RAYMOND SCHOOL DISTRICT #116 BOARD OF DIRECTORS …Page 1 of 8 7 WSSDA Boards of Distinction Application GENERAL INFORMATION 1. Applications are due by September 21, 2017. Submit the

RAYMOND SCHOOL DISTRICT #116 BOARD OF DIRECTORS MEETING

HIGH SCHOOL LIBRARY 21 November, 2017

6:00 P.M.

1. Call to Order 2. Pledge of Allegiance 3. Approval of Minutes—Meeting of 26 October, 2017 4. Approval of Agenda 5. Good News from the Schools—2nd-grade Writers 6. Reports

a. ASB b. Superintendent (Board of Distinction and Board of the Year awards, Progress on Baseball Fields, Website Update) c. Principals— School of Distinction; Strategic Goal Review: Powerful Teaching and Learning, Part II d. Departments e. Staff f. Financial g. Board-to-Board discussion as desired

7. Citizen Participation (Board action and discussion are limited to previously published agenda topics—RCW 42.30) 8. Consent Agenda

a. Approval of Vouchers and Payroll b. Approval of School Improvement Plans c. Approval of Bonnie Tierney to teach 2nd-grade with a conditional certificate d. Approval of Ronalda Wintrip to teach 6th-grade (out of area)

9. Previous Business a. Approval of Policies

i. 6020—System of Funds and Accounts ii. 6100—Revenues from Local and Federal Sources

iii. 6220—Bid Requirements iv. 6580—Continuity of Operations v. 6700—Nutrition, Health and Physical Fitness

vi. 6905—Site Acquisition 10. New Business

a. Personnel i. Accept Jeanette Merino’s resignation, home visitor

b. Review of Policy 2410—High School Graduation Requirements 11. Approval of Board Meeting on Monday, 18 December. 12. Adjournment Upcoming Events

● December—Strategic Goal Review: Healthy District Culture ● January—Semi-annual Superintendent Review

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Superintendent’s Notes to the Board

5. Good News from the School: We will have some 2nd-graders to report on their writing progress. 6. Reports

● Superintendent o Several months ago, the board applied to WSSDA for recognition as a Board of Distinction.

WSSDA bases their evaluation on how the district data submitted aligns with the state board standards. The board was recognized at the annual WSSDA conference as a board of distinction, one of only four less-than-1,000 students in the state to be so recognized. Additionally, the board was chosen as the Board of the Year in that same category. (The same award was also given to a medium (up to 9,000 students) and large (above 9,000 students).

o The District has signed an agreement with the Willapa Harbor Baseball Association for the use of Andersen Field, and is working on a similar agreement with the Willapa Harbor Youth Softball Association for the use of 8th Street Park. We have also received some preliminary figures regarding the possible field project.

o We will be partnering with the ESD to update our website to be in conformance with new Federal accessibility rules.

● Principals o Last month I presented data to the board regarding strengths and challenges that we face. I’ve

asked the principals to discuss their planned responses and to submit their school improvement plans. Also, Dave can brag about his staff and the School of Distinction award they have received; this is the fourth year in a row. Only seven schools in the state can say that.d

8. Consent Agenda

● Below are warrants you may have questions about. o 55365—We were finally billed for the gym refinishing o 55375—Flood insurance

9. The policies you saw last month are presented here for your approval. 10. New Business

● Ms. Merino has moved out of the area. ● This policy simplifies the graduation standards, moving the specifics to the procedure.

11. The Board normally changes the December meeting date to accommodate winter break. We recommend 18 December as the best date. This will give us time to accomplish everything we need to do to prepare.

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Raymond School District #116 1016 Commercial St. Raymond, WA 98577

Regular Board Meeting Minutes

October 26, 2017

CALL TO ORDER

Vice-Chairman, Mark Hatfield called the special meeting of the Raymond School District Board of Directors to order at 6:00 PM, followed by the Pledge of Allegiance.

DIRECTORS and PERSONNEL PRESENT

Mark Hatfield, Member Pebbles Williams, Member Angelia Enlow, Member Steve Holland, Superintendent Tera Stephens, Fiscal Officer

DIRECTORS ABSENT

Ron Bell, Chairman Kim Rumbles, Member

OTHERS PRESENT Steve Jones, Dave Vetter, Mike Scott, Lyndsey Owen, Lisa Crites, Joseph Keegan

APPROVAL OF MINUTES

Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0. Minutes of the regular meeting of September 28, 2017. APPROVAL OF AGENDA

Agenda for September as amended

CONSENT AGENDA

VOUCHERS AND PAYROLL

Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0. General Fund warrant - #55246 through #55302 totaling $102,698.05

Payroll and Benefits $543,786.46 Jr/Sr High ASB warrant – #2854 through #2866 totaling $15,456.24 Elementary ASB warrant - N/A

Capital Projects Fund warrant – #857 totaling $41,338.08 Transportation warrant – N/A

Approval of Wellness Plan

PREVIOUS BUSINESS

Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0. POLICIES 1410 Executive or Closed Sessions

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Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0.

2021 Library Information 2423 Student Achievement 3115 Homeless Students 3116 Students in Foster Care 3416 Medication at School 3432 Emergencies 4040 Public Access to District Records 5005 Employment Disclosures

NEW BUSINESS

HIRING Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0. Lisa Crites – Assistant District Assessment Coordinator Josh Pine – JH Wrestling Coach Bonnie Tierney – 2nd Grade Teacher Kristina Spoor and Matt Lanka – Knowledge Bowl Mike Tully – HS Boys Basketball Coach Whitney Silvernail – JH Girls Basketball Coach Thinh Oneprachanh – JH Knowledge Bowl RESIGNATIONS Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0.

Kirk Jordan – JH Wrestling

NOVEMBER MEETING DATE

Motion by Pebbles Williams, seconded by Angie Enlow, and carried by a vote of 3-0. The next special board meeting will be held on Tuesday, November 21st, at 6:00.

GOOD NEWS FROM SCHOOLS Lyndsey Owens was here to talk about Latinx. It was at Grays Harbor College and it is for Latino youth for college readiness. About 20 students were able to attend. Lyndsey also presented a video from the Peer Helpers Retreat. There were 74 participants at the Peer Helpers Retreat. They worked on Project Purple and Sources of Strength. It is funded by TAC and is a tri-district two-night event at Falls Creek Retreat Center.

REPORTS

¨ ASB – N/A- Madeline Silvernail reported on homecoming, the theme was seasons greeting and the fire department escorted the homecoming court at the game. This week and last week the ASB has been working on the Veterans Day Assembly. The band and choir will participate in the assemble and there will be a lunch to follow. The food bowl is going to last for two weeks this year, it will run from December 1st through the 15th.

¨ Superintendent reported on the wellness plan evaluation and the Strategic Goal; Powerful Teaching and Learning

¨ Michael Scott – Reported on parent teacher conferences, which had a 96% participation rate. There was another PTO meeting and they will be having a school carnival on the 17th of November. The elementary school participated in the great shakeout drill this month. For the last two days eight staff members participated in right response training, which emphasis ways to be successful with de-escalation.

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The reptile man was here again last week. There was an assembly during the day for students and a parent student show in the evening, over 250 people came to the evening assembly.

¨ Dave Vetter – Reported on the knowledge bowl and that we have 12 people signed up for high school so far. Junior High is just getting started. We also had 37 students last Saturday for Saturday school. We recognized Disability and Spanish History month, Mrs. Cheek did a daily question where a staff member and a student won a prize if they answered the question correctly. Mr. Totten will be taking the choir to the Nut Cracker where our students will be the opening and the intermission act. There will be a blood drive tomorrow. The students and staff held a memorial last Friday for Mr. Helvie. Homecoming was last week, which Madeline spoke about. Tomorrow night is senior night against PWV. There was a 94% participation rate for parent student conferences. Veterans Day assembly will be on the 9th where there will be a short assembly with lunch to follow for the Veterans.

¨ Departments – Steve Jones reported on transportation ridership and that it is due next week. We will be ordering a new bus again which will allow us to surplus bus 18. Our bus 11 is working well for our trips. Subs are working out well this yea, we have a few new ones. The football field is in pretty good shape for this time of the season, if we win tomorrow night we will have a playoff game here. The lighting project is going to start soon, there are about 1300 fixtures total to redo, that is without the gymnasiums. We are going to pay ½ the cost of putting in drains at the baseball field. We got rough preliminary numbers on the new sports complex, about 3 million.

¨ Staff – N/A ¨ Financial – Tera Stephens provided written reports on the district fiscal status.

Various spreadsheets including budget status reports for October, current expenditure report, graphs, and a cash flow projection for 2017-18 were reviewed.

¨ Board to Board – Pebbles attended the jazz choir show, she really enjoyed it. She also reported on how great the yearbook was this year

CITIZEN PARTICIPATION – N/A NEW BUSINESS CONTINUED -

POLICIES – 1st Reading 6020—System of Funds and Accounts 6100—Revenues from Local and Federal Sources 6220—Bid Requirements 6580—Continuity of Operations 6700—Nutrition, Health and Physical Fitness 6905—Site Acquisition

ADJOURNMENT

There being no further business to come before the meeting, the meeting was adjourned at 7:19p.m.

Date _______________

ATTEST: BOARD OF DIRECTORS

__________________________ ___________________________________ Steve Holland Ron Bell, Chairman Superintendent

___________________________________ Kim Rumbles, Board Member

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___________________________________ Angelia Enlow, Board Member ___________________________________ Mark Hatfield, Board Member ___________________________________ Pebbles Williams, Board Member

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WSSDA Boards of Distinction Application GENERAL INFORMATION 1. Applications are due by September 21, 2017. Submit the application as a single Word or PDF document to Connie

Lauderdale at [email protected].

2. The date range for this year’s application is 9/1/16 – 9/1/17.

TIPS You will be asked to submit two written sections (hereafter referred to as “essays”) with accompanying evidence: one on the opportunity gap and one you select. The optional topics are benchmarks from three different WSSDA School Board Standards.* Guiding questions for the judging, and therefore recommended for the essays, are: 1. What decisions did the board make? 2. What is the evidence of the results? 3. How this evidence fits the standard? We suggest approaching the application in the following order: 1. Identify the evidence of your board’s success from the past year. 2. Select the benchmark option your board will address in this application, based on what your evidence supports best. 3. As a board, assign tasks to complete the application, such as:

a. Who writes each of the two essays b. Who fills out the application c. Who edits and or checks the content

*Each of the five school board standards has several benchmarks. Each benchmark has a number of indicators for success. All are in the standards document accessible from the link on the Boards of Distinction webpage.

ESSAYS & EVIDENCE INSTRUCTIONS Essays may be in the form of narrative, bullet points, or a combination of the two, and should reflect the work/decisions of the board. For each essay & evidence (opportunity gap plus one of your choice):

• Please submit an essay of no more than 300 words explaining up to three ways in which the board supports the topic.

• Please consider mentioning whether this is an initial decision made by the board or if you are monitoring progress towards goals.

• Please identify supporting documents by name within each essay, e.g. “Appendix A.” Immediately after each essay, insert no more than three pages of the evidence selected to support that essay (e.g., portions of board meeting minutes, protocols, policies, evaluation tools, communications, etc.).

• Evidence demonstrates the impact of your actions or outcomes relevant to the essay topic. • The same piece of evidence may be used to support more than one essay.

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SECTION I: DISTRICT INFORMATION School District Name: Raymond Street Address or PO Box: 1016 Commercial Street City: Raymond State: WA ZIP: 98577 Student enrollment: ü 1 – 1000 p 1001 – 9000 p 9001 and over Board Chair: Ron Bell Telephone: 360-581-1767 E-mail: [email protected] Superintendent: Dr. Steve Holland Telephone: 360-942-3415, Option 4 E-mail: [email protected]

SECTION II: BOARDSMANSHIP 1. What was the date of your most recent superintendent evaluation? June, 2017

2. What is the date of your most recent board self-assessment? February, 2017 3. Do you have a current strategic/district improvement plan? ü Yes p No

4. What years does it cover? 2015-2018

SECTION III: PROFESSIONAL DEVELOPMENT Professional development is a common element among highly successful boards. In a short paragraph or a few bullets, please describe one professional development activity your board completed together, and the outcome. Enter your answer below this line. The board invited a WSSDA trainer to teach about the roles of board members and the superintendent. This led to better understanding and relationships between all concerned, as well as a commitment to develop a strategic plan.

SECTION IV: ESSAYS AND EVIDENCE ON OPPORTUNITY GAP (REQUIRED) For the opportunity gap content, please address numbers 1-4, below.

1. What decisions did your board make this past year to positively change the opportunity gap? 2. What evidence of success resulted from previous decisions by the board? 3. Demonstrate how you analyze data and how you apply the results towards closing the opportunity gap. 4. Link your evidence to your decision-makers.

Enter your narrative (essay or bullets) below this line. The Raymond School District strategic plan sets goals to close the opportunity gaps experienced by the economically disadvantaged, as well as ELL populations. Specifically, the plan calls for effective early learning programs and increased readiness for higher education opportunities for those who are typically under-served. Tactics to achieve these goals include:

• Effective Early Learning o Building Birth-5 partnerships that help parents and students be successful o Providing parent education o Reducing out-of-pocket education costs for parents when possible o Implementing tiered interventions for students who arrive at school unprepared for academic requirements

• Increased Readiness for Higher Education o Graduation requirements that graduates prove readiness for the next step in their life o Fostering links to higher education o Fostering career and educational opportunities beyond the town’s borders

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Insert up to three pages of opportunity gap evidence below this line. Effective Early Learning Save the Children

In 2015/16, the Raymond School District began partnering with the national organization “Save the Children” to support and teach good parenting skills. A full-time home visitor works with families to teach “Early Steps to School Success” (ESSS). Early Steps provides quality early learning through home visits, weekly book exchanges and parenting groups that help ensure children 0 to 5 years old develop the language and literacy skills needed to enter school ready to succeed. The home visitor also teaches parents and caregivers ways to best support their children's individual needs and growth. When kids need special help with language, social or emotional development, they provide that as well. After two years of implementation, we have achieved the following:

• A caseload of 20 students, each of whom receives 1-2 visits per month in their home • Each of the Birth-3 students is read to an average of 59 times per month • Each of the 3-5-year-old students is read to an average of 45 times per month

A Success Story: Seven years ago, “Jane’s” mother had her parental rights terminated by the state for her first daughter. When Jane and her mom joined the ESSS program, they had just moved back to town due to a domestic violence issue with Jane’s father. CPS once again became involved; however, this time it was different. Jane’s mother is doing everything right in protecting and caring for her child. The CPS case-worker is very excited because they see what a great job Jane’s mom is doing. Jane and her mother have come a long way in the last several years, even as they still have issues with the father. This is a case of mother who lacked a lot of skills and made poor choices with her first child and who is now determined to do everything she can to ensure that her daughter has best of what she can give. Jane’s mom does a great job using the information that our program brings; each visit she is well prepared with questions and ready to engage in the new topics. It is amazing to see how this mother and daughter team are overcoming the obstacles they have faced. Parent Education

For the past two years, Raymond School District has offered parent education classes. In 2015/16, parents learned about the “40 Developmental Assets” that increase personal success. The class was taught monthly, with dinner and childcare provided. These 40 assets provide a framework that identifies a set of skills, experiences, relationships and behaviors that enable young people to develop into successful and contributing adults. In 2016/17, the District trained a counselor and offered six classes to parents and adolescents to teach skills from the “Strengthening Families” program. This research-based program has been nationally recognized and found to significantly improve parenting skills and family relationships, reduce problem behaviors, delinquency and alcohol and drug abuse in children and to improve social competencies and school performance. Child maltreatment also decreases as parents strengthen bonds with their children and learn more effective parenting skills. Reducing Out-of-Pocket Education Costs

The Raymond School District has taken aggressive action to limit the out-of-pocket education costs for parents. Since the introduction of our Strategic Plan in 2015, we have applied for and been approved for the Community Eligibility Provision. This allowed us to expand our food service plan to include all children, offering them both breakfast and lunch at no cost. Additionally, we now provide all elementary classroom supplies (exclusive of backpack, pencil case and tennis shoes) at no charge to the parents. With these two actions, we believe we positively impact all children, but especially those youngest students who are newest to our school. Language for Learning

A 22% transitional bilingual rate requires that we approach early learning differently. In addition, we have an elementary free and reduced lunch rate of 60-70%, a rate which certainly impacts school readiness. Two years ago, Raymond Elementary introduced the Language for Learning program in an effort to help vocabulary-poor students. Children acquire the words, concepts, and statements important for oral instruction and written language. Designed for kindergarten and primary-age students as well as ELL learners, this program builds a foundation for educational and developmental success. These students have not yet reached 3rd grade, so there is no state assessment data. However, internal assessments show significant improvement in language skills.

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Jump Start The summer of 2017 saw the introduction of a new program intended to help incoming kindergarteners get a jump on learning. Five staff members (3 paraprofessionals and two teachers) received professional development in phonemic awareness, Language for Learning, Write and See, Read Well and assessment in order to help them be as effective as possible for the 20 days of Jump Start. All incoming kindergarteners were invited to organized learning activities for 3 hours per day for 20 days; of the approximately 50 incoming students, 21 signed up. The results of the various pre- and post-tests were as follows. As can be seen, significant oral language progress was made and we anticipate a better entry into kindergarten for these students.

Pre-Test Post-Test Mean Length of Utterance (National Average 4.3)

4.4 6.3

Mean Number of Nouns 13.0 17.7 Mean Number of Verbs 6.0 14.9 Mean Number of Modifiers 2.4 4.8 Mean Number of Direct Objects

2.8 6.2

Mean Scores on Peabody Picture Vocabulary Test (Average 80 – 110)

107 111

Language for Learning Placement

Lesson 31 and 41 Lesson 49 and 59

Mean Handwriting Level 4 9 Increased Readiness for Higher Education Readiness for Next Steps

A number of years ago, the Raymond School Board created a graduation requirement that graduates prove readiness for the next step in their life. Policy 2410 states that “No student will graduate from Raymond High School who is not ready for his or her next step. In particular, this means that each student will have, at a minimum, either a(n):

a) Bona fide job contract with a career path b) Acceptance into a college, university or technical school c) Acceptance into a bona fide training program d) Certification in a career field e) Diploma from a 2-year institution f) Military commitment/national service g) Service mission commitment

This commitment to ensuring that students leave high school with not only a goal but a commitment to continue to grow, has resulted in a dramatic increase in the number of students attending college. 32 of 33 graduates in 2017 had concrete plans to attend colleges and universities around the state and beyond. (The 33rd student planned to attend “a community college”, but did not have confirmation as to which one.) Fostering Links to Higher Education, as well as Career and Educational Opportunities Beyond the Town’s Borders

All high school students are required to create a five-year plan and participate in both the World Class Scholars and College Bound programs. As an example of the effect of these requirements, of the 33 graduating seniors in the class of 2017, 19 of them were World Class Scholars. This scholarship pays for their first year’s tuition at Grays Harbor College. 20 of the 33 qualified for Washington State College Bound scholarships. These numbers are due to our requirement that all students enroll in 7th-grade for these two pathways to higher education. Additionally, approximately 25% of our Juniors and Seniors attended Grays Harbor College as Running Start students in 2016/17.

