agenda for board of directors - auburn.wednet.edu · he’s also a movies and music buff, ... frank...

AGENDA FOR BOARD OF DIRECTORS AUBURN SCHOOL DISTRICT NO. 408

Monday, March 27, 2006

I. TIME AND PLACE

1. 7 p.m. at the James P. Fugate Administration Building

II. ROLL CALL

1. Roll call of board members

III. PLEDGE OF ALLEGIANCE

IV. AUDIENCE PARTICIPATION

1. Written communications

2. Scheduled communications

3. Unscheduled communications

4. Community groups and organizations

V. STUDENT/STAFF RECOGNITION

1. Recognition of student

2. Recognition of staff

VI. STUDENT PARTICIPATION

1. Auburn Mountainview High School PTA/parent senate report

2. Activity/athletic report

3. Requests for travel

VII. SCHOOL PROGRAMS

1. OSPI school improvement grant

2. Attendance area recommendations

VIII. PERSONNEL

1. Certificated and classified personnel report

2. Requests for travel

IX. FINANCE

1. Vouchers

2. Financial statements

X. DIRECTORS

1. Approval of minutes

2. Initiative 728 funds

3. First reading of policies

4. Legislative report

5. Discussion

STUDENT AND STAFF RECOGNITION 1. Recognition of Student

The Auburn School Board of Directors will recognize Erik Vatne, a Mt. Baker Middle School eighth grader, for being an outstanding student. Erik sets the bar at school, daily contributing to classroom discussion, achieving high marks, and participating in band and jazz band, as well as theater and choir. The term “well-rounded” pops into the mind of Mt. Baker principal Louanne Decker. His language arts teacher, Ms. Stonack, says, “We see the hope for our future in Erik. He contributes positive energy to every classroom he enters.” Erik is an Honors student and enjoys reading. His goal is to read the top 100 novels of all time. He’s also a movies and music buff, outsmarting his teacher, Ms. Stonack, one afternoon in computer lab. Ms. Stonack asked Erik if he had ever seen the movie Easy Rider. He replied, “Of course,” and further pointed out that Jack Nicholson was nominated for best supporting actor. Ms. Stonack disagreed with Erik. An Internet search ensued and the class learned Erik was right, finding it amusing that Ms. Stonack would actually disagree with Erik about any movie or music trivia.

Erik Vatne is a young man who will go far. His future is bright and promising and his parents are 100% supportive of his individuality and interests. “He will make his mark on the world, whatever he decides to do,” remarks Ms. Stonack.

2. Recognition of Staff

The Auburn School Board of Directors will recognize Frank Nelson, supervisor of operations and facilities maintenance, for his outstanding service to Auburn School District. Serving in his position since 1981, Frank supervises district custodians, paint shop staff, carpenters, and laundry staff. As supervisor, he is on-call 24 hours a day and monitors all district buildings and schools. Frank enjoys his job. “There is something different happening all the time and I work with such a diverse group of people. Everybody has a specialty which makes it easy to draw on their strengths. There is great staff in all the departments. As supervisor, I get the compliments but they are the direct results of the staff’s work ethic,” says Mr. Nelson. “I just give them support, like finding solutions to problems.”

In his spare time, Frank tends to his small farm and beloved animals. He also restores old cars and enjoys hunting and fishing. His favorite pastime, though, is spending time with his five granddaughters, ages one to 16, and his two daughters.

For 20 years, Frank has been very active in the local Optimist Club serving as an original charter member as well as lifetime member. He also donates his time in other local volunteer activities and services.

March 27, 2006 Page 2

“I like to help others. That’s the way it was in my hometown of Apache, Oklahoma. Everyone helped others.” Mr. Nelson graduated from Apache High School and attended Cameron Junior College in Oklahoma. He then served in the Navy for four years and worked for The Boeing Company for two years. Frank moved to the Northwest because of his job with the Boeing Company.

In 1973, he was hired by the Auburn School District as a third shift custodian at Cascade Junior High where he worked for six years. He was promoted to head custodian at Evergreen Heights Elementary School for two years and then head custodian at Lake View Elementary School for one year. “Around the community, I always see former students who are now adults. They come up and still remember me for being a school custodian all those years ago,” recalls Mr. Nelson.

Mr. Nelson pursues professional growth by attending Washington Association of Maintenance and Operations Administrators (WAMOA) workshops. “I am always looking for products and equipment that do things more efficiently. Auburn School District is so committed to the upkeep of our schools and buildings and the community supports that.” Randy Thomas, director of maintenance and operations, praises Mr. Nelson for his more than three decades of service, “Frank’s promotions throughout the years were a direct result of his strong work ethic and dedication. Teachers always know Frank will go the extra mile. The district, as a whole, is fortunate to employ such an outstanding administrator.”


STUDENT PARTICIPATION 1. Auburn Mountainview High School PTA/Parent Senate Report

Robert Odman, Auburn Mountainview High School principal, will introduce Glenn and Linda Harmaning, Parent Senate co-chairs. Mr. and Ms. Harmaning will report on booster club activities and programs at Auburn Mountainview High School for the 2005-06 school year.

2. Activity/Athletic Report--Mt. Baker Homework Club and Olympic Builders

Club Louanne Decker, Mt. Baker Middle School principal, will introduce

Connie Dove, teacher, who will introduce Megan Snider, student. Paul Douglas, Olympic Middle School principal, will introduce Susan Kindem, teacher, who will introduce Lindsay Foro, Carsen McMasters, Tyesha Fleming, Marina Zayler, and Kalei Mitchell, students. The students will report on their respective school’s program and answer questions from the board.

3. Requests for Travel

a. Fifteen Auburn High School sports medicine students request permission to travel to Bremerton, Friday through Saturday, April 28-29. The purpose of the trip would be to attend the WVSMA Sports Medicine Competition and Symposium. Lodging would be at the Silverdale Beach Hotel, meals would be at local restaurants, and travel would be by bus. The cost of the trip would be paid by student ASB funds. Robert Swaim, Auburn High School assistant principal, and Krista Almaas Parsons, teacher, will accompany the students. A substitute will be needed for one day.

b. Ten Auburn High School students and six Auburn Mountainview High

School students request permission to travel to Dallas, Texas, Friday through Wednesday, April 28-May 3. The purpose of the trip would be to attend the DECA competitions. Lodging would be at the Hyatt Convention Center, meals would be at local restaurants, and travel would be by air. The cost of the trip would be paid by student ASB funds. James Burton, Auburn High School teacher, and Derek and Kim Enz, Auburn Mountainview teachers, will accompany the students. A substitute will be needed for four days.

Diana Ryder, parent chaperone, would also accompany the students. c. Fifteen Auburn Riverside High School students request permission to

travel to Tacoma, Thursday through Saturday, April 13-15. The purpose of the trip would be to attend the Skills USA Leadership and State Conference. Lodging would be at the Tacoma Sheraton, meals would be at local restaurants, and travel would be by bus. The cost of the trip would be paid by student ASB funds. Frank Medina, teacher, will accompany the students. Substitutes will not be needed.


d. Four Auburn High School students request permission to travel to

Pullman, Tuesday through Friday, March 28-31. The purpose of the trip would be to attend the annual WSIEA conference. Lodging would be at the Hawthorn Inn and Suites, meals would be at local restaurants, and travel would be by car. The cost of the trip would be paid by WSIEA. Robin Pratt and Susan Schuman, teachers, will accompany the students. A substitute will be needed for three days.

Robert Cline, parent chaperone, would also accompany the students. e. One Auburn Mountainview High School student requests permission to

travel to Seattle, Friday through Sunday, April 7-9. The purpose of the trip would be to attend the PNW Key Club convention. Lodging would be at the Doubletree Hotel, meals would be at local restaurants, and travel would be by car. The cost of the trip would be paid by student ASB funds. Anna Marshall, teacher, will accompany the student. A substitute will not be needed.

f. Twelve Auburn High School students request permission to travel to

Pasco, Friday-Saturday, April 14-15. The purpose of the trip would be to participate in the Pasco Invitational track meet. Lodging would be at the Holiday Inn Express, meals would be at local restaurants, and travel would be by bus. The cost of the trip would be paid by student ASB funds. Gregory Isham, Douglas Burt, and Lacey Way, track coaches and teachers, request permission to accompany the students. Substitutes would not be needed.

Humberto Daniel Briones, Sarah Trott, and Daniel Irwin, assistant coaches, will also accompany the students.

Recommendation: That the above trips be approved as

requested.


SCHOOL PROGRAMS 1. OSPI School Improvement Grant Paul Harvey, Auburn High School principal, will introduce

Holly Breidenbach, OSPI School Improvement facilitator, who will speak about the OSPI School Improvement Grant and answer questions from the board.

2. Attendance Area Recommendations

Dennis (Kip) Herren, deputy superintendent, will introduce Anne Baunach and Theresa McFadden, co-chairs of the Attendance Area X-A Committee, and Kristen Bruhan and Sloan Guisinger, committee members. The citizens committee will present the Phase I of the Attendance Area X-A Committee’s recommendations for second reading and approval.

Recommendation: That the above attendance area recommendations be approved.

1

AHS March 2006 School Improvement Planning

Research Guide

2

Table of Contents

I. Specific Resources – Just give me the list (please) pg.

a) Math research resources…………………………………......………..…………3

b) Reading research resources…………………………………...……………..…..4 c) Diversity research resources……………………………………...…………..…7 d) Supportive learning environment resources…………………………...………..9

II. Resource Tips – I want to research. Can you save me time?

1) General reform research sites …………………………………………………...11 2) ERIC refresher: How to access ERIC …………………………………………..11 3) Searching for Specific Titles in this Booklet – Tips from the AHS Library……11 4) Article Evaluation Criteria……………………………………………………...11

5) EBSCO-Friendly Keywords…………………………………………………....12

3

Just give me the list (please): Math

Web Sites

Interactive Mathematics Program Resource Center (IMP) Info: “The (IMP) is a growing collaboration of mathematicians, teacher-educators, and teachers who have been working together since 1989 on both curriculum development and professional development for teachers.” Find out more: http://www.mathimp.org/research/index.html

The Coalition of Essential Schools (CES) Vision & Mission: “We envision a world in which all children receive the nurturance, guidance, and resources they need to reach their fullest potential. Our mission is to create and sustain equitable, intellectually vibrant, personalized schools and to make such schools the norm of American public education.” Specific math-focused articles:

“Math & Science in the Essential School” http://www.essentialschools.org/cs/resources/view/ces_res/165

“New Mission High School's Response to the Challenge of Designing and Supporting a Meaningful Mathematics Curriculum” http://www.essentialschools.org/cs/resources/view/ces_res/323

“Radical Equations Math Literacy and Civil Rights” http://www.essentialschools.org/cs/resources/view/ces_res/216

“Making Math Personal” http://www.essentialschools.org/cs/resources/view/ces_res/330

“Resources for Conceptualizing the Curriculum and Teaching Particular Math Units” http://www.essentialschools.org/cs/resources/view/ces_res/325

Samples of the Three Mathematical Elements at New Mission High School: Mathematical Modeling, Mathematical Proof, and Problem-Solving” http://www.essentialschools.org/cs/resources/view/ces_res/324

Learning First Alliance: Article: “Every Child Mathematically Proficient: An Action Plan” Info: “This Action Plan calls on educators and policymakers to bring American students to world-class levels in mathematics. To accomplish this goal, the action plan puts forward four research-based strategies for change, accompanied by specific steps educators and policymakers can take to implement these strategies.” http://www.learningfirst.org/publications/math/

EdChange: See diversity Web site section for full description of EdChange. This link connects to a paper titled: “Hands-on Mathematics + Multicultural Education = Student Success”by Patty Adeeb of Nova Southeastern University and Janet Bosnick of University of North Florida. Go to: http://edchange.org/multicultural/papers/math.html The National Council of Teachers of Mathematics (NCTM): Access to the online journal requires membership. The March 2006 issue contains an article titled, “The Challenge of Linking Research and Practice” – sounds worth checking out: http://my.nctm.org/eresources/journal_home.asp?journal_id=1 The North Central Regional Educational Library: Links to several articles focusing on critical issues in math: http://www.ncrel.org/sdrs/areas/ma0cont.htm The Northwest Regional Education Library (NWREL): Access to online (free) publications about mathematics and science education: http://www.nwrel.org/free/departments.asp?d=6

4

Just give me the list (please): Reading

Web Sites

International Reading Association: The “Focus on Adolescent Literacy: Research Updates” includes summaries of recent research provided by William G. Brozo and Kristy Calo from George Mason University. There are a few direct links to the full-text articles. Try using EBSCO/Info-Trac OneFile to locate the other summaries that interest you. http://www.reading.org/resources/issues/focus_adolescent_research.html The Northwest Regional Education Library (NWREL): Access to online (free) publications about reading and literacy. This site is more confusing than the math/science version from NWREL. It’s a little deceptive. It appears you have to purchase the product, but you can piecemeal together all chapters in PDF format for free if you hunt around: http://www.nwrel.org/free/departments.asp?d=9 The University of Minnesota, National Center on Educational Outcomes: Link to a report titled “Progress Monitoring in an Inclusive Standards-based Assessment and Accountability System.” This report describes how progress monitoring—a set of techniques for assessing student performance on a regular and frequent basis—can be an essential and integral part of an inclusive standards-based assessment and accountability system. The report can be accessed at: http://education.umn.edu/NCEO/OnlinePubs/Synthesis53.html The Washington State K-12 Reading Model Implementation Guide can be accessed at: http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/K-12ReadingModel.pdf

Books

Archer, A.L. (2004, June). Effective Reading Instruction: The Big Picture and Middle School Reading Program. Papers presented to Washington state teachers.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press.

