement with Cornerstone General Contractors for the scope of services detailed in Amendment #1 for the Juanita High School Rebuild and Enlarge in the amount of $5,388,772, plus sales tax. APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 24th day of April 2017.


Attest:


-25-

ACQUISITION OF ACCESS AND UTILITIES EASEMENT NEW ELEMENTARY SCHOOL IN REDMOND RIDGE EAST (SITE 31)

RESOLUTION NO. 2231

April 24, 2017

SITUATION The District is constructing a new elementary school at Redmond Ridge East. The Redmond Ridge East Homeowners Association owns the private access road (the “Access Road”) fronting the school site. The District has an existing access and utilities easement over a portion of the access road. The District desires to extend its rights over the entire portion of the access road fronting the school site so that it can construct additional site access points to the new elementary school at Redmond Ridge East to order to route vehicles or pedestrians and bicycles in a safe and efficient fashion, preserve existing trees on the school site, and extend utilities to serve the school site. The District obtained an appraisal of the proposed easement and has agreed to compensation with the Homeowners Association in the amount of $5,449, which is supported by the District’s appraisal. RECOMMENDATION The Board of Directors approves Resolution No. 2231 authorizing the superintendent to execute the Access and Utilities Easement and provide payment to the Redmond Ridge East Homeowners Association in the amount of $5,449 as consideration for the access and utilities easement.

ACQUISITION OF ACCESS AND UTILITY EASEMENT NEW ELEMENTARY SCHOOL IN REDMOND RIDGE EAST (SITE 31)

RESOLUTION NO. 2231

WHEREAS, RCW 28A.335.090 provides that the Board of Directors of each school district holds the power to purchase, lease, receive and hold real property in the name of the District.

WHEREAS, the District is constructing a new elementary school on land owned by the District located at Parcel No. 72032200620 in King County, Washington (the “New Elementary School in Redmond Ridge East”);

WHEREAS, the New Elementary School in Redmond Ridge East is located immediately adjacent to a private access road (the “Access Road”) owned by the Redmond Ridge East Homeowners Association (the “HOA”);

WHEREAS, the District holds an access and utility easement over a portion of the Access Road;

WHEREAS, the District has an identified need to extend its rights over the Access Road along the full frontage of the New Elementary School in Redmond Ridge East (the “New Access and Utilities Easement”);

WHEREAS, the New Access and Utilities Easement will allow the District to construct additional site access points to the New Elementary School in Redmond Ridge East in order to order to route vehicles or pedestrians and bicycles in a safe and efficient fashion, preserve existing trees on the school site, and extend utilities to serve the school site;

WHEREAS, the District obtained an appraisal of the New Access and Utilities Easement;

WHEREAS, the District and HOA have agreed upon consideration to be paid by the District to the HOA for the New Access and Utilities Easement in the amount of $5,449.00.

NOW, THEREFORE, BE IT RESOLVED by the Board of Directors that the superintendent is authorized to execute the New Access and Utilities Easement, in substantially the form attached hereto as Exhibit A, and to pay to the Redmond Ridge Homeowners Association the amount of $5,449 as consideration for the HOA’s conveyance of the New Access and Utilities Easement to the District.



Attest:


-2-

EXHIBIT A FORM OF EASEMENT

- 26 -

APPROVAL OF MONITORING REPORT EL-3, COMMUNICATION AND COUNSEL TO THE BOARD

April 24, 2017

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. All areas of EL-3, Communication and Counsel to the Board, are in compliance and it is now being presented for approval. RECOMMENDATION The Board of Directors approves the monitoring report for EL-3, Communication and Counsel to the Board, as presented.

Executive Limitation 3 April 24, 2017 Page 1 of 6

Lake Washington School District Executive Limitation Monitoring Report EL-3 Communication and Counsel to the Board

April 24, 2017

Executive Limitation: With respect to providing information and counsel to the Board, the CEO shall give the Board as much information as necessary to allow Board members to be adequately informed. Accordingly the CEO shall:

1. Submit monitoring data required by the Board (see policy B/CR-5–Monitoring CEO Performance) in a timely, thorough, accurate, and understandable fashion, directly addressing provisions of the Board policies being monitored.

In Compliance

Evidence

The Board and superintendent have developed a schedule and format for submitting monitoring reports. During the past 12 months, all Executive Limitation reports and End Results monitoring reports

were submitted to the Board.

2. Advise the Board in a timely manner of trends, facts, and information relevant to the Board’s work and implementation of Board policies.

In Compliance

Evidence

Advising the Board of trends, facts and information relevant to the Board’s work is done in a number of ways, including: 1) Board Briefs; 2) Board meeting agenda items; 3) Board study sessions; 4) Superintendent reports at board meetings; and, 5) Direct communication from the superintendent on emergent issues.

The Board is provided annual information and assumptions on which the budget is based. Each month, a status report for major changes to the budgeted assumptions is provided as part of the monthly financial reports. The Board is also provided information on academic achievement as part of End Results reporting and through the data dashboard.