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Finally, Raymond School District is a charter member of the Twin Harbors Skills Center (in Aberdeen), a branch of the New Market Skill Center in Tumwater. This cooperative gives our students access to both college credit and 2nd-party certification in such fields as Certified Nurses Assistant, Medical Assistant, Auto Mechanic, HVAC Technician and Digipen.

SECTION V: ESSAYS AND EVIDENCE (SELECT ONE OF THE OPTIONS BELOW) Please select one of the options below and check the box next to your choice. Address the underlined benchmark in your essay and evidence. Indicators have been included for your convenience to identify areas of narrative content and evidence applicable for that benchmark.

o Standard 1/Benchmark C: Provide responsible school district governance by respecting and advocating mutual understanding of the roles and responsibilities of board members and the superintendent. Indicators:

1. Does the board recognize the superintendent as an integral part of the governance team and model collaboration and commitment to a shared purpose?

2. Does the board delegate through written policy authority for the superintendent to manage district operations and implement policy?

3. Does the board provide the superintendent with a clear statement of its expectations for his/her performance which is used in the superintendent’s evaluation?

4. Does the board honor the roles and responsibilities of the superintendent and staff? 5. Does the board thoughtfully consider recommendations of the superintendent and staff prior to

making decisions? 6. Does the board establish and commit to written protocols for respectful internal and external

interactions?

o Standard 4/Benchmark A: Hold school district accountable for meeting student learning expectations by committing to continuous improvement in student achievement at each school and throughout the district. Indicators:

1. Does regular communication from the board to the staff and community reinforce itscommitment to high levels of achievement for all students?

2. Does the board establish and follow a schedule for the timely review of the district plan? 3. Does the board ensure a high degree of coherence between the district’s plan and individual school

improvement plans? 4. Does the board annually review district and school improvement plans? 5. Does the board publicly recognize the efforts of individuals and schools in improving student learning?

ü Standard 5/Benchmark C: Engage local community and represent the values and expectations they hold for their schools by ensuring district information and decisions are communicated community-wide. Indicators:

1. Does the board ensure that a proactive communications system is in place to disseminate information and address issues in the schools and community?

2. Does the board identify and use key communicator groups to provide input and disseminate district information and decisions?

3. Does the board communicate district performance to the public in clear and understandable ways?

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Enter your narrative (essay or bullets) below this line. Standard 5/Benchmark C The Mission of the Raymond School District is “the continuous pursuit of educational excellence.” Our Vision is that we provide quality learning, quality partnerships and quality support for our students, staff and community members. It is critical that the board communicate the Mission and Vision through formal reports as well as through actions. We have done this by:

1. Establishing formal and informal communications systems in order to inform the community what is happening at school.

2. Asking for input in an organized way on an annual basis from students, staff and community members and responding to that input.

3. Communicating our district’s performance in many areas and many ways, openly and frequently. Insert up to three pages of evidence below this line. Informing the Community Regarding School Activities and Issues Keeping the community informed has always been a challenge. While we have a very supportive community, we have an older population, many of whom have no direct link to the schools. Common communication methods, such as newsletters, emails and web sites sometimes miss the mark when trying to connect with those outside of the system. Over the past two years, we have added two additional avenues to reach those who have typically been disconnected from the District. The Superintendent has been directed to write a monthly column in both of the local papers. These articles address specific school issues, as well as general educational topics. Over the past year, topics included community mentors, 21st-century learning, school funding, motivation for learning, developing a vision, etc. These articles have been received well and help the district communicate what our schools are doing and the issues we are dealing with. During this past year we deployed information kiosks at several locations throughout the city. These 32” screens may be found at the library, a bank, the Elk’s club and an optometrist’s office. They are connected wirelessly to our news desk and the District’s Facebook page, both of which are updated frequently. These kiosks highlight student achievement in academics and extracurricular activities, as well as provide information about such mundane things as meals, PTO meetings and school calendars. Once again, the public has seemed to appreciate the extra communication channel.

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Annual Climate Survey This year marked the third year of our annual climate survey, distributed to students, staff and community members. The survey is administered in both English and Spanish and asks respondents to use a 4-point Likert scale to indicate their agreement with the following 29 questions.

The response scale is 1 = Disagree, 2 = Slightly Agree, 3 = Mostly Agree 4 = Agree.

Question Average Response,

2015

Average Response,

2016

Average Response,

2017 1. The school has a clearly defined purpose and mission. 3.13 3.20 3.35 2. I support the goals of the school. 3.27 3.35 3.43 3. The school's primary emphasis is improving student learning. 3.14 3.25 3.33 4. The school communicates its goals effectively to families and the community. 2.77 3.10 3.10 5. All students in the school are expected to meet high standards. 2.86 3.04 3.10 6. Students understand what needs to be learned. 2.65 2.76 2.87 7. School work is meaningful and made relevant. 2.71 2.89 3.09 8. Teachers do whatever it takes to help my child meet high academic standards. 2.83 3.18 3.08 9. Teachers make adjustments to meet individual student's needs. 2.90 2.94 2.93 10. Classes challenge students to think and solve problems. 2.89 3.06 3.19 11. Students receive detailed information about the quality of the work they do. 2.68 2.78 2.98 12. Teachers give students extra help if it is needed. 3.10 3.10 3.20 13. Grades are given in a fair manner. 2.96 3.16 3.30 14. Students respect those who are different from them. 2.81 2.83 2.80 15. The adults in the school show respect for all students. 2.90 3.10 2.83 16. Discipline problems are handled fairly. 2.76 2.96 2.93 17. School leaders act fairly and with integrity. 3.00 3.13 3.17 18. Children feel safe at school. 2.94 3.17 3.10 19. The school environment helps the learning process. 2.98 3.05 3.05 20. School staff listen carefully when I express my opinions and concerns. 2.89 2.96 2.89 21. Teachers are constantly trying to become better teachers. 2.89 3.06 3.17 22. The teachers and other adults in my school show respect for each other. 3.00 3.27 3.22 23. School leaders show they care about all students. 2.99 3.15 3.11 24. The adults in the school work well together. 2.96 3.27 3.16 25. The school contacts the families of students who are struggling academically. 2.93 3.14 3.20 26. There is frequent, two-way communication between school staff and families. 2.67 2.91 2.92 27. I feel welcome when I visit the school. 3.25 3.15 3.19 28. The school works with many community organizations to support its students. 2.91 3.14 3.21 29. Many parents and adults from the community come and help at the school. 2.49 2.67 2.75

The results of this survey are shared with the Board, as well as staff and community. We track the historical results, and administration is charged with responding to the results of the survey in the School Improvement Plans. We have generally seen an increase over time in both the satisfaction levels reported and the number of respondents to the survey.

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Communication of District Performance

An interactive Strategic Plan has been placed on the District’s web site (http://bitly.com/RSDStrategicPlan) in an effort to communicate clearly to the public what the District’s goals are and the benchmarks by which we measure progress. The site allows the public to drill down and see the various parts of the plan, including timelines, who is responsible and the progress being made. The site interweaves the six primary areas of focus with our School Improvement Plans, ensuring that our efforts are mutually supportive. The board has a scheduled review of the six primary areas of the Strategic Plan:

• September: College and Career Readiness o Career and Technical Ed/Articulation Agreements o Develop skill center options o Teach life skills o Foster strong partnerships with Higher Ed o Help students deserve and receive scholarships

• October and November: Powerful Teaching & Learning o Providing multiple pathways for student success o Ensuring strong core courses o Providing flexible and useful professional development o Developing strong relationships with students through cultural awareness and mutual respect

• December: Healthy District Culture o Be skilled at hiring and evaluating o Maintain strong union relationships o Maintain strong relationships with effective teachers and support staff o Inculcate a culture of “continuous improvement”

• March: Effective Early Learning o Heightened outreach o Implement intervention curriculum o Develop effective partnerships o Identify barriers o Provide early parent education

• April: Partnerships o Community organizations o Media o Neighboring Districts o Business community o Parents

• July: Honorable Stewardship o Develop budget focused on strategic goals o Maintain adequate reserves o Effective Board governance o Be inclusive and transparent with the community

During these months, data is reviewed as well as progress in the various benchmarks. The agenda to these meetings is posted and the public is welcome to attend and ask questions.

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0

500

1000

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Number of Students Enrolled

0% 10% 20% 30% 40% 50% 60%

SOD Avg

State

% of English Learner Studentsin SOD Schools

0% 20% 40% 60% 80% 100%

SOD Avg

State

% of Students on Free/ReducedLunch in SOD Schools

Free/ReducedLunch

Students at Raymond JrSr High School

EL Studentsat

Raymond JrSr HighSchool

48%11%

242

0.0% 2.0% 4.0% 6.0% 8.0% 10.0%

ESD 113

ESD 114

ESD 105

ESD 171

ESD 101

ESD 123

ESD 121

ESD 189

ESD 112

9.6%

9.3%

8.6%

7.9%

5.9%

5.6%

4.3%

4.2%

3.6%

What percentage of the total buildingsin your ESD won an award?

63% of the 2017SOD Buildings areABOVE the Stateaverage!

22 SOD Winnershave an EL

population higherthan the Stateaverage includingone building with

53% EL students.

SOD Winnersinclude the 2ndlargest high schoolin the State downto a high schoolwith just 34 stude..

Enrollment at Raymond JrSr HighSchool

Raymond Jr Sr High School4-time Award Winner!

Choose a 2017 SOD Award WinnerRaymond Jr Sr High School

Congratulations on being named a 2017 School of Distinction! You andyour team should celebrate the work, passion, and commitment thathas resulted in the improved student learning that your students havedemonstrated over the last 5 years.

There are 65multiple timeaward winnersincluding

7-time winnerWilson HS in

Tacoma, and 34first time SODWinners.

0 10 20 30 40

# of Buildings

7

6

5

4

3

2

1

21

32

34

1

1

3

7

How many total SOD awards has each2017 winner received?

To learn more about our data services andvisualizations, please contact us at:

425.283.0384 - [email protected]

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Our Mission: The Continuous Pursuit Of Educational Excellence November 13, 2017

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Our Mission: The Continuous Pursuit Of Educational Excellence

Progress 88% Responsible Board, Superintendent, Principal

The vision of the Raymond School District encompasses graduates with the motivation and abilities to achieve their dreams, prepared for life's opportunities. To realize this vision requires that we fulfill our mission of continuously pursuing educational excellence. Our foundational beliefs are:

• All students deserve a quality education. • All people will be treated with respect. • All decisions are data-informed and based on the needs of students. • We admit our mistakes and correct them, thereby becoming better tomorrow than we are today • We work together to solve problems, not place blame.

The district's core values, supported by the outcomes, objectives and action steps detailed in this Strategic Plan, are:

• Quality Learning • Quality Support • Quality Partnerships

By aligning ourselves with these core values we will provide a quality education in a way that meets both student and employee needs. We will do this by recognizing and addressing our strengths, weaknesses opportunities and threats. Specifically, we expect:

• Powerful Teaching and Learning. We will ensure students experience high-quality standards-based instruction that fosters critical thinking and accountability, incorporating life skills, relevant technologies and a varied curriculum. Teachers will engage students through individualized learning, supported by professional development that is adaptive and intentional.

• College- and Career-Readiness. We will promote post-secondary success through high expectations and pathway exploration. This will be fostered through effective guidance counseling, vocational education and motivating programs.

• Healthy District Culture. We will exhibit a safe and welcoming learning environment that celebrates pride in student success by emphasizing mutual respect, resilience and continuous improvement.

• Community Engagement. We will leverage the support and expertise of our community (families, businesses, agencies, etc.) through inclusive partnerships that enhance student learning.

• Effective Early Learning. We will advance school-readiness through intentional outreach to parents and pre-school providers, sharing educational tools, setting preparatory expectations and addressing cultural and socio-economic barriers.

• Honorable Stewardship. We will engender trust by driving the responsive and optimal use of district resources in a manner that is understandable and transparent to stakeholders.

"Action steps" are those elements at the outermost level of the diagram, while objectives, goals, values and mission comprise the inner circles, respectively. Sometimes, when the objectives are simple enough, there is no need for separate action steps. In any case, the outermost elements contain who is responsible for ensuring that task is completed, the progress that has been made and appropriate time lines for accomplishing the task.

Quality Learning Progress 86%

Responsible Superintendent Quality learning means:

• All students deserve a quality education • All people will be treated with respect • Decisions are based on the needs of Students and on the data

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RSD is committed to providing quality curriculum for both Common Core State Standards disciplines as well as non-CCSS disciplines. We will provide relevant professional development for staff and diverse pathways for student success. We recognize that good relationships between staff and students are necessary for optimal learning. Board Role: The board will review the Powerful Teaching and Learning goal in October and March. The board will also use the Strategic Plan Calendar to ensure:

• A timely review of the plan • A high degree of coherence between the Strategic Plan and School Improvement Plans • Performance expectations of the Superintendent are communicated to the community

Powerful Teaching & Learning Progress 88%

Responsible Principal Our district will provide students the knowledge, teach the skills and reinforce the values that will ensure their future success.

Strong Core Courses and School Improvement Plans

Progress 61% Responsible Principal

"Core Courses" are those courses required for graduation. The District is committed to offering the right selection of rigorous courses to prepare students for the next phase of their lives.

Arts Progress 75%

Start 03.01.2015 Due 06.01.2018

Responsible Principal

Elem: Raymond Elementary School will continue with integrating art into other subjects. Students will continue to create presentations and projects using their artistic abilities. Teachers will also set aside time for students to study/perform art. All students will also receive a minimum of 30 minutes of band/music a week. This will be performed by a specialized music teacher. There will be two music productions a year to offer students the opportunity to perform in public. JH/HS: Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. The Art Department will continue to develop diverse classes and review them annually. Concert Band The Concert Band is a performance-based instrumental ensemble that stresses the development of skills, technique, and musicianship. Drumline

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Drumline is an enrichment class designed to introduce students to music and performance. Choir Choir students are exposed to a variety of vocal and instrumental art forms. They may perform choral music from a variety of styles and time periods. Sight singing and the development of vocal skills and techniques are stressed. Theater The focus is to develop acting technique through improvisations, stage movement and scene study. Modern dramatic literature is introduced, as well as theater criticism. Students perform individually and in small groups. Art Foundations Students expand their knowledge of visual art through basic drawing, composition and technique. Pep Band We're a small school with a lot of heart, and it shows at our basketball games. The pep band helps pump up the crowd with some traditional jams and rock ballads.

Foreign Language Progress 50%

Start 03.01.2015 Due 06.01.2018


Elem.: Summary of Data Reviewed: MSP, Classroom-based data and WELPA/ELPA 21 Scores Summary of Findings: For the 2014-2015 Spring WELPA scores, 48 total students (K-6) were tested. A student needs to test at a level 4 to exit the program. Kindergarten Total- 5 students 3 students- level 2 2 students- level 3 1st Grade Total- 14 students 7 students- level 2 7 students- level 3 2nd Grade Total- 6 students 5 students- level 2 1 student- level 4 3rd Grade Total- 5 students 5 students- level 3 4th Grade Total- 10 students 4 students- level 2 6 students- level 3 5th Grade Total- 7 students 2 students- level 2 3 students- level 3

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2 students- level 4 6th grade Total- 1 student (level 1) 3 total students exited the program. SMART Goal: By the end of the 2015-2016 school year, Raymond Elementary School will increase the percentage of students making progress (increase 1 level) in learning English to 80% as measured by the WELPA assessment. SMART Goal: By the end of the 2015-2016 school year, Raymond Elementary School will increase the percentage of students transitioning out of English Language Development Program (level 4) to 40% as measured by the WELPA assessment. ----------- Summary of Findings: For the 2015/2016 school year, the ELPA21 was used as an assessment. It categorizes students into either emerging, progressing or proficient status. A total of 69 elementary students were tested. Emerging Students- 3 Progressing Students- 53 Proficient Students- 13 SMART Goal: By the end of the 2016-2017 school year, Raymond Elementary School will increase the percentage of students progressing to the next level to 80% as measured by the ELPA 21 Assessment. SMART Goal: By the end of the 2016-2017 school year, Raymond Elementary School will increase the percentage of students transitioning out of English Language Development Program (proficient) to 40% as measured by the ELPA 21 assessment. Action Plan: Raymond Elementary school will provide a consistent, focused and effective language development instruction provided through ELL pull-out/push-in instruction or through small group work with the classroom teacher. Elementary staff will present lessons on a daily basis that give students appropriate levels of English support to understand concepts presented, including GLAD strategies. Staff will give feedback based on student performance and set new goals to help students progress in their English development. For spanish-speaking students, bilingual teacher support will be provided as needed. All ELL students have access to academic content in their mainstream classroom by being placed with GLAD trained teachers. For ELL students requiring additional instruction with the pull out/push in model, supplemental materials, including Language for Learning and Language for Thinking will be utilized in individual or small group settings. Student placement and success will be measured using the WELPA test, and proctored by an ELL teacher trained in WELPA administration and scoring. Data will be evaluated and decisions on student grouping will be made upon disecting information. The ELL teacher and any staff members focusing on ELL have the opportunity in professional development as needed throughout the year. ----------------- Summary of Findings: For the 2016/2017 school year, the ELPA21 was used as an assessment. It categorizes students into either emerging, progressing or proficient status. A total of 55 elementary students were tested. Here are the grade level results. Kindergarten Total- 5 Students 0 Students - Emerging

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4 Students- Progressing 1 Student - Proficient 1st Grade Total- 8 Students 2 Students Emerging 6 Students- Progressing 0 Students - Proficient 2nd Grade Total- 6 Students 0 Students Emerging 5 Students- Progressing 1 Students - Proficient 3rd Grade Total- 13 Students 0 Students Emerging 10 Students- Progressing 3 Students - Proficient 4th Grade Total- 9 Students 1 Students Emerging 8 Students- Progressing 0 Students - Proficient 5th Grade Total- 5 Students 0 Students Emerging 5 Students- Progressing 0 Students - Proficient 6th Grade Total- 9 Students 1 Students Emerging 7 Students- Progressing 1 Students - Proficient K - 6th Grades Total- 55 Students 4 Students - Emerging - 7% 45 Students- Progressing - 81% 6 Student - Proficient - 11% 2016-2017 Results Last year's Goal I of increasing the percentage of students progressing to the next level to 80% as measured by the ELPA 21 Assessment was exceeded by 1 percent with 81% of students in the Progressing category. Last year's Goal II of increasing the percentage of students moving to the Proficient level to 40% was not met with only 11% of students in the Proficient category. 2017-2018 Goals SMART Goal I: By the end of the 2017-2018 school year, Raymond Elementary School will increase the percentage of students progressing to the next level to 80% as measured by the ELPA 21 Assessment. SMART Goal II: By the end of the 2017-2018 school year, Raymond Elementary School will increase the percentage of students transitioning out of English Language Development Program (proficient) to 20% as measured by the ELPA 21 assessment.