California Department of Education. (1999). Reading/Language Arts Framework for California Public Schools: Kindergarten Through Grade Twelve. Sacramento: California Department of Education.

Carbo, M. (1994). Sharply increasing the reading ability of potential drop-outs. In R. Morris (Ed.), Using What We Know About At-Risk Youth: Lessons for the Field. Lancaster, PA: Technomic Publishing Co.

Carter. S.C. (1999). No Excuses: Seven Principles of Low-Income Schools Who Set the Standards for High Achievement. Washington, DC: Heritage Foundation.

The Center for Educational Policy Analysis (2003). What We Know About Successful School Leadership. Camden, N.J.: Rutgers University.

Cochran, J.A. (1993). Reading in the Content Areas for Junior High and High School. Boston: Allyn and Bacon.

Consortium on Reading Excellence, Inc. (1999). Assessing Reading: Multiple Measures for Kindergarten Through Eighth Grade. Novato, CA: Arena Press.

Curtis, M.E., & Longo, A.M. (1999). When Adolescents Can’t Read: Methods and Materials That Work. Brookline: Cambridge, MA.

Donovan, S., & Cross, C. (Eds.) (2002). Minority Students in Special and Gifted Education. National Research Council, Washington, DC: National Academic Press.

English, F., Frase, L., & Poston, W. Jr. (Eds.). (2000). The Curriculum Management Audit: Improving School Quality. Blue Ridge Summit, PA: Rowman and Littlefield Publishing Company.

English, F., & Steffy, B. (2001). Deep Curriculum Alignment: Creating a Level Playing Field for All Children on High-Stakes Tests of Accountability. Lanham, MD: Scarecrow Press, Inc.

5

Reading Books (contin.)

Finn, Patrick J. (1999). Literacy with an Attitude. Albany, NY: State University of New York Press.

Fouts, Jeffrey T. (2003). A Decade of Reform: A Summary of Research Findings on Classroom, School, and District Effectiveness in Washington State. Washington School Research Center, Seattle Pacific University.

Francis, D.J., Shaywitz, S.E., Steubing, K.K., et al. (1994). “Measurement of change: Assessing behavior over time and within a developmental context.” In Frames of Reference for Assessment of Learning Disabilities: New Views on Measurement Issues. G.R. Lyon, ed. Baltimore: Paul H. Brookes.

Haager, D., & Klingner, J.K. (in press). Differentiating Instruction for Students with Disabilities: The Special Educator’s Guide. Boston: Allyn and Bacon.

Keene, E.O., & Zimmerman, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.

Learning First Alliance. (1998). Every Child Reading: A Professional Development Guide. Alexandria, VA: Association for Supervision and Curriculum Development.

Moats, L.C., (2001). Speech to Print: Language Essentials for Teachers. Baltimore: Paul H. Brookes Publishing Co.

Moats, L.C., & Hall, S. (2001). Parenting a Struggling Reader. New York: Broadway Books, a division of Random House.

McEwan, E. (1998). The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press.

McEwan, E. (2001). Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals. Thousand Oaks, CA: Corwin Press.

McEwan, E. (2002). Teach Them All to Read: Catching the Kids Who Fall Through the Cracks. Thousand Oaks, CA: Corwin Press.

McEwan, E. (2004). Seven Steps to Effective Instructional Leadership. Thousand Oaks, CA: Corwin Press.

National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Reports of the subgroups. Washington, DC: U.S. Government Printing Office.

Patton, S., & Holmes, S. (1998). The Keys to Literacy. Washington, DC: Council for Basic Education.

Pajak, E. (1993). “Change and Continuity in Supervision and Leadership.” In G. Cawelti (Ed.), Challengers and achievements of American education. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (2004). Accountability for Learning: How Teachers and School Leaders Can Take Charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Shaywitz, S.E. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems At Any Level. New York: Knopf Press.

Shinn, M.R. (Ed.). (1989). Curriculum-Based Measurement: Assessing Special Children. NY: Guilford.

Shinn, M.R. (Ed.). (1998). Advanced Applications of Curriculum-Based Measurement. NY: Guilford.

Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academies Press.

Wilson, E. (1995). What We Know About Reading At the Middle and High School Levels: Building Active Readers Across the Curriculum. Arlington, VA: Educational Research Service.

6

Reading Articles (try EBSCO or INFO-TRAC ONEFILE)

Beentjes, J.W.J., & Van der Voort, T.H.A. (1988). “Television’s Impact on Children’s Reading Skills: A Review of the Research.” Reading Research Quarterly, 23,389-413.

Biemiller, A. (2001, Spring). “Teaching Vocabulary: Early, Direct, and Sequential.” American Educator, 24.

Ferguson, R.F. (1991, Summer). “Paying for Public Education: New Evidence of How and Why Money Matters.” Harvard Journal on Legislation, 28, 465-98.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998) “The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children.” Journal of Educational Psychology 90: 37-55.

Fuchs, L.S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). “Formative Evaluation of Academic Progress: How Much Growth Should We Expect?” School Psychology Review, 22, 27-48.

Fuchs, L.S., Fuchs, D., Hosp, M. K., & Jenkins, J. (2001). “Oral Reading Fluency As an Indicator of Reading Competence: A Theoretical, Empirical, & Historical Analysis.” Scientific Studies of Reading, 5(3), 239-256.

Fuchs, L.S., Fuchs, D., McMaster, K.L., Yen, L., & Svenson, E. (2004). “Nonresponders: How to Find Them? How to Help Them? What Do They Mean For Special Education?” Teaching Exceptional Children, 36(6), 72-77.

Gee, T., & Forester, N. (1988). “Moving Reading Instruction Beyond the Reading Classroom.” Journal of Reading, Vol. 31, No. 6: 505-511.

Hasbrouck, J.E., & Tindal, G. (1992) “Curriculum-Based Oral Reading Fluency Norms For Students in Grades 2 Through 5.” Teaching Exceptional Children 24: 41-44.

Hasbrouck, J.E., Ihnot, C., & Rogers, G.H. (1999). “Read Naturally: A Strategy To Increase Oral Reading Fluency.” Reading Research & Instruction, 39(1), 27-38.

Hasbrouck, J.E., Woldbeck, T., Ihnot, C., & Parker, R.I. (1999). “One Teacher’s Use of Curriculum-Based Measurement: A Changed Opinion.” Learning Disabilities: Research & Practice, 14(2), 118-126.

Lyon, G.R. (1996, Spring). “Learning disabilities.” The Future of Children: Special Education for Students with Disabilities, 6, 1 (futureofchildren.org).

Nevo, D. (1991, October). An Evaluation-Minded School: Developing Internal School Evaluation Systems. Paper presented at the annual meeting of the American Evaluation Association, Chicago.

Osborn, J., & Lehr, F. (2003). A Focus on Fluency. Pacific Regional Educational Laboratory, www.prel.org/programs/rel/rel.asp. Document # ES0303

Shefelbine, J. (1998). Academic Language and Literacy Development. A paper presented at the Reading and English-Language Learner Forum. Sacramento: California Reading and Literature Project.

Vaugh, S., & Fuchs, L.S. (2003). “Special Series: Redefining LD As Inadequate Response to Instruction.” Learning Disabilities: Research & Practice, 18(3).

Wahl, G. (2001, March 21). “My Three Sons.” Sports Illustrated, 49(4), 36-39.

7

Just give me the list (please): Diversity

Web Sites

The Coalition of Essential Schools (CES) Vision & Mission: “We envision a world in which all children receive the nurturance, guidance, and resources they need to reach their fullest potential. Our mission is to create and sustain equitable, intellectually vibrant, personalized schools and to make such schools the norm of American public education.” Specific diversity/supportive learning environment articles can be accessed at: http://ces.edgateway.net/cs/resources/query/q/902?x-r=runnew EdChange Multicultural Pavilion: Description: “The Multicultural Pavilion's Research Room contains original articles and essays on progressive, transformative, multicultural teaching and learning by educators around the world.” http://www.edchange.org/multicultural/papers.html

New Horizons for Learning: About New Horizons for Learning: “Since 1980, New Horizons for Learning has served as a leading-edge resource for educational change. Our role has always been to give visibility to effective teaching and learning practices and explore and to help implement ideas that have not yet reached the mainstream, and to work in coordination with other reputable networks and learning communities. New Horizons for Learning is often a "launching pad" for new educational organizations and projects.”www.newhorizons.org/strategies/multicultural/front_multicultural.htm

The Northwest Regional Education Library (NWREL): Access to (free) online publications about educational equity:

Menu of several articles: http://www.nwrel.org/free/departments.asp?d=5 Specific, separate article “Culturally Responsive Practices for Student Success”

http://www.nwrel.org/request/2005june/ OSPI-Recommended Research Studies Accessible on the Web:

Gay, Geneva. Title: “A Synthesis of Scholarship.” http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm

Gay, Geneva. Title: “Culturally Responsive Teaching.” www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm

Kohn, Alfie. Title: “Only For My Kid: How Privileged Parents Undermine School Reform.” www.alfiekohn.org/teaching/ofmk.htm

Morefield, John. Title: “Transforming Education.” http://www.newhorizons.org/trans/morefield.htm

North Central Regional Educational Laboratory. Title: “Promising Program and Practices in Multicultural Education.” http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le4pppme.htm

Soto, Jose. Title: “Diversity is About Change and Leadership.” http://www.edchange.org/multicultural/papers/diversity_soto.html

Books

Baker, G. (1983). Planning and Organizing for Multicultural Instruction. Reading, MA: Addison-Wesley Publishing Co.

Bellanca, J., Rodriguez, E.R. (1996). What is it About Me You Can’t Teach: An Instructional. Arlington Heights, IL: IRI, SkyLight Training and Pub.

Cole, R.W. (1995). Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners. What research and Practice Say about Improving Achievement.

8

Diversity Books (contin.)

Alexandria, VA: Association for Supervision and Curriculum Development. Delpit, L. (1995). Other People’s Children: Cultural Conflicts in the Classroom. New

York, NY: The New Press. Gay, G. (2003). Becoming Multicultural Educators: Personal Journey Toward

Professional Development Agency. San Francisco, CA: Jossey-Bass. Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New

York, NY: Teachers College Press. Gilliland, H., Reyhner, J. (1988). Teaching the Native American. Dubuque, IA:

Kendall/Hunt. Ginsberg, M.B., Wlodkowski, J. (2000). Creating Highly Motivating Classrooms for all

Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners. San Francisco, CA: Jossey-Bass.

Grant, C.A., Sleeter, C.E. (1988). Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender. New York, NY: Maxwell Macmillan.

Henderson, A.T., Mapp, K.L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, TX: Southwest Educational Development Laboratory.

Howard, G. (1999). Can’t Teach What You Don’t Know: White Teachers, Multiracial Schools. New York, NY: Teachers College Press.

Kelly, C., Oberg, M. & Shade, B. (2003). Creating Culturally Responsive Classrooms. Washington, DC: American Psychological Association.