Board Brief articles for the last 12 months (March 2016-February 2017) included the following:

Subject/Nature Frequency Board Calendar ......................................................................................... 42 Board Meetings ......................................................................................... 11 Board Monitoring ...................................................................................... 2 Board Procedures ....................................................................................... 7 Bond/Levy .................................................................................................. 1 Communications ......................................................................................... 9 Construction, Modernization, and Land ................................................... 35 Curriculum .................................................................................................. 2 Finance ........................................................................................................ 6 Intergovernmental Relations & Projects ................................................... 16 Legislature & Political Issues .................................................................. 11 Personnel, Administrative Information ..................................................... 15 Policy .......................................................................................................... 4 Professional Development .......................................................................... 1 Property ...................................................................................................... 1 Recognitions and Awards ........................................................................... 2 School Specific ........................................................................................... 5 Specific Program ...................................................................................... 74 Student Assessment Information & Results .............................................. 13 Superintendent Weekly Highlights ........................................................... 41 Support Services ....................................................................................... 12 Technology ..................................................................................................... 12

EL-3 Communication and Counsel to the Board



2. Advise the Board in a timely manner of trends, facts, and information relevant to the Board’s work and implementation of Board policies.

In Compliance

Evidence {continued}

Study Sessions for the last 12 months (March 2016-February 2017) included the following topics:

o Quest o Special Education o Special Education Program Review Update o 6-8 Math Adoption o 9-12 Mathematics o 4-12 Sex Ed/HIV Curriculum o College & Career Readiness Task Force Update o Choice/Innovation Policy o Equity Efforts to Address Achievement/Opportunity Gap o Strategic Planning o Long-Term Facility Planning o Long-Term Facility Planning Program Placement o Preliminary Boundary Planning o Budget o Communications o Policy Governance o Board Roles/Responsibilities o Board Self-Assessment & Processes o Linkage Planning o Puget Sound Coalition

3. Advise the Board of significant transfers of money within funds or

other changes substantially affecting the district’s financial condition. In

Compliance

Evidence

Transfers between funds have been authorized by the Board as part of the budget process. The adopted budget authorizes transfers from the capital projects fund to the general fund, as required by OSPI, to account for ongoing on-line fees, subscriptions, or software licenses, and ongoing training related to the installation and integration of technology. The adopted budget also authorizes transfers from the capital projects funds to the debt service fund in order to pay the principal and interest on the Limited General Obligation bonds the Board approved in May 2012. In addition, monthly financial statements provided to the Board highlight information on updates to budget assumptions.




4. Provide for the Board as many staff and external points of view and opinions as needed for informed Board decisions.

In Compliance

Evidence Board decisions occur on a variety of issues through formal action at a Board meeting. The Board makes decisions regarding such essential functions as budget, attendance boundaries, instruction materials, monitoring reports, and ballot propositions. The superintendent uses a wide variety of input ongoing processes to engage with stakeholders, legal counsel, and/or counsel from professionals with domain expertise to ensure that the Board has multiple perspectives for Board decisions. For curriculum-related decisions, the Instructional Materials Committee is an ongoing structure that includes staff, student and parent input as part of the review of instructional materials. The committee’s review and recommendation of materials approval is provided to the Board on an ongoing basis prior to requesting Board action on materials.

In addition, the district conducts a random sample, statistically valid survey of parent and community perspectives on a quarterly basis. These results track public perception of the district on a variety of issues over time. The perspectives from this survey are used to provide additional information for the purpose of Executive Limitation Reporting. District legal council is consulted on an ongoing basis for questions related to procedural matters or those matters which require legal considerations prior to board action. In addition to these ongoing processes, during the past 12 months, the following methods have been used to provide the Board additional external viewpoints and perspectives related to Board decisions:

In June 2016, a textbook selection committee that included both staff members and parents

provided input to the Board regarding the selection of recommended textbooks for grades 6-8 Math. A College and Career Ready Task Force, that includes both staff members and parents, sought

feedback last spring through parent, student and staff listening sessions. Community meetings and a survey last fall gathered feedback on specific high school schedule models. Additional staff and parent surveys gathered feedback on high school schedules and school start time considerations.

A program review of the special services department included significant stakeholder feedback. A linkage session with the Board of Directors sought feedback from special education parents on the final report and action plan as well as suggestions for how the district can best address the Parent and Family Engagement aspects of the plan.

A boundary review process has begun for the Redmond Learning Community in anticipation of the opening of two new elementary schools and one new middle school. A survey of parents sought feedback on the criteria the committee will use to evaluate possible boundaries. Community meetings are planned to get feedback on possible boundary scenarios.




5. Advise the Board of anticipated significant media coverage. In Compliance

Evidence

The Board is advised of anticipated media coverage, particularly television coverage when it may be controversial or negative in nature. The Board is also sent media press releases when they occur.

In the past 12 months, the Board was informed regarding significant media coverage related to the following stories:

Student EpiPen incident Students protests of election results Former JHS staff member pleads guilty to insurance fraud RHS Veterans Day Assembly

6. Advise the Board or individual members if, in the CEO’s opinion, the Board or individual members are not in compliance with the board’s policies on Governance Process and Board-CEO Relations.