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Action Plan: Raymond Elementary school will provide a consistent, focused and effective language development instruction provided through ELL pull-out/push-in instruction or through small group work with the classroom teacher. Elementary staff will present lessons on a daily basis that give students appropriate levels of English support to understand concepts presented, including GLAD strategies. Staff will give feedback based on student performance and set new goals to help students progress in their English development. For spanish-speaking students, bilingual teacher support will be provided as needed. All ELL students have access to academic content in their mainstream classroom by being placed with GLAD trained teachers. For ELL students requiring additional instruction with the pull out/push in model, supplemental materials, including Language for Learning and Language for Thinking will be utilized in individual or small group settings. Student placement and success will be measured using the WELPA test, and proctored by an ELL teacher trained in WELPA administration and scoring. Data will be evaluated and decisions on student grouping will be made upon disecting information. The ELL teacher and any staff members focusing on ELL have the opportunity in professional development as needed throughout the year. JH/HS: High school students who have taken at least 2 years of a foreign language do significantly better on standardized math tests than do their math classmates who have taken no foreign language. Four year colleges list 2 years of a foreign language as a prerequisite for enrollment. RHS has a full-time Spanish teacher who also acts as a liaison with the local Hispanic community. Powerful relationships as well as powerful teaching and learning empowers not only Spanish learners but ELL students who need to become more proficient in their native language. 2017/18 This year RHS has 2 staff members who ave strong ties into the Hispanic community. They will help build a bridge to this community from the school. Community gatherings, such as potlucks, will be held monthly with emphasis placed upon creating relationships with a portion of parents who have remained hidden and silent. The goal of this is to help parents understand the importance of attendance, participation, and academic growth. RHS will review this program annually.

Math Progress 50%

Start 09.01.2015 Due 06.01.2018


Recognizing the importance of the core disciplines in daily life and in preparation for numerous fields of work, the District will strive to have the best curriculum, monitoring and intervention systems in place. We will use this data to set annual goals. Elem: Summary of Data Reviewed: MSP and Classroom-based data Summary of Findings: In the 2013/2014 school year, the 3-6 grade average percentage of students passing the Math MSP was 37.9%. Individual grade percentiles were: 3rd- 25.0% 4th- 24.4% 5th- 41.8% 6th- 60.6%

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SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Math Assessment to 55%. ---------- Summary of Findings: In the 2014/2015 school year, the 3-6 grade average percent of students passing the Math SBAC was 24.15%. Individual grade percentiles were: 3rd- 12.8% 4th- 27.7% 5th- 17.0% 6th- 39.1% SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Math Assessment to 50%. ------------- Summary of Findings: In the 2015/2016 school year, the 3-6 grade average percent of students passing the Math SBAC was 28.15%. Individual grade percentiles were: 3rd- 13.5% 4th- 50.0% 5th- 23.6% 6th- 25.5% SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Math Assessment to 40%. Action Plan: Raymond Elementary will implement the newly adopted EngageNY math curriculum. This curriculum is used Kindergarten through 6th grade. The students will receive daily lessons and practice and teachers will be provided with ongoing professional development with a trained math coach. Through PLC's after school and formative meetings throughout the day, there will be a focus on instructional support, RTI framework and resource management. Aside from making sure that students are mastering basic steps before moving on, there will be a focus on math fluency using the individual programs and math apps. Students will also be using a online math tutor called Math Whizz. This program can be utilized in class after the core curriculum, but will also have designated time during intervention groups throughout the week. Adults can offer 1:1 help as students are working on Math Whizz in small groups. Students will also use iPads to collaborate, share and present information during class. ------------- Summary of Findings: In the 2016/2017 school year, the 3-6 grade average percent of students passing the Math SBAC was 28.9%. Individual grade percentiles were: 3rd- 28.6% 4th- 30.8% 5th- 27.3% 6th- 28.9% SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Math Assessment to 40%.

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Action Plan: Raymond Elementary utilizes the Engage NY math curriculum in Kindergarten through 6th grade. Students will receive daily lessons and practice and teachers will be provided with ongoing professional development with a trained math coach. Professional Development will be offered throughout the year with a focus on instructional support and resource management. in addition to assuring that students are mastering basic concepts before moving on, there will be a focus on math fluency using the individual programs and math apps. Students will also be using an online math tutor called Zearn that can be utilized in class as a supplement to the core curriculum throughout the week. Adults can offer 1:1 help as students are working on Zearn in small groups. Students will also use iPads to collaborate, share and present information during class. JH/HS: RHS Summary of Data Reviewed: MSP, HSP and Classroom-based data. Smarter Balance results are employed after the 2015 school year 2013/14 School year summary of findings: 7th grade students had a MSP math score of 51.1 grade and a writing score of 71.1%. 8th grade students had a MSP math score of 71.6%. 10th grade students had a math EOC yr 1 rate of 56.4% SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 8th grade students having a score of 75%. 10th grade students will have a passage rate of 90%. 2014/15 School year summary of findings: Note: Use of SBA scores cannot be compared to prior years MSP/HSPE scores. 7th grade students had a SBA math score of 38.8. 8th grade students had a SBA math score of 27.9%. 11th grade students had a SBA math score of 25.9%. SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 7th and 8th grade students having a score of 50%. 11th grade students will have a passage rate of 50%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP/HSPE, the EOC or who is receiving less than a "C" in their math class in a math support situation. Each student will receive an individualized plan. This may include a COE/EOC class designed to support them, the use of on-line classes including ALEKS and/or Apex supplemented by individualized instruction. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2015/16 School year summary of findings: 7th grade students had a SBA math score of 48.8. 8th grade students had a SBA math score of 29.7%. 11th grade students had a SBA math score of 35.2%. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 7th and 8th grade students having a score of 50%. 11th grade students will have a passage rate of 50%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP/HSPE, the EOC or who is receiving less than a "C" in their math class in a math support situation. Each student will receive an individualized plan. This may include a COE/EOC class designed to support them, the use of on-line classes including ALEKS and/or Apex supplemented by individualized instruction. After school tutoring will be offered through the BEST program. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2015/16 School year summary of findings:

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7th grade students had a SBA math score of 48.8. 8th grade students had a SBA math score of 29.7%. 11th grade students had a SBA math score of 35.2%. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 7th and 8th grade students having a score of 50%. 11th grade students will have a passage rate of 50%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP/HSPE, the EOC or who is receiving less than a "C" in their math class in a math support situation. Each student will receive an individualized plan. This may include a COE/EOC class designed to support them, the use of on-line classes including ALEKS and/or Apex supplemented by individualized instruction. After school tutoring will be offered through the BEST program. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2016/17 School year summary of findings: 7th grade students had a SBA math score of 37.7%. 8th grade students had a SBA math score of 38%. 11th grade students had a SBA math score of 38%. Note: While we will strive for higher scores, there has been a three year upward trend in the scores of both the 8th and 11th grades. SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 7th and 8th grade students having a score of 50%. 11th grade students will have a passage rate of 50%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the EOC or who is receiving less than a "C" in their math class in a math support situation. Each student will receive an individualized plan. This may include a COE/EOC class designed to support them, the use of on-line classes including ALEKS and/or Apex supplemented by individualized instruction. After school tutoring will be offered. n enrichment class has been added with academically strong upperclassmen working with struggling underclassmen daily. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs.

ELA Progress 48%

Start 09.01.2014 Due 06.01.2018


Recognizing the importance of the core disciplines in daily life and in preparation for numerous fields of work, the District will strive to have the best curriculum, monitoring and intervention systems in place. We will use this data to set annual goals. Elem: Summary of Data Reviewed: SBAC and Classroom-based data 2013/2014 School year summary of findings: the 3-6 grade average percentage of students passing the reading MSP was 65.8%. Individual grade percentiles were: Reading 3rd- 52.7% 4th- 62.2% 5th- 79.0% 6th- 69.6% Writing 4th- 66.6% SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Assessment (ELA) to 70%.

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--------- 2014/2015 School year summary of findings: the 3-6 grade average percentage of students passing the ELA SBAC was 46%. Individual grade percentiles were: 3rd- 35.0% 4th- 41.6% 5th- 48.9% 6th- 58.6% SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Assessment (ELA) to 55%. -------------- 2015/2016 School year summary of findings: the 3-6 grade average percentage of students passing the ELA SBAC was 44.5%. Individual grade percentiles were: 3rd- 27% 4th- 50% 5th- 50% 6th- 51% SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Assessment (ELA) to 55%. Action Plan: Raymond Elementary will continue to instruct students using the Reading Street Common Core Curriculum. Teachers will use both formative and summative assessments to guide student learning. Each classroom will provide 60 minutes of differentiated small group instruction with the core reading curriculum. Students will use the Reading Street Curriculum and Step up to Writing to help with student writing. Teachers will use rubrics and examples of strong and weak work to guide student knowledge. The staff will utilize a Response to Intervention Program to further meet the needs of all students. Initial diagnostic assessments will identify needs, and students will receive individualized instruction during Intervention times. Monthly data review meetings will be used to move students into new tiers as targeted concepts are mastered. Students needing language acquisition skills will also receive instruction through Language for Learning and Language for Thinking. Through all grade levels, writing will be incorporated into the teachers' reading block. -------------- 2016/2017 School year summary of findings: the 3-6 grade average percentage of students passing the Smarter Balanced Assessment (ELA) was 40.9%. Individual grade percentiles were: 3rd- 34.7% 4th- 35.9% 5th- 48.9% 6th- 44.4% SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Assessment (ELA) to 54%. Action Plan:

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Raymond Elementary will continue to instruct students using the Reading Street Common Core Curriculum. Teachers will use both formative and summative assessments to guide student learning. Each classroom will provide 60 minutes of differentiated small group instruction with the core reading curriculum. Students will use the Reading Street Curriculum and Step up to Writing to help with student writing. Teachers will use rubrics and examples of strong and weak work to guide student instruction. The staff will utilize Response to Instruction (RTI) to meet the needs of all students. A Universal Screening will be administered three times per year (fall, winter, and spring) using EasyCBM to determine how well our core reading program is meeting student needs and to initially place students in intervention groups. Students will receive individualized instruction during Intervention times using scientifically based programs such as, Phonics for Reading, Readwell, Rewards, PALS, Read Naturally, Take Aim and Soaring to Learning. Progress monitoring will be done bi-monthly using EasyCBM assessments. The EasyCBM data will be used by staff to determine next steps for student intervention at monthly Problem Solving meetings. Students needing language acquisition skills will also receive instruction through Language for Learning and Language for Thinking through all grade levels. Writing will be incorporated into the teachers' reading block. JH/HS: RHS Summary of Data Reviewed: MSP, HSP and Classroom-based data. Smarter Balance results are employed after the 2015 school year 2013/14 School year summary of findings: 7th grade students had a reading MSP score of 67.7 grade and a writing score of 71.1%. 8th grade students had a MSP reading score of 71.6%. 10th grade students had a reading passing rate of 82.9% and a writing score of 85.6%. SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 75%. 10th grade students will have a passage rate of 90%. 2014/15 School year summary of findings: Note: Use of SBA scores cannot be compared to prior years MSP/HSPE scores. 7th grade students had a SBA ELA score of 37.1. 8th grade students had a SBA ELA score of 32.5%. 11th grade students had a SBA ELA score of 57.4. SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 50%. 10th grade students will have a passage rate of 65%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the SBA ELA or who is receiving less than a C in their LA class in a reading support class. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2015/16 School year summary of findings: 7th grade students had a SBA ELA score of 67. 8th grade students had a SBA ELA score of 29.7%. 11th grade students had a SBA ELA score of 75. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 50%. 10th grade students will have a passage rate of 65%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the SBA ELA or who is receiving less than a C in their LA class in a reading support class. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. After school tutoring will be offered through the BEST program.

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2016/17 School year summary of findings: 7th grade students had a SBA ELA score of 62.2%. 8th grade students had a SBA ELA score of 54.7%. 11th grade students had a SBA ELA score of 38%. SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 60%. 10th grade students will have a passage rate of 65%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the SBA ELA or who is receiving less than a C in their LA class in a reading support class. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. After school tutoring will be offered. An enrichment class has been added with academically strong upperclassmen working with struggling underclassmen daily. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs.

Science Progress 50%

Start 09.01.2014 Due 06.01.2018


Recognizing the importance of the core disciplines in daily life and in preparation for numerous fields of work, the District will strive to have the best curriculum, monitoring and intervention systems in place. We will use this data to set annual goals. Elem: Summary of Data Reviewed: MSP and Classroom-based data 2013/14 School year summary of findings: the average percentage of students passing the Washington Measurement of Student Progress (MSP) was 67.4%. SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard on Washington Measurement of Student Progress (MSP) in Science to 70%. --------- 2014/15 School year summary of findings: the average percentage of students passing the Washington Measurement of Student Progress (MSP) was 55.3%. SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard on Washington Measurement of Student Progress (MSP) in Science to 65%. ------------ 2015/16 School year summary of findings: the average percentage of students passing the Washington Measurement of Student Progress (MSP) was 57.8%. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on Washington Measurement of Student Progress (MSP) in Science to 60%. Action Plan: Raymond Elementary School will continue to use FOSS kits and teach students about the scientific method. Experiments and units will be aligned with the Next Generation Science Standards per grade level. Students will showcase their knowledge of the scientific method by showcasing a summary of their experiment with peers and adults. Along with the FOSS kits and the Science Fusion curriculum, science will be incorporated in both math and reading curricula. The Reading Street Curriculum has units that are aligned to science and

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50% of leveled readers are geared directly towards science. Classes will show math application by solving performance tasks using data from science experiments. Staff will also utilize technology to allow students to research, collaborate, and perform virtual experiments. ---------------- 2016/17 School year summary of findings: the average percentage of students passing the Washington Measurement of Student Progress (MSP) was 59.2%. Which means that we did not meet our goal of 60% by .08 percent. 2017-18 SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard on Washington Measurement of Student Progress (MSP) in Science to 60%. Action Plan: Raymond Elementary School will continue to use FOSS kits and teach students about the scientific method. Experiments and units will be aligned with the Next Generation Science Standards per grade level. Students will showcase their knowledge of the scientific method by showcasing a summary of their experiment with peers and adults. Along with the FOSS kits and the Science Fusion curriculum, science will be incorporated in both math and reading curricula. The Reading Street Curriculum has units that are aligned to science and 50% of leveled readers are geared directly towards science. Classes will show math application by solving performance tasks using data from science experiments. Staff will also utilize technology to allow students to research, collaborate, and perform virtual experiments. JH/HS: Summary of Data Reviewed: MSP, HSP and Classroom-based data: 2013/14 School year summary of findings: 8th grade students had a MSP science score of 67.2%. All HS grade levels had a Science EOC passage rate of 70.2%. SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard on the Science assessment with 8th grade students having a score of 75%. High School students taking the EOC will have a passing rate 75%. 2014/15 School year summary of findings: 8th grade students had a MSP science score of 60.7%. All HS grade levels had a Science EOC passage rate of 72.5%. SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard on the Science assessment with 8th grade students having a score of 75%. High School students taking the EOC will have a passing rate 75%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP, the EOC or who is receiving less than a "C" in their Science class will be put in a support situation. Each student will receive an individualized plan with individualized COE/EOC support. Selected students will also receive peer-to-peer tutoring, para-educator assistance and meet with the guidance counselor weekly to review needs. RHS has added a third science teacher who will work with grades 7-12 to further our STEM capabilities for the 2015/16 school year. 2015/16 School year summary of findings: 8th grade students had a MSP science score of 51.3%. All HS grade levels had a Science EOC passage rate of 69.2%. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Science assessment with 8th grade students having a score of 75%. High School students taking the EOC will have a passing rate 75%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP, the EOC or

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who is receiving less than a "C" in their Science class will be put in a support situation. Each student will receive an individualized plan with individualized COE/EOC support. Selected students will also receive peer-to-peer tutoring, para-educator assistance and meet with the guidance counselor weekly to review needs. After school tutoring will be made available through the BEST program. 2015/16 School year summary of findings: 8th grade students had a MSP science score of 51.3%. All HS grade levels had a Science EOC passage rate of 69.2%. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Science assessment with 8th grade students having a score of 75%. High School students taking the EOC will have a passing rate 75%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the MSP, the EOC or who is receiving less than a "C" in their Science class will be put in a support situation. Each student will receive an individualized plan with individualized COE/EOC support. Selected students will also receive peer-to-peer tutoring, para-educator assistance and meet with the guidance counselor weekly to review needs. After school tutoring will be offered through the BEST program. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2016/17 School year summary of findings: 8th grade students had a MSP Science score of 54.7%. 1th grade EOC score was 77.5%, continuing an upward trend for the past three years. SMART Goal: By the end of the 2017/18 school year, we will increase the percentage of students meeting standard on the Smarter Balance math with 7th and 8th grade students having a score of 50%. 11th grade students will have a passage rate of 50%. Action Plan: For the 2017/18 school year, Raymond Jr/Sr High School will place any student who did not pass the MSP, the EOC or who is receiving less than a "C" in their science class in a science support situation. Each student will receive an individualized plan. This may include a EOC class designed to support them, the use of on-line classes including Apex supplemented by individualized instruction. After school tutoring will be offered. An enrichment class has been added with academically strong upperclassmen working with struggling underclassmen daily. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs.

Social Studies Progress 100%

Start 09.01.2014 Due 06.15.2017


Recognizing the importance of the core disciplines in daily life and in preparation for numerous fields of work, the District will strive to have the best curriculum, monitoring and intervention systems in place. We will use this data to set annual goals. Elem: Social Studies will continue to be integrated into reading and math curricula. Each weekly unit of the Reading Street Curriculum has a social studies component and leveled readers. There are also monthly focuses (disability, cultural, etc.) in which teachers provide students with the opportunity to research, document, and present with peers. Grade bands use online resources and Prentice Hall (World Explorer) curricula to meet standards. Themes include Asia in the Pacific, Africa, Latin America, United States History, and Washington State History. Teachers will set aside time to work on subjects based on standards at their grade level. JH/HS: All public high school students are required to meet statewide graduation requirements in order to earn a diploma. Recently, Social Studies graduation requirements for the class of 2016 have changed. The State Board of Education adopted revised graduation requirements affecting the class of 2016. This increases graduation requirements in Social Studies to 3.0 credits.

30

Social Study Teachers will also set aside an allotted amount of time to study social studies based on standards at their grade level. Students will have the opportunity to use technology in researching/learning social studies concepts. U.S. History, Current World Problems and Civics are primary components. Some national months of recognition, such as National Disabilities Month, Hispanic History Month and Black History Month are addressed in the Social Studies classrooms, as well as spoken about daily on the intercom.