Kuykendall, C. (1992). From Rage to Hope: Strategies for Reclaiming Black and Hispanic Students. Bloomington, IN: National Education Service.

Landson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass.

Thompson, G.L. (2004). Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African-American Students. San Francisco, CA: Jossey-Bass.

Tiffany, J.V. (2003). Uncomfortable Neighbors: Cultural Collisions Between Mexicans and Americans. Rochester, WA: Gorham Printing.

Williams, B., et al (2003). Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development.

9

Just give me the list (please): Supportive Learning Environment (SLP)

Web Sites

Northwest Regional Educational Laboratory: Access to online (free) publications about school safety. http://www.safetyzone.org/publications.html OSPI-Recommended Research Studies Accessible on the Web:

Finn, J.D., Harman, P. & McRobbie, J. Title: “Class Size Reduction: Lessons Learned From Experience.” http://www.wested.org/policy/pubs/full_text/pb_ft_csr23.htm

Learning First Alliance. Title: “Every Child Learning: Safe and Supportive Schools” http://www.learningfirst.org/publications/safeschools/

Poverty and Race Research Action Council. Title: “Add It Up: Using Research to Improve Education for Low-Income and Minority Students.” http://www.prrac.org/pubs_aiu.pdf

US Department of Education. Title: “Instructional Practice and Student Behavior.” http://www.ed.gov/pubs/ClassSize/practice.html#student

School Mental Health Project: Access to online publications about student’s well-being and mental health in schools. Go to the link below, then scroll to: IX. Selected Reprints Clarifying the Center's Approach to Mental Health in Schools. http://smhp.psych.ucla.edu/specres.htm#reprints Wisconsin Department of Public Instruction: Characteristics of successful schools (2nd edition). This document can be accessed online. Enter the title “Characteristics of successful schools” in the site search box. From this point, you can access the document by individual chapters. http://www.dpi.state.wi.us/

Books

Adelman, H. & Taylor, Lo. (1999). New Directions in Enhancing Educational Results: Policymaker’s Guide to Restructuring Student Support Resources to Address Barriers to Learning. Los Angeles, CA: The Center for Mental Health in Schools, UCLA.

Benard, B. (1996). “Fostering Resiliency in Urban School.” in Williams, B. (Ed.) Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development.

Brandon, R. (2000). Impact of Peer Substance Use on Middle School Performance in Washington. Seattle, WA: Washington Kids Count, Human Services Policy Center, Evans School of Public Affairs.

Cotton, K. (1995). Research You Can Use to Improve Results. Alexandria, VA: Association for Supervision and Curriculum Development and Portland, OR: NWREL. See chapter 2, Management and Organization.

Cotton, K. (2000). The Schooling Practices that Matter Most. Portland, OR: NWREL and Alexandria, VA: Association for Supervision and Curriculum Development.

DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum Teaching: Orchestrating Student Success. Boston, MA: Allyn and Bacon. See chapter 4 “Orchestrating a Supportive Environment” and chapter 9 “Orchestrating Life Skills.”

Dryfoos, J.G. (1998). Full-Service Schools: A Revolution in Health and Social Services for Children, Youth, and Families. San Francisco, CA: Jossey Bass Education Series.

Dryfoos, J.G. (1998). Safe Passage: Making It Through Adolescence in a Risky Society. New York, NY: Oxford University Press.

Elias, M.J. et. al. (1997). Promoting Social and Emotional Learning. Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development.

10

SLP Books (contin.)

Freiberg, J. (Ed.) (1999). School Climate: Measuring, Improving, and Sustaining Healthy Learning Environments. New York, NY: The Falmer Press.

Irvin, J.L. (Ed.) (1997). What Current Research Says to the Middle Level Practioner. Columbus, OH: National Middle School Association. See section II, Teaching/Learning.

Johnson, D.W. & Johnson, R.T. (1995). Reducing School Violence Through Conflict Resolution. Alexandria, VA: Association for Supervision and Curriculum Development.

Kohn, A. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.

Kushman, J. (Ed.) (1997). Look Who’s Talking Now: Student Views of Learning in Restructuring Schools. Portland, OR: Regional Educational Laboratory Network by the Restructuring Collaborative.

NASSP. (1996). Breaking Ranks: Changing An American Institution. Alexandria, VA: NASSP.

Payne, R.K. (1998). A Framework for Understanding Poverty. Baytown, TX: RFT Publishing.

Payton, J. (Project Director). (2002, August). Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning Programs. Chicago, IL: The Collaborative for Academic and Social Environment Learning.

Starkman, N. et. al (1999). Great Places to Learn: How to Asset-Build Schools [to] Help Students Succeed. Minneapolis, MN: Search Institute (www.search-institute.org).

Stockard, J. & Mayberry, M. (1992). Effective Educational Environments. Newbury Park, CA: Corwin School Press, Inc. See chapter 2, “School and Classroom Climates” and chapter 3, “School Resources and School and Classroom Size.”

Waxman, H.C., Gray, J.P., & Padron, Y.N. (2002). “Resiliency Among Students at Risk of Academic Failure” in Stringfield, S. & Land, D. (Eds.) Educating At-Risk Students. NSSE Yearbook. Chicago, IL: The University of Chicago Press.

SLP Articles (try EBSCO or INFO-TRAC ONEFILE)

Hawkins, J.D. (1999). “Preventing Crime and Violence Through Communities That Care.” European Journal on Criminal Policy and Research, 7, 443-458.

Hawkins, J.D., Catalano, R.F., Kosterman, R., Abbott, R., & Hill, D.G. (1999). “Preventing Adolescent Health-Risk Behaviors by Strengthening Protection During Childhood.” Archives of Pediatrics and Adolescent Medicine, 153(3), 226-239.

11

I want to research. Can you save me time?: 1. Reliable Web Sites for General Reform Info/Research:

The official OSPI “School Improvement Planning Process Guide” can be accessed at http://www.k12.wa.us/SchoolImprovement/guide.aspx. This guide includes a detailed resource section divided into the Characteristics of High Performing Schools

The Center for Comprehensive School Reform and Improvement: http://www.centerforcsri.org/index.php?option=com_frontpage&Itemid=1

Mid-Continent for Research and Learning: http://www.mcrel.org/ The National Association of Secondary School Principals: http://www.nassp.org National Education Association: http://www.nea.org/index.html North Central Regional Educational Laboratory: http://www.ncrel.org/ Northwest Regional Educational Laboratory: http://www.nwrel.org/ Regional Educational Laboratories – The nation's network of support for research-based

school reform: http://www.relnetwork.org/ WestEd: http://www.wested.org/cs/we/print/docs/we/home.htm

2. ERIC Refresher: How to access ERIC (Educational Resource Information Center)

1. Go to the Auburn High School Library homepage 2. Select the “EBSCO” icon (lower left corner) 3. Scroll to the bottom of the first screen and check both the Professional Development

Collection and ERIC. Then select “Continue” 4. Select “Advanced Search” 5. Combine keywords from the table (see next page) in an advanced search. 6. Scroll down and check “Full Text” 7. Entering specific years (2001 to 2006, for example) in the “Date Published” field

helps limit your results to manageable number 8. Once the above fields are set, select “Search” 9. If you would like to access EBSCO/ERIC from home or another remote computer, you

will need the following information: user name = auburnx8 / password = 98002 3. Searching for Specific Titles in this Booklet – Tips from the AHS Library:

• EBSCO/Professional Development Collection Searching (AHS Library Homepage)

• Info-Trac OneFile Searching (kcls.org) 4. Article Evaluation Criteria – Questions to Consider:

Does the literature address / allow for second order change? Does the literature address best practices/ research-based practices? Does the literature address interventions/ strategies to help close the achievement gap? Does the literature include ideas or resources for strategies, activities, and/or staff

development?

PHASE X-A

ATTENDANCE AREA COMMITTEE RECOMMENDATIONS

For

AUBURN SCHOOLS

Developed by:

AUBURN SCHOOL DISTRICT ATTENDANCE AREA COMMITTEE

Auburn School District No. 408 915 Fourth Street Northeast

Auburn, Washington 98002-4452

March 27, 2006

Adopted ____________________________________

DOC/COMM/Boundary/Phase X-A RecommendationsV2.doc 2

Table of Contents

Table of Contents.............................................................................................................................2

Attendance Area Committee Members............................................................................................3

Introduction......................................................................................................................................4

Process .............................................................................................................................................5

Timeline ...........................................................................................................................................6

Committee Recommendations and Rationale............................................................................ 7-14

Attendance Area Criteria ...............................................................................................................15

Community Presentation................................................................................................................16


Phase X-A Attendance Area Committee Members

Alpac Elementary Shari Butt Diane Collier Beth Hofman Dick Scobee Elementary Greg Brown Dana Fowler Evergreen Heights Elementary Stephanie Cunningham Anne Gayman Lyndi Hughes Fran Russum Gildo Rey Elementary Jane Clerc Kiersten Ellez Zeke Evans Kym Hales Alaura Keith Robin Logan Steve Nelson Jamie Penrod Melissa Sergis Joelle Smeltzer Laura Theimer Sherri Tye Hazelwood Elementary Sally Colburn Michelle Nelson Suzanne Zabriskie

Ilalko Elementary Leah Bair Adam Couch Ryan Foster Sloan Guisinger Jackie Higgins Julie Hindman Heather Hon Kamela Matiatos Tony Matiatos Jodi McGraw Michelle Ruda Kim Stanphill Danette Wate Lori Wood Lake View Elementary Jamie Fisher Lea Hill Elementary Valerie Burkhauser Donna Dussault-Walker Dan Murrin Amy O’Donnell-Riley Patti Sulewski Tom Sulewski Pioneer Elementary Todd Dewing

Terminal Park Elementary Anne Baunach Tim Carstens Paul Skorniakoff Washington Elementary Eric Daniel Jennifer Daugherty Michelle Ironmonger Tracy Snitily

Cascade Middle Kristen Bruhahn Kimberly Halley Pauline Thomas

Mt. Baker Middle Louanne Decker Shelly Domenowske Olympic Middle Jackie Coletta Paul Douglas Rainier Middle Lynn Kamola Lenna Larson Ben Talbert Auburn High Nancy Peterson Arlene Pierini Auburn Mountainview High Dave Borgens Steve Chatman Andrea McHenry Robert Odman Auburn Riverside High Teresa McFadden Sandy Peace West Auburn High Brad Sprague Central Administration Cathy deJong Jim Denton Carol Ray


PHASE X-A ATTENDANCE AREA COMMITTEE RECOMMENDATIONS

FOR AUBURN SCHOOLS

MARCH 2006

INTRODUCTION

The Auburn School District Attendance Committee has developed Phase X-A recommendations for the adjustments of internal elementary school attendance areas to accommodate the opening of Lakeland Hills Elementary School (Elementary 13). In addition, the committee has developed recommendations for adjusting the middle school population at Cascade Middle School. Phase X-B will address attendance area recommendations for Elementary 14 in the fall of 2006. The recommendations, outlined below, fall within the parameters of the attendance area administrative guidelines adopted in Phase I and II Committee Reports in 1990 and 1991. The Phase X-A Committee modified criteria from the Phase IX Committee and stated that each criterion had equal importance in establishing parameters for attendance recommendations. The Auburn School District has a long history of utilizing citizens’ committees to reconfigure attendance areas.

• Phase I addressed the restructuring of elementary school attendance boundaries in the northern portion of the district.

• Phase II addressed the new configuration of junior high schools due to the opening of Rainier Junior High School.

• Phase III addressed the restructuring of elementary boundaries in the southern portion of the district.

• Phase IV addressed the boundary impacts of opening Mt. Baker Junior High School in the fall of 1994.

• Phase V addressed the boundary needs of opening Auburn Riverside High School in the fall of 1995.

• Phase VI addressed the issue of enrollment growth by balancing attendance areas. • Phase VII addressed the issue of accommodating enrollment growth in the southern areas of

the district and the transfer of Dieringer School District property known as Lakeland South (Pierce County).

• Phase VIII addressed the issue of overcrowding at Hazelwood Elementary and Rainier Middle Schools as well as the available space at Lake View Elementary and Cascade Middle Schools.

• Phase IX addressed the boundary impacts of opening Auburn Mountainview High School in the fall of 2005.