In Compliance

Evidence

The superintendent discusses compliance with GP and BCR policies with the Board president periodically and when necessary and will address compliance issues with individual Board members, as appropriate.

Discussions occur on an as-needed basis.

7. Present information in a concise and easily understood format. In Compliance

Evidence The superintendent works to incorporate feedback from Board members to better meet their needs for presentation of information in a concise and easily understood format.

A written document, including a study session overview and a study session memo, for study sessions are prepared along with presentations. The study session overview includes information on how the study session relates to the Board’s role and provides policy considerations or key questions and whether potential future form Board action is required. The study session memo includes background information and context and provides a summary of relevant information that will be presented to the Board.

During the past 12 months, the following additional changes have been made:

End Results Reports have been updated based on Board feedback. Board agendas have been modified to include periodic Program Reports to better connect Ends

(ERs) and Means (ELs). Superintendents Reports at board meetings have been expanded to provide additional formal

presentations on various topics.




8. Provide a process for official Board, officer, and committee communications.

In Compliance

Evidence For communications from constituents, an official district email account has been set up to allow constituents to communicate directly with the entire Board. Individual email accounts are also published on the district web site allowing constituents to communicate with individual board members. Constituent communication, as well as communications from other individuals or agencies, that comes to the district office is provided to the Board in a weekly delivery. Communications between Board members is done in person at meetings, by phone, or via email, in accordance with law. 9. Work with the Board as a whole except when:

a. Fulfilling individual requests for information or counsel, provided such requests are not disruptive or do not require an inordinate amount of staff time or resources;

b. Working with officers or committees duly charged by the Board; c. Communicating with the president.

In Compliance

Evidence Communication with the Board is done primarily as an entire Board through Board Briefs, superintendent reports, study sessions, Board meetings, and email. Individual board member contact is typically limited to situations of counsel or seeking Board member input. From time to time, responses are provided to a specific Board member when appropriate. 10. Report in a timely manner any unanticipated noncompliance with any

Board End Results or Executive Limitations policy. In

Compliance

Evidence

No cases of unanticipated noncompliance were reported this year.

11. Supply for the consent agenda all items delegated to the CEO that are required by law or contract to be Board-approved, along with adequate information necessary to keep the Board informed.

In Compliance

Evidence All items or decisions required by law or contract to be Board-approved have been submitted through the consent agenda or occasionally through the action item agenda, along with necessary background information.




12. Establish a procedure for informing the Board in a timely manner of the administrative disposition of complaints presented to the CEO by the Board.

In Compliance

Evidence Procedures are in place to inform the Board regarding the status of issues as they are presented to the CEO by the Board or presented in public meetings. Follow-up is done primarily through Board Briefs, superintendent reports, and email communication. 13. Recommend for Board approval school attendance boundaries that

consider the impacts on families’ continuity with their school and community, and are appropriate to the effective and efficient operation of the district.

In Compliance

Evidence

No boundary changes were submitted for approval in the 2016-17 school year. I certify the above to be correct as of April 24, 2017 Traci Pierce, Superintendent

-27-

DONATIONS April 24, 2017

SITUATION Individuals and/or groups periodically desire to make monetary donations to the school district. Monetary donations which exceed $1,000 are submitted for board approval. Following is a list of those requests for the time period including the individual or group making the request, the amount of donation and the purpose for which the funds are to be used.

From Amount Purpose

Lake Washington Schools Foundation to Lake Washington School District

$55,000.00

To support LINKS.

Elizabeth Blackwell PTSA to Blackwell Elementary

$5,167.00

To purchase classroom supplies, library books, and walkie talkies ($2,567.00); and support classroom enrichment and field trips ($2,600.00).

Rachel Carson PTSA to Carson Elementary

$2,910.10

To purchase playground equipment.

Community School Parent Fund to Community School

$3,500.00

To support outdoor education.

Emily Dickinson PTSA to Emily Dickinson

$1,524.00

To purchase playground equipment.

Juanita Schools Foundation to Juanita Elementary

$1,281.00

To provide stipend for computer club.

Lakeview Elementary PTSA to Lakeview Elementary

$1,627.50

To purchase emergency supplies ($45.00) and support ASB ($780.00) and field trips ($802.50).

Christa McAuliffe PTSA to McAuliffe Elementary

$10,332.00

To purchase Risograph lease ($1,444.00), classroom supplies ($989.00), classroom equipment ($1,000.00), and playground supplies ($999.00); reimburse copy room supplies ($5,000.00); and support ASB ($300.00) and safety patrol ($600.00).

John Muir Elementary PTSA to Muir Elementary

$6,800.00

To support classroom enrichment ($1,500.00) and choir ($1,300.00); and purchase supplies ($4,000.00).

Norman Rockwell PTSA to Rockwell Elementary

$3,388.78

To purchase library books.

-28-

Donations April 24, 2017 Page 2 From Amount Purpose

Rosa Parks PTSA to Rosa Parks Elementary

$2,676.00

To support extracurricular activities ($1,013.00) and field trips ($1,663.00).

Carl Sandburg PTSA to Sandburg Elementary

$5,000.00

To support field trips.

H.D. Thoreau Elementary PTSA to Thoreau Elementary

$4,676.08

To purchase library books ($2,580.00) and support field trip ($2,096.08).

Laura Ingalls Wilder Elementary PTSA to Wilder Elementary

$9,055.33

To provide stipends for Math Olympiad and extra-curricular activities ($6,696.00) and purchase library books ($2,359.33).

Environmental and Adventure School PTO to EAS

$17,150.00

To provide student enrichment.

Evergreen Middle School PTSA to Evergreen Middle

$5,700.00

To purchase student agendas ($4,500.00) and support school assembly ($1,200.00).

Inglewood Middle School PTSA to Inglewood Middle

$1,600.00

To support extracurricular activities ($1,000.00) and classroom enrichment ($600.00).

Redmond Middle School PTSA to Redmond Middle

$8,337.19

To purchase reader board ($1,662.19) and support field trips ($6,675.00).

Renaissance School PTSA to Renaissance School

$2,016.66

To purchase benches and planters.

Rose Hill Middle School PTSA to Rose Hill Middle

$2,232.00

To provide stipend for robotics.

Northwest Designs Ink to Juanita High

$1,398.08

To support extracurricular activities.

Lake Washington High School Band Booster Club to Lake Washington High

$2,950.00

To support band trip.

Lake Washington High School Cross Country/Track Booster Club to Lake Washington High

$8,970.26

To purchase sports equipment and uniforms.

Lake Washington High School Softball Boosters Club to Lake Washington High

$2,472.16

To purchase sports equipment and uniforms.

-29-

Donations April 24, 2017 Page 3 From Amount Purpose

Redmond High School PTSA to Redmond High

$5,867.50

To support classroom enrichment ($440.00); and purchase library chairs ($3,297.50), classroom equipment ($1,200.00), and classroom supplies ($930.00).

Regeneron Science Talent Search to Tesla STEM High

$2,000.00

To support classroom enrichment.

TOTAL $173,631.64

RECOMMENDATION

The Board of Directors accepts the donations as identified at the April 24, 2017 board meeting.

ER - 1 April 24, 2017 Page 1 of 34

Lake Washington School District End Results Monitoring Report

ER-1 Mission and Vision April 24, 2017

End Result: The CEO shall assure organizational efforts focus on the accomplishment of the district’s mission and vision. Mission: Each student will graduate prepared to lead a rewarding, responsible life as a contributing member of our community and greater society. Vision: Every Student Future Ready: Prepared for College Prepared for the Global Work Place Prepared for Personal Success

Accordingly, the CEO shall:

1. Establish and monitor board-approved performance targets aligned with the Student Learning Milestone: High School Students Graduating Future Ready

In Compliance

Evidence

A five-year strategic plan was established in 2011-12. The strategic plan helps to guide the direction of the district and helps to focus priorities on achieving the district mission and vision. Strategic goals and performance targets aligned to strategic goals have been established. Student Learning Milestones, Indicators, and Performance Targets have been set in alignment with Goal 1: Ensure Academic Success for Every Student. Student Learning Milestone: High School Students Graduating Future Ready Indicators for Student Learning Milestone:

% on-time graduation rate % extended graduation rate % of 11th and 12th grade students enrolled in a dual credit college-level course % of graduates enrolling in post-secondary institution within 2 years of graduation

2018 Performance Targets:

100% on-time/extended graduation rate 95% of 11th and 12th grade students enrolled in a dual credit college-level course 88% of graduates enrolling in post-secondary institution within 2 years of graduation

ER- 1 Mission and Vision

End Result: The CEO shall assure organization efforts focus on the accomplishment of the district’s mission and vision.

ER - 1 April 24, 2017 Page 2 of 34


In Compliance

Evidence (continued) Baseline, Current, and Target Performance

Indicator Baseline: 2011-12 Current: 2015-16 Target: 2018 % on-time graduation rate 88.6%

Class of 2013 91.3%

Class of 2016 100%

% extended graduation rate

91.7% Class of 2012

94.7% Class of 2015

100%

% of 11th and 12th grade students enrolled in a dual credit college-level course

_ _ _ 85% 95%

% of 9th-12th grade students enrolled in a dual credit college-level course

_ _ _ 69% _ _ _

% of graduates enrolling in post-secondary institution within 2 years of graduation

81% Class of 2012

80% Class of 2014

88%

Data Source - Graduation Rates: EDS Adjusted Cohort Graduation Application (P210). On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Gr 11-12 determined using WAMS File provided by OSPI, merged with OSPI CEDARS Enrollment for 2015-16. Enrollment in a dual credit course is defined as having attempted (received a letter grade) any dual credit course any year in high school by students enrolled in district during 2015-16. Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.



ER - 1 April 24, 2017 Page 3 of 34

Data Source: EDS Adjusted Cohort Graduation Application (P210). On-time graduation rate is the percent of the cohort that graduates in four years.

Data Source: EDS Adjusted Cohort Graduation Application (P210). Extended graduation is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 4 of 34

Number of Non-Graduates and Continuing Students

Class of 2013 Class of 2014 Class of 2015 Class of 2016 Number of non-graduates 177 156 122 152 Number of non-graduates that dropped out prior to 12th grade year

12 26 22 31

Number of non-graduates that dropped out during 12th grade year

70 55 40 49

Number of non-graduates continuing in school

95 75 60 72

% of non-graduates continuing in school

54% 48% 49% 47%

Data Source: EDS Adjusted Cohort Graduation Application (P210). Non-graduates defined as not graduating on-time in four years. Number of non-graduates is the difference between the Adjusted Cohort Count and total number of graduates.



ER - 1 April 24, 2017 Page 5 of 34

Annual Dropout Percentage Rate 2011-2012 2012-2013 2013-14 2014-15 2015-16 Grade 9 0.3% 0.1% 0.1% 0.8% 1.5% Grade 10 0.4% 0.6% 0.8% 1.6% 1.5% Grade 11 0.9% 1.0% 0.7% 1.4% 2.1% Grade 12 5.7% 5.9% 5.4% 2.8% 3.1% Overall Rate 7.0% 5.3% 5.1% 3.9% 4.6%

Data Source: OSPI Data and Reports: Dropout and Graduation Reports <http://www.k12.wa.us/DataAdmin/Dropout-Grad.aspx>.




ER - 1 April 24, 2017 Page 6 of 34




ER - 1 April 24, 2017 Page 7 of 34

AP® Exam Pass Rate 2011-12 2012-13 2013-14 2014-15 2015-16 Total Exams 2825 3087 3498 3758 3934 Students taking at least one exam

1432 1550 1785 1857 2041

% of students taking at least one AP® exam (grades 9-12)

21% 23% 26% 26% 27%

Pass % (3,4 or 5) 79% 76% 80% 80% 80% Data Source: AP® District Summary by School (2012-2016), College Board. % of students taking exams is calculated by dividing the “Number of Individuals Taking Exams” by the number of the total number of students in grades 9-12 in that group. Grade 9-12 population calculated using CEDARS 5/1/year student enrollment (as of 3/20/17) 2012 N=6752, 2013 N=6804, 2014 N=6911, 2015 N=7087, 2016 N=7492

Data Source: AP® District Summary by School (2012-2016), College Board. % of students taking exams is calculated by dividing the “Number of Individuals Taking Exams” by the number of the total number of students in grades 9-12 in that group. Grade 9-12 population calculated using CEDARS 5/1/year student enrollment (as of 3/20/17) 2012 N=6752, 2013 N=6804, 2014 N=6911, 2015 N=7087, 2016 N=7492. National Pass Rate from Collegeboard AP® Data <https://research.collegeboard.org/programs/ap/data>.



ER - 1 April 24, 2017 Page 8 of 34

State High School Assessment Pass Rates ELA Math

Class of 2015

Class of 2016

Class of 2015

Class of 2016

Passed via High School Proficiency Exam (HSPE) or End-of-Course (EOC) in Math

93.1% 77.3% 90.1% 76.0%

Passed via Smarter Balanced Assessment 0.1% 13.9% 0.1% 13.9% Passed via Alternative Assessments:

Special Education

Basic Score of “2” 0.6% 2.2% 2.2% 2.4% WAAS Portfolio / Exam 0.9% 1.4% 0.8% 1.3% Locally Determined Assessment 0.2% 0.6% 1.1% 0.5%

Other Collection of Evidence 0.2% 0.6% 0.1% 0.5% SAT®/AP® 0.1% 0.6% 0.2% 0.8% Out-of-State Waiver 1.4% 0.8% 1.1% 0.7%

Met State Assessment Requirement 96% 97% 96% 97% Did Not Meet State Assessment Requirement 4% 3% 4% 3%

Data Source: Washington State Report Card, OSPI, Graduation Progress Report, 2014-16. Students must meet specific criteria to be eligible to access an alternative assessment. Information on graduation alternatives found at: <http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx>.



ER - 1 April 24, 2017 Page 9 of 34


In Compliance

Evidence (continued)

Student Attendance by College Type

2009-10 2010-11 2011-12 2012-13 2013-14 Number of graduates 1507 1529 1569 1418 1502 % going to college 79% 79% 81% 81% 80% % of attendees at a 4 year public 50% 50% 50% 52% 53% % of attendees at a 2 year public 32% 31% 31% 29% 29% % of attendees at a 4 year private 18% 18% 19% 18% 17% % of attendees at a 2 year private <1% <1% <1% <1% <1% Total Students Attending college 1191 1208 1271 1149 1202 % of graduating class attending a 4 year public 40% 40% 41% 42%

42%

% of graduating class attending a 2 year public 25% 24% 25% 23%

23%

% of graduating class attending a 4 year private 14% 14% 15% 15%

14%

% of graduating class attending a 2 year private

NA

NA

NA

NA

NA

Data Source: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.



ER - 1 April 24, 2017 Page 10 of 34

Data Source: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.



ER - 1 April 24, 2017 Page 11 of 34

Data Source: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>. Values are the percent of college attendees at that particular institution type.



ER - 1 April 24, 2017 Page 12 of 34

2. Monitor and assure that current year student performance exceeds

average student performance in Washington state and is comparable to student performance in other high performing, neighboring districts including:

Bellevue School District Issaquah School District Northshore School District

In Compliance

Evidence

Student Performance Comparison: Lake Washington and Washington State Indicator Lake Washington Washington State % on-time graduation rate 91.3%

Class of 2016 79.1%

Class of 2016 % extended graduation rate 94.7%

Class of 2015 81.9%

Class of 2015 % of 9th-12th grade students enrolled in a dual credit college-level course

69% 57%


80% Class of 2014

61% Class of 2014

Data Source – Graduation Rates: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.



ER - 1 April 24, 2017 Page 13 of 34

Data Source: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 14 of 34

Student Performance Comparison: Lake Washington and Comparable Districts

Indicator Lake

Washington Bellevue Issaquah Northshore

% on-time graduation rate 91.3% Class of 2016

89.5% Class of 2016

92.0% Class of 2016

91.7% Class of 2016

% extended graduation rate 94.7% Class of 2015

94.5% Class of 2015

93.7% Class of 2015

94.1% Class of 2015


69% 86% 70% 56%


80% Class of 2014

83% Class of 2014

84% Class of 2014

78% Class of 2014

Data Source – Graduation Rates: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.

Data Source: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 15 of 34

Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>.

Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>.



ER - 1 April 24, 2017 Page 16 of 34

3. Monitor and assure that current year student performance shows progress relative to progress shown in comparable districts

In Compliance

Evidence

Student Performance Progress Trend Comparison Indicator Lake Washington 4 Year Progress Trend

2013 2014 2015 2016

% on-time graduation rate 88.6% Class of

2013

90.2% Class of

2014

92.3% Class of

2015

91.3% Class of

2016

↑

% extended graduation rate 91.7% Class of

2012

92.5% Class of

2013

93.4% Class of

2014

94.7% Class of

2015

↑


--- 64% 64% 69% ↑


79% Class of

2011

81% Class of

2012

81% Class of

2013

80% Class of

2014 ↔

Indicator Bellevue 4 Year Progress Trend 2013 2014 2015 2016


2013

88.3% Class of

2014

90.4% Class of

2015

89.5% Class of

2016

↑


2012

84.2% Class of

2013

94.9% Class of

2014

94.5% Class of

2015

↑


--- 83% 84% 86% ↑


80% Class of

2011

83% Class of

2012

84% Class of

2013

83% Class of

2014 ↑

Indicator Issaquah 4 Year Progress Trend 2013 2014 2015 2016


2013

90.4% Class of

2014

92.0% Class of

2015

92.0% Class of

2016

↔


2012

93.1% Class of

2013

93.4% Class of

2014

93.7% Class of

2015

↔


--- 65% 64% 70% ↑


82% Class of

2011

83% Class of

2012

86% Class of

2013

84% Class of

2014 ↔

Indicator Northshore 4 Year Progress Trend 2013 2014 2015 2016


2013

89.2% Class of

2014

90.8% Class of

2015

91.7% Class of

2016

↑


2012

92.0% Class of

2013

93.3% Class of

2014

94.1% Class of

2015

↔


--- 54% 58% 56% ↔


76% Class of

2011

76% Class of

2012

77% Class of

2013

78% Class of

2014 ↔

Data Source – Graduation Rates: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 17 of 34

Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data for 2013 not available. Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>

Data Source: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years.



ER - 1 April 24, 2017 Page 18 of 34

Data Source: OSPI Data and Reports, Graduation Rate Analytics, <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. Extended graduation rate is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 19 of 34

Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data for 2013 not available.



ER - 1 April 24, 2017 Page 20 of 34

Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>



ER - 1 April 24, 2017 Page 21 of 34

3. Monitor and assure that current year student performance shows

progress relative to progress shown in comparable districts In

Compliance

Evidence

AP® Exam Pass Rate Student Performance Comparison: Lake Washington and Comparable Districts

2016 AP® Exam Lake

Washington Bellevue Issaquah Northshore

% of students taking at least one AP exam (grades 9-12)

27% 54% 18% 16%

Pass % (3,4, or 5) 80% 75% 84% 73% Data Source: AP® Summary by District (2016), available at OSPI Advanced Placement Website <http://www.k12.wa.us/AdvancedPlacement/trenddata.aspx >. % of students taking at least one AP exams for comparative districts determined by dividing the exam takers from the AP report by the total 9-12 grade population from the OSPI Data Analytics for Dual Credit.

Data Source: AP® Summary by District (2016), available at OSPI Advanced Placement Website <http://www.k12.wa.us/AdvancedPlacement/trenddata.aspx >. % of students taking at least one AP exams for comparative districts determined by dividing the exam takers from the AP report by the total 9-12 grade population from the OSPI Data Analytics for Dual Credit.



ER - 1 April 24, 2017 Page 22 of 34

4. Monitor and assure that achievement/opportunity gaps are closing

between non-low income and low-income students In

Compliance

Evidence

Current Student Performance Comparison: Non-Low Income and Low-Income

Indicator Non-Low Income Low-Income Performance Gap % on-time graduation rate 94.3%

Class of 2016 79.2%

Class of 2016 15.1%

Class of 2016 % extended graduation rate 96.6%

Class of 2015

85.3% Class of 2015

11.3% Class of 2015


71% 56% 15%


83% Class of 2014

61% Class of 2014

22%

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-Low Income n=1398, Low Income n=346. Class of 2015 Non-Low Income n=1326, Low Income n=265. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Gr 9-12 Non-Low Income n=6505, Gr 9-12 Low Income n=1159. Data Source – Post-Secondary: Education Research and Data Center (ERDC) High School Feedback Report, <http://www.erdcdata.wa.gov/hsfb.aspx>



ER - 1 April 24, 2017 Page 23 of 34

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years.



ER - 1 April 24, 2017 Page 24 of 34

4 Year Trend Student Performance Comparison: Non-Low Income and Low-Income

Indicator Non-Low Income

Low-Income

Performance Gap Progress

Trend 2013 2014 2015 2016 2013 2014 2015 2016

% on-time graduation rate

91.9% Class of

2013

94.3% Class of

2014

95.3% Class of

2015

94.3% Class of

2016

73.5% Class of

2013

73.0% Class of

2014

77.4% Class of

2015

79.2% Class of

2016


94.0% Class of

2012

94.6% Class of

2013

96.3% Class of

2014

96.6% Class of

2015

79.5% Class of

2012

83.2% Class of

2013

80.8% Class of

2014

85.3% Class of

2015


-- 66% 66% 71% -- 49% 51% 56% ↔

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data for 2013 not available.

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years



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Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. Extended graduation rate is the percent of the cohort that graduates in five years.



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Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Data for 2013 not available.



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Special Education

Indicator Students Not Receiving

Special Education Students Receiving Special Education

Performance Gap


93.7% Class of 2016

76.3% Class of 2016

17.4% Class of 2016


97.6% Class of 2015

74.6% Class of 2015

23.0% Class of 2015


72% 48% 24%

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-Sped n=1499, SpEd n=245. Class of 2015 Non-SpEd n=1390, SpEd n=201. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>. Grade 9-12 Non-Sped n=6691, SpEd n= 973.

5. Monitor and assure that achievement/opportunity gaps are closing between students receiving Special Education services or 504 accommodations and non-Special Education and 504 students.

In Compliance

Evidence



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Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-Sped n=1499, SpEd n=245. Class of 2015 Non-SpEd n=1390, SpEd n=201.



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Section 504


504 Supports Students Receiving 504

Supports Performance Gap


91.6% Class of 2016

89.2% Class of 2016

2.4% Class of 2016


94.7% Class of 2015

94.9% Class of 2015

0.2% Class of 2015


69% 70% 1%

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-504 n=1540, 504 n=204. Class of 2015 Non-504 n=1434, 504 n=157. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>, Gr 9-12 Non-504 n=6998, 504 n= 666.

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-504 n=1540, 504 n=204. Class of 2015 Non-504 n=1434, 504 n=157.



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English Language Learners


ELL Supports Students Receiving

ELL Supports Performance Gap


92.1% Class of 2016

70.8% Class of 2016

21.3% Class of 2016


95.0% Class of 2015

86.4% Class of 2015

8.6% Class of 2015


70% 34% 36%

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-ELL n=1679, ELL n=65. Class of 2015 Non-ELL n=1547, ELL n=44. Data Source – Dual Credit: OSPI K-12 Data and Reports, Dual Credit Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DualCredit.aspx>, Gr 9-12 Non-ELL n=7470, ELL n= 194.

Data Source: OSPI K-12 Data and Reports, Graduation Rate Analytics <http://www.k12.wa.us/DataAdmin/PerformanceIndicators/GraduationRates.aspx>. On-time graduation rate is the percent of the cohort that graduates in four years. Extended graduation rate is the percent of the cohort that graduates in five years. Class of 2016 Non-ELL n=1679, ELL n=65. Class of 2015 Non-ELL n=1547, ELL n=44.



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Instructional Program Focus

End Results Analysis (s) – strength and (o) - opportunity

Related Instructional Program Efforts (means)

All Students and Sub-Groups

Strength & Opportunities for Growth:

(s) Progress demonstrated toward the 2018 performance target in on-time and extended graduation rates. (p. 2-3).

(s) Along with increased graduation rates, the number of non-graduates continues to decline even with increased student enrollment (p. 4).

(s) LWSD dropout rate continues to decline (p. 5-6).

(o) Percent of 9th-11th grade students dropping out of school increased (p. 6).

(s) Percent of 12th grade students dropping out significantly decreased (p. 6).

(s) The overall dropout rate continues to reduce (p. 6).

(s) The number of AP exams taken and passed continues to increase and improve (p. 7-8).

(s) Students are passing state required exams for graduation at a high rate (p. 9).

(o) 72% of the overall class of 2013 attended a post-secondary opportunity within two years of graduation.

(s) 81% of LWSD graduates in the class of 2013 attended a post-secondary opportunity within two years of graduation (p. 10).