Writing Progress 50%

Start 09.01.2014 Due 06.01.2018


Recognizing the importance of the core disciplines in daily life and in preparation for numerous fields of work, the District will strive to have the best curriculum, monitoring and intervention systems in place. We will use this data to set annual goals. Elem: Starting the 2014/2015 school year, writing and reading will be assessed together using the ELA Smarter Balanced Assessment. See: ELA. Summary of Data Reviewed: MSP and Classroom-based data Summary of Findings: During the 2013-2014 school year, the 3-6 grade average percentage of students passing the reading MSP was 65.8%. Individual grade percentiles were: Reading 3rd- 52.7% 4th- 62.2% 5th- 79.0% 6th- 69.6% Writing 4th- 66.6% SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard (3rd-6th) on the Smarter Balanced Assessment (ELA) to 70%. Action Plan: Raymond Elementary will continue to instruct students using the Reading Street Common Core Curriculum. Teachers will use both formative and summative assessments to guide student learning. Each classroom will provide 60 minutes of differentiated small-group instruction with the core reading curriculum. Students will use the Reading Street Curriculum and Step up to Writing to help with student writing. Teachers will use rubrics and examples of strong and weak work to guide student knowledge. The staff will utilize a Response to Intervention Program to further meet the needs of all students. Initial diagnostic assessments will identify needs, and students will receive individualized instruction during Intervention times. Monthly data review meetings will be used to move students into new tiers as targeted concepts are mastered. JH/HS: Summary of Data Reviewed: MSP, HSP and Classroom-based data. Smarter Balance results are employed after the 2015 school year

31

2013/14 School year summary of findings: 7th grade students had a reading MSP score of 67.7 grade and a writing score of 71.1%. 8th grade students had a MSP reading score of 71.6%. 10th grade students had a reading passing rate of 82.9% and a writing score of 85.6%. SMART Goal: By the end of the 2014/15 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 75%. 10th grade students will have a passage rate of 90%. 2014/15 School year summary of findings: Note: Use of SBA scores cannot be compared to prior years MSP/HSPE scores. 7th grade students had a SBA ELA score of 37.1. 8th grade students had a SBA ELA score of 32.5%. 11th grade students had a SBA ELA score of 57.4. SMART Goal: By the end of the 2015/16 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 50%. 10th grade students will have a passage rate of 65%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the SBA ELA or who is receiving less than a C in their LA class in a reading support class. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. 2015/16 School year summary of findings: 7th grade students had a SBA ELA score of 67. 8th grade students had a SBA ELA score of 29.7%. 11th grade students had a SBA ELA score of 75. SMART Goal: By the end of the 2016/17 school year, we will increase the percentage of students meeting standard on the Smarter Balance ELA with 8th grade students having a score of 50%. 10th grade students will have a passage rate of 65%. Action Plan: Raymond Jr/Sr High School will place any student who did not pass the SBA ELA or who is receiving less than a C in their LA class in a reading support class. Selected students will also receive peer to peer tutoring and meet with the guidance counselor weekly to review needs. After school tutoring will be offered through the BEST program. Starting the 2014/2015 school year, writing and reading will be assessed together using the ELA Smarter Balanced Assessment. See: Reading.

Multiple Pathways Progress 92%


Expand individualized learning options to students, including online learning, and “College in the Classroom” through Central Washington University All children are different in their needs, abilities and talents. We strive to build a system to fit the child, rather than expecting our children to fit the system.

Running Start Progress 100%


Juniors and seniors who would benefit and qualify for Running Start at GHC, or the various courses at the Twin Harbors branch of the New Market Skill Center are encouraged to participate.

32

Special Education Progress 75%

Start 02.28.2015 Due 01.31.2018

Responsible Superintendent

Students with special needs will receive appropriate education in the classroom and the paperwork will meet standard, as determined by OSPI and ESD 113. Policies 2161 and 2162.

Highly Capable Progress 100%


The district offers a Highly Capable Program for students who qualify. Policy 2190 governs this program for the purpose of:

• Expansion of academic attainments and intellectual skills; • Stimulation of intellectual curiosity, independence and responsibility; • Development of a positive attitude toward self and others • Development of originality and creativity.

FLEX Progress 100%


Increase student success with effective early identification and interventions The Flexible Learning Experience center (FLEX) is designed to allow easy entry/easy exit for students who desire additional class options and/or additional help in a given subject. This may include various kinds of interventions. An added tool in the Flex toolbox is the availability of the Flex Center for before and after school homework help on a daily basis as well as an academic Saturday School every other Saturday.

CVA Progress 100%

Start 06.01.2015 Due 04.03.2017

Responsible Superintendent

The Columbia Virtual Academy (CVA.org)offers a wide variety of distance-learning options. We will reach our budgeted FTE Goal and receive a clean audit.

33

CTE Progress 100%

Start 03.10.2015 Due 03.31.2017


Expand CTE certification/college credit programs (automotive, medical, GHC). Our Career and Technical Education courses allow students to pursue interests and talents in such trades as computer aided design, construction, auto mechanics, etc.. (Policy 2170) JH/HS: RHS has a strong CTE program. The Industrial Arts classes include a well equipped Auto Shop as well as a Wood shop that includes a CAD/CAM component. There is a construction class as well, with new equipment being added regularly as well as the skills to use it. RHS has several other classes in the CTE/VOC Dept.: Publishing, Personal Choices, Leadership and Independent Living.Furthering the choices, are classes such as Financial Algebra, Careers, Community/Family, and Health Science We have an articulation agreement with Grays Harbor College in the area of construction for 16 credits; we also have digitools, auto shop and financial algebra.

ELL Accessible Progress 100%


Recognizing that many of our students come from homes in which English is not the primary language, we have services available to help them become proficient in English. These include a Title III program, leveled interventions and the use of technology to translate as necessary. We have an interpreter on campus and sometimes make home visits. For the 2015/16 school year, a staff member has received specialized training to facilitate the language acquisition of non-English speaking students.

Digital resources Progress 50%

Start 09.01.2015 Due 06.10.2017


When searching for and approving texts for use in the schools, we will investigate digital resources such as e-texts, applications and online learning whenever appropriate. For the 2017/18 school year, the district is using the School way app to connect with students and families. The district is also encouraging staff to experiment with the Nearpod app to enhance their teaching as well as the student learning experience. As part of this exploration, a VR aspect is being explored so, among other uses, virtual field trips may be utilized.

Alternative Progress 100%

34


We offer an alternative education program for students in grades 9-12 who find that the traditional classroom schedule and/or setting do not work for them.

35

3wa6amswa12.p RAYMOND SCHOOL DISTRICT NO 116 11:14 AM 11/17/17

05.17.10.00.00-010012 2017-2018 Budget Status Report PAGE: 1

10--General Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT

Fiscal Year 2017 (September 1, 2017 - August 31, 2018)

For the RAYMOND SCHOOL DISTRICT NO 116 School District for the Month of October , 2017

ANNUAL ACTUAL ACTUAL

A. REVENUES/OTHER FIN. SOURCES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT

1000 LOCAL TAXES 844,733 215,992.83 228,295.83 616,437.17 27.03

2000 LOCAL SUPPORT NONTAX 248,002 7,577.43 14,623.39 233,378.61 5.90

3000 STATE, GENERAL PURPOSE 4,875,201 451,787.39 847,375.36 4,027,825.64 17.38

4000 STATE, SPECIAL PURPOSE 1,259,898 119,776.27 205,347.05 1,054,550.95 16.30

5000 FEDERAL, GENERAL PURPOSE 0 .00 .00 .00 0.00

6000 FEDERAL, SPECIAL PURPOSE 612,890 65,838.21 74,458.93 538,431.07 12.15

7000 REVENUES FR OTH SCH DIST 6,000 .00 .00 6,000.00 0.00

8000 OTHER AGENCIES AND ASSOCIATES 202,000 .00 7,744.50 194,255.50 3.83

9000 OTHER FINANCING SOURCES 0 .00 .00 .00 0.00

Total REVENUES/OTHER FIN. SOURCES 8,048,724 860,972.13 1,377,845.06 6,670,878.94 17.12

B. EXPENDITURES

00 Regular Instruction 4,368,067 358,175.56 722,615.26 18,638.87 3,626,812.87 16.97

10 Federal Stimulus 0 .00 .00 0.00 .00 0.00

20 Special Ed Instruction 790,267 63,005.16 131,611.33 952.20 657,703.47 16.77

30 Voc. Ed Instruction 358,463 29,924.92 58,612.20 0.00 299,850.80 16.35

40 Skills Center Instruction 0 .00 .00 0.00 .00 0.00

50+60 Compensatory Ed Instruct. 732,662 46,720.85 109,758.98 100.00 622,803.02 14.99

70 Other Instructional Pgms 58,033 4,723.16 9,423.45 0.00 48,609.55 16.24

80 Community Services 150,000 .00 .00 0.00 150,000.00 0.00

90 Support Services 1,681,052 143,912.03 367,034.91 0.00 1,314,017.09 21.83

Total EXPENDITURES 8,138,544 646,461.68 1,399,056.13 19,691.07 6,719,796.80 17.43

C. OTHER FIN. USES TRANS. OUT (GL 536) 150,000 98,543.00 98,543.00

D. OTHER FINANCING USES (GL 535) 0 .00 .00

E. EXCESS OF REVENUES/OTHER FIN.SOURCES

OVER(UNDER)EXP/OTH FIN USES (A-B-C-D) 239,820- 115,967.45 119,754.07- 120,065.93 50.07-

F. TOTAL BEGINNING FUND BALANCE 1,254,200 1,664,822.09

G. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

H. TOTAL ENDING FUND BALANCE 1,014,380 1,545,068.02

(E+F + OR - G)

I. ENDING FUND BALANCE ACCOUNTS:

G/L 810 Restricted For Other Items 0 .00

G/L 815 Restric Unequalized Deduct Rev 0 .00

G/L 821 Restrictd for Carryover 0 .00

G/L 825 Restricted for Skills Center 0 .00

G/L 828 Restricted for C/O of FS Rev 0 .00

G/L 830 Restricted for Debt Service 0 .00

G/L 835 Restrictd For Arbitrage Rebate 0 .00

G/L 840 Nonspnd FB - Invent/Prepd Itms 0 .00

G/L 845 Restricted for Self-Insurance 0 .00

G/L 850 Restricted for Uninsured Risks 0 .00

G/L 870 Committed to Other Purposes 0 .00

G/L 872 Committd to Econmc Stabilizatn 0 .00

36

G/L 875 Assigned Contingencies 0 .00

G/L 884 Assigned to Other Cap Projects 0 .00

G/L 888 Assigned to Other Purposes 4,200 182,552.08

G/L 890 Unassigned Fund Balance 1,010,180 1,362,515.94

G/L 891 Unassigned Min Fnd Bal Policy 0 .00

TOTAL 1,014,380 1,545,068.02



20--Capital Projects-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT





1000 Local Taxes 0 .00 .00 .00 0.00

2000 Local Support Nontax 300 61.26 123.46 176.54 41.15

3000 State, General Purpose 0 .00 .00 .00 0.00

4000 State, Special Purpose 0 .00 .00 .00 0.00

5000 Federal, General Purpose 0 .00 .00 .00 0.00

6000 Federal, Special Purpose 0 .00 .00 .00 0.00

7000 Revenues Fr Oth Sch Dist 0 .00 .00 .00 0.00

8000 Other Agencies and Associates 0 .00 .00 .00 0.00

9000 Other Financing Sources 50,000 98,543.00 98,543.00 48,543.00- 197.09

Total REVENUES/OTHER FIN. SOURCES 50,300 98,604.26 98,666.46 48,366.46- 196.16

B. EXPENDITURES

10 Sites 50,150 .00 .00 0.00 50,150.00 0.00

20 Buildings 0 .00 .00 0.00 .00 0.00

30 Equipment 0 41,338.08 41,338.08 0.00 41,338.08- 0.00

40 Energy 0 .00 .00 0.00 .00 0.00

50 Sales & Lease Expenditure 0 .00 .00 0.00 .00 0.00

60 Bond Issuance Expenditure 0 .00 .00 0.00 .00 0.00

90 Debt 0 .00 .00 0.00 .00 0.00

Total EXPENDITURES 50,150 41,338.08 41,338.08 0.00 8,811.92 82.43

C. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00



OVER(UNDER)EXP/OTH FIN USES (A-B-C-D) 150 57,266.18 57,328.38 57,178.38 > 1000

F. TOTAL BEGINNING FUND BALANCE 66,000 66,033.64


H. TOTAL ENDING FUND BALANCE 66,150 123,362.02

(E+F + OR - G)



G/L 825 Restricted for Skills Center 0 .00




G/L 850 Restricted for Uninsured Risks 0 .00 37

G/L 861 Restricted from Bond Proceeds 0 .00

G/L 862 Committed from Levy Proceeds 0 .00

G/L 863 Restricted from State Proceeds 0 .00

G/L 864 Restricted from Fed Proceeds 0 .00

G/L 865 Restricted from Other Proceeds 0 41,338.08-

G/L 866 Restrictd from Impact Proceeds 0 .00

G/L 867 Restricted from Mitigation Fees 0 .00

G/L 869 Restricted fr Undistr Proceeds 0 .00


G/L 889 Assigned to Fund Purposes 66,150 164,700.10

G/L 890 Unassigned Fund Balance 0 .00

TOTAL 66,150 123,362.02



30--Debt Service Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT





1000 Local Taxes 701,966 170,129.44 179,789.38 522,176.62 25.61

2000 Local Support Nontax 500 720.12 1,401.35 901.35- 280.27



9000 Other Financing Sources 100,000 .00 .00 100,000.00 0.00

Total REVENUES/OTHER FIN. SOURCES 802,466 170,849.56 181,190.73 621,275.27 22.58

B. EXPENDITURES

Matured Bond Expenditures 677,000 .00 .00 0.00 677,000.00 0.00

Interest On Bonds 101,000 .00 .00 0.00 101,000.00 0.00

Interfund Loan Interest 0 .00 .00 0.00 .00 0.00

Bond Transfer Fees 10,000 .00 300.00 0.00 9,700.00 3.00

Arbitrage Rebate 0 .00 .00 0.00 .00 0.00

Underwriter's Fees 0 .00 .00 0.00 .00 0.00

Total EXPENDITURES 788,000 .00 300.00 0.00 787,700.00 0.04

C. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00



OVER(UNDER)EXPENDITURES (A-B-C-D) 14,466 170,849.56 180,890.73 166,424.73 > 1000

F. TOTAL BEGINNING FUND BALANCE 540,000 777,568.62


H. TOTAL ENDING FUND BALANCE 554,466 958,459.35

(E+F + OR - G)


G/L 810 Restricted for Other Items 0 .00

G/L 830 Restricted for Debt Service 554,466 958,459.35



G/L 889 Assigned to Fund Purposes 0 .00

G/L 890 Unassigned Fund Balance 0 .00 38

TOTAL 554,466 958,459.35



40--

Associated Student Body Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT




A. REVENUES BUDGET FOR MONTH FOR YEAR ENCUMBRANCES BALANCE PERCENT

1000 GENERAL STUDENT BODY 82,000 4,393.66 11,945.11 70,054.89 14.57

2000 ATHLETICS 102,500 7,172.45 12,039.70 90,460.30 11.75

3000 CLASSES 9,000 3,027.42 3,080.92 5,919.08 34.23

4000 CLUBS 145,100 8,058.26 24,631.02 120,468.98 16.98

6000 PRIVATE MONIES 5,500 .00 998.36 4,501.64 18.15

Total REVENUES 344,100 22,651.79 52,695.11 291,404.89 15.31

B. EXPENDITURES

1000 GENERAL STUDENT BODY 82,000 2,494.20 10,107.03 0.00 71,892.97 12.33

2000 ATHLETICS 102,500 6,170.48 16,680.44 2,219.36 83,600.20 18.44

3000 CLASSES 9,000 .00 .00 0.00 9,000.00 0.00

4000 CLUBS 145,100 6,719.02 12,527.80 0.00 132,572.20 8.63

6000 PRIVATE MONIES 5,500 72.54 132.09 0.00 5,367.91 2.40

Total EXPENDITURES 344,100 15,456.24 39,447.36 2,219.36 302,433.28 12.11

C. EXCESS OF REVENUES

OVER(UNDER)EXPENDITURES (A-B) 0 7,195.55 13,247.75 13,247.75 0.00

D. TOTAL BEGINNING FUND BALANCE 160,000 173,058.33

E. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

F. TOTAL ENDING FUND BALANCE 160,000 186,306.08

C+D + OR - E)

G. ENDING FUND BALANCE ACCOUNTS:

G/L 810 Restricted for Other Items 0 .00

G/L 819 Restricted for Fund Purposes 160,000 186,306.08






TOTAL 160,000 186,306.08



70--

PRIVATE PURPOSE TRUST FUND-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT





90--

Transportation Vehicle Fund-- FUND BALANCE -- AGENCY ACCOUNTS -- Revised -- BUDGET-STATUS-REPORT 39





1000 Local Taxes 0 .00 .00 .00 0.00

2000 Local Nontax 500 117.41 225.90 274.10 45.18


4000 State, Special Purpose 72,000 .00 .00 72,000.00 0.00


6000 Federal, Special Purpose 0 .00 .00 .00 0.00

8000 Other Agencies and Associates 0 .00 .00 .00 0.00

9000 Other Financing Sources 0 .00 .00 .00 0.00

A. TOTAL REV/OTHER FIN.SRCS(LESS TRANS) 72,500 117.41 225.90 72,274.10 0.31

B. 9900 TRANSFERS IN FROM GF 0 .00 .00 .00 0.00

C. Total REV./OTHER FIN. SOURCES 72,500 117.41 225.90 72,274.10 0.31

D. EXPENDITURES

Type 30 Equipment 134,500 .00 66,810.95 0.00 67,689.05 49.67

Type 60 Bond Levy Issuance 0 .00 .00 0.00 .00 0.00

Type 90 Debt 0 .00 .00 0.00 .00 0.00

Total EXPENDITURES 134,500 .00 66,810.95 0.00 67,689.05 49.67

E. OTHER FIN. USES TRANS. OUT (GL 536) 0 .00 .00

F. OTHER FINANCING USES (GL 535) 0 .00 .00

G. EXCESS OF REVENUES/OTHER FIN SOURCES

OVER(UNDER)EXP/OTH FIN USES (C-D-E-F) 62,000- 117.41 66,585.05- 4,585.05- 7.40

H. TOTAL BEGINNING FUND BALANCE 125,000 131,009.94

I. G/L 898 PRIOR YEAR ADJUSTMENTS(+OR-) XXXXXXXXX .00

J. TOTAL ENDING FUND BALANCE 63,000 64,424.89

(G+H + OR - I)

K. ENDING FUND BALANCE ACCOUNTS:


G/L 819 Restricted for Fund Purposes 63,000 64,424.89






TOTAL 63,000 64,424.89

************************ End of report ************************

40

Fund%Balance%Projection%%(Apportionment%Based)

Original%Budget APPORTIONMENT September October November December January February March April May June July AugustENROLLMENT%%(KH12) 587$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 587$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 585$$$$$$$$$$$$$$$$$$$$$$$$$ 593$$$$$$$$$$$$$$$$$$$$$$ 593$$$$$$$$$$$$$$$$$$$$REVENUE SY%2016H17 Original%Budget APPORTIONMENT September%9.% October%9.% November%5.5% December%9.% January%9.% February%9.% March%9.% April%9.% May-5.5% June-6% July-10% August-10%

Annual%Amt. Current Actual Actual Actual Actual estimate estimate estimate estimate estimate estimate estimate estimate

3100 Regular$Apportionment 4,182,792.00%%%%%%%%%%%%%% 4,282,651.16%%%%%%%%%%%%%%%%%% 385,438.60 385,467.97 235,545.81 385,438.60 385,438.60 385,438.60 385,438.60 385,438.60 235,545.81 256,959.07 428,265.12 428,265.123100<06 Dual$Credit 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.003121 Apport$Spec$Ed 78,409.00$$$$$$$$$$$$$$$$$$ 112,770.77$$$$$$$$$$$$$$$$$$$$$ 10,149.37 10,150.46 6,202.39 10,149.37 10,149.37 10,149.37 10,149.37 10,149.37 6,202.39 6,766.25 11,277.08 11,277.083300 LEA$(Sept$through$Dec) 614,000.00$$$$$$$$$$$$$$$$ 614,000.00$$$$$$$$$$$$$$$$$$$$$ 0.00 56,168.96 33,770.00 55,260.00 55,260.00 55,260.00 55,260.00 55,260.00 33,770.00 36,840.00 61,400.00 61,400.003300 LEA$(Jan$through$Aug) 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004121 Special$Ed 424,278.00%%%%%%%%%%%%%%%% 456,684.74%%%%%%%%%%%%%%%%%%%%% 41,101.63 41,106.04 25,117.66 41,101.63 41,101.63 41,101.63 41,101.63 41,101.63 25,117.66 27,401.08 45,668.47 45,668.474122 SPED$Infants$&$Toddlers 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004134 MS$Tech$Ed 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004155 Learning$Assist 155,865.00%%%%%%%%%%%%%%%% 169,930.81%%%%%%%%%%%%%%%%%%%%% 15,293.77 17,499.28 9,346.19 15,293.77 15,293.77 15,293.77 15,293.77 15,293.77 9,346.19 10,195.85 16,993.08 16,993.084156 State$Institutions 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004158<01 Academic$Acceleration 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004158<02 Teacher$A$P 87,886.00%%%%%%%%%%%%%%%%%% 87,886.00%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 4,833.73 7,909.74 7,909.74 7,909.74 7,909.74 7,909.74 4,833.73 5,273.16 8,788.60 8,788.604158<04 RPT$1191FG 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004158<05 COE 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004158<06 Truancy 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004165 Transitional$4165$(bilingual) 69,384.00%%%%%%%%%%%%%%%%%% 69,384.00%%%%%%%%%%%%%%%%%%%%%%% 0.00 14,628.41 3,816.12 6,244.56 6,244.56 6,244.56 6,244.56 6,244.56 3,816.12 4,163.04 6,938.40 6,938.404174 Highly$Capable 5,880.00%%%%%%%%%%%%%%%%%%%% 12,942.00%%%%%%%%%%%%%%%%%%%%%%% 1,164.78 1,164.78 711.81 1,164.78 1,164.78 1,164.78 1,164.78 1,164.78 711.81 776.52 1,294.20 1,294.204175 Prof$Development 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004198 Food$Serv 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004198<01 Breakfast 4,030.00%%%%%%%%%%%%%%%%%%%% 4,030.00%%%%%%%%%%%%%%%%%%%%%%%%% 35.53 544.51 221.65 362.70 362.70 362.70 362.70 362.70 221.65 241.80 403.00 403.004198<03 Reduced$Breakfast 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004198<04 Reduced$Lunch 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.004199 Transportation 380,000.00%%%%%%%%%%%%%%%% 310,834.11%%%%%%%%%%%%%%%%%%%%% 27,975.07 27,975.07 17,095.88 27,975.07 27,975.07 27,975.07 27,975.07 27,975.07 17,095.88 18,650.05 31,083.41 31,083.414358<03 ECEAP 132,575.00%%%%%%%%%%%%%%%%% 132,575.00%%%%%%%%%%%%%%%%%%%%% 0.00 16,858.18 7,291.63 11,931.75 11,931.75 11,931.75 11,931.75 11,931.75 7,291.63 7,954.50 13,257.50 13,257.506124 Fed$Special$ED<24 143,944.00%%%%%%%%%%%%%%%% 143,944.00%%%%%%%%%%%%%%%%%%%%% 0.00 22,812.12 7,916.92 12,954.96 12,954.96 12,954.96 12,954.96 12,954.96 7,916.92 8,636.64 14,394.40 14,394.406138 Fed$Vocational<38 4,850.00%%%%%%%%%%%%%%%%%%%% 4,850.00%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 14,014.35 266.75 436.50 436.50 436.50 436.50 436.50 266.75 291.00 485.00 485.006151 Fed$Title$I<51$Disadvantaged 201,293.00%%%%%%%%%%%%%%%% 201,293.00%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 11,071.12 18,116.37 18,116.37 18,116.37 18,116.37 18,116.37 11,071.12 12,077.58 20,129.30 20,129.306152 Fed$Title$II$<52 36,803.00%%%%%%%%%%%%%%%%%% 36,803.00%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 2,024.17 3,312.27 3,312.27 3,312.27 3,312.27 3,312.27 2,024.17 2,208.18 3,680.30 3,680.306153 Fed$Migrant<53 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.006164 Fed$Limited$English$Prof 10,000.00%%%%%%%%%%%%%%%%%% 10,000.00%%%%%%%%%%%%%%%%%%%%%%% 6,223.93 0.00 550.00 900.00 900.00 900.00 900.00 900.00 550.00 600.00 1,000.00 1,000.006198 School$Food<Federal 195,000.00%%%%%%%%%%%%%%%% 195,000.00%%%%%%%%%%%%%%%%%%%%% 1,945.58 22,093.97 10,725.00 17,550.00 17,550.00 17,550.00 17,550.00 17,550.00 10,725.00 11,700.00 19,500.00 19,500.006198<02 School$Food<Federal 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.006163 Ad$Match 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00619803 Seamless$Sum 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.006198<04 School$Brkfst 451.21 6,917.77 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.006321 SPED$MED$REIMB 1,000.00%%%%%%%%%%%%%%%%%%%% 1,000.00%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 55.00 90.00 90.00 90.00 90.00 90.00 55.00 60.00 100.00 100.006989 Summer$Food$Program 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.006998 USDA$Commodities 20,000.00%%%%%%%%%%%%%%%%%% 20,000.00%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 1,100.00 1,800.00 1,800.00 1,800.00 1,800.00 1,800.00 1,100.00 1,200.00 2,000.00 2,000.007100 PROGRAM$PARTICIPATION 6,000.00%%%%%%%%%%%%%%%%%%%% 6,000.00%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 330.00 540.00 540.00 540.00 540.00 540.00 330.00 360.00 600.00 600.007128 Other$School$Sports 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.008179<05 Gear$Up 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.008179<03 SAVE$THE$CHILDREN 52,000.00%%%%%%%%%%%%%%%%%% 52,000.00%%%%%%%%%%%%%%%%%%%%%%% 7,744.50 0.00 2,860.00 4,680.00 4,680.00 4,680.00 4,680.00 4,680.00 2,860.00 3,120.00 5,200.00 5,200.008200 Private$Foundation 150,000.00%%%%%%%%%%%%%%%% 150,000.00%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 8,250.00 13,500.00 13,500.00 13,500.00 13,500.00 13,500.00 8,250.00 9,000.00 15,000.00 15,000.00

Apportionment%Totals 6,955,989.00%%%%%%%%%%%%%% 7,074,578.59%%%%%%%%%%%%%%%%%% 497,523.97 637,401.87 389,101.82 636,712.07 636,712.07 636,712.07 636,712.07 636,712.07 389,101.82 424,474.72 707,457.86 707,457.86

1100$Taxes$collected$<$Treasurer's$Report 766,349%%%%%%%%%%%%%%%%%%%%% 766,349%%%%%%%%%%%%%%%%%%%%%%%%%% 12,303.00 215,992.83 102,833.23 6,441.87 15,326.98 7,663.49 7,663.49 268,222.15 76,634.90 15,326.98 18,970.04 18,970.041500$Timber$Excise 78,329%%%%%%%%%%%%%%%%%%%%%%% 78,329%%%%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 0.00 0.00 0.00 39,164.50 0.00 0.00 0.00 0.00 0.00 39,164.502300$Interest$<$from$Treasurer's$Report 1,350.11 1,466.04 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

2000$Local$Deposits 248,002%%%%%%%%%%%%%%%%%%%%% 248,002%%%%%%%%%%%%%%%%%%%%%%%%%% 5,695.85 28,008.98 0.00 79.96 20,651.91 18,938.26 19,081.01 19,069.12 19,070.11 19,070.03 49,168.39 49,168.39Other$deposits:$Federal,$State,$Non$SPI H%%%%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Cancelled$wrts,$etc./Adjustments H%%%%%%%%%%%%%%%%%%%%%%%%%%%% 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Total%Revenues 8,048,669%%%%%%%%%%%%%%%%%%% 8,167,259%%%%%%%%%%%%%%%%%%%%%%% 516,872.93 882,869.72 491,935.05 643,233.90 672,690.96 702,478.33 663,456.57 924,003.34 484,806.83 458,871.72 775,596.29 814,760.79

ExpendituresAnnual%Amt. Current%Estimate September October November December January February March April May June July August

Actual Actual% Actual Actual estimate estimate estimate estimate estimate estimate estimate estimatePayroll$<$Certificated$Object$2 2,873,010$$$$$$$$$$$$$$$$$$$ 2,873,010%%%%%%%%%%%%%%%%%%%%%% 232,196.33 240,819.96 230,179.67 235,851.84 241,745.28 241,745.28 241,745.28 241,745.28 241,745.28 241,745.28 241,745.28 241,745.28Payroll$<$Classified$Object$3 1,672,023$$$$$$$$$$$$$$$$$$$ 1,672,023%%%%%%%%%%%%%%%%%%%%%% 126,679.20 135,979.51 145,853.75 170,369.52 136,642.63 136,642.63 136,642.63 136,642.63 136,642.63 136,642.63 136,642.63 136,642.63Benefits$<$Object$4 2,072,097$$$$$$$$$$$$$$$$$$$ 2,072,097%%%%%%%%%%%%%%%%%%%%%% 160,139.04 166,913.16 167,194.40 157,775.86 177,509.32 177,509.32 177,509.32 177,509.32 177,509.32 177,509.32 177,509.32 177,509.32Accounts$Payable$Objects$5$through$9 1,558,465$$$$$$$$$$$$$$$$$$$ 1,558,465%%%%%%%%%%%%%%%%%%%%%% 238,328.23 102,749.05 97,307.37 105,585.08 126,811.91 126,811.91 126,811.91 126,811.91 126,811.91 146,811.91 116,811.91 116,811.91

<$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Operating$Transfer$TVF/CPF 0.00 98,543.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00Other$cash$decreases$per$countyTotal%Expenditures% 8,175,595%%%%%%%%%%%%%%%%%%% 8,175,595%%%%%%%%%%%%%%%%%%%%%%% 757,342.80 745,004.68 640,535.19 669,582.30 682,709.13 682,709.13 682,709.13 682,709.13 682,709.13 702,709.13 672,709.13 672,709.13

Beginning%Fund%Balance 1,254,000%%%%%%%%%%%%%%%%%%% 1,505,138%%%%%%%%%%%%%%%%%%%%%%% 1,505,138.00%%%%%%%%%% 1,264,668.13$$$$$$$ 1,402,533.17$$$$$ 1,253,933.03$$$$$$$$$$$$ 1,227,584.63$$$$$$$$$$$$$ 1,217,566.47$$$$$$$$$$$$$ 1,237,335.66$$$$$$$$$$$$$ 1,218,083.11$$$$$$$$$$$$$ 1,459,377.32------------ 1,261,475.02--------- 1,017,637.61--------- 1,120,525--------------Plus$Revenue 8,048,669$$$$$$$$$$$$$$$$$$$ 8,167,259$$$$$$$$$$$$$$$$$$$$$$$ 516,873$$$$$$$$$$$$$$$$$$ 882,870$$$$$$$$$$$$$$$ 491,935$$$$$$$$$$$$$ 643,234$$$$$$$$$$$$$$$$$$$$ 672,691$$$$$$$$$$$$$$$$$$$$$ 702,478$$$$$$$$$$$$$$$$$$$$$ 663,457$$$$$$$$$$$$$$$$$$$$$ 924,003$$$$$$$$$$$$$$$$$$$$$ 484,807------------------- 458,872---------------- 775,596---------------- 814,761----------------Minus$Expenditures (8,175,595)$$$$$$$$$$$$$$$$$$ (8,175,595)$$$$$$$$$$$$$$$$$$$$$$ (757,343)$$$$$$$$$$$$$$$$$ (745,005)$$$$$$$$$$$$$$ (640,535)$$$$$$$$$$$$ (669,582)$$$$$$$$$$$$$$$$$$$ (682,709)$$$$$$$$$$$$$$$$$$$$ (682,709)$$$$$$$$$$$$$$$$$$$$ (682,709)$$$$$$$$$$$$$$$$$$$$ (682,709)$$$$$$$$$$$$$$$$$$$$ (682,709)------------------ (702,709)--------------- (672,709)--------------- (672,709)---------------Plus$or$Minus$Ajustments <$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ <$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

1,127,074%%%%%%%%%%%%%%%%%%% 1,496,802%%%%%%%%%%%%%%%%%%%%%%% 1,264,668%%%%%%%%%%%%%%% 1,402,533%%%%%%%%%%%% 1,253,933%%%%%%%%%% 1,227,585%%%%%%%%%%%%%%%%% 1,217,566%%%%%%%%%%%%%%%%%% 1,237,336%%%%%%%%%%%%%%%%%% 1,218,083%%%%%%%%%%%%%%%%%% 1,459,377%%%%%%%%%%%%%%%%%% 1,261,475--------------- 1,017,638------------ 1,120,525------------ 1,262,576------------

Sample%School%District

Ending/Projected%Fund%Balance%(890)

41

Page 1

0%

20%

40%

60%

80%

100%

120%

YTD Expenditure Comparison

Equal MonthlyTypical YearCurrent Year

42

Line Chart

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

8.00%

9.00%

10.00%

Monthly Expenditure Comparison

Equal MonthlyTypical YearCurrent Year

43

RAYMOND SCHOOL DISTRICT EXPENDITURE COMPARISON ]

Page 3

EXPENDITURESYear Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug2007-08 $602,054 $1,098,350 $1,617,017 $2,102,011 $2,568,312 $3,212,752 $3,744,739 $4,258,904 $4,750,218 $5,271,378 $5,743,786 $6,217,1862008-09 $586,246 $1,109,350 $1,638,611 $2,177,082 $2,671,480 $3,225,607 $3,793,590 $4,298,026 $4,812,815 $5,321,303 $5,828,682 $6,310,2142009-10 $710,883 $1,288,825 $1,847,176 $2,373,112 $2,923,909 $3,474,424 $4,067,026 $4,638,738 $5,214,813 $5,780,112 $6,284,720 $6,746,2702010-11 $727,672 $1,412,903 $2,059,621 $2,716,538 $3,317,960 $3,956,778 $4,613,299 $5,199,928 $5,799,848 $6,406,390 $7,001,529 $7,508,2262011-12 $752,923 $1,338,933 $1,960,243 $2,582,116 $3,200,751 $3,812,816 $4,429,223 $5,067,208 $5,653,454 $6,277,724 $6,913,665 $7,460,9002012-13 $748,220 $1,269,188 $1,969,315 $2,549,290 $3,147,377 $3,702,024 $4,333,785 $4,873,803 $5,432,457 $6,009,426 $6,632,898 $7,159,2252013-14 $655,677 $1,255,751 $1,857,321 $2,513,933 $3,098,321 $3,667,252 $4,284,127 $4,825,088 $5,403,592 $5,403,592 $5,403,592 $5,403,5922014-15 $723,347 $1,279,019 $1,884,591 $2,515,675 $3,098,163 $3,647,295 $4,278,253 $4,848,686 $5,468,411 $6,141,541 $6,669,363 $7,318,1182015-16 $663,592 $1,271,396 $1,867,878 $2,505,366 $3,076,700 $3,755,496 $4,399,690 $5,024,304 $5,738,353 $6,336,065 $6,923,392 $7,679,0802016-17 $682,256 $1,286,600 $1,901,826 $2,530,050 $3,132,051 $3,849,535 $4,469,436 $5,100,560 $718,929 $6,928,827 $6,953,364 $7,548,501

PERCENTAGE OF BUDGET SPENT

2007-08 9.80% 17.87% 26.32% 34.21% 41.80% 50.84% 59.25% 67.39% 75.16% 83.41% 90.88% 98.38%2008-09 9.07% 17.15% 25.34% 33.66% 41.31% 49.88% 58.66% 66.46% 74.42% 82.28% 90.13% 97.57%2009-10 10.60% 19.21% 27.54% 35.38% 43.59% 51.80% 60.63% 69.16% 74.85% 82.96% 90.20% 96.83%2010-11 9.53% 18.50% 26.97% 35.57% 43.45% 51.81% 60.41% 65.56% 73.12% 80.77% 88.27% 94.66%2011-12 9.55% 16.99% 24.87% 32.76% 40.61% 48.37% 56.19% 64.28% 71.72% 79.64% 87.71% 94.65%2012-13 10.36% 17.57% 27.26% 35.29% 43.57% 51.25% 58.62% 67.47% 73.48% 81.28% 89.71% 96.83%2013-14 9.07% 17.37% 25.69% 34.77% 42.86% 50.73% 59.26% 66.74% 74.74% 82.78% 90.18% 98.26%2014-15 9.42% 16.66% 24.54% 32.76% 40.35% 47.50% 55.72% 63.14% 71.22% 79.98% 86.86% 95.30%2015-16 8.63% 16.53% 24.29% 32.58% 40.01% 48.84% 57.21% 65.33% 74.62% 82.39% 90.03% 99.86%2016-17 8.75% 16.50% 24.39% 32.44% 40.16% 49.37% 57.31% 65.41% 73.34% 80.77% 89.17% 96.80%Average 9.48% 17.44% 25.72% 33.94% 41.77% 50.04% 58.33% 66.09% 73.67% 81.63% 89.31% 96.91%

CURRENT YEAR EXPENDITURES

2017-18 $758,865 $646,462 $640,535Cumulative $758,865 $1,405,327 $2,045,862 $0 $0 $0 $0 $0 $0 $0 $0 $0Percent 9.43% 17.46% 25.42% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

*Based on Revised Budget

PERCENTAGE COMPARISONS

September October November December January February March April May June July AugustEqual Monthly 8.33% 16.67% 25.00% 33.33% 41.67% 50.00% 58.33% 66.67% 75.00% 83.33% 91.67% 100.00%Typical Year 9.48% 17.44% 25.72% 33.94% 41.77% 50.04% 58.33% 66.09% 73.67% 81.63% 89.31% 96.91%Current Year 9.43% 17.46% 25.42% 0.00%

44

11/17/17

RAYMOND SCHOOL DISTRICT #116

VOUCHER AND PAYROLL TOTALS FOR APPROVAL

The following vouchers as audited and certified by the auditing officer, asrequired by RCW 42.23.080, and those expense reimbursement claimscertified, as required by RCW 42.24.090, are approved for payment. Inaddition, payroll warrants in the amount of $543,245.85 are also approved.

Secretary Board MemberBoard Member Board Member

Board Member Board Member

GENERAL FUND

Payroll Warrant #55409 through #55420 (Net Pay Non ACH) 11,801.07$

Payroll Warrant #55421 through #55456 (Vendors/Direct Deposit) 531,444.78$ Warrant #55353 through 55408 94,295.13$

JR/SR HIGH SCHOOL ASB FUND

Warrant #2867 through #2884 $23,510.45

ELEMENTARY ASB FUND

Warrant N/A N/A

CAPITAL PROJECTS FUND

Warrant N/A N/A

TRANSPORTATION FUND

Warrant N/A N/A

45

3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 2:23 PM 11/14/17

05.17.10.00.00-010020 Check Summary PAGE: 1

The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board.

As of November 21, 2017, the board, by a __________________________ vote, approves payments, totaling $531,444.78. The payments are further identified in this document.

Total by Payment Type for Cash Account, AP (241) WARRANTS OUTSTANDIN: Warrant Numbers 55421 through 55456, totaling $531,444.78

Secretary ________________________ Board Member ________________________

Board Member ________________________ Board Member ________________________

Board Member ________________________ Board Member ________________________

Check Nbr Vendor Name Check Date Check Amount

55421 AF HEALTH SERVICES ADMIN. 11/30/2017 745.83

55422 AMERICAN FAMILY LIFE ASSURANCE 11/30/2017 1,232.41

55423 AMERICAN RED CROSS 11/30/2017 10.00

55424 AMERICAN FIDELITY ASSURANCE CO 11/30/2017 1,246.55

55425 AMERICAN FIDELITY - FLEX 11/30/2017 1,166.63

55426 AMERICAN FIDELITY - ANNUITY 11/30/2017 675.00

55427 BANK OF THE PACIFIC 11/30/2017 253,133.28

55428 COMMUNITY 1ST CREDIT UNION 11/30/2017 220.00

55429 DEPARTMENT OF RETIREMENT 11/30/2017 1,305.00

55430 ESD 113 WORK.COMP. 11/30/2017 6,496.72

55431 ESD 113 UNEMPLOYMT 11/30/2017 482.51

55432 KITSAP CREDIT UNION 11/30/2017 750.00

55433 LEGAL SHIELD 11/30/2017 466.40

55434 NEW YORK LIFE INS & ANNUNITY 11/30/2017 100.00

55435 PREMIERE CREDIT OF NORTH AMERI 11/30/2017 445.77

55436 PUBLIC SCHOOL EMPLOYEES 11/30/2017 1,680.32

55437 RAYMOND PSE TREASURER 11/30/2017 46.00



46

Check Nbr Vendor Name Check Date Check Amount

55438 RAYMOND SCHOOL DIST NO 116 11/30/2017 313.17

55439 REVOLVING FUND 11/30/2017 8.13

55440 SECURITY STATE BANK 11/30/2017 91,957.54

55441 SSB - DRS 11/30/2017 76,660.28

55442 TEXAS LIFE INSURANCE CO 11/30/2017 27.30

55443 UNITED HEALTH CARE 11/30/2017 68,941.26

55444 UNITED WAY 11/30/2017 10.00

55445 UNUM LIFE INSURANCE COMPANY OF 11/30/2017 401.17

55446 US DEPARTMENT OF EDUCATION 11/30/2017 279.89

55447 WASHINGTON SCHOOL EMPLOYEES 11/30/2017 2,255.05

55448 WASHINGTON STATE TREASURER 11/30/2017 5,734.28

55449 WEA APA - DUES 11/30/2017 3,123.00

55450 WEA SELECT PLANS-WDS 11/30/2017 9,661.50

55451 WEA SELECT PLANS-VSP/PREMERA 11/30/2017 1,619.75

55452 WEA/APA TRUST FUND - TERM LIFE 11/30/2017 20.50

55453 WEA/APA TRUST FUND-VOL LIFE 11/30/2017 19.15

55454 WILLAPA HARBOR HELPING HANDS 11/30/2017 10.00

55455 WSSRA 11/30/2017 28.00

55456 YAKIMA ADJUSTMENT SERVICES, IN 11/30/2017 172.39

36 Computer Check(s) For a Total of 531,444.78



0 Manual Checks For a Total of 0.00

0 Wire Transfer Checks For a Total of 0.00

0 ACH Checks For a Total of 0.00

36 Computer Checks For a Total of 531,444.78

Total For 36 Manual, Wire Tran, ACH & Computer Checks 531,444.78

Less 0 Voided Checks For a Total of 0.00

Net Amount 531,444.78

F U N D S U M M A R Y

47

F U N D S U M M A R Y

Fund Description Balance Sheet Revenue Expense Total 10 General Fund 531,444.78 0.00 0.00 531,444.78

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 8:48 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of November 21, 2017, the board, by a __________________________ vote, approves payments, totaling $94,164.23. The payments are further identified in this document. Total by Payment Type for Cash Account, AP (241) WARRANTS OUTSTANDIN: Warrant Numbers 55353 through 55407, totaling $94,164.23 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 55353 ABERDEEN OFFICE EQUIPMENT COMP 11/22/2017 1,540.43 55354 ANTILLA, BRENDA K 11/22/2017 280.95 55355 APP 11/22/2017 1,118.71 55356 BANK OF THE PACIFIC VISA 11/22/2017 643.77 55357 BANK OF THE PACIFIC VISA#2 11/22/2017 2,871.78 55358 BANK OF THE PACIFIC VISA #3 11/22/2017 2,564.77 55359 BORDEN'S AUTO PARTS INC 11/22/2017 199.08 55360 CENTURY LINK 11/22/2017 896.77 55361 CITY OF RAYMOND 11/22/2017 2,664.62 55362 CMRS-POC 11/22/2017 500.00 55363 COLUMBIA VIRTUAL ACADEMY 11/22/2017 17,151.71 55364 COSCO 11/22/2017 37.00 55365 D S HARDWOOD CORPORATION 11/22/2017 4,082.82 55366 DAIRY FRESH FARMS 11/22/2017 2,085.07 55367 DENNIS COMPANY 11/22/2017 134.83 55368 DIDAX 11/22/2017 50.40 55369 DUNSMOOR, KRISTI ARLENE 11/22/2017 70.62

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 8:48 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 55370 EDNETICS 11/22/2017 400.00 55371 ESD #113 11/22/2017 5,012.70 55372 FOLLETT SCHOOL SOLUTIONS, INC. 11/22/2017 629.33 55373 FOOD SERVICES OF AMERICA 11/22/2017 6,025.63 55374 GENE CILENTO 11/22/2017 900.00 55375 HARTFORD INSURANCE CO 11/22/2017 2,246.00 55376 HOMETOWN FAMILY HEALTH 11/22/2017 75.00 55377 JASON R KOSKI 11/22/2017 192.00 55378 JODEAN JORDAN 11/22/2017 64.84 55379 KCDA 11/22/2017 1,256.77 55380 LANGUAGE LINE SERVICE 11/22/2017 9.48 55381 LECO-LEWIS COUNTY CHEMICAL 11/22/2017 217.73 55382 LLC CENTURYLINK COMM. 11/22/2017 213.03 55383 MACKIN LIBRARY MEDIA 11/22/2017 286.83 55384 MASCO PETROLEUM INC 11/22/2017 2,979.95 55385 MCGRAW-HILL SCHOOL ED. LLC 11/22/2017 477.51 55386 MUSIC 6000 INC 11/22/2017 326.40 55387 OETC 11/22/2017 631.54 55388 OSPI CHILD NUTRITION SERVICES 11/22/2017 3,196.00 55389 PACIFIC COUNTY PRESS INC 11/22/2017 18.30 55390 PACIFIC CTY DEPT OF COMMUNITY 11/22/2017 250.00 55391 PACIFIC SPORTS SPA, LLC 11/22/2017 50.00 55392 PIONEER GROCERY 11/22/2017 144.31 55393 PUD #2 11/22/2017 4,689.21 55394 PUGET SOUND JOINT PURCHASING C 11/22/2017 200.00

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 8:48 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 55395 RAYMOND SCHOOL DIST-IMPREST 11/22/2017 43.00 55396 RAYMOND ASB FUND 11/22/2017 16,000.00 55397 RIGGS-JOHNSON, CHRISTINA 11/22/2017 158.90 55398 ROYAL HEIGHTS TRANSFER STATION 11/22/2017 806.97 55399 SHEET MUSIC PLUS 11/22/2017 122.64 55400 STEPHENS, CHRISTOPHER SEAN 11/22/2017 69.55 55401 STEPHEN A HOLLAND 11/22/2017 240.75 55402 STEVE'S FRONT END AND BRAKE 11/22/2017 2,659.74 55403 SUNSET AIR INC 11/22/2017 982.80 55404 THE HELLO FOUNDATION 11/22/2017 4,408.00 55405 WSCA 11/22/2017 120.00 55406 WSIPC 11/22/2017 892.28 55407 XEROX CORPORATION 11/22/2017 273.71 55 Computer Check(s) For a Total of 94,164.23

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 8:48 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 4 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 55 Computer Checks For a Total of 94,164.23 Total For 55 Manual, Wire Tran, ACH & Computer Checks 94,164.23 Less 0 Voided Checks For a Total of 0.00 Net Amount 94,164.23 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund -130.90 0.00 94,295.13 94,164.23

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 1:12 PM 11/08/17 05.17.10.00.00-010020 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of November 21, 2017, the board, by a __________________________ vote, approves payments, totaling $23,266.45. The payments are further identified in this document. Total by Payment Type for Cash Account, ASB AP(241) WRT OUTSTANDING: Warrant Numbers 2867 through 2883, totaling $23,266.45 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 2867 BANK OF THE PACIFIC VISA #4 11/22/2017 2,798.19 2868 BSN SPORTS 11/22/2017 1,142.02 2869 DENNIS COMPANY 11/22/2017 8.10 2870 FLOWERS BY LYNNE 11/22/2017 163.29 2871 GRAYS HARBOR VOLLEBALL OFFICIA 11/22/2017 2,040.96 2872 HARBOR PACIFIC BOTTLING COMPAN 11/22/2017 223.44 2873 INTREPID SPORTSWEAR 11/22/2017 2,134.00 2874 KCDA 11/22/2017 189.79 2875 KROSSOVER 11/22/2017 719.10 2876 LEWIS CO VOLLEYBALL OFFICIALS 11/22/2017 2,617.43 2877 LOWER COLUMBIA VB OFFICIALS 11/22/2017 410.00 2878 MAJESTIC THEATRE 11/22/2017 3,629.50 2879 PIONEER GROCERY 11/22/2017 37.33 2880 RAYMOND ASB IMPREST FUND 11/22/2017 2,113.45 2881 RIDDELL 11/22/2017 2,823.03 2882 SOUTHWEST WASHINGTON OFFICIALS 11/22/2017 1,811.20 2883 TC SPAN AMERICA 11/22/2017 405.62

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 1:12 PM 11/08/17 05.17.10.00.00-010020 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 17 Computer Check(s) For a Total of 23,266.45

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 1:12 PM 11/08/17 05.17.10.00.00-010020 Check Summary PAGE: 3 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 17 Computer Checks For a Total of 23,266.45 Total For 17 Manual, Wire Tran, ACH & Computer Checks 23,266.45 Less 0 Voided Checks For a Total of 0.00 Net Amount 23,266.45 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 40 Associated Stude -244.00 0.00 23,510.45 23,266.45

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 9:31 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of November 21, 2017, the board, by a __________________________ vote, approves payments, totaling $244.00. The payments are further identified in this document. Total by Payment Type for Cash Account, ASB AP(241) WRT OUTSTANDING: Warrant Numbers 2884 through 2884, totaling $244.00 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 2884 DEPT REV - SECURITY STATE BANK 11/22/2017 244.00 1 Computer Check(s) For a Total of 244.00

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 9:31 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 2 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 1 Computer Checks For a Total of 244.00 Total For 1 Manual, Wire Tran, ACH & Computer Checks 244.00 Less 0 Voided Checks For a Total of 0.00 Net Amount 244.00 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 40 Associated Stude 244.00 0.00 0.00 244.00

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 10:11 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of November 21, 2017, the board, by a __________________________ vote, approves payments, totaling $130.90. The payments are further identified in this document. Total by Payment Type for Cash Account, AP (241) WARRANTS OUTSTANDIN: Warrant Numbers 55408 through 55408, totaling $130.90 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 55408 DEPT REV - SECURITY STATE BANK 11/22/2017 130.90 1 Computer Check(s) For a Total of 130.90

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3apckp07.p RAYMOND SCHOOL DISTRICT NO 116 10:11 AM 11/09/17 05.17.10.00.00-010020 Check Summary PAGE: 2 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 1 Computer Checks For a Total of 130.90 Total For 1 Manual, Wire Tran, ACH & Computer Checks 130.90 Less 0 Voided Checks For a Total of 0.00 Net Amount 130.90 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 130.90 0.00 0.00 130.90

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6020-SYSTEM OF FUNDS AND ACCOUNTS Funds The district will maintain a system of funds with the county treasurer in accordance with state law and the accounting manual approved by the State Superintendent of Public Instruction. The funds are: General Fund The General Fund (GF) is financed primarily from local taxes, state support funds, federal grants, and local receipts. These revenues are used specifically for financing the ordinary and legally authorized operations of the district for all grades. The GF includes money which has been segregated for the purpose of carrying on specific activities including, but not limited to, the basic and special education programs. The GF is managed in accordance with special regulations, restrictions and limitations and constitutes an independent fiscal and accounting entity. Capital Projects Fund The Capital Projects Fund (CPF) contains:

• proceeds from the sale of voted bonds (unlimited tax general obligation bonds) and non-voted bonds (limited general obligation bonds);

• State of Washington financing assistance (state matching money); • transfers from the district’s basic education allotment; • the proceeds of special levies earmarked for building purposes; • earnings from capital projects fund investments • growth management impact fees; • state environmental protection act mitigation payments; • rental or lease proceeds; and • proceeds from the sale of property.

Permissible expenditures from the proceeds derived from the sale of voted bonds, including the investment earnings thereon, is governed expressly by state law and, may include the acquisition of land or existing buildings, improvements to buildings and/or grounds, design and construction and/or remodeling of buildings, or initial equipment; provided that, the bond election resolution and ballot proposition approved by the voters authorizing the bonds includes these items. The Washington Constitution prohibits the use of voted bond proceeds to replace equipment. Proceeds from other sources are also governed by state law and may be used for major renovation and replacement including but not limited to roofing, heating and ventilating systems, floor covering and electrical systems; renovation of play fields and other district real property; energy audits, capital improvements and major items of equipment, furniture and implementing technology systems, facilities and projects, including acquiring hardware, licensing software and on-line applications that are an integral part of the district’s technology systems. Any money from the sale of voted bonds and investment earnings thereon remaining after the authorized capital improvements have been completed may be used to: (a) acquire, construct, install, equip and make other capital improvements to the district’s facilities; or (b) retire and/or defease a portion of voted bonds, all as the school board may determine by resolution after holding a public hearing pursuant to RCW 28A.530.020. Investment earnings derived from other sources in the CPF should be retained in the CPF and used for statutorily authorized purposes. The district may transfer investment earnings in the CPF, which have not been derived from voted bond proceeds, to a different fund; provided that, such investment earnings may

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only be expended for instructional supplies, equipment or capital outlay purposes. The superintendent should consult the board and appropriate district staff prior to altering the use of voted bond proceeds and transferring investment earnings out of the CPF. Debt Service Fund The Debt Service Fund (DSF) is for the payment of principal of and interest on outstanding voted and non-voted bonds. Disbursements are made by the county treasurer by means of treasurer’s checks. Provision will be made annually for the making of a levy sufficient to meet the annual payments of principal and semiannual payments of interest. The district may transfer surplus investment earnings from the DSF to any other school district fund; provided that, such investment earnings are spent only for instructional supplies, equipment or capital outlay purposes. The district may transfer such investment earnings to other school district funds unless the resolution authorizing the voted bonds requires investment earnings to remain in the DSF to secure payment of voted bonds, thereby reducing future tax collections and the corresponding tax levy rate. The superintendent should consult with the board and appropriate staff prior to transferring interest earnings out of the DSF. Non-voted bonds are required to be repaid from the school district’s DSF, rather than the fund that actually received the non-voted bond proceeds. As a result, to pay principal of and interest on the non-voted bond, an operating transfer must be used from the CPF (or other fund) to the DSF. The school district should create a separate account within the DSF to repay the non-voted bond. The district should internally segregate the money pledged to repay the non-voted bond from any excess property taxes deposited in the DSF for the repayment of voted bonds. Prior to the issuance of a non-voted bond the superintendent or a designee will review the repayment process with the board and the county treasurer. The proceeds from the sale of real property may be placed in the DSF or CPF, except for the amount required to be expended for the costs associated with the sale of such property. Associated Student Body Program Fund The board is responsible for the protection and control of student body financial resources just as it is for other public funds placed in its custody. The financial resources of the Associated Student Body Program Fund (ASB Fund) are for the benefit of students. Student involvement in the decision-making processes related to the use of this money is an integral part of the associated student body, except that the board may delegate the authority to a staff member to act as the associated student body for any school which contains no grade higher than grade six. Money in the ASB Fund is public money and may not be used to support or oppose any political candidate or ballot measure. Money raised by students through recognized student body organizations will be deposited in and disbursed from the fund which is maintained by the county treasurer. The ASB Fund is subject to management and accounting procedures which are similar to those required for all other district moneys. ASB constitutions will provide for participation by ASB representatives in the decisions to budget for and disburse ASB Fund money. Private non-associated student body fund moneys raised for scholarships, student exchanges and charitable purposes will be held in trust by the district. Transportation Vehicle Fund The transportation vehicle fund (TVF) includes:

• the proceeds from the sale of transportation vehicles; • lease, rental, or occasional use of surplus buses; • depreciation reimbursement for district-owned buses; • proceeds of TVF levies;

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• optional transfers from the GF; • and investment funds coming from the TVF.

The TVF may be used to purchase and/or rebuild buses on a contract or cash basis. Money may be transferred from the TVF to the DSF exclusively for the payment of principal of and interest on non-voted debt incurred by the TVF. Such a transfer does not constitute a transfer of money from the TVF within the meaning of RCW 28A.160.130. Skill Center Minor Repair and Maintenance Capital Account A host district of a cooperative skill center must maintain a separate minor repair and maintenance capital account for facilities constructed or renovated with state funding. Participating districts must make annual deposits into the account to pay for future minor repair and maintenance costs of those facilities. The host district has authority to collect those deposits by charging participating districts an annual per-pupil facility fee. Bank Accounts The district will maintain a system of bank accounts as follows:

• A district depository and/or transmittal bank account; • An associated student body imprest bank account for each school having an associated student

body organization approved by the board; and • Petty cash accounts in such numbers as are necessary to meet the petty cash needs of the schools

and divisions of the district. The board may authorize the establishment of such accounts. Each petty cash account will be approved by the board. A custodian will be appointed for these accounts who will be independent of invoice processing, check signing, general accounting and cash receipts functions. If this separation of functions is not feasible, another employee who is independent of those functions will be responsible for reviewing the management of each account.

Cross References: 6030 - Financial Reports

3510 - Associated Student Bodies

Legal References: Wash. Const., Article VII, 2 Voted bond proceeds and capital levy proceeds — Uses

RCW 28A.320.320 Investment of funds of district—Service fee

RCW 28A.320.330 School funds enumerated — Deposits — Uses

RCW 28A.325.010 Fees for optional noncredit extracurricular events — Disposition

RCW 28A.325.020 Associated student bodies — Powers and responsibilities affecting

RCW 28A.325.030 Associated student body program fund — Fund raising activities — Nonassociated student body program fund moneys

RCW 28A.335.060 Surplus school property — Rental, lease, or use of — Disposition of moneys received from

RCW 28A.505.140 Rules for budgetary procedures —Review by

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superintendent — Notice of irregularity — Budget revisions

RCW 28A.530.010 Directors may borrow money, issue bonds

RCW 28A.530.020 Bond issuance — Election — Resolution to specify purposes

RCW 28A.530.080 Additional authority to contract indebtedness--Notice

RCW 42.17A.555 Use of public office or agency facilities in campaigns — Prohibition — Exceptions

RCW 43.09.200 Local government accounting — Uniform system of accounting

RCW 43.09.210 Local government accounting — Separate accounts for each fund or activity — Exemption for agency surplus personal property

RCW 84.52.053 Levies by school districts authorized — When — Procedure

RCW 84.52.056 Excess levies for capital purposes authorized

WAC 392-123 Finance — School District Budgeting

WAC 392-138 Finance — Associated Student Body Moneys

State Auditor Bulletin #301, III(E), Petty Cash, (PT 3, Ch 3, Pg 8) SSB 5644 Cooperative Skill Centers—Facility Maintenance—Accounting

Management Resources: 2017 – July Issue Adoption Date: 11/21/17 Raymond School District #116

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6100-REVENUES FROM LOCAL, STATE AND FEDERAL SOURCES Revenues from Discretionary Local Taxes As necessary, the district will consider the necessity of requesting voter approval of an excess property tax to be collected in the year following voter approval. Such a levy, if any, will be in that amount permitted by law, which the board determines necessary to provide educational services beyond those provided by state appropriations. The board will solicit advice from staff and community members prior to establishing the amount and purposes of the special levy request. The special levy being collected will be presented by program and expenditure in the district's annual descriptive guide for community members as required by law. In addition, districts must report their planned usage of levy proceeds to OSPI prior to the levy going to ballot as required by ESB 5023, Sec. 2 (14), amended by HB 2242, and in accordance with OSPI guidance through OSPI’s “ESSB 5023 Frequently Asked Questions”. Revenues from State Resources The responsibility for financing public education in Washington falls primarily upon the state. To provide educational services beyond the levels possible under the basic education allocation, the district must depend upon state and federal special purpose funding programs and grants or excess property tax levies approved by district voters. The state provides special purpose appropriations for programs of transportation, for children with disabilities and for such other programs as it deems appropriate to assist schools. When the superintendent identifies an optional state grant where in the superintendent's reasonable professional judgment the benefits and advantages from accepting the grant outweigh the costs - the board will receive a report and will formally authorize participation. Revenues from the Federal Government The objective of the board is to provide the best educational services possible within resources available to the district. Federal grants and programs may provide helpful financial resources towards pursuing that objective. When it is optional for the district to participate in a federally funded program, the board will receive detailed analysis from the staff regarding both the advantages to be realized from the program and the additional costs in terms of staff time, impact on existing programs and new obligations that the program may require. Before authorizing participation in such a program, the board will first determine that the advantages outweigh the disadvantages and that the program will not detract from other programs already in operation. The board agrees to comply with all federal and state requirements that may be a condition to receipt of federal funds including, but not limited to:

1. Maintenance of fiscal records which show the receipt and disposition of federal funds;

2. Provision for eligible private school students to participate in programs and/or services designed for the educationally disadvantaged as well as other programs which are supported by ECIA funds;

3. Provision for testing to identify target students as well as to measure program results; and

4. Provision for staff and parent involvement, program planning, budget development and program evaluation.

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The district agrees to comply with Title 1 requirements pertaining to the implementation of internal controls for travel, contracted services, training, and capital outlay purchases and expenditures. The district further assures that a district-wide salary schedule is in effect and that the staff are assigned equitably among schools. Instructional material will also be distributed equitably among all schools. The board grants authority to directors and staff to participate in the development of any state and/or federal regulations deemed to be necessary for the implementation of federally-funded programs. Federal Impact Funds (Indian) Federal impact funds are provided to the district as a supplement to taxes and other revenue sources. State appropriated funds and local taxes contribute to the development and implementation of a basic education program for all students enrolled in the district. The district gives assurance that tribes and parents of Indian children will be afforded the opportunity to make recommendations regarding the needs of their children and will be involved in the planning and development of the basic education program including those educational programs and services to be provided with P.L. 81-874 funds. Indian students will have the equal opportunity to participate in the district's program with other students. Recognizing that the board is the ultimate authority in defining the educational program of the district, the superintendent will establish procedures to assure the involvement of the tribe and parents of Indian students in the development of the basic education program including the education services to be provided with P.L. 81-874 funds and the participation of Indian children in the program on an equal basis. The superintendent will provide opportunities for parents and members of the tribal council to suggest if any policy and/or procedure changes as well as program changes are necessary to better serve the needs of the Indian students.

Legal References: RCW 28A.150.230 District school directors’ responsibilities

RCW 28A.150.250 Annual basic education allocation — Full funding — Withholding of funds for noncompliance

RCW 28A.300.070 Receipt of federal funds for school purposes — Superintendent of public instruction to administer

RCW 84.52.0531 Levies by school districts — Maximum dollar amount for maintenance and operation support — Restrictions — Maximum levy percentage — Levy reduction funds — Rules.

Chapter 180-16 WAC State Support of Public Schools

Public Law 81-874 Impact Aid


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6220-BID REQUIREMENTS The board recognizes the importance of:

• maximizing the use of district resources; • the need for sound business practices in spending public money; • the requirement of complying with state and federal laws governing purchasing and public works; • the importance of standardized purchasing and public works regulations; and • the need for clear documentation.

I. Procurement and Public Works Using State Funds A. Furniture, Supplies, or Equipment Whenever the estimated cost of furniture, supplies, or equipment (except books) will cost:

• less than $40,000, no competitive bidding process is required to make the purchase; • between $40,000 and $75,000, the board will follow the informal competitive bidding process by

requiring quotes from at least three different sources to be obtained in writing or by telephone and recorded for the public to review;

• over $75,000, the board will follow the formal competitive bidding process by:

1. preparing clear and definite plans and specifications for such purchases;

2. providing notice of the call for formal bids by publication in at least one newspaper of general circulation in the district at least once each week for two consecutive weeks;

3. providing the clear and definite plans and specifications to those interested in submitting a bid;

4. require that bids be in writing;

5. open and read bids in public on the date and in the place named in the notice; and

6. file all bids for public inspection after opening. B. Exemptions The board may waive bid requirements for purchases:

• clearly and legitimately limited to a single source of supply; • involving special facilities or market conditions; • in the event of an emergency; • of insurance or bonds; and • involving public works in the event of an emergency.

"Emergency" means unforeseen circumstances beyond the district's control that present a real, immediate threat to the proper performance of essential functions or will likely result in material loss or damage to property, bodily injury or loss of life if immediate action is not taken.

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Whenever bid requirements are waived, a document explaining the factual basis for the exception and the contract will be recorded and open for public inspection. C. Rejection of Bids The board may by resolution reject any and all bids and make further calls for bids in the same manner as the original call. D. Interlocal Cooperation Act The board reserves the right to enter into interlocal cooperative agreements for purchases and public works with other governmental agencies pursuant to the Interlocal Cooperation Act, Chapter 39.34 RCW. E. Crimes Against Children The board shall include in any contract for services with an entity or individual other than an employee of the district a provision requiring the contractor to prohibit any employee of the contractor from working at a public school who has contact with children at a public school during the course of his or her employment and who has pled guilty to or been convicted of any felony crime specified under RCW 28A.400.322. The contract shall also contain a provision that any failure to comply with this section shall be grounds for the district immediately terminating the contract. F. Use of State Funds for Improvements or Repairs The board may make improvements or repairs to district property through a district department without following the competitive bidding process if the total cost of improvements or repairs does not exceed $75,000. If the board estimates that the total cost of a building, improvement, repair, or other public works project is $100,000 [1]or more, the board will follow the formal competitive bidding process outlined above unless the contract is let using the small works roster process authorized by RCW 39.04.155 or under any other procedure authorized for school districts. II. Procurement Using Federal Funds A. Goods When federal funds are used for procurement of goods (furniture, supplies, equipment, and textbooks):

• Purchases of $3,500 or less do not require quotes. However, the district must consider price to be reasonable, and, to the extent practical, distribute purchases equitably among suppliers.

• Purchases between $3,500 and $75,000 must be procured using price or rate quotations from three or more qualified sources.

• Purchases of $75,000 or more must be publicly solicited using sealed bids. B. Services When federal funds are used for procurement of services:

• Purchases of $3,500 or less do not require quotes. However, the district must consider price to be reasonable, and, to the extent practical, distribute purchases equitably among suppliers.

• Purchases between $3,500 and $150,000 must be procured using price or rate quotations from a reasonable number of qualified sources.

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• Purchases of $150,000 or more must be publicly solicited using sealed bids. C. Noncompetitive Proposals Procurement by noncompetitive proposals may only be used when one of the following four circumstances applies:

• The item is only available from a single source; • The public exigency or emergency for the requirement will not permit a delay resulting from

competitive solicitation; • The awarding agency (e.g., OSPI) authorizes a noncompetitive proposal in response to a written

request from the district; or • After solicitation of a number of sources, competition is determined inadequate.

The district must maintain documentation supporting the applicable circumstance for noncompetitive proposals. D. Suspension and Debarment Before entering into federally funded vendor contracts for goods and services that equal or exceed $25,000 and any subcontract award, the district will ensure the vendor is not suspended or debarred from participating in federal assistance programs. E. Conflict of Interest No employee, officer or agent may participate in the selection, award or administration of a contract supported by federal funds if he or she has a real or apparent conflict of interest. Such a conflict would arise when the employee, officer or agent, any member of his or her immediate family, his or her partner, or an organization which employs or is about to employ any of the parties indicated herein has a financial or other interest in or a tangible personal benefit from a firm considered for a contract. No employee, officer or agent of the district may solicit or accept gratuities, favors or anything of monetary value from contractors or parties to subcontracts. Violation of these standards may result in disciplinary action including, but not limited to, suspension, dismissal or removal. III. Procedures The superintendent or designee will establish bidding and contract awarding procedures consistent with state and federal law.

Legal References: RCW 28A.335.190 Advertising for bids — Competitive bid procedures — Purchases from inmate work programs — Telephone or written quotation solicitation, limitations — Emergencies

RCW 28A.400.330 Crimes against children — Contractor employees — Termination of contract

RCW 39.04.155 Small works roster contract procedures — Limited public works process — Definition

RCW 39.04.280 Competitive bidding requirements — Exemptions

RCW 39.26.160 Bid Awards—Considerations—Requirements and

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criteria to be set forth—Negotiations—Use of enterprise vendor registrations and bid notification system RCW 39.30.060 Bids on public works — Identification, substitution of contractors

Chapter 39.34 RCW Interlocal Cooperation Act 2 CFR Part 200—Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards 2 CFR 200.67 Mirco-purchase 2 CFR 200.88 Simplified Acquisition Threshold 2 CFR 200.318 – General Procurement Standards

2 CFR 200.320 Methods of Procurement to be Followed

2 CFR 3485 Nonprocurement Debarment and Suspension

Management Resources: 2017 – July Issue

2016 - March Issue

2015 - October Policy Issue

2015 - June Policy Issue

2013 - June Issue

2012 - April Issue

2011 - February Issue

Policy News, October 2005 Competitive Bid Process Changes

Policy News, June 2001 Legislation Further Simplifies Bid Compliance Adoption Date: 11/21/17 Raymond School District #116

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6580-CONTINUITY OF OPERATIONS PLAN The Board of Directors recognizes that in the event of a natural disaster, the District’s restoration of the safe learning environment across a wide range of hazards is critical for students, staff and the community at large. The Board further recognizes that a continuity of operations (COOP) plan will ensure that disruptions to operations are reduced or minimized, recovery is timely and that the safe learning environment is reconstituted at the earliest opportunity. To this end, the District will implement and maintain a COOP plan with the following objectives:

• Ensure the safety of students and staff; • Ensure the continuous performance of essential functions/operations following a natural disaster; • Protect essential facilities, equipment, records and other assets; • Reduce or mitigate disruptions to operations/education programs; • Reduce the loss of life; • Minimize damage and other losses; • Identify and designate principals, support staff and students to be relocated; • Facilitate decision making for plan execution and the subsequent conduct of operations; and • Achieve a timely and orderly recovery from the event and resumption of full educational services

to all students and staff. The COOP plan will address or include, but not be limited to:

• Guidance on infrastructure recovery developed by the Federal Emergency Management Agency (FEMA) and the Washington Emergency Management Agency (WEMA);

• An infrastructure recovery checklist that the District can use to restore its essential physical and organizational structures, services and facilities;

• A list of offices or divisions of state agencies that the District may contact for assistance with infrastructure recovery after a natural disaster;

• A list of state and federal emergency funding sources that the District may contact for assistance. The Superintendent is authorized to implement procedures to support this policy. Cross References: 3432 - Emergencies 4000 – Public Information Program 4040 – Public Access to District Records 6955 - Maintenance of Facilities Records Legal References: RCW 28A.320.125 Safe school plans – Requirements- Duties of school

districts, schools, and educational service districts – Reports –Drills-Rules.

RCW 38.52.010 Definitions Engrossed House Bill 1003, Chapter 37, Laws of 2016 [not codified]


Readiness and Emergency Management for Schools (REMS) School COOP Fact Sheet

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Adoption Date: 11/21/17 Raymond School District #116

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6700-NUTRITION, HEALTH, AND PHYSICAL FITNESS The board recognizes that a healthy school environment prepares students for college, careers, and successful futures. Students who eat well-balanced meals and engage in regular exercise are more likely to learn in the classroom. The board supports the District’s increased emphasis on nutrition, health and physical education, and physical activity at all grade levels to enhance the well-being of the District’s students. Therefore, it is the policy of the Board of Directors to provide students with access to nutritious food; emphasize health education and physical education; and provide students with opportunities for physical activity. Wellness Policy The District, through a wellness committee, will develop and implement a comprehensive wellness policy in compliance with state and federal requirements for districts participating in the National School Lunch Program, the School Breakfast Program and the United States Department of Agriculture (USDA) Smart Snacks in School nutrition standards. Nutrition and Food Services Program The Board of Directors supports the philosophy of the National School Lunch and School Breakfast Program and will provide wholesome and nutritious meals for children in the District’s schools. The Board authorizes the Superintendent to administer the food services program, provided that any decision to enter into a contract with a food service management company will require the approval of the Board. Expenditures for food supplies shall not exceed the estimated revenues. The Superintendent is responsible for:

• distributing meal applications and determining eligibility for school meals; • protecting the identity of students eligible for free and reduced-price meals; • ensuring meals meet USDA meal pattern requirements; • ensuring meal periods are in compliance with USDA regulations; • establishing a Food Safety Plan; • determining meal prices and submitting them to the board for approval annually; • using the full entitlement of USDA Foods; • maintaining a nonprofit school food service account; • ensuring all revenues are used solely for the school meal program; • establishing a meal charge policy; • accommodating children with special dietary needs; • ensuring compliance with USDA nondiscrimination policies; • following proper procurement procedures; and • ensuring compliance with the Smart Snacks in School standards.

Health and Physical Education Program The District’s K-12 health and physical education programs will be aligned with the Washington State Health and Physical Education K-12 Learning Standards and will include, but not be limited to, the development of knowledge and skills to be physically active, to eat nutritiously, to access reliable health information and services, to communicate effectively, and to set health-enhancing goals. The District will ensure that the following requirements are met:

• All students in grades one through eight receive an average of one hundred instructional minutes per week of physical education per year.

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• All high school students are required to complete a minimum of three semesters (1.5 credits) of physical education and one semester (.5 credit) of health education.

• The district will offer a one-credit course or its equivalent in physical education for each grade in the high school program (grades 9-12).

• All students have equal and equitable opportunities for health and physical education. • All students, from kindergarten through grade 12, will participate in a quality, standards-based

health and physical education program. • OSPI- developed assessments or other strategies will be used in health and physical education,

formerly known as classroom-based assessments (CBAs). Additionally, School districts must conduct an annual review of their PE programs. The review must consist of numerous provisions, including:

• the number of individual students completing a PE class during the school year; • the average number of minutes per week of PE received by students in grades 1 through 8,

expressed in appropriate reporting ranges; • the number of students granted waivers from PE requirements; • an indication of whether all PE classes are taught by instructors who possess a valid health and

fitness endorsement; • the PE class sizes, expressed in appropriate reporting ranges; • an indication of whether, as a matter of policy or procedure, the district routinely modifies and

adapts its PE curriculum for students with disabilities; and • an indication of whether the district routinely excludes students from PE classes for disciplinary

reasons.

As a best practice and subject to available funding, the District will strive to ensure:

• Students will be moderately to vigorously active for at least 50% of class time during most or all physical education class sessions.

• All schools will have certificated physical education teachers providing instruction. • All schools will have appropriate class sizes, facilities, equipment, and supplies needed to deliver

quality health and physical education consistent with state standards. • All physical education teachers will be encouraged to participate in professional development in

physical education at least once a year. Physical Activity Physical education class is not to be used or withheld as punishment for any reason. All schools, as a best practice and subject to available funding, will participate in a multi-component approach by which schools use all opportunities for students to by physically active, such as the Comprehensive School Physical Activity Program (CSPAP) recommended by the Centers for Disease Control and Prevention, and will provide the following:

• quality physical education; • physical activity during the school day (brain boosters/energizers); • physical activity before and after school; • recess (which will not be used or withheld as punishment for any reason); • family and community engagement; • staff wellness and health promotion; • active transportation; and • school district facilities.

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Cross References: 2150 - Co-Curricular Program

2151 - Interscholastic Activities

2161 - Special Education and Related Services for Eligible Students

2162 - Education of Students With Disabilities Under Section 504 of the Rehabilitation Act of 1973

2410 - High School Graduation Requirements

3210 - Nondiscrimination

3422 - Student Sports – Concussion, Head Injury and Sudden Cardiac Arrest

4260 - Use of School Facilities

Legal References: RCW 28A.210.365 Food choice, physical activity, childhood fitness — Minimum standards — District waiver or exemption policy.

RCW 28A.230.040 Physical Education – Grades 1-8

RCW 28A.230.050 Physical Education in High Schools

RCW 28A.230.095 Essential academic learning requirements and assessments — Verification reports.

RCW 28A.235.120 Meal Programs — Establishment and Operation — Personnel — Agreements

RCW 28A.235.130 Milk for children at school expense

RCW 28A.235.140 School breakfast programs

RCW 28A. 235.145 School breakfast and lunch programs –Use of state funds

RCW 28A. 235.150 School breakfast and lunch programs – Grants to increase participation – Increased state support

RCW 28A.235.160 Requirements to implement school breakfast, lunch and summer food service programs – Exemptions

RCW 28A.235.170 Washington grown fresh fruit and vegetable grant program

RCW 28A.623.020 Nonprofit program for elderly — Authorized — Restrictions

RCW 69.04 Intrastate Commerce in Food, Drugs and Cosmetics

RCW 69.06.010 Food and beverage service worker’s permit — Filing, duration — Minimum training requirements

RCW 69.06.020 Permit exclusive and valid throughout state — Fee

RCW 69.06.030 Diseased persons — May not work — Employer may not hire

RCW 69.06.050 Permit to be secured within fourteen days from time of employment.

RCW 69.06.070 Limited duty permit

WAC 180-51-068 State subject and credit requirements for high school

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graduation—Students entering the ninth grade on or after July 1, 2015.

WAC 392-157-125 Time for meals

WAC 392-410-135 Physical Education – Grade school and high school requirement.

WAC 392-410-136 Physical Education Requirement-Excuse

2 CFR Part 200 - Procurement

7 CFR, Parts 210 and 220

7 CFR, Part 245.5


2017 - April Issue

Comprehensive School Physical Activity Program

2015 - June Issue

Recommendations for Waivers in High School Physical Education/Fitness Education, OSPI (September 2013)

2014 - February Issue

Wellness Policy Best Practices, OSPI (January 2013)

Policy News, February 2005 Nutrition and Physical Fitness Policy

Policy News, December 2004 Nutrition and Physical Fitness Update

Alliance for a Healthier Generation Wellness Policies

OSPI Child Nutrition School Wellness Policy Best Practices for Policy Development, Implementation and Evaluation

Adoption Date: 11/21/17 Raymond School District #116

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6905-SITE ACQUISITION The district will attempt to acquire building sites substantially in advance of the actual need to construct facilities in order to minimize delay in projects and to realize financial savings to the district. The board will periodically review its inventory of land in light of growth trends in the district and local land use restrictions, and make such transactions as it determines will best meet the future needs of the district. Prior to any purchase of real estate, the district will obtain a market value appraisal by a professionally designated real estate appraiser or by a general real estate appraiser certified under Chapter 18.140 RCW. The board will select the appraiser. The appraisal should identify the relevant zoning and Growth Management Act specifications to determine whether the intended use of the property is legally permitted. The district may investigate whether real estate outside the Urban Growth Area can be utilized for the siting of schools and school facilities. In acquiring a new site, the board should first attempt to reach settlement with the owner through negotiations. Eminent domain proceedings may be commenced at the outset of the decision to purchase a particular site to avoid delay in the event of a negotiations breakdown. The district may resort to condemnation when it believes that negotiations will not lead to an amicable settlement. The district will comply with applicable relocation assistance requirements relating to the acquisition of sites. The board must approve any purchase of real estate.

Legal References: Chapter 8.16 RCW Eminent Domain by School Districts

Chapter 8.26 RCW Relocation Assistance—Real Property Acquisition Policy RCW 28A.335.090 Conveyance and acquisition of property — Management — Appraisal

RCW 28A.335.220 Eminent Domain Chapter 36.70A RCW Growth Management Act

ESHB 1017 and HB 2243 School Siting—Rural Areas—Growth Management Act Chapter 39.33 RCW Intergovernmental Disposition of Property


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Policy: 2410 Section: 2000 - Instruction

High School Graduation Requirements The board will establish graduation requirements, which at a minimum satisfy those established by the State Board of Education. The board will approve additional graduation requirements as recommended by the superintendent or designee. Graduation requirements in effect when a student first enrolls in high school will remain in effect until that student graduates. The board will award a regular high school diploma to every student enrolled in the district who meets the requirements established by the district. Only one diploma will be awarded with no distinctions being made between the various programs of instruction that may be pursued. I. REQUIREMENTS FOR GRADUATING Each student must meet the following requirements to graduate from high school: (1) complete the credit requirements specified in the procedure accompanying this policy; (2) pass the necessary state assessments or a state-approved alternative assessment; and (3) complete a high school and beyond plan.

II. IMPLEMENTATION The superintendent or designee will develop procedures for implementing this policy according to applicable state law.

Cross References: 2418 - Waiver of High School Graduation Credits 3520 - Student Fees, Fines, or Charges

3241 - Classroom Management, Discipline and Corrective Action

3110 - Qualification of Attendance and Placement

Legal References:

RCW 28A.230.090 High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies

RCW 28A.230.093 Social studies course credits – Civics coursework

RCW 28A.230.097 Career and technical high school course equivalencies

RCW 28A.230.120 High school diplomas — Issuance — Option to receive final transcripts — Notice

RCW 28A.230.122 International baccalaureate diplomas RCW 28A.600.300-400 Running Start Program

Deleted:,

Deleted:,

Deleted:which

Deleted:

Deleted:CREDIT REQUIREMENTS2012 ...[1]Deleted:

2012 ...[2]Deleted:NON-CREDIT REQUIREMENTS2012 ...[3]Deleted:NON-CREDIT REQUIREMENTS2012 ...[4]Deleted:Implementation

Deleted: which include:

Deleted:<#>Determination of the education plan process for identifying competencies;

Seal of Biliteracy ...[5]Deleted:Seal of Biliteracy ...[6]Deleted:3412 - Automated External Defibrillators

Deleted: - Definition

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RCW 28A.635.060 Defacing or injuring school property — Liability of pupil, parent or guardian — Withholding grades, diploma, or transcripts — Suspension and restitution — Voluntary work program as alternative — Rights protected

RCW 28A.655.061 — High school assessment system — Certificate of academic achievement — Exemptions — Options to retake high school assessment — Objective alternative assessment — Student learning plans WAC 180-51 High School Graduation Requirements

WAC 392-121-182 Alternative learning experience requirements

WAC 392-169 Special Service Programs – Running Start Program

WAC 392-348 Secondary Education WAC 392-410 Courses of Study and Equivalencies WAC 392-410-350 Seal of Biliteracy

WAC 392-415-070 Mandatory high school transcript contents – Items -- Timelines

Management Resources: 2017 – October Issue 2015 - October Issue

2014 - December Issue 2013 - September Issue 2012 - April Issue 2011 - October Issue 2010 - June Issue 2009 - April Issue 2009 - February Issue

Policy News, August 2007 Graduation Requirements Modified by Legislature

Policy News, October 2004 Graduation Requirements: High School and Beyond Plans

Policy News, February 2004 High School Graduation Requirements

Policy News, December 2000 2004 High School Graduation Requirements Adopted

Policy News, April 1999 Variations Complicate College Credit Equivalencies

Adoption Date: Classification: Essential Revised Dates: 12.00; 02.04; 10.04; 12.04; 08.07; 02.09; 04.09; 06.10; 10.11; 06.12; 09.13; 12.14; 04.15; 10.15; 10.17

Deleted:Policy

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© 2014-2017 Washington State School Directors' Association. All rights reserved.

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Page1:[1]Deleted Author CREDIT REQUIREMENTS

Class of: 2012 2013 2014 2015 2016 2017 2018 2019 and beyond

Entering 9th grade after July 1 of: 2008 2009 2010 2011 2012 2013 2014 2015

English 3 3 3 3 4 4 4 4 Mathematics 2 3 3 3 3 3 3 3 Science 2 2 2 2 2 2 2 3 Social Studies 2.5 2.5 2.5 2.5 3 3 3 3 Arts 1 1 1 1 1 1 1 2 Health and Fitness 2 2 2 2 2 2 2 2 Career and Tech Ed 1 Occupational Education 1 1 1 1 1 1 1 World Language 2 Electives 5.5 5.5 5.5 5.5 4 4 4 4 Total Required Credits: 19 20 20 20 20 20 20 24 Additional credit information for Classes of 2015-2017

Math (3 credits required) Math credits are required as follows: Algebra 1 or Integrated Math 1; Geometry or Integrated Math 2; Algebra 2 or Integrated Math 3, or a 3rd credit of math, other than Algebra 2 or Integrated Math 3, if the elective is based on a career-oriented program of study identified in the student’s High School and Beyond Plan and the student, parent/guardian and a school representative meet, discuss the plan and sign a from pursuant to WAC 180-51-067(2)(b). Social Studies (2.5 credits required for Class of 2015, 3 credits required for Classes of 2016-2017) For the Class of 2015, the following courses are required: 1 credit of U.S. History and Government, 1 credit of Contemporary World History, Geography and Problems, and .5 credits of Washington State History. For the Classes of 2016 and 2017, the following courses are required: 1 credit of U.S. History and Government, 1 credit of Contemporary World History, Geography and Problems, .5 credits of Civics (content may be embedded in another social studies course) and .5 Social Studies elective. The Washington State history and government requirement may be met in grades 7 through 12. If the course is taken in the 7th or 8th grade, it fulfills the requirement, but high school credit will only be awarded if the academic level of the course exceeds the requirements for 8th grade. Students who meet the requirement but do not earn credit must still take the required number of social studies credits in high school. Career and Technical Education equivalencies The district has determined the following Career and Technical Education (CTE) courses to be equivalent to a non-CTE course: insert courses. These courses may be used to meet two (2) graduation requirements.

Additional credit information for Class of 2018

Math (3 credits required) The following courses are required: Algebra 1 or Integrated Math 1; Geometry or Integrated Math 2; Algebra 2 or Integrated Math 3, or a third credit of math, if the elective is based on a career-oriented program of study identified in the student’s High School and Beyond Plan and the student,

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parent/guardian and a school representative meet, discuss the plan and sign a form pursuant to WAC 180-51-067. Science (2 credits required) At least one lab is required. Social Studies (3 credits required) The following are required: U.S. History and Government; Contemporary World History, Geography and Problems; .5 credits of Civics (content may be embedded in another social studies course); .5 credits of Social Studies elective. Arts (1 credit required) Performing or visual arts is required Health and Fitness (2 credits required) The following are required: .5 credits of Health (must include instruction in CPR and appropriate use of an automated external defibrillator (AED); 1.5 credits of Fitness. Students must earn credit for physical education unless excused pursuant to RCW 28A.230.050. Occupational Education (1 credit required) A CTE course or one that meets the definition of an exploratory course according to the CTE program standards

Additional credit information for Class of 2019 and beyond Credit requirements conform to Career & College-Ready Graduation requirements.

Math (3 credits required) The following courses are required: Algebra 1 or integrated Math 1, Geometry or Integrated Math 2 and a third credit of math chosen by the student based on the student’s interest and High School and Beyond Plan and approved by the parent or guardian. If the parent or guardian is unavailable or does not indicate a preference, the school counselor or principal will approve the course. Science (3 credits required) At least two (2) labs are required and a third credit of Science chosen by the student based on the student’s interest and High School and Beyond Plan and approved by the parent or guardian. If the parent or guardian is unavailable or does not indicate a preference, the school counselor or principal will approve the course. Social Studies (3 credits required) The following are required: U.S. History and Government; Contemporary World History, Geography and Problems; 0.5 credits of Civics (content may be embedded in another social studies course); 0.5 credits of Social Studies elective. Arts (2 credits required) Performing or visual arts is required. One (1) credit may be a Personalized Pathway Requirement, defined as related courses that lead to a specific post-high school career or educational outcome chosen by the student and based on the student’s interests and High School and Beyond Plan, which may include Career and Technical Education, and are intended to provide a focus for the student’s learning. World Language (2 credits required) Both credits may be a Personalized Pathway Requirement. If the student has chosen a four-year degree pathway in their High School and Beyond Plan, the student will be advised to earn 2 credits in world language. Career and Technical Education (1 credit required)

This credit may be an Occupational Education course that meets the definition of an exploratory course as described in the CTE program standards.

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ASSESSMENTS Class of: 2012 2013 2014 2015 2016 2017 2018 2019 Entering 9th grade after July 1 of:

2008 2009 2010 2011 2012 2013 2014 2015

Reading and Writing High School Proficiency Exam (HSPE)

Reading and Writing HSPE, or ELA SBAC, or 10th grade ELA Exit Exam

10th grade ELA Exit Exam, or ELA SBAC

ELA SBAC ELA SBAC

Math HSPE, or one Math EOC, or earn 2 credits of Math after 10th grade

One Math EOC Exam in Algebra I/Integrated math 1 or geometry/Integrated math 2

One Math EOC Exam or Algebra I/Integrated math 1 EOC Exam or Geometry/Integrated Math 2 EOC Exit Exam or Math SBAC

One Math EOC Exam in Algebra 1/Integrated Math 1 or Geometry/Integrated Math 2 or Math SBAC

Math SBAC

CLASS OF 2017 ONLY: Biology EOC Exam Biology EOC Exam Biology

EOC Exam Additional assessment information SBAC refers to the Common Core State Standard assessments developed by the multi-state consortium, the Smarter Balanced Assessment Consortium. ELA SBAC refers to the English Language Arts assessment that will be administered to students in the 11th grade. The 10th grade ELA Exit Exam refers to a Common Core State Standard assessment that will be developed by Washington using SBAC components. The Math EOC Exit Exam will be developed by the spring of 2015 and will be aligned with Common Core State Standards. Next Generation Science Standards (NGSS) implementation and assessment development are underway as of December, 2014 and may be required for graduation for students graduating after 2015.

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Page1:[4]Deleted Author NON-CREDIT REQUIREMENTS Class of: 2012 2013 2014 2015 2016 2017 2018 2019 Entering 9th grade after July 1 of: 2008 2009 2010 2011 2012 2013 2014 2015

Culminating Project As of the Class of 2015, the Culminating Project is no longer a state requirement

High School and Beyond Plan

Certificate of Academic Achievement or Individual Achievement awarded to student who pass the required assessments

Washington State history and government

High School and Beyond Plan Within the first year of high school enrollment, each student will develop a High School and Beyond Plan. The plan will be developed in collaboration with the student, parents/guardians and district staff and include, at a minimum: 1) a career goal; 2) an educational goal; 3) a four-year course plan for high school; and 4) identification of required assessments. Each student plan should be reviewed annually at the beginning of the school year to assess student progress, to adjust the plan if necessary and to advise the

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student on steps for successful completion of the plan. Whether the student has met requirements for the High School and Beyond Plan is determined by the district. A student receiving special education services who has developed a transition plan as part of their Individualized Education Plan (IEP) may be considered by the district to have developed a High School and Beyond Plan. Certificate of Academic Achievement A student will receive a certificate of academic achievement (CAA) if they earn the appropriate number of credits required by the district, complete the High School and Beyond plan, complete the Culminating Project (not required for the Class of 2015 and beyond) and meet the reading, writing and math standards on the high school statewide assessment or an appropriate state-approved alternative (“CAA option”). Certificate of Individual Achievement A student qualifying for special education services may earn a Certificate of Individual Achievement after passing assessments determined by the student’s Individualized Education Plan (IEP) team to be appropriate for the student based on their learner characteristics, post-secondary goals and previous testing history. International Baccalaureate Programme Diploma A student who fulfills the requirements for an International Baccalaureate Programme diploma is considered to have satisfied the minimum state requirements for graduation from high school, but the district may require the student to complete additional local graduation requirements. To receive an international baccalaureate diploma, a student must complete and pass all required diploma program courses as scored at the local level, pass all internal assessments as scored at the local level, successfully complete all required projects and products as scored at the local level and complete the final exams administered by the international baccalaureate organization in each of the required subjects. Awarding of High School Credit High school credit will be awarded for successful completion of a specified unit of study. In this district, successful completion of a specified unit of study means:

Earning a passing grade according to the district's grading policy and/or

Demonstrating proficiency/mastery of content standards as determined by the district; and/or

Successfully completing an established number of hours of planned instructional activities to be determined by the district.

The district will establish a process for determining proficiency/mastery for credit-bearing courses of study.

Page1:[5]Deleted Author Determination of the education plan process for identifying competencies;

Establishing the process for completion of the High School and Beyond Plan;

Recommending course and credit requirements which satisfy the State Board of Education

requirements and recognize the expectations of the citizens of the district;

Determining which courses satisfy particular subject area requirements and whether a particular course may satisfy more than one subject area requirement, including a process for determining the credits the district will recognize for courses taken through another program recognized by the state (e.g. another public school district or an approved private school) or those courses taken by students moving into the state from another state or country. Decisions regarding the recognition of credits earned before enrolling in the district will be based on the professional judgment of the high school principal or designee based on an evaluation of the student’s former program and demonstrated knowledge and skills in the discipline for which credit is sought. The decision of the principal may be appealed to the superintendent within fifteen school days;

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Making graduation requirements available in writing to students, parents and members of the public;

Providing for a waiver of graduation requirements for an individual student when permitted. All state graduation requirements must be satisfied unless a waiver is permitted by law;

Granting credit for learning experiences conducted away from school, including National Guard high school career training;

Granting credit for correspondence, vocational-technical institutes and/or college courses for college or university course work the district has agreed to accept for high school credit. State law requires that the district award one high school credit for every five quarter hour credit or three semester hour credit successfully earned through a college or university, except for community college high school completion programs where the district awards the diploma. Tenth and eleventh grade students and their parents will be notified annually of the Running Start Program;

Granting credit for work experience;

Granting credit based upon competence testing, in lieu of enrollment;

Granting credit for high school courses completed before a student attended high school, to the extent that the course work exceeded the requirements for seventh or eighth grade;

Counseling of students to know what is expected of them in order to graduate;

Preparing a list of all graduating students for the information of the board and release to the public;

Preparing suitable diplomas and final transcripts for graduating seniors;

Planning and executing graduation ceremonies; and

Developing student learning plans for students who are not successful on one or more components of the statewide assessment.

In the event minimum test requirements are adopted by the board, a student who possesses a disability will satisfy those competency requirements which are incorporated into the Individualized Education Plan (IEP). Satisfactory completion of the objectives incorporated into the IEP will serve as the basis for determining completion of a course.

Page1:[6]Deleted Author Seal of Biliteracy The district will award the Washington Seal of Biliteracy to students who have attained a high level of proficiency in speaking, reading and writing in one or more world languages in addition to English. Students who meet the criteria as established in WAC 392-410-350 will be awarded the seal on their high school diploma and transcript. The superintendent will implement procedures to determine eligibility. Awarding of a Diploma A student will be issued a diploma after completing the district's requirements for graduation. In lieu of the certificate of academic achievement, special education students may earn a certificate of individual achievement. A student will also be advised that he/she may receive a final transcript. Withholding of a Diploma A student's diploma or transcript may be withheld until the student pays for any school property that has been lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the diploma or transcript will be released. When the damages or fines do not exceed $100, the student or his/her parents will have the right to an appeal using the same process as used for short-term suspension as defined in Policy 3241, Classroom Management, Discipline and Corrective Action When damages are in excess of $100, the appeal process for long term suspension as defined in Policy 3241, Classroom Management, Discipline and Corrective Action, will apply. The district may, in its discretion, choose to offer in-school suspension in these circumstances.

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In the event that other forms of corrective actions are imposed for violations of school rules, the student may be denied participation in graduation ceremonies. Such exclusion will be regarded as a school suspension. In such instances, the diploma will be granted.

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Documents

RAYMOND SCHOOL DISTRICT #116 BOARD OF DIRECTORS …Page 1 of 8 7 WSSDA Boards of Distinction Application GENERAL INFORMATION 1. Applications are due by September 21, 2017. Submit the