Phase X-A addresses the new configuration of elementary school boundaries with the opening of Lakeland Hills Elementary School in the southern portion of the district, as well as the under-population of Cascade Middle School in the northern portion of the district.


Attendance Area Committee – 2005-2006 Process

The 2005-2006 Attendance Area Committee convened on October 12, 2005, with 75 participants, including representatives from all schools impacted by these recommendations. Early meetings addressed such topics as board guidelines, enrollment data, school capacities, transportation and school geo code issues. On November 30, 2005, the group divided into four subcommittees, each charged with studying different areas: • Subcommittee 1 – Attendance Area Criteria

Took recommendations from the whole committee and developed criteria which would serve as the basis for final recommendation decisions.

• Subcommittee 2 – Capacity and Enrollment Examined school capacities and enrollment, making recommendations for the reconfiguration of school boundaries.

• Subcommittee 3 – Population/Demographics Reviewed data and made recommendations for the reconfiguration of school population and demographic balance.

• Subcommittee 4 – Transportation Reviewed information, including safe walking areas, and made recommendations for the reconfiguration of school boundaries, maximizing efficiency and minimizing costs associated with transportation.

Subcommittees met over several months to review data and make recommendations. Each subcommittee came to consensus and presented their recommendations on February 15, 2006. The committee as a whole reviewed the recommendations from each of the subcommittees and made sure that all reasonable alternatives were considered. On March 1, 2006, the committee completed final evaluations and reached consensus for attendance area recommendations. Finally, writing and presentation subcommittees were created to format the committee’s recommendations for presentation to the school board and the community. On March 8, 2006, the Attendance Area Committee reviewed the final recommendations for school board review on March 13, 2006.


Attendance Area Review Committee Timeline

11/9/05 Full review committee meeting

Sub-Committees formed 11/30/05 Full review committee meeting

General meeting with time for sub-committee work 12/14/05 Full review committee meeting.

Criteria FINALIZED with consensus 1/4/06 Full review committee meeting

General meeting with time for sub-committee work 2/15/06 Full review committee meeting

Writing and Presentation Committees formed (Sub-committee recommendations for Phase X-A)

3/1/06 Full review committee meeting Report FINALIZED with consensus

3/13/06 Phase X-A 1st Reading presented to the school board 3/15 and 3/16 Phase X-A Community Presentations 3/22/06 Phase X-A Community Presentations (tentative date) 3/27/06 Phase X-A 2nd Reading for the school board; report back from

community presentations April – August 2006 Committee work may continue if needed for Phase X-B September 2006 Reconvene full committee to refresh and review numbers for

Phase X-B November 2006 Phase X-B Present to the School Board Phase X-A – Lakeland Hills Elementary School (ES#13) and Cascade Middle School; needs Board decision in March 2006. Phase X-B -- ES#14; needs Board decision in November 2006.


ATTENDANCE AREA X-A RECOMMENDATIONS ELEMENTARY SCHOOL RECOMMENDATIONS AND RATIONALE The committee was charged to review the attendance area boundaries to populate Lakeland Hills Elementary School (Elementary #13) opening in the fall of 2006. To accommodate this, changes have been made to the boundaries of Alpac, Gildo Rey and Ilalko.

1. Recommendation for Lakeland Hills Elementary Geo codes: GR00, IL01 (approximately 30%), and IL04.

The 30% of IL01 to attend Lakeland Hills Elementary is the area north of the King/Pierce County line including Elizabeth Ave. SE on the west to 55th Way SE to 55 St. SE on the north to the intersection of Lakeland Hills Way. From the intersection of Lakeland Hills Way SE and 55th St. SE to the intersection of Lakeland Hills Way SE and Mill Pond Drive to the intersection of Mill Pond Drive and 54th St. SE to James Ave. SE. From the intersection of James Ave. SE and Lakeland Hills Way SE to 57th Drive SE to Kennedy Ave. SE and Highland Drive SE. From the intersection of Kennedy Ave. SE and Highland Drive SE to the intersection of Highland Drive SE and Evergreen Way SE on north. Evergreen Way SE to the intersection of Evergreen Loop on north, including area south of Evergreen Way along Evergreen Loop on the west that includes 55th Court SE, 56th Court SE and Olive Ave. SE to the King/Pierce County line on the south. The area also includes a small triangle section in Pierce County, south of the King/Pierce County line bordered by Lakeland Hills Way on the west to the intersection of Lakeland Hills Way and Evergreen Way at southern point. North of Evergreen Way on the east to the King/Pierce County line. This area includes Nathan Ave. SE north of Evergreen Way SE and 57th Court SE. The area is commonly known as the neighborhoods of Viewridge, Summit, Woodvue and a small portion of lower Lakeland.

Rationale:

• Provides school populations within the 2005 Citizens’ Ad Hoc recommendations leaving room for future growth

• Considers future build-out and projected growth for the next four years • Maintains geographic proximity allowing students to attend neighborhood school • Considers student safety and minimizes student travel time • Minimizes the economic impact of transportation by allowing students in

anticipated safe walking zone to be assigned to Lakeland Hills Elementary • Ensures reasonable socio-economic parity and diversity • Ensures program quality by having a large enough student population to offer a

full mix of programs


2. Recommendation for Gildo Rey Elementary Geo codes: GR01, GR02, GR03, and GR04.

Rationale:


• Considers future build-out and projected growth for the next four years including growth potential in GR04 (Kersey development)

• Maintains geographic proximity by allowing students to attend neighborhood school

• Considers student safety and minimizes student travel time • Ensures program quality by having a large enough student population to offer a


3. Recommendation for Ilalko Elementary Geo codes: AL05, IL01 (approximately 70%), IL02 and IL03

The 70% of IL01 is the remainder of IL01 with the subtraction of IL01 30% described in recommendation 1 and commonly known as the neighborhoods Viewridge, Summit, Woodvue, and a small portion of lower Lakeland.

Rationale:

• Provides school populations within the 2005 Citizens’ Ad Hoc recommendations while leaving growth at the school

• Considers future build-out and projected growth for the next four years • Considers student safety • Minimizes the economic impact of transportation by moving the portions of IL01

which have proximity to Lakeland Hills Elementary with safe walking potential • Ensures reasonable socio-economic parity and diversity • Ensures program quality by having a large enough student population to offer a


4. Recommendation for Alpac Elementary Geo codes: AL01, AL03, and AL04.

Rationale:


• Considers future build-out and projected growth for the next four years • Considers student safety • Ensures reasonable socio-economic parity and diversity • Takes the AL05 geo code (Cobble Court), which is surrounded by IL02, and

moves it to Ilalko Elementary so that students are attending school with the children in their neighborhood

• Ensures program quality by having a large enough student population to offer a full mix of programs


SUPPORTING DATA FOR ELEMENTARY SCHOOL RECOMMENDATIONS The committee used a 13-year growth projection model, area build-out schedules of new developments, plus roll-up data to estimate the population of each elementary school during a four-year period (academic years 06-07 to 09-10). Additionally, the committee reviewed the capacity of schools using OSPI standards. When using projections with small population units such as geo codes, the committee cautions the board about the long range accuracy of these numbers. However, with information about past growth trends and build-out rates, the committee estimates projected populations and capacity. The model projects the following population and capacity at each of the impacted south end elementary schools.

Table 1: Projected Population and Capacity in 4 Years Based on the Consensus Model

Elementary School

Projected Enrollment Fall 2006

Projected Capacity Fall 2006



Lakeland Hills 416 70% 589 99% Gildo Rey 395 59% 535 80% Ilalko 508 78% 570 87% Alpac 458 86% 528 99%

The committee also looked at the projected socio-economics for each of the four elementary schools to ensure reasonable parity and diversity. These projections are percentages from geo codes that were extrapolated into the consensus model.

Table 2: Projected Special Population Data for Fall 2006 Based on the Consensus Model

Elementary School

Current ELL % 10-2005

Projected ELL % Fall 2006

CurrentF/R % 10-2005

Projected F/R % Fall 2006

Current Spec Ed % 10-2005

Projected Spec Ed % Fall 2006

Lakeland Hills

n/a 9.4% n/a 21.4% n/a 5.4%

Gildo Rey 13.9% 21.5% 37.9% 56.5% 10.5% 13.7% Ilalko 13.8% 12.8% 32.7% 32.5% 7.4% 8.4% Alpac 18.4% 18.8% 41.1% 39.7% 11.1% 11.1%


MIDDLE SCHOOL RECOMMENDATIONS AND RATIONALE The committee was charged to review the attendance area boundaries for middle schools due to the under-population at Cascade Middle School. No changes are recommended for the attendance area boundaries at Mt. Baker and Olympic Middle Schools.

Table 3: Middle School Student Populations as of October 1, 2005

Middle School Student Population Cascade 695 Rainier 887 Mt. Baker 840 Olympic 747

5. Recommendation for Cascade Middle School

Geo codes: DS01, DS02, DS03, DS04, DS05, DS06, EH01, EH02, EH03, EH04, EH05, EH06, LV02, LV03, LV04, LV05, LV06, LV06, LV07, LV08, WA01, WA02, WA03, WA04, WA05, and WA06.

Rationale:

• Recognizes that Washington Elementary students are currently bussed to Rainier at the middle school level and are the only students from Rainier to attend Auburn High School

• Provides school populations within the 2005 Citizens’ Ad Hoc recommendations • Maintains geographic proximity by allowing students to attend neighborhood

schools • Considers future build-out and projected growth for the next four years • Considers student safety and minimizes student travel time • Ensures reasonable socio-economic parity and diversity

6. Recommendation for Rainier Middle School

Geo codes: DS07, HZ01, HZ02, HZ03, HZ04, HZ05, HZ06, LH01, LH04, LH05, LH06, LH07 and LV01

Rationale:

• Recognizes that Rainier currently has the largest population of middle school students

• Provides school populations within the 2005 Citizens’ Ad Hoc recommendations • Maintains geographic proximity by allowing students to attend a closer school.

DS07 (primarily comprised of lower Cobble Creek and residences east of the Green River) is currently sent to Cascade while the rest of their neighborhood (upper Cobble Creek) attends Rainier

• The LV01 neighborhood (Pacific Raceways) has closer proximity to Rainier Middle School

• Considers future build-out and projected growth for the next four years


• Considers student safety and minimizes student travel time • Ensures reasonable socio-economic parity and diversity

7. General Recommendation The committee recommends to future attendance area committees that LV01 be given priority to remain at Rainier.

Rationale: LV01 includes the neighborhood adjacent to Pacific Raceways and a very small neighborhood on the east side of Highway18 at 312th Street. The committee recognizes that this neighborhood has moved multiple times as the result of past attendance area recommendations. Attendance Area Phase IX also addressed LV01, recommending that the geo code be given priority to remain at Auburn Mountainview in future attendance area changes.

SUPPORTING DATA FOR MIDDLE SCHOOL RECOMMENDATIONS The committee used a 13-year growth projection model, area build-out schedules of new developments, plus roll-up data to estimate the population of each elementary school during a four-year period (academic years 06-07 to 09-10). Additionally, the committee reviewed the capacity of schools using OSPI standards. When using projections with small population units such as geo codes, the committee cautions the board about the long range accuracy of these numbers. However, with the information about past growth trends and build-out rates, the committee makes its best estimate for projected populations and capacity. The model projects the following population and the capacity at each middle school.

Table 4: Projected Population and Capacity in 4 Years Based on Consensus Model

Middle School Projected Enrollment Fall 2006




Cascade 762 94% 728 90% Rainier 737 69% 1023 96% Mt. Baker 835 79% 1157 109% Olympic 723 72% 692 69%


The committee also examined the projected socio-economics for each of the two middle schools to ensure reasonable parity and diversity. These projections are percentages from geo codes that were extrapolated into the consensus model.

Table 5: Projected Special Population Data for Fall 2006 Based on Consensus Model

Middle School

Current ELL % 10-2005

Projected ELL % Fall 2006

CurrentF/R % 10-2005

Projected F/R% Fall 2006

Current Spec Ed % 10-2005

Projected Spec Ed % Fall 2006

Cascade 6.3% 7.1% 33.4% 33.5% 10.0% 10.4% Rainier 5.6% 4.9% 32.6% 30.3% 10.0% 9.5%


MINORITY REPORT This report proposes a better demographic distribution of students within the south end elementary schools. The model is described below. RECOMMENDATION: Lakeland Hills Elementary: AL05, GR00, IL03 and IL04 Ilalko Elementary: IL01 and IL02 Gildo Rey Elementary: GR01, GR02, GR03 and GR04 Alpac Elementary: AL01, AL03 and AL04 The recommendation is based on the criteria agreed upon by the entire boundary committee at the start of the process.