(s) LWSD students graduate at a rate significantly higher than state peers (p. 13).

(o) LWSD students graduate at a rate similar to comparable district peers (p. 14-17).

(o) LWSD low-income students graduate at a rate significantly lower than non low-income peers (p. 18).

(s) LWSD low-income students increase graduation rate from on-time to extended graduation by 10 points (p. 18).

In 2015-16: implement College and Career Readiness Specialists at all High Schools.

In 2015-16: implement new LWSD Building CIP expectations, processes, and procedures

In 2015-16: conduct special services program review.

In 2015-16: implemented social worker support at comprehensive high schools and increased and enhanced social emotional supports and assessments for all secondary schools.

In 2014-15: increased high school counselor staffing allocations.

In 2014-15: initiated planning for implementation of social workers at the comprehensive high schools.

In 2014-15: initiated planning for program review of the Special Services department.

In 2014-15: reviewed and revised LWSD Building CIP expectations

In 2014-15: continued focus on teachers’ establishment, measurement, and achievement of student growth goals as part of their annual evaluation.

In 2014-15: continued focus on principals’ establishment, measurement, and achievement of student growth goals as part of their annual evaluation.

In 2014-15: enhanced focus on P-210 monitoring for drop-out prevention, intervention, and re-engagement

From 2012-2014: updated IEP documents to reflect new Transition Planning requirements.

From 2012-2014: provided training to all IEP caseload mangers regarding Transition Plans.

In 2011: relocated the Transition Academy to a facility that better supports the growth and

7. Monitor and assure that the district’s instructional program focus supports the accomplishment of the performance targets for the indicators associated with the Student Learning Milestone: High School Students Graduating Future Ready.

In Compliance

Evidence



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(o) LWSD special education students graduate at a rate significantly lower than non special education peers (p. 21).

(s) LWSD section 504 students graduate at a rate similar to non section 504 peers (p. 22).

(o) LWSD ELL students graduate at a rate significantly lower than non ELL peers (p. 23).

development of the 18-21 year old students participating in the program.

From 2007-2013: conducted a curriculum audit and purchased materials in the areas of need: o Edge (reading) o Rewards (reading) o Edmark (reading) o Reasoning and Writing (literacy) o Envision and Focus Math (math) o Bridge to Algebra (math) o Connecting Math Concepts (math) o Think Social! (social skills) o Thinking about you Thinking about me

(social skills) o Study Skills and Strategies (organization) o Functional Academics (functional skills) o We Can Stop Abuse (safety)



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8. Monitor and assure that each school’s Continuous Improvement Process Plan supports the accomplishment of the performance targets for the indicators associated with the Student Learning Milestone: High School Students Graduating Future Ready

In Compliance

Evidence

Continuous Improvement Process All schools in the Lake Washington School District currently complete School Improvement Plans (CIP in LWSD) per WAC 180-16-220. Specifically, all elementary schools complete the required goal areas for the areas where state assessments are conducted. Additionally, schools set goals for all grades where consistent district assessment data is collected at the primary grades (DIBELS K-2). Schools use the following timeline for accomplishing their Continuous Improvement Process with staff:

Month Work August Large Scale Assessments downloaded into Data Dashboard and made publicly

available on the OSPI report card Building staffs begin to review data prior to the start of school to finalize student placement into support or enrichment programs

September Building staffs reflect and analyze previous year’s goals and action plans against the Large Scale State Assessment results Buildings staffs use Learning Enhancement and Academic Planning (LEAP) Wednesdays to meet in grade level/content teams to write reflection and analysis for Continuous Improvement Process (CIP) plans. Schools use the Data Dashboard to access student achievement data to reflect on progress goals that are specific, measureable, achievable, realistic, and timely (SMART)

September- May Dynamic Indicators of Basic Early Literacy Skills (DIBELS) testing October Part 1: Reflection and Analysis due to Directors of School Support November Part 2: Building administrators and school staff write goals in the following areas:

Academic School Effectiveness College and Career Readiness (secondary) Addressing achievement gaps Attendance Discipline

Building administrators and school staff determine assessments to monitor progress towards goals throughout the year Part 2: Current CIP goals due to Directors of School Support

December- June Building Staffs continue to use LEAP Wednesdays to meet in content or grade level PLC teams in order to: write unit/lesson plans, develop common assessments, and examine student work/outcomes/results

January Directors of School Support write a summary of their Learning Community results and submit them in addition to the CIP Plans to the LWSD Board of Directors

January-June Directors of School Support meet with each building administrator to monitor progress and review implementation of identified strategies



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February- March Principals provide time for faculty and staff to take the “9 Characteristics of Effective Schools” survey (Taken each year to provide direction for developing Perception Goals in the spring).

March-April Faculties and students participate in state testing May Faculties review the work of the year and begin setting goals for the following year. In

addition, faculties review preliminary 9 Characteristics results to set school effectiveness goals for the following year.

I certify the above to be correct as of April 24, 2017. Traci Pierce, Superintendent

Documents

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 BOARD OF … · 4/24/2017 · LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting March 13, 2017 -3- Approves the monitoring