RATIONALE: Demographics This model balances the demographics between Ilalko and Lakeland Hills better than the consensus model. There are demographic differences between Ilalko and Lakeland Hills. The consensus model has a projected 11.1% difference in free and reduced lunch, while this model has only a 4% difference. The difference in ELL students and special education at the two schools is projected to be less than 3%. The following chart demonstrates this point.

Table 6: Demographic Comparison of Consensus and Minority Models

Elementary School

Projected ELL % Fall 2006 Consensus

Projected ELL % Fall 2006 Minority

Projected F/R % Fall 2006 Consensus

Projected F/R % Fall 2006 Minority

Projected Spec Ed % Fall 2006 Consensus

Projected Spec Ed % Fall 2006 Minority

Lakeland Hills

9.4% 11.3% 21.4% 29.6% 5.4% 6.5%

Gildo Rey 21.5% 21.5% 56.5% 56.5% 13.7% 13.7% Ilalko 12.8% 11.2% 32.5% 25.9% 8.4% 7.4% Alpac 18.8% 18.8% 39.7% 39.7% 11.1% 11.1%

Transportation and Safety The consensus and minority models move GR00 to Lakeland Hills. It is estimated that most of the 252 students in this area could be in a safe walking area, resulting in transportation savings since these students will no longer be bussed to Gildo Rey. Students in AL05, IL03, and IL04 are currently bussed to their respective schools. The minority model changes the school to which they are bussed, thus minimizing impact to the district transportation budget. Maintain Established Neighborhood Groupings This model proposes to balance capacity and demographics without splitting geo codes. Splitting IL01 divides the Lakeland community and does not maintain existing neighborhoods.


Capacity The capacity numbers for all four affected schools are similar in the consensus and minority models. The minority model would initially start Lakeland Hills with approximately 17 less students than the consensus model and 17 more students at Ilalko. More space at Lakeland Hills is desirable since much of the future development in Lakeland is within GR00.

Table 7: Projected Population and Capacity in 4 Years Based on Minority Model

Elementary School





Lakeland Hills

399 67% 571 96%

Gildo Rey 395 59% 535 80% Ilalko 525 80% 588 90% Alpac 458 86% 528 99%

Conclusion There were four criteria adopted by the entire Attendance Area Committee. All four of the criteria were weighted equally. On three of the criteria, it is evident that both models reach the stated goals:

• Both provide similar projected capacity numbers for each school which are within the Ad Hoc Committee recommendations

• Both result in lowered transportation costs to the district • Both models will result in the movement of some students from their schools, and

therefore their neighborhoods or communities However, the minority model provides better demographic balance between schools.


Auburn School District No. 408 2006-2007 Attendance Area Review Committee X

ATTENDANCE AREA CRITERIA

The criteria for the attendance area committee recommendations for attendance area adjustments, in no particular order of importance, are:

1. Make decisions based on student population projections for the next four years. • Carefully consider build-out rates of new and existing apartments and housing

developments • Minimize the number of times neighborhoods must change school attendance

areas • Balance school sizes in accordance with the 2005 Citizens’ Ad Hoc

Committee recommendations (listed below)

2. Maintain the neighborhood school concept to the greatest extent possible.

3. Carefully consider students’ transportation to and from schools. • Student safety is a paramount concern • Minimize the economic impact of transportation to the school district • Minimize student travel time to and from schools

4. Pursue balanced demographics throughout the district

• Ensure reasonable socio-economic parity and ethnic diversity • Balance academic diversity

2005 Citizens’ Ad Hoc Committee Recommendations

Elementary Schools.............................................475-550 students Middle Schools....................................................650-800 students Comprehensive High Schools .......................1,500-1,800 students Alternative High School......................................300-350 students


Auburn School District

Attendance Area Committee Meetings

2006 Boundary Change Recommendations

A committee of citizens has been meeting for the past six months to look at necessary adjustments for elementary attendance areas to accommodate the opening of Lakeland Hills Elementary School and the balancing of student populations between Cascade Middle School and Rainier Middle School. This committee will make their recommendations to the school board on March 13. To learn about the attendance area changes beginning in the 2006-2007 school year, you are invited to attend one of the two informational meetings listed below.

Where: Mt. Baker Middle School Room: Commons Date: Wednesday, March 15, 2006 Time: 7-9 p.m.

Where: Cascade Middle School Room: Commons Date: Thursday, March 16, 2006 Time: 7-9 p.m.

For information or questions, contact: Dr. Kip Herren, Deputy Superintendent—253 931-4920

C:\Documents and Settings\evelazquez-bautista\My Documents\DOC\COMM\Boundary\Cascade Middle School Community Meeting - Questions.doc

Cascade Community Meeting March 16, 2006

Questions Person in Woodvue – currently attending Ilalko. Prefers the minority report because all of Ilalko could stay together.

Person who lives in affected area of IL01 – concerned that the population projections can’t be accurate. She is worried if her neighborhood is going to be asked to move again in 4 to 5 years.

Parent of a middle schooler asked if this year’s 7th graders (next year’s 8th graders) are going to be given the option to stay at the middle school that they are at now. (That parent expressed a similar positive experience that they had previously in the Kent District.)

With the minority report, it is clear that demographics have a slight edge. How do the other three criteria compare?

Is there going to be a cross walk to get kids across Lakeland Hills Way?

Has the school taken into account when Evergreen Way gets “punched” through or all of the car traffic around Lakeland Hills Elementary since so many of the parents will not want their kids to walk? What middle school and high school will the kids from the sound end elementary schools go to? You appear to be working hard to keep kids together with their neighbors in IL03, IL04, and AL05. Why isn’t that same consideration begin given to IL01? What is the process for waivers? What will the transition of teachers look like; will there be a whole bunch of new teachers at Ilalko? What were the questions asked at the meeting at Mt. Baker? (Talked about start times and LV01.) Why LV01 again? (I’m not sure how to say what Jamie was unable to put into words.)

C:\Documents and Settings\evelazquez-bautista\My Documents\DOC\COMM\Boundary\Cascade Community Mtg - 3.16.06 - Written Concerns.doc

Cascade Community Meeting March 16, 2006

Written Concerns/Comments The minority report seems to be the better model. It keeps communities together – IL 3 and 4 to Lakeland and IL 1 and 2 to Ilalko. It would also help with future demographics since Lakeland Hills seems to be growing faster than Ilalko. Finally, moving part of Ilalko I to Lakeland will harm Ilalko infrastructure. The majority of parents on the PTA live in this area. Lakeland Hills Elementary will already have a strong PTA with the parents from Gildo. Ilalko will lose most of its active members. I was the one unable to express my feelings at the meeting. I have lived in LVI (Pacific Raceway neighborhood) since 1993,. Our children are Kylie (9th grader @ Mountainview), Brook (5th grader at Lakeview), Shelby (1st grader @ Lakeview) and Dylan (kinderg. at Lakeview starting 2006). We have been affected by numerous boundary changes that have affected our kids more than once (per kid). I have mixed feelings regarding this change. I am happy that the school that is closest in proximity will again be our school but I am very upset that another child of mine has to transition into another school. At the last elementary boundary change, Kylie was in 4th grade and Brook was in kindergarten. I obtained a waiver to let Kylie finish her fifth grade year at Hazelwood with her peers, also waivered Brook for her 1st grade year at HZ. When Kylie was finishing her last year, I applied for a waiver at Rainier—I thought the most important thing was to keep her with her peers and at a school she was already becoming familiar with (she began band @ Rainier as a 5th grader). The waiver was declined. I decided to not continue Brook’s waiver to Hazelwood and to let her start at Lakeview to make new friends that she will be with for middle school and on. Now to find out that she will be going back to the kids she left at HZ and not going on with any of her new friends that she has made from Lakeview? Kids transition well, and I’m trying to keep an open mind and be a positive model for them. But it is very discouraging to know that my next 2 @ Lakeview will be making a transition to a new elementary school when #14 opens. It makes sense, I didn’t like driving past Rainier and Hazelwood on my way to pick up my kids from Cascade and Lakeview. It was a very poor decision made to take us out of those schools—knowing that our close proximity would make us return if the next boundary change involves us going to the new elementary. Please put in the DO NOT MOVE LV1 AGAIN. And let our neighborhood be! *It make sense—but the transitions should not have happened in the first place. We belong at schools that are closest to our neighborhood. – Jamie Fisher [email protected]

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With the projected numbers for Lakeland Hills Elementary in the future—will the 30% of IL01 be asked to move back to Ilalko? You mention the concern about AL05 and making sure that they get to go to school with their neighborhood but what about keeping them with their peers? And why do the same to the 30% of IL01? You stress the importance of keeping neighborhoods together but then take IL01 and remove 30% from a very close-knit school and neighborhood. Not to mention removing 13 board members (3 executive) from Ilalko and putting them into a school that will already have 95% of their previous PTA. I hope the board will give consideration to the current 7th graders at Rainier to grant them a waiver so they can finish all 3 years at the same school. This would fall in line with the way they open Mountain View by allowing the seniors to finish at the school they started at. Thanks for your consideration. Model one (consensus) divides IL01—this is a very close-knit community. The point of keeping communities together was stressed numerous times—however that doesn’t seem to be the case w/ IL01 (30%). Demographics are better with the minority report. This consensus model will not only destroy Gildo Rey PTA but you take 13 board members (3 executive board members) from Ilalko.

Mt. Baker Community Meeting March 15, 2006

Questions

Lakeland Hills – an area going down the hill – closer to LLH (could walk) – What is the process – any chance we could go to LLH?

Border between two areas – want to go to current school – how can we support minority model?

Projected capacities

Minority report – keep more balance Keeps LLH close to capacity Did the committee take into account how close LLH would be to capacity? (Note: graph referred to wasn’t there)

F/R ⇒ Gildo Rey

Rate is going up to 56.5%? Isn’t this of concern?

Reasonable ⇒ minority model

11% difference is quite large Isn’t that enough to go toward the minority model?

Are there any changes to what middle schools the kids in LLH attend?

Son in resource program at IL ⇒ will it be the same @ LLH?

Starting time for new school ⇒ will LLH be a late start or early start? Request for early school

Is bussing a key to a late or early start?

Offering a new full-day kindergarten program @ additional schools?

Would it be possible for parents of potential kindergarteners to get a survey go kindergarten hours?

LV01 neighborhood ⇒ lives there…

In kindergarten ⇒ please help remind me where I go? Confusion of why schools go where

Waiver into other school: do you have to do yearly? Does a school ever get full and you can’t get in?

If you have a waiver and can walk to a bus stop, are you able to put your child on the bus?

What is the waiver policy? How do you get a waiver?

In favor of new boundaries—issues around middle school and high school kids staying together—prefer middle school kids stay with their high schools?

With 7th graders have the option to waiver next year? (automatic waivers?)

Staffing of LLH ⇒ how does that happen? Will there be teachers from IL and GR going to LLH?

Next couple of years, will Mt. Baker be overcrowded?

Will next middle school be on south end or north end?

Mt. Baker Community Meeting March 15, 2006

Written Concerns/Comments

I hope the Board strongly considers the minority report. I have a problem with leaving Gildo Rey with a very large F/R population while creating an elite school at the top of the hill. In favor of minority report.

1) Would a petition of parents in favor of minority report sway the board? 2) Don’t agree with demographics of consensus report. 3) Ilalko losing approximately 125 5th graders, two teachers retiring and

two going to new school. Why should we break up an established community/neighborhood with the majority model? You would be breaking up a “community” when that wouldn’t have to happen if the minority model were accepted. You would not be balancing demographics with the majority model. “Lakeland Hills” would be considered a “privileged” school – when it doesn’t have to be that way – accepting the minority model – would balance demographics between both schools. It would be my recommendation that the LV01 area would go to school #14, Mt. Rainier and then Mountainview. If the conclusions of the minority report are correct (and I assume they are since it was presented that way and the committee had to vote to accept it), but it provides better demographics, then why is it not the better way to go? Given that the other criteria were met almost equally, why not choose the minority model which better balances demographics and does not split up a very tight neighborhood – IL01. We support the minority report over the “consensus” for several reasons. The minority report provides more balance in demographics and programs. Further, it doesn’t result in an artificial split between some of the students currently attending school together in Lakeland Hills. Splitting IL01 will result in issues in our child care scenario as well as others in the area. The split seems somewhat arbitrary to get the attendance numbers to fit. The minority report is more logical and still provides the numbers and allows for growth. We ask that you approve the minority plan.

Under either model, waivers should be allowed to accommodate for child care and preference based on location, transportation and students attending the same school as close proximity neighbors. Based on the projected enrollment/capacity numbers for IL and LH, it appears that the minority report keeps IL’s enrollment more stable and keeps LH’s from being “maxed out” within four years. The first plan (recommended model) has bizarre boundaries, separating neighbors. I don’t even live in that zone, but think it’s ridiculous—specifically the section to the north of Lakeland Way and Evergreen. I would recommend model one. The thought of having people pass IL to go to LH makes no sense just to make the demographics. Myself as well as many of my neighbors are in favor of the majority recommendation for LH. I would rather see tax dollars spent on school programs than bussing kids up and down the hill. If they can walk, it’s better for more reasons than saving money. Numerous studies show that kids who are able to walk to school have less incidents of childhood issues of obesity and perform better in school. Also, neighborhoods are kept together with the majority recommendations, more so than the minority recommendations. The majority report appears to have more people/kids who actually live in proximity to LH going there. That would keep more walkers and neighborhoods together. Many of these people in the 30% area have been “expecting” to go to the new school. I am in favor of the majority report, because I don’t see the sense for kids that live in walking proximity to the LH to be bussed. It also does a better job of keeping neighborhoods together. The Woodvue neighborhood is on the same street (Olive Ave SE) as the Ashton neighborhood. Late start times for LH: conflicts with older siblings schedules (Mt Baker and Riverside, etc.). Also work schedules. If majority report rules, then walking distances being the majority should still allow for “early” start time. Less bussing needs. That would make it fair for having to move to a new school. Minority report has less splitting of geo codes. Major concern is splitting these geo codes (day care, etc.) How could we change regular start time for Lakeland Elementary? What is the start time? Keep them early – make it fair to move. I am happy that I get to stay with all my friends when I go to middle school.—Molly Champ-Gibson, 4th grade student at Washington


PERSONNEL--CERTIFICATED AND CLASSIFIED 1. Certificated and Classified Personnel Report Attached is the personnel report, for certificated and classified

personnel, for the board’s approval. Recommendation: That the board approve the attached

report. 2. Requests for Travel

a. Mary Torcaso and Patrice Rademacher, Mt. Baker Middle School teachers, request permission to travel to Chicago, Illinois, Thursday through Friday, March 30-31. The purpose of the trip would be to attend the University of Chicago math field study meeting. Lodging would be at the Courtyard Marriott, meals would be at local restaurants, and travel would be by air. A substitute will be needed for two days.

b. Tami Petrina, occupational therapist, and Robin Ritter, certified

occupational therapy assistant, request permission to travel to Charlotte, North Carolina, Tuesday through Friday, April 25-28. The purpose of the trip would be to attend the American Occupational Therapy Association annual conference. Lodging is to be determined, meals would be at local restaurants, and travel would be by air. Substitutes will not be needed.

c. Kym Nelson, Chinook Elementary School ECE teacher, and

Christy Moore, early childhood education specialist, request permission to travel to Tyson’s Corner, Virginia, Thursday through Tuesday, April 27-May 2. The purpose of the trip would be to attend the Infancy and Early Childhood Training Course. Lodging would be at the Hilton McLean, meals would be at local restaurants, and travel would be by air. A substitute will be needed for two and a half days.

Recommendation: That the above trips be approved as

requested.


PERSONNEL--CERTIFICATED

Curriculum/Non-Curriculum hours

After school math class

Brown, Shayna 16.5 hour(s) effective 10/18/2005 1 .$37.00 per hour

Fox, Jeremy 4 hour(s) effective 10/18/2005 2 .$37.00 per hour

Homfeldt, Jenny 4 hour(s) effective 10/18/2005 3 .$37.00 per hour

Trout, David 15 hour(s) effective 10/18/2005 4 .$37.00 per hour

Avervision training

Kemp, James 1 hour(s) @ hourly rate of pay effective 2/16/2006

1 .

Building coordinator for career conference

Dooley, Laurie As needed effective 12/16/2005 1 .$450.00 stipend

Hanson, Carol Lynn As needed effective 12/16/2005 2 .$450.00 stipend

Myers Globe, Renee As needed effective 12/16/2005 3 .$450.00 stipend

Camp Auburn

Bonham, Tricia 28 hour(s) effective 5/15/2006 1 .$486.00 stipend

Cicero, Tanya 28 hour(s) effective 5/15/2006 2 .$486.00 stipend

Fettig, Michael 28 hour(s) effective 6/1/2006 3 .$486.00 stipend

Foss, Kimberley 28 hour(s) effective 6/1/2006 4 .$486.00 stipend

Howell, Christopher 28 hour(s) effective 6/1/2006 5 .$486.00 stipend

Jerome, Sandra 28 hour(s) effective 6/1/2006 6 .$486.00 stipend

Page 1


Nickel, Lisa 28 hour(s) effective 5/15/2006 7 .$486.00 stipend

Schutz, Gretchen 28 hour(s) effective 5/15/2006 8 .$486.00 stipend

Skiff, Carol 28 hour(s) effective 5/10/2006 9 .$486.00 stipend

Extended learning program

Crace, Clark 24 hour(s) @ hourly rate of pay effective 3/13/2006

1 .

Diehm, Terri 24 hour(s) @ hourly rate of pay effective 3/13/2006

2 .

Hershberger, Diane 24 hour(s) @ hourly rate of pay effective 3/13/2006

3 .

Kearney, Karen 24 hour(s) @ hourly rate of pay effective 3/13/2006

4 .

Morris, Gary 24 hour(s) @ hourly rate of pay effective 3/13/2006

5 .

Wickstrom, Scott 24 hour(s) @ hourly rate of pay effective 3/13/2006

6 .

Friday school

Jensen, Kelly 6 hour(s) @ hourly rate of pay effective 3/1/2006

1 .

Insight classes

Ainsworth, Karen 9 hour(s) @ hourly rate of pay effective 3/3/2006

1 .

McGowan, Tina 30 hour(s) @ hourly rate of pay effective 2/1/2006

2 .

Kapture club

Wheeler, Mary Lynn 1 hour(s) @ hourly rate of pay effective 2/26/2006

1 .

Order preparation for Lakeland Hills

Ansotigue, John 6 hour(s) @ hourly rate of pay effective 3/3/2006

1 .

Page 2


Goodlett, Travis 6 hour(s) @ hourly rate of pay effective 3/3/2006

2 .

Jarrell, Neely 6 hour(s) @ hourly rate of pay effective 3/3/2006

3 .

Nelson, Michelle D. 6 hour(s) @ hourly rate of pay effective 3/3/2006

4 .

Raines, Elizabeth 6 hour(s) @ hourly rate of pay effective 3/3/2006

5 .

Scott, Erin 6 hour(s) @ hourly rate of pay effective 3/3/2006

6 .

Spencer, Arthur 6 hour(s) @ hourly rate of pay effective 3/3/2006

7 .

Participate in inservice

Keith, Alaura 7 hour(s) @ hourly rate of pay effective 3/17/2006

1 .

Participate in reading inservice

Anderson, Janet Christine 16 hour(s) @ hourly rate of pay effective 3/7/2006

1 .

Bowe, Sherri 7 hour(s) @ hourly rate of pay effective 3/7/2006

2 .

Carroll, Leah 7 hour(s) @ hourly rate of pay effective 3/7/2006

3 .

Carstens, Corrie 7 hour(s) @ hourly rate of pay effective 3/7/2006

4 .

Coletta, Jacqueline 7 hour(s) @ hourly rate of pay effective 3/7/2006

5 .

Hadley, Barbara 7 hour(s) @ hourly rate of pay effective 3/7/2006

6 .

Hagedorn, Barbara 7 hour(s) @ hourly rate of pay effective 3/7/2006

7 .

Harlor II, John 7 hour(s) @ hourly rate of pay effective 3/7/2006

8 .

Page 3


Harris, Heidi 7 hour(s) @ hourly rate of pay effective 3/7/2006

9 .

Hess, Lyn 7 hour(s) @ hourly rate of pay effective 3/7/2006

10 .

Hupperten, Michelle 7 hour(s) @ hourly rate of pay effective 3/7/2006

11 .

Jerome, Sandra 7 hour(s) @ hourly rate of pay effective 3/7/2006

12 .

Lees, John 7 hour(s) @ hourly rate of pay effective 3/7/2006

13 .

Portmann, Kelly 7 hour(s) @ hourly rate of pay effective 3/7/2006

14 .

Rose-Fufa, Carly 7 hour(s) effective 3/7/2006 15 .$40.00 per hour

Scott, Erin 16 hour(s) @ hourly rate of pay effective 3/7/2006

16 .

Stalmaster, Margaret 7 hour(s) @ hourly rate of pay effective 3/7/2006

17 .

Tinsley, Brian 7 hour(s) @ hourly rate of pay effective 3/7/2006

18 .

Weide, Scott 7 hour(s) @ hourly rate of pay effective 3/7/2006

19 .

Reading pilot

Karpan, Lori 15 hour(s) @ hourly rate of pay effective 3/6/2006

1 .

Morgan, Julie 15 hour(s) @ hourly rate of pay effective 3/6/2006

2 .

Summer school

Hadley, Barbara 56 hour(s) @ hourly rate of pay effective 7/10/2006

1 .

Puckett, Dara 56 hour(s) @ hourly rate of pay effective 7/10/2006

2 .

Page 4


Slatt, Melissa 56 hour(s) @ hourly rate of pay effective 6/26/2006

3 .

Sweeney, Devan 56 hour(s) @ hourly rate of pay effective 6/26/2006

4 .

Tutor

Smargiassi, Kevette 25 hour(s) @ hourly rate of pay effective 11/30/2006

1 .

Walk to read

Keith, Alaura 1.5 hour(s) @ hourly rate of pay effective 3/1/2006

1 .

WASL camp

Knowles, Jennifer 6 hour(s) @ hourly rate of pay effective 3/9/2006

1 .

Minus, Tonette 6 hour(s) @ hourly rate of pay effective 3/9/2006

2 .

Leave

Austin, Stephanie effective 8/29/2006 1 .Childrearing leaveMathematics teacherCascade Middle School

Wright, Steven effective 8/29/2006 2 .Personal reasonsSocial studies/reading teacherOlympic Middle School(on leave 05-06)

Resignation/Retire

Baker, Tressa effective 4/7/2006 1 .MovingThird/fourth grade teacherWashington Elementary School

DeKoker, Randal effective 6/30/2006 2 .RetirementDirector of Secondary Curriculum and InstructionAdministration building

Page 5


Huff, Cheryl effective 6/23/2006 3 .MovingCounselorAuburn Riverside High School(on leave 05-06)

Ingram, Constance effective 6/22/2006 4 .MovingTOSAChinook Elementary School(on leave 05-06)

Pfab, Gloria effective 6/22/2006 5 .Personal reasonsThird grade teacherDick Scobee Elementary School(on leave 04-06)

Page 6


PERSONNEL--CLASSIFIED

Curriculum/Non-Curriculum hours

After-school reading program

Ringler, Katherine 60 hour(s) @ hourly rate of pay effective 2/6/2006

1 .

Wert, Lorrie 60 hour(s) @ hourly rate of pay effective 2/6/2006

2 .

Catering

Clement, Kathleen 20 hour(s) @ hourly rate of pay effective 3/8/2006

1 .

Clyde, April 20 hour(s) @ hourly rate of pay effective 3/8/2006

2 .

Estey, Susan 20 hour(s) @ hourly rate of pay effective 2/10/2006

3 .

Sandland, Tara 20 hour(s) @ hourly rate of pay effective 3/8/2006

4 .

CTE hours

Estey, Susan 10 hour(s) @ hourly rate of pay effective 2/13/2006

1 .

ECE transition meeting

Bassen, Deanne 2 hour(s) @ hourly rate of pay effective 3/9/2006

1 .

Forte, Virginia 2 hour(s) @ hourly rate of pay effective 3/9/2006

2 .

Krenz, LaDonna 2 hour(s) @ hourly rate of pay effective 3/9/2006

3 .

Interpreter

Casanova, Ricardo 5 hour(s) effective 3/1/2006 1 .$17.09 per hour

Orchestra consultant

Back, JiYoon 30 hour(s) effective 3/1/2006 1 .$15.00 per hour

Page 7


SIP meeting

Dragseth, Paula 1 hour(s) @ hourly rate of pay effective 2/15/2006

1 .

Thompson, Lorilee 1 hour(s) @ hourly rate of pay effective 2/15/2006

2 .

SLC program meeting

Atkinson, Lori 2 hour(s) @ hourly rate of pay effective 2/9/2006

1 .

Nesper, Brenna 2 hour(s) @ hourly rate of pay effective 2/9/2006

2 .

Otteman, Annamarie 2 hour(s) @ hourly rate of pay effective 2/9/2006

3 .

Parker, Carol 2 hour(s) @ hourly rate of pay effective 2/9/2006

4 .

Reynolds, Alice 2 hour(s) @ hourly rate of pay effective 2/9/2006

5 .

Vest, Cathleen 2 hour(s) @ hourly rate of pay effective 2/9/2006

6 .

Student intervention

Cash, Angela 20 hour(s) @ hourly rate of pay effective 3/13/2006

1 .

Title meeting

Hedrick, Stephanie 8 hour(s) @ hourly rate of pay effective 12/16/2005

1 .

Title/LAP math staff development

Anderson, Michele R. 4 hour(s) @ hourly rate of pay effective 3/17/2006

1 .

Ball, Sarah 6 hour(s) @ hourly rate of pay effective 3/17/2006

2 .

Benavides, Gina 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

3 .

Biddle, Lorinda 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

4 .

Page 8


Cain, Laura 2 hour(s) @ hourly rate of pay effective 3/17/2006

5 .

Carter, Diane 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

6 .

Fagerberg, Kate 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

7 .

Frerichs, Rosanna 6 hour(s) @ hourly rate of pay effective 3/17/2006

8 .

Greer, Lisa 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

9 .

Kistler, Krystal 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

10 .

Meckle, Shirley 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

11 .

O'Brien, Karen 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

12 .

Ohashi, Michelle 2 hour(s) @ hourly rate of pay effective 3/17/2006

13 .

Partridge, Shirlee 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

14 .

Ringler, Katherine 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

15 .

Smay, Genelle 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

16 .

Stafford, Susan 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

17 .

Wert, Lorri 3.5 hour(s) @ hourly rate of pay effective 3/17/2006

18 .

New Hire

Bus driver

Schons, Mark 4.5 hour(s) @ hourly rate of pay effective 3/13/2006

1 .

Qualified, willing applicantTransportation

Page 9


Custodian B

Marchuk, Aleksandr 4 hour(s) for 70 day(s) @ hourly rate of pay effective 3/7/2006

1 .

Qualified, willing applicant selected through interview process.Auburn Senior High School.

Custodian B/183

Slaughter, Gary 8 hour(s) @ hourly rate of pay effective 3/17/2006

1 .

Qualified, willing applicantAuburn Senior High School

Lifeguard

Towner, Tyler As needed effective 3/7/2006 1 .$8.50 per hour

Walker, Anthony As needed effective 3/7/2006 2 .$8.50 per hour

Para-Educator (Early Childhood Education)

Wert, Michelle 3 hour(s) for 66 day(s) @ hourly rate of pay effective 3/13/2006

1 .

Qualified, willing applicant hired through the interview process.Dick Scobee

Para-Educator Class-Size (Thompson, 4)

Hart, Jay 3 hour(s) for 71 day(s) @ hourly rate of pay effective 3/6/2006

1 .

Qualified, willing applicant hired through the interview process.Alpac

Rehire

Landscape Person

Dyulberov, Asan 8 hour(s) @ hourly rate of pay effective 9/1/2005

1 .

183 days from 9/1/05 to 11/16/05 and 3/1/06 to 8/31/06Support Services

Resignation/Retire

Office Assistant

Wilkins, Barbara effective 6/30/2006 1 .RetiringLea Hill Elementary School

Page 10


Para-educator ECE/Recess

Poe, Amy effective 3/16/2006 1 .Employment elsewhereLake View Elementary School

Supervisory Duties

Safe schools grant

Anderson, Sheryl As needed effective 4/19/2006 1 .stipend $350

Supplemental Assignment

Assistant coach-Fastpitch

Aaker, Angela 180 hour(s) effective 2/1/2006 1 .stipend $2,841

Martin, Shelley 180 hour(s) effective 3/8/2006 2 .stipend $2,841

Assistant coach-Track

Briones, Humberto 180 hour(s) effective 3/8/2006 1 .stipend $2,841

Harman, Jared 198 hour(s) effective 3/8/2006 2 .stipend $2,608

Irwin, Daniel 180 hour(s) effective 2/1/2006 3 .stipend $3,099

Thompson, Alicia 180 hour(s) effective 2/1/2006 4 .stipend $2,841

Assistant soccer coach - Spring

Flint, Steve 198 hour(s) effective 2/27/2006 1 .stipend $2,608

Band assistant - Winter colorguard

Dwyer-Baile, Teena 200 hour(s) effective 2/1/2006 1 .stipend $4,490

Drama assistant - choreography

Harwood, Simone 61 hour(s) effective 2/1/2006 1 .stipend $1,013

Post-season play

Page 11


Binetti, Justin As needed effective 3/1/2006 1 .stipend $223

Lubash, Wendy As needed effective 3/1/2006 2 .stipend $1,014

McNeese, Kenneth As needed effective 3/1/2006 3 .stipend $223

Mondt, Michael effective 3/1/2006 4 .stipend $669

Stobie, Kristie As needed effective 3/1/2006 5 .stipend $446

Page 12


FINANCE 1. Vouchers Vouchers will be presented. Recommendation: That these vouchers be signed. 2. Financial Statements Financial statements for the month of February will be presented for the

board’s information.


DIRECTORS 1. Approval of Minutes

The minutes of the regular meeting of Monday, March 13, have been forwarded to the board.

Recommendation: That the minutes be approved. 2. Initiative 728 Funds A requirement of Initiative 728 is that “annually on or before May 1,

the school district board of directors shall meet at the time and place designated for the purpose of a public hearing on the proposed use of these funds to improve student achievement for the coming year.” Attached is a copy of last year’s I-728 plan for the Auburn School District. Input is currently being solicited for the 2006-07 plan. It is recommended that the board hold a public hearing on the plan for next year’s use of I-728 funds during the April 24 school board meeting.

Recommendation: That the April 24 school board meeting

include a public hearing on the proposed use of Initiative 728 funds for the 2006-07 school year.

3. First Reading of Policies The following policies are being submitted to the board for first

reading: 3416--Medication at School; 4340--Public Access to District Records; and 8121--Driver Training and Responsibility. Timothy Cummings, assistant superintendent for human resources, will answer questions from the board.

Recommendation: That the above-mentioned policies be

accepted for first reading with second reading and adoption scheduled for Wednesday, April 5.

4. Legislative Report 5. Discussion

Initiative 728 Plan Following is the Auburn School District’s proposed plan for the use of Initiative 728 funds. Initiative 728 was approved by Washington State voters for the purpose of improving public education and achieving higher academic standards for all students. The Auburn School Board of Directors will hold a public hearing regarding the plan on Monday, April 25, 2005, at 7 p.m. in the board room of the James P. Fugate Administration Building, 915 4th Street Northeast, Auburn, Washington 98002. The board will finalize the plan by August 31, 2005, after receiving input from staff and community at the public hearing. Background The Auburn School Board has always recognized the contributions of long-range planning to the efficient operation of a quality educational program. For over three decades, the board has used citizen ad hoc committees to provide counsel regarding a number of specific issues that would, ultimately, confront the district. The board has developed strategic plans. Throughout the 1991-92 school year, the board examined current programs and synthesized expectations for the future. As a part of this process, Futurescape was developed. Since that time, Futurescape has served as a guideline to the board and staff in their educational decision making. In 1997, the board updated Futurescape, developing Futurescape Revisited. Futurescape Revisited was intended to be responsive to changing conditions confronting the school district. The Auburn School Board provides schools which are student centered in philosophy, organization, and practice. The district has aligned the Washington State Essential Academic Learning Requirements with the district curriculum. The board recognizes that a quality education system is crucial for the students of the Auburn School District. Initiative 728 supports the mission of the Auburn School District and the goals and objectives outlined in Futurescape Revisited. The board is responsible for deploying resources of the district and will continue to expend funds in a manner that is in the best interest of all students. In 1993, the Washington State legislature passed HB1209 which sets high standards for student achievement. Additionally, in 2001, the federal government passed the No Child Left Behind Act. The Auburn School Board is committed to the implementation of these pieces of legislation which require students to make adequate yearly progress and meet state standards. The board wants to see every child learn and achieve his or her potential. Initiative 728 The Auburn School Board is committed to providing leadership and support to students, families, and professionals to ensure that all students succeed. Funds from Initiative 728 will continue to help the district meet the challenges ahead. The board is aware that the mission of public education in the state of Washington has changed from merely assuring that all students receive a quality education to assuring that each student achieves high standards within the quality education. The educational reform movement has inspired this change and rests upon the belief that students can achieve high standards. The board believes education reform is changing public education for the better in the state of

Initiative 728 Plan Page 2 Washington and is absolutely committed to the rigor of higher standards. Funds from Initiative 728 will continue to be used to achieve high standards of education reform. The potential use of funds generated through Initiative 728 are diverse. Included within the scope of the legislation, these monies can be used to reduce class size across all grades, provide extended learning opportunities for students in grades K-12, provide additional professional development for educators, provide early assistance for children who need pre-kindergarten support, and provide improvements or additions to school facilities which are directly related to class-size reductions and extended learning opportunities. In presenting its recommendations for the 728 plan, the board is aware of the far reaching impact of Initiative 728 monies. The Auburn School District received approximately 2.7 million dollars in Student Achievement funds in 2003-04. This is estimated to increase to about 6 million dollars in 2006-07. See chart below.

Fiscal Year

Estimated Rate (OSPI)

Projected Prior Year

AAFTE

Projected Revenue

Actual Revenue

2001-02 $190.19 12,634.70 $2,402,993.59 **$2,298,757.33 2002-03 $204.10 12,797.42 $2,620,655.67 **$2,611,957.50 2003-04 $219.32 12,823.08 $2,649,085.28 **$2,863,163.75 2004-05 $254.00 13,013.92 *$3,269,785.18 **$3,305,535.68 2005-06 *$300.00 13,119.30 *$3,935,790.00 2006-07 *$375.00 13,280.00 *$4,980,000.00

*These are all predicated upon the legislature funding I-728 as proposed in the Governor’s budget. **Actual revenue has been less than projected due to state lottery revenues being less than anticipated. In making recommendations relative to Initiative 728 for the 2005-06 school year, the board is aware that it must continue to take a long-range view for the use of these monies and plans for their use will change from year to year. The board has brought a focused attention to grades one and two within the programs and services of the school district as outlined below. This had been a priority of the school board for many years. The decision was based on research that shows additional learning time has strong benefits to students, especially in the early grades. Representatives of the state legislature have made clear their concern regarding the ability to fund existing programs and services and have especially focused on additional funding responsibility as a result of the passage of Initiative 728. Therefore, the plan from the board of directors reflects our strong desire to maintain a level of service that we have enjoyed in this district. It is the intent of the board to ensure that the plan remains sensitive to the fact that Initiative 728 funds may have to be employed to offset program reductions in areas such as class size and staff development resulting from legislative cutbacks. With the above-mentioned parameters to guide the development of this plan, the board is submitting the prioritized list, on page 3, for public hearing at its regularly scheduled board meeting of Monday, April 25, 2005.

Initiative 728 Plan Page 3 1. Continue to maintain extension of the first and second grade day to the same length as the

third to fifth grade day The Auburn School District has used Initiative 728 funds to enhance further achievement by

continuing the extension of the primary day. Until 2001-02, first and second graders in the Auburn School District came to school 40 minutes later than students in grades three through five. By continuing to extend the primary day to the same length as third through fifth graders, the district’s first and second graders have more time every day to focus on achievement, especially achievement in reading, writing, and mathematics. Reading is the basic building block for education. By the end of second grade, students should be readers. Additional time and opportunity during first and second grade is critical to students’ accelerated academic growth. It is a priority to continue the extension of the primary day for 2005-06.

2. Maintain current class size The Auburn School District has prioritized small class size for over two decades. In these

smaller classes, more time is spent with individual students which increases the likelihood of improved learning for all students.

As of October 1, 2004, elementary class size averages were: Kindergarten 21.73 First Grade 22.94 Second Grade 22.91 Third Grade 24.65 Fourth Grade 24.79 Fifth Grade 27.17 TOTAL 23.95

Following are possibilities to further reduce class size:

a. Dissolving third through fifth grade splits on a space-availability basis. b. Team teaching in a single class. c. Roving teachers assigned to more than one class. d. Support for identified low performing student groups. e. Targeted fourth and fifth grade class-size reduction on a space-availability basis. f. Alternative classes to enhance learning. G. Secondary flex teachers.

Secondary schools are staffed at 22.5 students per teacher. Class sizes vary based on subject

area. Additionally, in the future, funds may be used for targeted class size reduction.

While future funds may be used to further lower these ratios, factors of available teacher candidates, space, and program configuration must be analyzed as well as fiscal support from the state.

Initiative 728 Plan Page 4 Because of graduation requirements, students who do not meet state standards will need

additional support including plans for how they will achieve the standards. Funds may be used for programs to bring them to standard which may include targeted class size reduction.

3. Other extended learning opportunities Initiative 728 funds have further enhanced achievement through the development of multiple

extended-learning opportunities. The district has used Initiative 728 resources to extend learning opportunities in a variety of ways including: before- and after-school programs; targeted first and second grade early literacy instruction; alternative programs for at-risk high school students; and summer school programs for students who need literacy assistance to reach benchmark standards. The board recognizes that all students do not learn in the same way or at the same time. Also, students who do not achieve standard need additional learning opportunities to target their area for needed growth. To that end, the board wishes to continue to offer a variety of developmental and remedial learning opportunities outside the regular school day. Following, in prioritized order, are those programs:

a. Summer school for at-risk learners. b. After-school programs. c. Saturday schools. d. Programs during mid-winter and spring break.

Technology can be used to assess students for extended learning instruction. For example,

Accelerated Reader, Accelerated Math, and Larson Math are excellent tools for measuring student achievement and developing individualized learning goals. Also, technology is an excellent tool for independent and special learners.

4. Staff Development The Auburn School District has a strong tradition of providing quality inservice to staff. All

curriculum adoptions in the Auburn School District are implemented with a comprehensive staff development plan. Every school building provides ongoing staff development that supports student learning. Research demonstrates that teacher quality is a key component in student achievement. With the demands of high standards reform, the ongoing professional development of staff continues to be central to improved student learning. It is necessary to provide training for teachers in standards based assessment and best practices. The Auburn School District has a clear, coherent plan for student achievement. It is planned that Initiative 728 funds will be used to provide staff development time for certificated staff to focus on the content specific pedagogical skills necessary to improve student achievement.

Initiative 728 Plan Page 5 A reality that confronts the board is the possibility that monies generated for the 2005-06 school year may be carried over to subsequent years as was the case in the prior three years. The school board also recognizes that indirect expenses occur in the I-728 program and OSPI’s indirect rate for state programs for the Auburn School District is 14.9% for the 2005-06 school year. Additionally, each year, the state has reduced the revenue to fund I-728, due to downturns in the broader economy. It is necessary to provide for contingencies. The school board is ready for these contingencies. Timeline The legislation of Initiative 728 identifies the date of August 31, 2004, as the date the plan must be finalized. The Auburn Board of Directors’ timeline is: Board hearing - April 25, 2005, 7:00 p.m. Final date for determination of use of funds at the regularly scheduled board meeting on Monday, August 22, 2005. Accountability Annually, the school district has provided and will continue to provide an accounting for the funds derived from Initiative 728, including how the funds were used and the progress the district has made in increasing student achievement as measured by required state assessments as well as other assessments. initiative 728 funds

3416 STUDENTS Medication at School Prior to administering any medication to a student at school, the principal or school secretary will have on file, from the child's parent(s) or guardian(s), a completed Administration of Medication to Students form, signed by a physician or dentist and the parent approved by the school nurse. In absence of the required form, signed authorization from the physician or dentist and the parent may be accepted. Written authorization for administration of medication to students will be for a specific period of time not to exceed one (1) school year or the remainder of one (1) school year. All medication must be in the original container and properly labeled, including name of student, name of medication, dosage, and the name of the prescribing medical practitioner. All medication to be given at school will be deposited in a locked location in the school office. The principal, secretary, nurse, or health aide will administer the medication in accordance with these written procedures. The school nurse will monitor administrative practices and follow-up at regular intervals to ensure administration is in compliance with Policy 3416. The nurse will be notified, in writing, of any student receiving medication at school. Such notification will include the name of the student and the parent(s) or guardian(s), name of the medication, dosage, name of the prescribing medical practitioner, and a statement regarding the reason for medication, visible side effects, and applicable emergency procedures. Legal References: RCW 28A.210.260 Administration of Oral

Medication by--Conditions 28A.210.270 Administration of Oral

Medication by--Immunity from Liability

42 U.S.C. 280, Public Health Service Act Section 399 Chapter 462, Relating to the prevention, Laws of 2005 diagnosis, and treatment

of asthma Attorney General Memorandum

(2/9/89)--Administration of Medication

Adoption Date: October 27, 1997 Revised:

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DRAFT (2/27/06) COMMUNITY RELATIONS Public Access to District Records Mindful of the right of individuals to privacy and of the desirability of efficient administration of the district, full access to information concerning the administration and operations of the district shall be afforded to the public as provided by the Public Disclosure Law. Public access to district records shall be afforded according to the procedures developed by the superintendent and periodically reviewed by the board. "School district records" include any writing, printing, photocopying, photographing, etc., containing information relating to the conduct of operations and functions of the district which is prepared, owned, used, or retained by the district. "Writing" means handwriting, typewriting, printing, photocopying, photographing, and every other means of recording any form of communication on representation, including letters, words, pictures, sounds, or symbols, or combination thereof, and all papers, maps, magnetic or paper tapes, photographic films and prints, motion picture, film and video recordings, magnetic or punched cards, discs, drums, diskettes, sound recordings, and other documents including existing data compilations from which information may be obtained or translated. "School district records" do not include the personal notes and memoranda of staff which remain in the sole possession of the maker and which are not generally accessible or revealed to other persons. The superintendent or designee shall serve as "public records coordinator" with responsibility and authority for ensuring compliance with the display, indexing, availability, inspection, and copying requirements of state law and this policy. As coordinator, he/she shall authorize the inspection and copying of the district's records only in accordance with the criteria set forth in this policy. In accordance with RCW Chapter 42.17, the district shall make available for public inspection and copying all district records, or portions, except those which contain the following information:

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A. Personal information from any file maintained for students

(RCW 42. 17.310(l)(a). Information from student records shall be disclosed only in accordance with the requirements of the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. § 1232g and adopted district policy;

B. Personal information in files maintained for staff to the

extent that disclosure would violate their right to privacy. (Requests for verification of employment are not public records and will not be disclosed. Performance evaluations that do not discuss specific instances of misconduct are private and not of legitimate public concern. They will not be disclosed.) (RCW 42.17.310(l)(b);

C. Test questions, scoring keys, or other examination data used

to administer academic tests (RCW 42.17.310(l)(f);

D. The contents of real estate appraisals, made for or by the district relative to the acquisition of property, until the project is abandoned or until such time as all of the property has been acquired, but in no event shall disclosure be denied for more than three years after the appraisal (RCW 42.17.310(l)(g);

E. Preliminary drafts, notes, recommendations, and intradistrict

memoranda in which opinions are expressed or policies formulated or recommended except that a specific record shall not be exempt when publicly cited by the district in connection with any district action (RCW 42.17.310(l)(i);

F. Records which are relevant to a controversy in which the

district is a party but which records would not be available to another party under the rules of pretrial discovery for cases pending in the superior courts--RCW 42.17.310(l)(j);

G. Records or portions of records the disclosure of which would

violate personal rights of privacy--RCW 42.17.260(1) and RCW 42.17.310(2);

H. Records or portions of records the disclosure of which would

violate governmental interests--RCW 42.17.310(2); I. The residence addresses, and telephone numbers, personal

wireless telephone numbers, personal electronic mail addresses, social security numbers, and emergency contact information of staff members employees and volunteers held in personnel records, rosters, and mailing lists—-RCW 42.17.310 (i)(u);

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J. The names, dates of birth, residential addresses, telephone

numbers, personal wireless telephone numbers, personal electronic mail addresses, social security numbers, and emergency contact information of dependents of employees and volunteers.

JK. Personally identifiable information for special education

students--WAC 392-171-636. If the district denies any request, in whole or in part, for inspection and copying of records, the district shall provide the requesting party with a written statement of the reason for the denial setting forth the specific exemption (and statutory section) which applies. If the record which is requested for inspection and/or copying contains both information exempted from disclosure and nonexempt information, the district shall, to the extent practicable, produce the record with the exempt portion deleted and shall provide a written explanation for the deletion. The district may inquire into the purpose for which a record is requested and may use the answer to aid in determining whether the public has a legitimate interest in obtaining the information, but the district may not decline to furnish the records for public inspection and copying solely because the requester refuses to furnish a reason for the request. The district may condition access to a public record containing a list of individuals on the requester's promise that the record will not be used for a commercial purpose. The public records coordinator is authorized to seek an injunction to prevent the disclosure of records otherwise disclosable when he/she determines that there is reasonable cause to believe that the disclosure would clearly not be in the public interest and would substantially and irreparably damage any person or would substantially or irreparably damage vital governmental functions. Legal Reference: Ch. 42.17 RCW Disclosure--Campaign--

Finances--Lobbying--Records

Adoption Date: October 9, 1995 Revised:

8121 Page 1 of 2

DRAFT (2/27/06) NONINSTRUCTIONAL OPERATIONS Driver Training and Responsibility Bus operators shall observe all state statutes and administrative rules governing traffic safety and school bus operation. The district shall, at the beginning of each school year, provide each driver with a copy of the School Bus Driver Handbook (SPI), any additional laws and/or rules which have been recently enacted and which apply to school bus drivers, and the district's written rules for student conduct on buses. Each bus driver must have a Type 1 school bus driver's authorization issued by the Superintendent of Public Instruction, a passenger endorsement, and either a Class B or C commercial driver's license. The bus driver shall also hold a valid and current first aid card. An air brake endorsement is required for a driver who is assigned to a bus with air brakes. A bus driver is required to pass a Department of Transportation and a Superintendent of Public Instruction physical examination every two years. The school district retains the right to request more frequent medical examinations or demonstration of the physical ability requirements of WAC 180-20-102(5). The district is required to conduct a pre-employment drug screening test pursuant to CFR 49.382. The school district shall verify a negative result of such test prior to allowing the driver to operate a school bus on public roads, regardless of whether there are students on the bus. The district shall comply with the other drug testing requirements under Federal law, which include random, reasonable suspicion, and post-accident testing. Failure to submit to a drug test shall result in termination When a teacher, coach, or other certificated staff member is assigned to accompany students on a bus, such person shall be primarily responsible for the behavior of the students in his/her charge. The bus driver shall have final authority and responsibility. When the district utilizes charter buses or excursion carriers, the driver shall not have unsupervised access to children and children shall be supervised by a responsible employee of the district. Any district employee, other than a bus driver, who transports students for school activities in a district or private vehicle must have a valid driver's license issued by the State Department of Licensing and proof of insurance.

8121 Page 2 of 2

Legal References: RCW 28A.160.210 School bus drivers, training

and qualifications--Rules and regulations for

46.25 Uniform Commercial Drivers Act

WAC 180 School transportation 392-145-015 General operating regulations 392-145-020 Rules for school bus drivers; through 030 Rules for students riding school buses Adoption Date: January 12, 1998 Revised: