board special meeting operations (ops) committee of the

OPERATIONS (OPS) COMMITTEE OF THE SCHOOL BOARD September 16, 2010, 4:00p – 6:00p

School Board Office Conference Room John Stanford Center, 2445 Third Avenue South, Seattle, WA 98134

Board Special Meeting

2445 – 3rd Avenue South, Seattle WA 98124

Curriculum & Instruction Policy Committee Monday, March 13, 2017, 4:30 – 6:30 pm

Board Office Conference Room, John Stanford Center

Call to Order 1. Board members present2. Staff present3. Approval of agenda4. Approval of February 13, 2017 meeting minutes

Items Requiring Board Action or Informational Board Action Reports 1. School Board Policy 3121 – Excused and Unexcused Absences (Sander/Fulkerson)

For Intro April 19 10 mins 2. Amending Policy No. 2015, Selection and Adoption of Instructional Materials, and

Repealing Policy and Procedure C26.00 and C26.01, Provision and Disposition ofInstructional Materials (Kinoshita) For Intro April 5 10 mins

3. Elementary Feeder School Grant (Year 2) from the Satterberg Foundation.(Aramaki) For information only. 5 mins

4. Waiver of one (1) school day at Dearborn Park International School due to anemergency school closure after a mechanical failure (Boy) For Intro April 5 5 mins

5. Waiver of one (1) school day at Sacajawea Elementary due to an emergency schoolclosure due to unforeseen weather conditions (Boy) For Intro April 5 5 mins

Standing Agenda Items 1. Update on 2016-17 Superintendent SMART Goals 1-3 10 mins

Board Policies and Procedures 1. School Board Policies 2163, 2090, & NEW – Assessments and Program Evaluation 10 mins2. Superintendent Procedure 2020SP, Waive Use of District-Adopted Materials 10 mins

Special Attention Items 1. Ethnic Studies Resolution follow up (Kinoshita) 10 mins 2. Math Adoption Update (Kinoshita/Box) 5 mins 3. Advanced Learning Update (Jessee) 10 mins 4. John Stanford and McDonald International Schools Instructional Assistant updates

(Halfaker) 10 mins 5. Preschool Program Update (Toner) 5 mins 6. C-SIP Update (Starosky) 5 mins 7. 2017 C&I Work Plan (Burke/Tolley) 5 mins

Upcoming Meetings April 3, 2017– C&I Policy Committee Meeting (one week earlier due to Spring Break)

(Please note that this is a working committee. Documents may change before the meeting and/or prior to introduction before the Board. The Board Office maintains the archive for documents that were presented at the meeting. Due to the June 2015 change to the district website, documents for this meeting are provided on the pages below.)

OPERATIONS (OPS) COMMITTEE OF THE SCHOOL BOARD September 16, 2010, 4:00p – 6:00p

School Board Office Conference Room John Stanford Center, 2445 Third Avenue South, Seattle, WA 98134

Board Special Meeting

2445 – 3rd Avenue South, Seattle WA 98124

Curriculum & Instruction Policy Committee Monday, February 13, 2017, 4:30 – 6:30 pm

Board Office Conference Room, John Stanford Center

Minutes

The meeting was called to order at 4:31pm.

Directors Burke, Geary, Harris and Patu were present.

Dir. Geary made a motion to approve the agenda as posted. Dir. Patu seconded the motion. The agenda was approved unanimously.

Dir. Geary made a motion to approve the minutes from the January 9, 2017 Curriculum & Instruction (C&I) Policy Committee meeting. Dir. Patu seconded the motion. The January 9, 2017 minutes were approved as published, unanimously.

Items Requiring Board Action or Informational Board Action Reports Highly Capable Students Program Comprehensive Plan Stephen Martin, Kari Hanson and Wyeth Jessee provided an overview of this item. Mr. Jessee noted the annual update to the Office of Superintendent of Public Instruction (OSPI) regarding Highly Capable services which is mandated by Washington Administrative Code (WAC) to provide overall description of Seattle Public School (SPS) services. Mr. Martin noted the change to OSPI requirements regarding the plan which no longer requires an annual plan to be submitted, unless there are significant changes to the plan, policies or procedures. Mr. Martin noted that this is the same plan submitted in the 2015-16 school year, and was fully compliant. He noted that this item requires a Board vote to stay current. Mr. Martin noted that SPS is accepting funding allocation from state totaling over $500,000, received in a monthly allocation adjusted to full time equivalent (FTE). He noted that the Board action report explains the requirement. Mr. Martin noted questions from Dir. Burke regarding the data in the form package regarding the Iowa Test of Basic Skills (ITBS) achievement testing box is checked. He noted that it is not administered to all students K-8, but to those from private schools or those who lack Measurers of Academic Progress (MAP) or Smarter Balanced Assessment (SBA) data. Mr. Martin noted the question regarding page 10 where the gifted values box was checked in one section and not another. He explained the differentiation was whether the test was administered in a self-contained classroom, or general education classroom. Mr. Martin further explained the reporting through academic warehouse and the testing administration in the classrooms.

Dir. Geary noted that she did not have this document in the 2x2 sessions and the work session, which would have allowed for a much richer conversation. Dir. Burke asked for the timing for this document being submitted and reviewed, and how does it influence our implementation of

Minutes submitted for approval at the March 13, 2017 C&I Policy Committee Meeting Page 1 of 9

highly capable. Mr. Martin noted this was submitted in the Spring of 2015, and it is the same form package from then, since there were no significant changes to policy or practice. Mr. Jessee noted that it is State mandated that the approval goes through the School Board, even if it does not need to be submitted to OSPI. He noted annual oversight and i-Grant reviews that go back to OSPI. Mr. Jessee noted this plan could be a part of the conversation if the Directors want it as a discussion. He noted that the district is not out of time to use this in future conversations, and the assessment portion is what drives most of this conversation.

Dir. Patu noted that this was going to the Board through approval, and if something has to go to the Board, they need two weeks to look over the documents and takes time to digest. Mr. Jessee noted that this information went out with the regular packet in advance as standard procedure prior to committee meetings. Dir. Burke noted that this comes through every year, and noted that there is a lot of information to digest. Mr. Tolley noted that at the Oversight Work Session there is a template presentation document as to what is to be presented, and that in the past this information had not been provided. He noted that if this is the desire of the Board, then it is something staff can work towards. Dir. Burke noted that perhaps a reference to this plan as a reportable document.

Dir. Harris noted mentorship under Cedars 35, #12 as reference to the International Baccalaureate program where she has heard feedback from the public that it is not as robust as they were lead to believe. She noted that she felt the box was checked without understanding the meaning of mentorship and differentiation with respect to highly capable or advanced learning. Dir. Harris noted there is a confusion between site based decisions versus district.

Dir. Geary made a motion to move this item forward for consideration by the full Board. Dir. Burke seconded. The motion passed unanimously.

Dir. Geary asked to have this document be used in terms of considering options in the future, as a memory jogger and inquiry tool. Dir. Burke agreed.

DECISION: The Highly Capable Students Program Comprehensive Plan was moved forward for consideration by the Full Board for the March 1, 2017 Regular School Board Meeting.

Standing Agenda Items Update on 2016-17 Superintendent SMART Goals 1-3 Mr. Jessee provided an overview of Goal 1 and Multi-Tiered Systems of Support (MTSS). Mr. Jesse noted the three handouts in the packet. He noted the MTSS overview as a visual, one-pager with the timeline for the year. Mr. Jessee noted that this links with the Superintendent SMART goals in the coloring for uniformity. He noted the current timelines and that the tools shown with regards to professional development and school based workings. Mr. Jessee stated that an MTSS lead was assigned to each school this school year. Mr. Jessee noted the work that the MTSS leads are doing with each school on these implementation milestones, as listed on the handout. He reviewed the document and the data points, and noted that the data is being collected from every school, and provided examples.

Dir. Burke asked how many components are within the tool. Ms. Hanson noted the four components within whole child framework, and noted 16 different indicators that the schools demonstrate evidence for. She noted that this is an excerpt for principals to see the evidence over


Dir. Geary asked what group within the district are the leads from. Mr. Jessee noted the leads are from special education, coordinated health, the English Language Learners department, and career ladder. Dir. Geary asked if they are assigned pieces at each school. Mr. Jessee clarified that each person is assigned a few schools, they are the point person that checks in with the school and aligns with the Building Leadership Team (BLT). He noted that the components within the evidence collected as in on the document, and to align the work and support the school with getting the work done. He provided examples of the type of work that the leads are doing within the schools. Mr. Jessee noted every school has a common expectation and they have the support of the lead person for their school, who have been trained to look at the data profile and the Continuous School Improvement Plan (C-SIP) to support the school. Mr. Jessee noted the data portal handout that shows the trainings for the schools that are a part of the field test to have common data and reports across the schools (elementary, middle and high schools). He noted that he will send dates for the trainings that will be conducted.

Dir. Harris asked where the Executive Directors of Schools (EDS’s) fit in and where does the CSIP fit in. Mr. Jessee noted the C-SIP is the binding document for the goal and focus areas and central office will help support and progress monitoring. He noted that the EDS’s will be contacted when issues arise and the lead person will work alongside the EDS to loop in on the work.

Dir. Burke asked if we applied the MTSS guide to the outlier schools, would they all score 3 and do they have all the tools that we are asking of other schools. He further asked are we asking buildings to create things from scratch that already exist at some buildings? Mr. Jessee responded by stating schools are in different stages of development as there are dozens of elements on the MTSS guiding document – nobody has all “3s”. Ms. Hanson noted the project work is to build out the toolkit and the process which will roll through schools via professional development and the actual toolkit. Dir. Burke asked to see it. Mr. Jessee noted it could be

time. Mr. Jessee noted this will be communicated broadly and the expectation is that schools and leads use this over time, as some schools are just emerging in on this work. He noted that at a future meeting, he will discuss the roll out next year and the accountability structure.

Dir. Burke asked how many indicators total. Ms. Hanson noted this document is still under review, and that at this time there are approximately 16 indicators for each of the four components.

Mr. Jessee noted the MTSS task force and parents who are providing feedback on elements of this data portal, worksheet, assessment, and overall work.

brought to committee in March. He noted that tools will come along over time. Mr. Tolley noted that Superintendent SMART Goal 2, eliminating opportunity gaps, we are working a framework which will be shared with the full Board at the March 8 work session on Superintendent SMART Goals. He noted the framework takes a look how MTSS, Goal 1 and Goal 2 are connected and interdependent. Mr. Tolley noted the components that staff are focusing on with the whole child framework, which is being built out right now.

In regards to Smart Goal 3, Michael Tolley noted the program mapping and the program review and evaluation over the last few months. He noted that Dr. Eric Anderson has shared updates with the committee in the last few months. Ashley Davies noted just wrapping the request for


proposal (RFP) process for the mapping software. She noted the Guide K-12 program provides boundary planning, transparency, community discussions, overview of school locator within the software and other benefits. She noted components that would allow SPS to do internal data and impact analysis on student populations, and also allows families to search for schools with specific program offerings around the district. Ms. Davies played a video from the Guide K-12 website. She noted the work that the software can assist the district and the community with.

Dir. Geary asked if Ms. Davies finds this tool to be helpful to her for her own work, and how does she see it being helpful between how the work is done now and with the tool. Ms. Davies noted that the tools are much more accessible with this program, and will allow greater accessibility and would be more responsive to feedback. Ms. Davies noted that currently there are a few enrollment planning staff who can look up this data, which slows the process and delays our responsiveness to families. She noted that this program would allow those staff more time for the operational side of things, not just using the old tool. She noted that the Board would be able to go in to the system and apply various scenarios and take that data to their community meetings.

Dir. Harris asked about the sustainability of this program and what other districts are using this program. Ms. Davies noted Kent is looking at it, and Bainbridge is getting ready to implement it. She noted many in Oregon are using this, as this is an Oregon based company. Ms. Davies noted that in terms of funding sustainability, the quote was $1.25 per student, which is a little over $60,000 annually and as the district grows, the cost will also. Dir. Harris asked about training costs. Ms. Davies noted that is a onetime cost up front, and those staff that get trained in the initial round can then train others in the future. Ms. Davies has talked to other school districts who utilize this program and has heard how responsive the company has been about the service. Dir. Patu asked what will be eliminated by using this tool. Ms. Davies noted this allows us to have more flexibility in looking at scenarios, and manipulate streets more easily, and better responsiveness to questions from the community and from the Board. She noted that this program makes the data more accessible and timely in order to communicate better to the Board and the community. Ms. Davies noted the school search will be very easy for families to search by using their address and the school based offerings within the district.

Dir. Burke noted that the Academic Inventory chart provided in the packet will be accessible via this tool.

Board Policies and Procedures School Board Policy 3121 – Excused and Unexcused Absences Pat Sander and Brad Fulkerson provided an overview of this item. Mr. Fulkerson noted a fully routed Board action report coming next month to committee, and noted that this is a preview of what is to be presented next month. He noted the memo that explains the surface level changes on language that is aligned to how SPS communicates to the community.

Dir. Harris asked if we could get rid of the wordiness on the action reports and the procedures. Mr. Fulkerson noted that he will strive for brevity. Dir. Burke noted that the policy is generalized and the Superintendent Procedure is quite lengthy. Dir. Burke highlighted that there is an opportunity to infuse this policy with the intent changes on positive behavior intervention, and that attendance is a large part of this. He noted to not soften the importance, but use the positive behavior lens in this work. Ms. Sander noted that the prosecuting attorney’s office noted that we were not filing as many petitions as they expected, that they need to have the


petitions filed, which generates work on their end. Ms. Sander noted the attendance work in the state of Washington is one of the more punitive ones out there, and is a bit of a conflict with our less punitive work at the district. She noted looking in to family-based community truancy boards in partnership with Seattle Housing Authority at Jane Adams Middle School (JAMS) to work with families as a family unit, not just a single student to be more supportive.

Dir. Patu asked how they decided on the sites. Ms. Sander noted this is a pilot with the truancy board, and JAMS had indicated an interest, and they will move forward with more community truancy boards in the future.

Dir. Harris noted asking the Prosecuting Attorney’s office to come work with us, and add to the restorative justice piece. Staff made note of the request.

School Board Policies 2163, 2090, & NEW – Assessments and Program Evaluation Dr. Kyle Kinoshita, Wyeth Jessee, Cashel Toner and Megan Bale provided an overview of this item. Dr. Kinoshita noted this is the first draft of a new assessment policy and staff is working to seek clarity on the different policies in regards to program evaluation and MTSS. He noted trying to resolve the issues of overlap with Policies 2090 and 2163. Dr. Kinoshita noted the other piece was a draft of community engagement plan for the policy and the steps on the community engagement. Dr. Kinoshita noted a change from what is reflected in the memo and that the committee meeting of the whole will be on March 16, not the 13. He noted the work of Erinn Bennett and Nate Van Duzer in assisting with the development of this policy. Dr. Kinoshita noted the research of many districts in the state and across the country, which is included in the packet provided. He read through the draft policy and made note of the reasoning behind the language chosen. Dr. Kinoshita noted in the policy wording a reference to the Seattle Education Association (SEA) bargaining agreement which includes sections on the joint District-SEA assessment committee, that it reviews assessment selection and develops a calendar of assessments. He noted that the following section provided distinctions between types of assessments, and the broad range of tools that keep track on how students are learning. Dr. Kinoshita noted that the section distinguishes between those that are district wide and administered as mandated by state and federal law, and by Board Policy and those that are administered at the classroom level.

Dir. Harris noted the assessment resolution, and asked how much of this was used when working on this draft assessment work. Ms. Bale noted that Ms. Bennett had noted that the language was taken from the resolution and the Board action report. Dir. Harris noted the collaboration of the work, and asked what would be found in common if the documents were placed next to each other, to show the hard work that they had done meant something. Dr. Kinoshita noted that it would be reflected in the language on student rights, and that what they tried to do in thinking of the resolution is to isolate what type of assessments that the district has control over and those that we do not.

Dir. Burke requested that when this comes back to committee, that this information has been considered. Mr. Tolley noted on March 16 there will be a Committee of the Whole to walk through the draft and receive specific feedback from Directors.

Dir. Burke noted some great content, but struggles with the feeling that it is not actionable and that it is more like a definition document or more like a procedure, instead of a policy with


committee of the whole on the March 16

grades and test scores increased when ethnic studies were incorporated in the curriculum. Ms.

Ms. Gill noted that she teaches 6th grade ancient civilizations. She incorporates ethnic studies by

the community to build partnerships by creating the curriculum together.

th to invite folks that have strong feelings about testing to get their input as well. Mr. Tolley noted that he would take that up with staff to review this request. Mr. Jessee noted that we are using the new engagement tool as part of the plan. Ms. Toner noted the community engagement plan which includes the engagement of stakeholders within the community. Ms. Toner noted they put some thought in to the groups and put it through the engagement tool.

Special Attention Item Ethnic Studies Resolution discussion Rita Green, John Greenberg, Tracy Gill and Tess Williams on behalf of the National Association for the Advancement of Colored People (NAACP) presented a Resolution to the Seattle School Board regarding Ethnic Studies. Ms. Green noted data showing that ethnic studies will close the gaps. She noted the feedback that she has received from students is that the curriculum is not something they can identify with. Mr. Greenberg noted a Stanford study that showed attendance,

Williams noted that when students are engaged, that there is less classroom disruption. Ms. Gill noted ethnic studies can be incorporated in to current courses already taught within the district. Mr. Greenberg noted that there are thematically based classes that ethnic studies can be imbedded in to.

comparing ancient issues to modern day issues. Ms. Gill noted other teachers who incorporate ethnic studies within science and math in the outlier schools. Mr. Greenberg noted working with

Dir. Burke thanked the group for bringing this forward and noted that this aligns with a lot of the work that the Board is doing. He noted it is an amazing body of work.

adoption process and reporting structure. Dr. Kinoshita noted to line up all three policies to show that there is language within those that address that concern.

Dir. Geary noted that the resolution they referenced to the elimination of duplicate testing, or to those that took up too much classroom time. She noted that there is no pushback written in here, as a breaking point or balance of factors, that allow us to do the analysis on the vetting process. She asked what are the factors that drive the interference to the curriculum. Dir. Burke noted to send comments to the team to work on before the committee of the whole. Mr. Tolley noted the feedback and the changes to be made to the draft. He noted the draft will be sent to the Board in advance of the work session in March. Dir. Harris asked that there be 10 minutes at the

Dir. Patu noted that ethnic studies used to be taught at Rainier Beach as students wanted to hear about what is happening now in our country and our state. The students refused to go to class unless the curriculum was taught. She noted that the students want to learn about other students that are in class with them. Mr. Tolley noted that staff has researched our current curriculum and the sequence of courses that are required in the district. He noted partnering with our community to see what they are asking for. Mr. Greenberg noted that this is a part of the civil rights movement, and it is not just wanted from the ethnic students, but from the white students as well, as there is so much going on in our communities. Ms. Gill noted that it is about justice, not just race, and that all students are interested in learning about this. She noted that teaching ethnic studies creates a place of empathy that can start in the classroom. Mr. Greenberg noted that to create a community you have to honor pieces of culture.


type of training to teachers.

He noted working with Dr. Kinoshita and Kathleen Vasquez. Dr.

material and run through the internal process. Dir. Burke asked if the Directors want to move forward with this. Dir. Geary asked that staff look through this and see what areas will capture

the inventory piece.

Math Adoption Update

Dir. Harris noted brainstorming to have curriculum on the intranet to have provide more access. She noted that not all teachers have been trained the Since Time Immemorial curriculum, which is state mandated. Dir. Harris noted the need to find a grant to brave these issues to get a stronger professional development for our teachers. Mr. Greenberg noted work with the Center for Race and Equity to find ways to get this information to the union members.

Dir. Burke emphasized a lot of wishes and a lack of funding, and that there needs to be work around civics that can work toward. He noted that the community engagement process that staff will look at through our tool, and the race and equity tool. Dir. Burke commented that ultimately we need to come up with a plan to move the work forward, and do an inventory of the work that is currently being done across the district to understand where we are now, and figure out how to enhance it from there. Kinoshita noted existing channels of professional development that will continue even with our current budget and will be looked in to.

Dir. Harris asked for the next step. Dir. Burke noted that this is a resolution, although not an SPS resolution. He noted that to adopt such a resolution, Directors and staff would have to take this

the goal and not create conflict and align the work to the policies. Dir. Burke asked if this could be brought back to committee next month. Dr. Kinoshita noted the process has already started on

Anna Box provided an update on the process and timeline. She noted the handout on the timeline from the purchasing department, which she reviewed for the Directors. Ms. Box noted that by close of business today, the step one of the request for proposal (RFP) has not launched, although

Dir. Geary asked for links to the studies that they are referencing to assist in creating something bigger. She noted that we need to run this resolution through our internal race and equity process, and through the community engagement tool. Dir. Geary noted her own experiences of learning the history that was taught to her from a humanistic perspective. Ms. Green noted the endorsements from the community that they have received, and they continue to collect.

Dir. Harris noted the teach in on Saturday at Garfield High School and noted that she would have liked to have seen more people there, but as it was a Saturday and on their own time there was a lower turnout. She noted the funds needed for professional development in order to deliver this

it is close to being done. She noted gathering a committee per policy to meet the criteria before materials arrive in order to review the proposals appropriately. Ms. Box pointed out the “duration” column, that “C&I” does not refer to this C&I Policy Committee, but another reference within purchasing. Ms. Box noted that on the SPS website there is information and forms ready to solicit committee membership to the adoption committee, and the timeline as it stands depending on the RFP process.

Dir. Patu asked about previous math adoptions that did not go well. She referenced one where the books were ordered, but did not fit well within the schools, and another adoption where the materials were not used. Dir. Patu is concerned this does not happen again and that the materials will be used for all students that they are ordered from. Ms. Box noted the huge investment that


is not being taken lightly. She noted to follow procedure with the committee and vet the materials to ensure that the process is followed through.

Dir. Burke noted this is non-trivial challenge, and noted the work of the English Language Arts (ELA) adoption committee. Ms. Box noted the work needed to get there, and the desired outcomes. Dir. Harris asked what materials are being purchased for new schools opening next year. Ms. Box noted there has not been a declaration of the materials as of now. Dr. Kinoshita spoke to both planning principals and the dilemma with the timeline of this adoption cycle. He will be meeting with them again and perhaps there will be a stop gap measure to tide these schools over until the actual adoption goes through. Dr. Kinoshita noted Engage New York, an online material, that may satisfy that need which is being considered. Ms. Box noted it is an open resource that is copy write free.

Dir. Harris noted a recent committee of the whole where finances and middle school math adoption was discussed in order to find a creative way to fund math adoption and online learning. She recalls waivers for other curricula, with Engage New York, and noted these are bigger issues and expressed her concerns that are being left in the wake. Dr. Kinoshita noted a revision to the waiver process that will be coming forward next month. He noted that several meetings ago we talked about what to do with the schools with old curriculum, and that staff surveyed the other schools and noted the district would do waivers for those schools that we are unable to update at this time. Dr. Kinoshita noted that “online learning” is not the same as the online materials that he was referencing previously- it is basically printing hard copy materials from an online resource.

Dir. Harris asked about using the outlier schools and asked for an update. Ms. Box noted that this update was provided at last months’ C&I policy committee meeting, and summarized what the report was with the outlier schools. She noted the positive outlier schools are using materials that they created themselves from a variety of materials and that their work is materials independent. Ms. Box noted that they found that the successes were due to allocating funding, professional development, positive student relationships, scheduling, and other factors. She noted closing the gap, to scale and replicate good MTSS work, not just the curriculum.

Dir. Burke noted that at last month’s meeting they asked for the supplemental materials list, and asked if that got sent out. Ms. Box noted that the work changes every day, and she could take a snap shot of what happened that day. Dir. Burke noted that educators have their favorites and asked for staff to find the commonality. Ms. Box noted she could ask for the teacher favorites. Dir. Burke noted supporting the structure and providing guidance in a unique opportunity for core tools to provide to schools. Ms. Box noted that she will ask the school sites.

Ms. Box noted that the purchasing office will be ordering a set of books during the RFP process and asked if the Directors would also like a set of their own, or would be okay with the set that will be placed in the professional development library. Dir. Burke noted he would climb the stairs and save the money.

Dir. Burke asked if we are staying within the $2million budget. Ms. Box noted the RFP draft language says that we are looking for a $2million or less product, and the budget office has noted not to categorically decline the RFP based on that amount.


exact process. Dr. Kinoshita noted this is a type of anchor document that can be used in future implementations and provided an overview of the handout in the packet.

Ms. Vasquez pointed out features of the planning tool in the packet and provided an overview on the various headers and sections. She noted the work of the adoption committee to align what the community had asked for in the tools that they were selecting, as listed on the left side of the handout. Ms. Vasquez noted the process of evaluating the effectiveness of the materials, resources and the instruction. She noted a new group called the ELA Cadre comprised of a primary and secondary teacher at each school will assist with the evaluation piece. Ms. Vasquez noted they are using the people who are on the ground, in the classroom, to help us evaluate the areas that we need to target, and allow the ELA department to calibrate implementation from building to building.

Dr. Kinoshita noted this work will help us with work in the classroom and is connected to implementing MTSS goals, and the work done to have less students needing interventions.

Dir. Patu asked about the accountability piece. Dr. Kinoshita noted that is the evaluation piece in the handout and in the tool.

2017 C&I Work Plan Staff noted that Advanced Learning update was not presented this month, but that would be added to next month’s committee meeting. Directors had made an earlier request to bring the Ethnic Studies Resolution back as an update after running through our internal tools.

Dir. Burke adjourned the meeting at 6:37pm

Dir. Geary asked for some assistance with being involved in the adoption process and to go through the materials as a review. Ms. Box noted she will work with Kathleen Vasquez to align the work and process.

English Language Arts (ELA) Adoption Update Dr. Kinoshita noted that planning template which will be used by the CAI department is about planning the adoption, now that it has been Board approved. He noted wanting to be proactive and have a plan in place, although they are still unsure on the budgetary piece. Dr. Kinoshita noted that by using the planning template, staff is connecting planning with the ability to evaluate what we are doing. He noted a conference he attended around the work on implementing this

DECISION(S) on Board Action Report(s): Highly Capable Students Program Comprehensive Plan. This item was moved forward for consideration by the Full Board at the March 1, 2017 Regular School Board Meeting.


SCHOOL BOARD ACTION REPORT DATE: February 14, 2017 FROM: Dr. Larry Nyland, Superintendent LEAD STAFF: Wyeth Jessee, Chief of Student Supports

[email protected], (206) 252-0067 Pat Sander, Executive Director, Coordinated School Health [email protected], (206) 252-0705 Brad Fulkerson, Program Manager, Attendance [email protected], (206) 252-0851

1. TITLE

Amending Policy No. 3121, Attendance For Introduction: April 19, 2017 For Action: May 3, 2017

2. PURPOSE

This Board Action Report makes edits to Board Policy No. 3121, Attendance, in order to update language to be more in line with current District initiatives and messaging.

3. RECOMMENDED MOTION

I move that the School Board amend Board Policy No. 3121, Attendance, as attached to the Board Action Report.

4. BACKGROUND INFORMATION

a. Background

Superintendent Procedure 3121 needs updating in large part due to new requirements outlined in Second Substitute House Bill (2SHB) 2449, which became effective June 9, 2016. In part, 2449 adds requirements to the District’s annual attendance notice to families, requires elementary schools respond to excused absences, and mandates the District implement Community Truancy Boards (CTBs) by the 2017-18 school year. The Policy is being updated alongside the Procedure to align language with current District initiatives and messaging (e.g. change references to “interventions” to “interventions and supports”).

b. Alternatives

Not updating District Policy. This is not recommended because the current language is not in line with current District initiatives and messaging.

c. Research

1

mailto:[email protected]



Reviewed 2SHB 2449, surveyed Building Leaders and school-based attendance staff, collaborated with other departments, and looked at other Districts’ and the Washington State School Directors’ Association’s (WSSDA) policies and procedures.

5. FISCAL IMPACT/REVENUE SOURCE

There is no fiscal impact for the policy changes, but the changes to the procedure will point to additional staffing, which would be needed regardless to comply with the State’s truancy laws.

The revenue source for this motion is the District’s General Fund, which receives partial funding from the Office of Superintendent of Public Instruction (OSPI) (subject to legislative appropriation) to offset the cost of filing petitions for students who are truant. SPS received $20,019.24 for the 2015-16 School Year.

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

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

6. COMMUNITY ENGAGEMENT

With guidance from the District’s Community Engagement tool, this action was determined to merit the following tier of community engagement:

Not applicable

Tier 1: Inform

Tier 2: Consult/Involve

Tier 3: Collaborate

Because of the non-substantive nature of the Policy edits, it was determined that Tier 1 Community Engagement was appropriate. In addition to surveying Building Leaders and school-based attendance staff, a message was on the District’s Attendance website informing of upcoming changes and soliciting feedback, and the current Policy and Procedure were shared with and feedback requested from both the Attendance Subcommittee of the African American Male Advisory Committee, and families and students attending the District’s truancy workshops.

7. EQUITY ANALYSIS

Because of the non-substantive nature of the Policy edits, a full analysis was not completed. The department met with Race and Equity, defined racially equitable outcomes, and engaged with both the Attendance Subcommittee of the African American Male Advisory Committee and families and students attending the District’s truancy workshops.

8. STUDENT BENEFIT

2

Consistent attendance is essential for students to achieve academic excellence. Clearly outlined expectations and consistent procedures will assist our students in meeting academic requirements and finding academic success. Through consistent attendance, learning environments are enriched and improved by the contributions, perspectives and presence of every student.

9. WHY BOARD ACTION IS NECESSARY

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

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

Adopting, amending, or repealing a Board policy

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

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

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

Other: _____________________________________________________________________

10. POLICY IMPLICATION

The proposed policy changes align with and support the goals identified by the Board in Policy No. 0010, Instructional Philosophy.

Policy No. 3125, Attendance/Participation & Grades, also highlights that absences from school may affect a student’s grades or credits.

11. BOARD COMMITTEE RECOMMENDATION

This motion was discussed at the Curriculum and Instruction Policy Committee meeting on March 13th. The Committee reviewed the motion and _____________.

12. TIMELINE FOR IMPLEMENTATION

Upon approval of this motion, Building Leaders and attendance staff will be updated and provided with a copy of the new Policy and Procedure. The new Policy and Procedure will be posted on the internal and external Attendance website. Training materials will be updated accordingly.

13. ATTACHMENTS

• Board Policy No. 3121, Attendance – clean (for approval) • Board Policy No. 3121, Attendance – redline (for reference) • Superintendent Procedure No. 3121 – clean (for reference) • Superintendent Procedure No. 3121 – redline (for reference)

3

ATTENDANCE Policy No. 3121

TBD

Page 1 of 1

It is the policy of the Seattle School Board that consistent attendance is essential to the Seattle Public Schools mission of academic excellence for every student in every school. Students who miss critical instruction in key concepts quickly fall behind in school and are less likely to achieve academic success. Accordingly, school attendance is mandatory, and unexcused absences and truancy are prohibited within Seattle Public Schools. To combat unexcused absences and truancy, all Seattle Public Schools are dedicated to providing racially, culturally, and age appropriate instruction and interventions and supports to remove barriers to consistent daily attendance. Furthermore, all Seattle Public Schools are dedicated to increasing the meaningful involvement of families in all aspects of their students’ lives, including in the reduction of absences.

Seattle Public Schools believes that school-based interventions and supports allow schools to address the needs and barriers of specific students, and allow families to become directly involved in their student’s school life. Additionally, centrally-based interventions and supports are an important supplement to school-based interventions. Generally, judicial action will be the final intervention utilized.

The Superintendent or his or her designee is granted the authority to develop procedures in order to implement this policy.

Adopted: December 2011 Revised: TBD; December 2014 Cross Reference: Related Superintendent Procedure: 3121SP Previous Policies: D40.00 Legal References: Chapter 28A.225 RCW Compulsory School Attendance and Admission [new section added pursuant to SSHB 2449 (2016 legislative session)]; RCW 19.166 International Student Exchange Management Resources:

and truancy are prohibited within Seattle Public Schools. To combat unexcused absences and truancy, all Seattle Public Schools are dedicated to providing racially, culturally, and age appropriate instruction and interventions and supports to remove barriers to consistent daily attendance. Furthermore, all Seattle Public Schools are dedicated to increasing the meaningful involvement of parents families in all aspects of their students’ lives, including in the reduction of truancyabsences.

Seattle Public Schools believes that school-based interventions and supports allow schools to tailor interventions to address the needs and barriers of specific students, and allow parents families to become directly involved in their student’s school life. Additionally, centrally-based interventions and supports are an important supplement to school-based interventions. Generally, judicial action will be the final intervention utilized.

The Superintendent or his or her designee is granted the authority to develop procedures in order to implement this policy.

Adopted: December 2011 Revised: TBD; December 2014 Cross Reference:

ATTENDANCE Policy No. 3121

December 8, 2014TBD

Page 1 of 1

It is the policy of the Seattle School Board that consistent attendance is essential to the Seattle Public Schools mission of academic achievement excellence for every student in every school. Truant sStudents who miss critical instruction in key concepts, quickly fall behind in school, and are less likely to achieve academic success. Accordingly, school attendance is mandatory, and unexcused absences

Related Superintendent Procedure: 3121SP Previous Policies: D40.00 Legal References: Chapter 28A.225 RCW Compulsory School Attendance and Admission [new section added pursuant to SSHB 2449 (2016 legislative session)]; RCW 19.166 International Student Exchange Management Resources:

Superintendent Procedure 3121SP Attendance Approved by: __________________ Date: ________

Dr. Larry Nyland, Superintendent

I. INTRODUCTION

Consistent attendance is essential for students to achieve academic excellence. Clearly outlined expectations and consistent procedures will assist our students in meeting academic requirements and finding academic success. Through consistent attendance, learning environments are enriched and improved by the contributions, perspectives and presence of every student.

II. ATTENDANCE TAKING MANDATORY

To ensure that the district is meeting its obligations under Washington’s compulsory attendance laws, it shall be the responsibility of each teacher to maintain accurate and timely attendance reports in the District’s Student Information System.

III. STATE COMPULSORY SCHOOL ATTENDANCE LAWS

The District adheres to State Becca Law procedures when unexcused absences occur. The State compulsory attendance laws (RCW 28A.225) include provisions that:

A. Require parents/guardians of any student between the ages of eight and eighteen to ensure that their child(ren) attend the school to which the student has been assigned.

B. Require parents/guardians of any student who is age six (6) or seven (7) and who is enrolled in a public school to ensure that their child(ren) attend the school to which the student has been assigned. An exception shall be made for students whose parents/guardians formally remove them from enrollment if the student is less than eight (8) years old and a truancy petition has not been filed against the parent/guardian.

C. Require Seattle Public Schools to provide notice of the requirements of the compulsory attendance law annually and upon enrollment to students and parents/guardians. The notice shall be in the parent’s/guardian’s primary language, unless that is clearly not feasible. Parents/guardians should acknowledge receipt of the notice.

D. Require the school to notify the student’s parent/guardian in writing or by Adopted: December 2011 Revised: TBD; December 2014 Superintendent Procedure 3121SP Cross Reference: Policy No. 3121; 3122; 3125; RCW 28A.225; WAC 392-400-233 Page 1 of 9

telephone whenever the student has one unexcused absence within any month during the current school year. Such notice shall be in the parent’s/guardian’s primary language, if feasible, and should inform the parent/guardian of the potential consequences of continued unexcused absences.

E. Require the school to schedule an attendance conference with the parent/guardian and the student after the student has two unexcused absences within any month during the current school year. See Section V, below.

F. Require the school to intervene to eliminate the student’s absences. All such steps shall be documented in writing, and shall be available for review by the King County Juvenile Court in the event that a truancy petition is filed against the student. See Section VI, below.

G. Give the Superintendent of Seattle Public Schools the authority to appoint community members to serve on community truancy boards established by the district.

H. Require the district to file a truancy petition in King County Juvenile Court if a student has seven (7) unexcused absences in one month or ten (10) in the school year. Seattle Public Schools will not file a petition unless appropriate, comprehensive interventions are attempted and documented at the school, parents/guardians have been notified of the law and acknowledged receipt of the notification (C, above), and the student’s unexcused absences continue.

IV. MANDATORY ATTENDANCE CONFERENCE FOR EXCUSED ABSENCES

If an elementary school student has five (5) or more excused absences in a single month during the current school year or ten (10) or more excused absences in the current school year, the student’s school will schedule a conference with the student and their parent(s)/guardian(s) at a reasonably convenient time. The conference is intended to identify barriers to the student’s regular attendance and to identify supports and resources so the student may regularly attend school. An interpreter shall be provided for parents/guardians for whom English is not their primary language, as feasible.

The conference must include at least one school district employee, preferably a nurse, counselor, social worker, teacher or community human service provider, and may occur on the same day as a scheduled parent-teacher conference, provided it takes place within thirty days of the absences. If the student has an Individualized Education Plan (IEP) or a Section 504 Plan, a team able to modify that plan must reconvene.

A conference is not required if prior notice of the excused absences was provided to the school or if a doctor’s note has been provided and a plan is in place to ensure the student will not fall behind in their coursework.

Adopted: December 2011 Revised: TBD; December 2014 Superintendent Procedure 3121SP Cross Reference: Policy No. 3121; 3122; 3125; RCW 28A.225; WAC 392-400-233 Page 2 of 9

V. MANDATORY ATTENDANCE CONFERENCE FOR UNEXCUSED ABSENCES

As soon as possible after a student accumulates two unexcused absences during any month during the school year, a conference shall be scheduled at a time reasonably convenient for all attendees. Attendees should include the student, the parent/ guardian, and at least one school official. Other people may be invited if they would assist in resolving the attendance problem. An interpreter shall be provided for parents/guardians for whom English is not their primary language, as feasible. A copy of the letter inviting the parent or guardian to the conference will be kept at the school.

The purpose of the conference is to analyze the causes of the student’s absences. During the conference with the student the school may enter into an “Attendance Agreement” with the student and/or parent/guardian to address the attendance issues.

If the parent/guardian does not attend the conference, the conference may be held without the parent/guardian, but the school must notify the parent/guardian of the steps to be taken to eliminate the student’s absences. If appropriate, the conference with the parent/guardian may be held by telephone or video conference.

VI. STUDENT ATTENDANCE AGREEMENTS

The school shall enter into an Attendance Agreement with a student and their parent/guardian no later than the student’s fifth (5th) unexcused absence in a month.

The Attendance Agreement is designed to assist the student in returning to regular attendance. Interventions shall be listed in the Agreement, along with the time frames for implementing the interventions. The Agreement shall also contain a statement by the student that he or she will return to regular attendance, along with steps the student will take to pursue this goal. All attendees should sign the Agreement, including interpreters, if present.

If the parent/guardian does participate in creating the Attendance Agreement, a copy of the signed agreement shall be provided to the parent/guardian.

Once completed, the Attendance Agreement must be sent to the Attendance Office for review. If the Attendance Office determines that the Attendance Agreement is unsatisfactory or incomplete, the Agreement will be returned to the school for revision. The Attendance Office shall use the Attendance Agreement in Court if it becomes necessary to file a truancy petition against the student.

VII. EXEMPTION FROM MANDATORY ATTENDANCE LAWS

Students are entitled to attend school until they reach age twenty-one (21) or until high


C. The student is physically or mentally unable to attend school;

D. The student has been temporarily excused upon the request of his or her parents/guardians for purposes agreed upon by the school authorities and the parent/guardian, provided that such absences do not cause a serious adverse effect upon the student’s educational progress;

E. The student is attending a residential school operated by the department of social and health services or is incarcerated in an adult correctional facility;

F. The student is at least age sixteen (16), is regularly and lawfully employed, and either the parent/guardian agrees that the student should not be required to attend school or the student is emancipated;

G. The student is at least age sixteen (16) and the student has already met graduation requirements in accordance with State Board of Education rules and regulations;

H. The student is at least age sixteen (16) and the student has received a certificate of educational competence under the rules and regulations established by the State Board of Education;

I. The student is either below age six (6) or is age eighteen (18) or older and therefore is beyond the reach of the compulsory attendance laws; or

J. The student is enrolled full-time in a program such as Running Start and takes all courses at a Community College.

school graduation, whichever comes first. However, students may be exempted from the compulsory attendance laws in certain circumstances. The fact that a student is eligible for exemption does not, by itself, diminish the student’s right to receive an education. A student may be excused from the mandatory attendance laws in the following circumstances:

A. The student is attending private school;

B. The student is receiving authorized home-based instruction;


VIII. DEFINITIONS

The following Seattle Public Schools definitions apply to students at every age, and in every district school, except as otherwise noted:

A. Absence

1. Any time a student is not in class, at school or participating in a school

sponsored activity in lieu of attending school (e.g. on a field trip).

2. An absence from a class at the secondary level is defined as any time a student misses more than ten (10) minutes of a given class period.

B. Excused Absences

a) The following are valid excuses for an absence: 1. Participation in a district or school approved activity or instructional

program; 2. Illness, health condition or medical appointment (including, but not

limited to, medical, counseling, dental or optometry); 3. Family emergency, including, but not limited to, a death or illness in the

family; 4. Religious or cultural purpose including observance of a religious or

cultural holiday or participation in religious or cultural instruction; 5. Court, judicial proceeding or serving on a jury; 6. Post-secondary, technical school or apprenticeship program visitation, or

scholarship interview; 7. State-recognized search and rescue activities consistent with RCW

28A.225.055; 8. Absence directly related to the student’s homeless status, such as a house

fire, moving, lack of new District transportation set up, a required agency visit, or similar emergency situation;

9. Absences related to deployment activities of a parent or legal guardian who is an active duty member consistent with RCW 28A.705.010;

10. Absence resulting from a disciplinary/corrective action (e.g., short-term or long-term suspension, emergency expulsion); and

11. Principal (or designee) and parent/guardian or emancipated youth mutually agreed upon approved activity, such as attending a youth conference or other one-time special event, or serving as a counselor at a school-sanctioned outdoor education program.

The school principal (or designee) has the authority to determine if an absence meets the above criteria for an excused absence.

b) If an absence is excused, the student will be permitted to make up all missed assignments outside of class under reasonable conditions and time limits established by the appropriate teacher; except that in participation-type classes, a student's grade may be affected because of the student's inability to make up the activities conducted during a class period.

c) An excused absence will be verified by a parent/guardian or an adult, emancipated or appropriately aged student, or school authority responsible for the absence. If attendance is taken electronically, either for a course conducted


online or for students physically within the district, an absence will default to unexcused until such time as an excused absence may be verified by a parent or other responsible adult. If a student is to be released for health care related to family planning or abortion, the student may require that the district keep the information confidential. Students thirteen and older have the right to keep information about drug, alcohol or mental health treatment confidential. Students fourteen and older have the same confidentiality rights regarding HIV and sexually transmitted diseases.

d) For unplanned absences, written, verbal or electronic notice of the absence by the parent or guardian to the school within two (2) school days of the student’s return will be used to establish an excused absence.

e) For planned absences, written, verbal, or electronic notice by the parent or guardian to the school three (3) school days in advance and approval by the Principal or designee will establish the absence as excused. An excused absence may be one or more classes, up to the entire day. The principal will make the final determination in cases where the classification of the absence as excused or unexcused is disputed. Families are encouraged to not schedule appointments, vacations, or other events at times that would cause students to be absent from school.

C. Unexcused Absences

Any absence from school is unexcused unless it meets one of the criteria above for an excused absence. Specifically, absences for the following reasons are not excused: oversleeping, missing one’s bus or having other transportation problems, family trip or vacation, or a student needed to babysit a sibling or interpret for parents/guardians on an ongoing basis.

A student who has failed to attend the majority of hours or periods in an average school day will be marked as having an “unexcused absence.” A student who misses individual classes will be marked as having one or more “unexcused class[es].”

Schools will work with students whose absences are not excused as outlined in Sections IV and V. Students may also be referred for truancy, lose credit for the course, and/or their grade may be affected if a graded activity or assignment occurs during the period of time when the student is absent.

D. Tardies

A “tardy” is defined as arriving late to school or to any class during the school day. Tardies may be excused or unexcused according to school rules/policies and District definitions for excused and unexcused absences.


Secondary students who miss 10 or more minutes of instructional time in a class will be marked as “absent”.

Elementary students who arrive late or are picked up early usually miss core academic instruction in literacy/reading, math, science, and/or social studies. Missing this instruction may have a serious adverse effect on students’ academic progress whether the tardies are excused or not excused. Elementary students who miss over half of their core instructional time will be marked as “absent” for the half day.

Schools may implement attendance interventions and supports outlined in this Procedure by including accumulated tardies and/or early departures with full-day absences.

E. Excessive Excused Absences

Students who exceed twenty (20) excused absences in a school year will be subject to school-based and central interventions for these absences, and may be subject to a truancy petition on the basis that excessive excused absences have a serious adverse effect on students’ academic progress.

F. Long-term Suspensions or Expulsions

Students who have been either long-term suspended or expelled and assigned to an alternative placement shall be subject to attendance rules. Students not assigned to a placement will be marked as excused absent.

G. Absences for longer than twenty (20) consecutive school days

Students who are absent for more than twenty (20) consecutive school days, whether the absences are excused or unexcused, will not be counted as enrolled students and will cease to be enrolled in the District, except in the following two circumstances:

1. If there is an agreement between the appropriate school official and a student’s parent or guardian that the student’s temporary absence is not deemed to cause a serious adverse effect upon the student’s educational progress, and an education plan is in place, the absent student may remain as an enrolled student for at most two monthly enrollment periods provided they return by the end of the school year. Students will be withdrawn before the third enrollment count date if they have not returned to school.

Any agreement between the school and the parent or guardian under this section must be in writing and signed by the parties. Principals need to inform Student Systems Support of any students who will be absent for more than twenty days but should remain enrolled.


2. A student who receives home/hospital services shall be counted as an enrolled student for up to two monthly count dates provided they return by the end of the school year.

H. Absences at the beginning of the school year

Students who miss the first eight (8) days of school, whether the absences are excused or unexcused, will not be counted as enrolled students and will cease to be enrolled in the District unless there is a written agreement between the appropriate school official and a student’s parent or guardian to begin attending later. Every student must attend at least one (1) day prior to October 1 or they will cease to be enrolled.

IX. INTERVENTIONS AND SUPPORTS

Attendance is critical to the academic success of every student. If a student appears to have chronic absences, particularly unexcused absences, school and/or district officials shall take action. School based and central interventions and supports will be taken before those required by State law, subject to sufficient funding and staff availability. Seattle Public Schools is dedicated to providing racially, culturally, and age-appropriate interventions and supports, including bilingual interventions and supports. Such interventions and supports may include the following:

• A home visit by staff to discuss the situation; • Determination whether the student needs to be evaluated for:

o Special education o Section 504 accommodation o Drug or alcohol dependence

• If the student is a special education student, the student’s IEP or behavior plan may be evaluated to determine if it addresses absenteeism;

• If the student receives Section 504 accommodations, the accommodation plan may be evaluated or adjusted to address absenteeism;

• Referral of the student to a community truancy board; • Adjustment of the student’s transportation; • Adjustment of the student’s schedule or program; • Arranging for counseling for personal problems affecting attendance; • Seeking assistance from community agencies; • Other interventions and supports, as appropriate.

Interventions must be documented. Interventions will begin with the first unexcused absence, and shall not cease until the students is attending consistently. Judicial action will only be utilized as a final intervention if school and central interventions are not successful.

Suspensions and expulsions for non-attendance or truancy are not appropriate Adopted: December 2011 Revised: TBD; December 2014 Superintendent Procedure 3121SP Cross Reference: Policy No. 3121; 3122; 3125; RCW 28A.225; WAC 392-400-233 Page 8 of 9

interventions, and shall not be used to motivate regular attendance.

Cross Reference: • Public Attendance Web page at http://seattleschools.org/attendance • Staff Quick Reference Documents for Attendance and Attendance Intervention at

https://mysps.seattleschools.org/cms/one.aspx?portalId=25907&pageId=82997 #Attendance

• Staff Attendance Web page at http://mysps.seattleschools.org/attendance


http://seattleschools.org/attendance

https://mysps.seattleschools.org/cms/one.aspx?portalId=25907&pageId=82997%23Attendance


http://mysps.seattleschools.org/attendance

Superintendent Procedure 3121SP Attendance Approved by: __________________ Date: ________

Dr. Larry Nyland, Interim Superintendent

I. INTRODUCTION

Consistent attendance is essential for students to achieve academic successexcellence. Clearly outlined expectations and consistent procedures will assist our students in meeting academic requirements and finding academic success. Through consistent attendance, learning environments are enriched and improved by the contributions, perspectives and presence of every student.

II. ATTENDANCE TAKING MANDATORY

To ensure that the district is meeting its obligations under Washington’s compulsory attendance laws, it shall be the responsibility of each teacher to maintain accurate and timely attendance reports in the District’s Student Information System.

III. STATE COMPULSORY SCHOOL ATTENDANCE LAWS

The District adheres to State Becca Law procedures when unexcused absences occur. The State compulsory attendance laws (RCW 28A.225) include provisions that:

A. Require parents/guardians of any student between the ages of eight and eighteen to ensure that their child(ren) attend the school to which the student has been assigned.

B. Require parents/guardians of any student who is age six (6) or seven (7) and who is enrolled in a public school to ensure that their child(ren) attend the school to which the student has been assigned. An exception shall be made for students whose parents/guardians formally remove them from enrollment if the student is less than eight (8) years old and a truancy petition has not been filed against the parent/guardian.

C. Require Seattle Public Schools to distribute provide notice of the requirements of the compulsory attendance law annually and upon enrollment to students and parents/guardians. The notice shall be in the parent’s/guardian’s primary language, unless that is clearly not feasible. Parents/guardians should acknowledge receipt of the notice.

D. Require the school to notify the student’s parent/guardian in writing or by Adopted: December 2011 Revised: TBD; December 2014 Superintendent Procedure 3121SP Cross Reference: Policy No. 3121; 3122; 3125; RCW 28A.225; WAC 392-400-233 Page 1 of 10

telephone whenever the student has one unexcused absence within any month during the current school year. Such notice shall be in the parent’s/guardian’s primary language, if feasible, and should inform the parent/guardian of the potential consequences of continued unexcused absences.

E. Require the school to schedule an attendance conference with the parent/guardian and the student after the student has two unexcused absences within any month during the current school year. See Section V, below.

F. Require the school to intervene to eliminate the student’s absences. All such steps shall be documented in writing, and shall be available for review by the King County Juvenile Court in the event that a truancy petition is filed against the student. See Section VI, below.

G. Give the Superintendent of Seattle Public Schools the authority to appoint community members to serve on community truancy boards established by the district.

G.H. Require the district to file a truancy petition in King County Juvenile Court if a student has seven (7) unexcused absences in one month or ten (10) in the school year. Seattle Public Schools will not file a petition unless appropriate, comprehensive interventions are attempted and documented at the school, parents/guardians have been notified of the law and acknowledged receipt of the notification (C, above), and the student’s unexcused absences continue.

IV. MANDATORY ATTENDANCE CONFERENCE FOR EXCUSED ABSENCES

If an elementary school student has five (5) or more excused absences in a single month during the current school year or ten (10) or more excused absences in the current school year, the student’s school will schedule a conference with the student and their parent(s)/guardian(s) at a reasonably convenient time. The conference is intended to identify barriers to the student’s regular attendance and to identify supports and resources so the student may regularly attend school. An interpreter shall be provided for parents/guardians for whom English is not their primary language, as feasible.

The conference must include at least one school district employee, preferably a nurse, counselor, social worker, teacher or community human service provider, and may occur on the same day as a scheduled parent-teacher conference, provided it takes place within thirty days of the absences. If the student has an Individualized Education Plan (IEP) or a Section 504 Plan, a team able to modify that plan must reconvene.

A conference is not required if prior notice of the excused absences was provided to the school or if a doctor’s note has been provided and a plan is in place to ensure the student will not fall behind in their coursework.


IIIV. MANDATORY ATTENDANCE CONFERENCE FOR UNEXCUSED ABSENCES

As soon as possible after a student accumulates two unexcused absences during any month during the school year, a conference shall be scheduled at a time reasonably convenient for all attendees. Attendees should include the student, the parent/ guardian, and at least one school official. Other people may be invited if they would assist in resolving the attendance problem. An interpreter shall be provided for parents/guardians for whom English is not their primary language, as feasible. A copy of the letter inviting the parent or guardian to the conference will be kept at the school.

The purpose of the conference is to analyze the causes of the student’s absences. During the conference with the student the school may enter into an “Attendance Agreement” with the student and/or parent/guardian to correct address the truant behaviorattendance issues. The Attendance Agreement is designed to assist the student in returning to regular attendance. Interventions shall be listed in the Agreement, along with the time frames for implementing the interventions. The Agreement shall also contain a statement by the student that he or she will return to regular attendance, along with steps the student will take to pursue this goal.

If the parent/guardian does notis unable or unwilling to attend the conference, the conference may be held without the parent/guardian, but the school must notify the parent/guardian of the steps to be taken to eliminate the student’s absences. send a copy of the Attendance Agreement and any pertinent information to the parent/guardian. If appropriate, the conference with the parent/guardian may be held by telephone or video conference.

All conference attendees should sign the Agreement, including interpreters, if present. Once completed, the Attendance Agreement and a copy of the letter inviting the parent/guardian to the conference must be sent to the Truancy Office for review. If the Truancy Office determines that the Attendance Agreement is unsatisfactory or incomplete, the Agreement will be returned to the school for revision. The Truancy Office shall use the Attendance Agreement in Court if it becomes necessary to file a truancy petition against the student.

VI. STUDENT ATTENDANCE AGREEMENTS

The school shall enter into an Attendance Agreement with a student and their parent/guardian no later than the student’s fifth (5th) unexcused absence in a month.

The Attendance Agreement is designed to assist the student in returning to regular attendance. Interventions shall be listed in the Agreement, along with the time frames for implementing the interventions. The Agreement shall also contain a statement by the student that he or she will return to regular attendance, along with steps the student


will take to pursue this goal. All conference attendees should sign the Agreement, including interpreters, if present.

If the parent/guardian does participate in creating the Attendance Agreement, a copy of the signed agreement shall be provided to the parent/guardian.

Once completed, the Attendance Agreement must be sent to the Attendance Office for review. If the Attendance Office determines that the Attendance Agreement is unsatisfactory or incomplete, the Agreement will be returned to the school for revision. The Attendance Office shall use the Attendance Agreement in Court if it becomes necessary to file a truancy petition against the student.

IVII. EXEMPTION FROM MANDATORY ATTENDANCE LAWS

Students are entitled to attend school until they reach age twenty-one (21) or until high school graduation, whichever comes first. However, students may be exempted from the compulsory attendance laws in certain circumstances. The fact that a student is eligible for exemption does not, by itself, diminish the student’s right to receive an education. A student may be excused from the mandatory attendance laws in the following circumstances:

A. The student is attending private school;

B. The student is receiving authorized home-based instruction;

C. The student is physically or mentally unable to attend school;

D. The student has been temporarily excused upon the request of his or her parents/guardians for purposes agreed upon by the school authorities and the parent/guardian, provided that such absences do not cause a serious adverse effect upon the student’s educational progress;

E. The student is attending a residential school operated by the department of social and health services or is incarcerated in an adult correctional facility;

F. The student is at least age sixteen (16), is regularly and lawfully employed, and either the parent/guardian agrees that the student should not be required to attend school or the student is emancipated;

G. The student is at least age sixteen (16) and the student has already met graduation requirements in accordance with State Board of Education rules and regulations;

H. The student is at least age sixteen (16) and the student has received a certificate of educational competence under the rules and regulations established by the


State Board of Education;

I. The student is either below age six (6) or is age eighteen (18) or older and therefore is beyond the reach of the compulsory attendance laws; or

J. The student is enrolled full-time in a program such as Running Start and takes all courses at a Community College.

VIII. DEFINITIONS

The following Seattle Public Schools definitions apply to students at every age, and in every district school, except as otherwise noted:

A. Absence

1. Any time a student is not in class, at school or participating in a school-sponsored activity in lieu of attending school (e.g. on a field trip).

2. An absence from a class at the secondary level is defined as any time a student misses more than ten (10) minutes of a given class period.

B. Excused Absences

a) The following are valid excuses for an absence: 1. Participation in a district or school approved activity or instructional

program; 2. Illness, health condition or medical appointment (including, but not

limited to, medical, counseling, dental or optometry); 3. Family emergency, including, but not limited to, a death or illness in the

family; 4. Religious or cultural purpose including observance of a religious or

cultural holiday or participation in religious or cultural instruction; 5. Court, judicial proceeding or serving on a jury; 6. Post-secondary, technical school or apprenticeship program visitation, or

scholarship interview; 7. State-recognized search and rescue activities consistent with RCW

28A.225.055; 8. Absence directly related to the student’s homeless status, such as a house

fire, moving, lack of new District transportation set up, a required agency visit, or similar emergency situation;

8.9. Absences related to deployment activities of a parent or legal guardian who is an active duty member consistent with RCW 28A.705.010;

9.10. Absence resulting from a disciplinary/corrective action (e.g., short-term or long-term suspension, emergency expulsion); and


b) If an absence is excused, the student will be permitted to make up all missed assignments outside of class under reasonable conditions and time limits established by the appropriate teacher; except that in participation-type classes, a student's grade may be affected because of the student's inability to make up the activities conducted during a class period.

c) An excused absence will be verified by a parent/guardian or an adult, emancipated or appropriately aged student, or school authority responsible for the absence. If attendance is taken electronically, either for a course conducted online or for students physically within the district, an absence will default to unexcused until such time as an excused absence may be verified by a parent or other responsible adult. If a student is to be released for health care related to family planning or abortion, the student may require that the district keep the information confidential. Students thirteen and older have the right to keep information about drug, alcohol or mental health treatment confidential. Students fourteen and older have the same confidentiality rights regarding HIV and sexually transmitted diseases.

d) For unplanned absences, Wwritten, verbal or electronic notice of the absence by the parent or guardian to the school within two (2) school days of the student’s return of an unplanned absence will be used to establish an excused absence.

d)e) For planned absences, Wwritten, verbal, or electronic notice by the parent or guardian to the school three (3) school days in advance of a planned absence and approval by the Principal or designee will establish the absence as excused. An excused absence may be one or more classes, up to the entire day. Principals may at their discretion require that notices regarding absences be made exclusively in writing. The principal will make the final determination in

10.11. Principal (or designee) and parent/guardian or emancipated youth mutually agreed upon approved activity, such as attending a youth conference or other one-time special event, or serving as a counselor at a school-sanctioned outdoor education program.

The school principal (or designee) has the authority to determine if an absence meets the above criteria for an excused absence.

cases where the classification of the absence as excused or unexcused is disputed. Families are encouraged to not schedule appointments, vacations, or other events at times that would cause students to be absent from school.

C. Unexcused Absences

Any absence from school for the majority of hours or periods in an average school day is unexcused unless it meets one of the criteria above for an excused absence. All other


absences are considered unexcused. Specifically, absences for the following reasons are not excused: oversleeping, missing one’s bus or having other transportation problems, family trip or vacation, or a student needed to babysit a sibling or interpret for parents/guardians on an ongoing basis.

A student who has failed to attend the majority of hours or periods in an average school day will be marked as having an “unexcused absence.” A student who misses individual classes will be marked as having one or more “unexcused class[es].”

Schools will work with A students whose absences are not excused as outlined in Sections IV and V. Students may also be referred for truancy, may lose credit for the course, and/or their grade may be affected if a graded activity or assignment occurs during the period of time when the student is absent.

D. Tardies

A “Ttardy” is defined as arriving late to school or to any class during the school day. Tardies may be excused or unexcused according to school rules/policies and District definitions for excused and unexcused absences.

Secondary students who miss 10 or more minutes10 or more minutes of instructional time in a of instructional time in a class may will be marked as “absentabsent.”.

Elementary students who arrive late or are picked up early to school usually miss core academic instruction in literacy/reading, math, science, and/or social studies. Missing this instruction may have a serious adverse effect on students’ academic progress whether the tardies are excused or not excused. Elementary students who miss 15 or more minutes of core instructional time for ten or more days in a school year will be subject to school-based and central interventions for these tardies and may be subject to a truancy petition. Elementary students who miss over half of their core instructional time will be marked as “absent” for the half day.

Schools may implement attendance interventions and supports outlined in this Procedure by including accumulated tardies and/or early departures with full-day absences.

E. Excessive Excused Absences

Students who exceed twenty (20) excused absences in a school year will be subject to school-based and central interventions for these absences, and may be subject to a truancy petition on the basis that excessive excused absences have a serious adverse effect on students’ academic progress.

F. Long-term Suspensions or Expulsions


The absences of sStudents who have been either long-term suspended or expelled and assigned to an alternative placement shall be subject to attendance rules. Students not assigned to a placement will be marked as excused absent., and for whom space is available in the reentry program but who do not enroll and attend the reentry program, are unexcused. A student with a long-term suspension for longer than twenty (20) school days will be dropped from enrollment from their school of origin.

G. Absences for longer than twenty (20) consecutive school days

Students who are absent for more than twenty (20) consecutive school days, whether the absences are excused or unexcused, will not be counted as enrolled students and will cease to be enrolled in the District, except in the following two circumstances:

1. If there is an agreement between the appropriate school official and a student’s parent or guardian that the student’s temporary absence is not deemed to cause a serious adverse effect upon the student’s educational progress, and an education plan is in place, the absent student may remain as an enrolled student for at mostleast two monthly enrollment periods provided they return by the end of the school year. , but the District will not include the student on its reporting of enrollment to the State for funding purposesStudents will be withdrawn before the third enrollment count date if they have not returned to school..

Any agreement between the school and the parent or guardian under this section must be in writing and signed by the parties. Principals need to inform Student Systems Support of any students who will be absent for more than twenty days but should remain enrolled.

2. A student who receives home/hospital services shall be counted as an enrolled student for up to two monthly count dates provided they return by the end of the school year.

H. Absences at the beginning of the school year

Students who miss the first eight (8) days of school, whether the absences are excused or unexcused, will not be counted as enrolled students and will cease to be enrolled in the District unless there is a written agreement between the appropriate school official and a student’s parent or guardian to begin attending later. Every student must attend at least one (1) day prior to October 1 or they will cease to be enrolled.

IXVI. INTERVENTIONS AND SUPPORTSRVENTIONS

Attendance is critical to the academic success of every student. If a student appears to have chronic absences, particularly unexcused absences, school and/or district officials Adopted: December 2011 Revised: TBD; December 2014 Superintendent Procedure 3121SP Cross Reference: Policy No. 3121; 3122; 3125; RCW 28A.225; WAC 392-400-233 Page 8 of 10

shall take action. School based and central interventions and supports will be taken before those required by State law, subject to sufficient funding and staff availability. Seattle Public Schools is dedicated to providing racially, culturally, and age-appropriate interventions and supports, including bilingual interventions and supports. Such interventions and supports may include the following:

• A home visit by staff to discuss the situation; • Determination whether the student needs to be evaluated for:

o Special education o Section 504 accommodation o Drug or alcohol dependence

To ensure that the district is meeting its obligations under Washington’s compulsory attendance laws, it shall be the responsibility of each teacher to maintain accurate

• If the student is a special education student, the student’s IEP or behavior plan may be evaluated to determine if it addresses chronic absenteeism;

• If the student receives Section 504 accommodations, the accommodation plan may be evaluated or adjusted to address chronic absenteeism;

• Referral of the student to a community truancy board; • Adjustment of the student’s transportation, if appropriate; • Adjustment of the student’s schedule or program, if appropriate; • Arranging for counseling for personal problems affecting attendance; • Seeking assistance from community agencies; • Other interventions and supports, as appropriate.

Interventions must be documented on the attendance agreement and should continue to be documented on an addendum to the attendance agreement as the interventions occur. Interventions will begin with the first unexcused absence, and shall not cease until the students is attending consistentlytruant behavior stops. Judicial action will only be utilized as a final intervention if school and central interventions are not successful.

Neither short-term nor long-term sSuspensions and expulsions for non-attendance or truancy are not appropriate interventions, and shall not be used to motivate regular attendance.

VII. ATTENDANCE TAKING MANDATORY

attendance reports.

Cross Reference: • Public Truancy Attendance Web page ( at

http://district.seattleschools.org/modules/cms/pages.phtml?pageid=229345atte ndance)

• Staff Quick Reference Documents for Attendance and Attendance Intervention on at




https://mysps.seattleschools.org/cms/one.aspx?portalId=25907&pageId=82997 #Attendancehttp://inside.seattleschools.org/

• Staff Truancy Attendance Web page at http://insidemysps.seattleschools.org/area/truancy/attendance




http://mysps.seattleschools.org/attendance

SCHOOL BOARD ACTION REPORT DATE: February 21, 2017 FROM: Dr. Larry Nyland, Superintendent LEAD STAFF: Dr. Kyle Kinoshita, Chief of Curriculum, Assessment and Instruction,

[email protected], 206/252-0050

1. TITLE

Amending Policy No. 2015, Selection and Adoption of For Introduction: April 5, 2017 Instructional Materials, and Repealing Policy and April 19, 2017 Procedure C26.00 and C26.01, Provision and Disposition of Instructional Materials

2. PURPOSE

This Board Action Report repeals Policy and Procedure C26.00 and C26.01 and adds language from those older documents into Board Policy No. 2015, Selection and Adoption of Instructional Materials. Policy language about providing free textbooks, was and still is, required by state law.


I move that the School Board repeal Policy and Procedure C26.00 and C26.01, Provision and

4.

a.

Instructional materials—Instructional materials committee. Every board of directors, unless otherwise specifically provided by law, shall: (1) Prepare, negotiate, set forth in writing and adopt, policy relative to the

For Action:

Disposition of Instructional Materials, and amend Board Policy No. 2015, Selection and Adoption of Instructional Materials, as attached to the Board Action Report.

BACKGROUND INFORMATION

Background In preparing to repeal the 20-year-old policy C26.00, Provision and Disposition of Instructional Materials, and its associated 32-year-old procedure, it was noted that the language in this policy about the provision of free textbooks is still required by state law. As this language is not found in Policy No. 2015, staff propose to move the necessary language into the more current policy to meet the requirements as outlined in RCW 28A.320.230 (1)f:

selection or deletion of instructional materials. Such policy shall: ….. (f) Provide free text books, supplies and other instructional materials to be loaned

to the pupils of the school, when, in its judgment, the best interests of the district will be subserved thereby and prescribe rules and regulations to preserve such books, supplies and other instructional materials from unnecessary damage.

1


b. Alternatives One alternative is to not amend Policy No. 2015. This alternative is not recommended as the policy will not be in compliance with RCW 28A.320.230 (1)f. Another alternative is to leave the outdated policy in place, but this is not recommended either as it leaves multiple instructional materials policies in the District’s policy book.

c. Research N/A


There is no new fiscal impact resulting from this action as the current practice of providing students textbooks free of charge will continue.

8. STUDENT BENEFIT

Students receive on loan Board-adopted textbooks and instructional materials.



The revenue source for any provision of textbooks will be from funds designated in the Board approval of adopted textbooks and instructional materials.





Not applicable

Tier 1: Inform


Tier 3: Collaborate

The policy amendment simply removes an outdated policy and moves the still relevant piece from that policy into Policy No. 2015, ensuring compliance with state law.

7. EQUITY ANALYSIS

Not applicable.

2






Other: _____________________________________________________________________


The applicable policy relevant to this motion is Board Policy No. 2015, Selection and Adoption of Instructional Materials.


This motion was discussed at the Curriculum and Instruction Policy Committee meeting on March 13. The Committee reviewed the motion and _____________.


All future instructional materials adoptions will comply with the new provision of Board Policy No. 2015, Selection and Adoption of Instructional Materials.

13. ATTACHMENTS

• Policy C26.00, Provision and Disposition of Instructional Materials (for repeal) • Procedure C26.01, Provision of Instructional Materials (for repeal) • Board Policy No. 2015, Selection and Adoption of Instructional Materials – Clean (for

approval) • Board Policy No. 2015 Selection and Adoption of Instructional Materials – redline (for

reference) • RCW 28A.320.230 Instructional Materials-Instructional Materials Committee

3

SELECTION & Policy No. 2015 ADOPTION OF

INSTRUCTIONAL DATE MATERIALS

Page 1 of 6

It is the policy of the Seattle School Board to create an Instructional Materials Committee, pursuant to RCW 28A.320.230, and to direct the Superintendent or designee to create Adoption Committees for each specific adoption.

After a thorough process that solicits input from the community on their opinions and values, and after looking at a range of instructional materials, adoption committees are directed to recommend for adoption books and other instructional materials that are selected to:

• Enable teachers to implement the district’s curriculum • Provide an effective basic education, including providing materials

and/or support to help students outside of the instructional day, as appropriate

• Insure flexibility and clarity sufficient to meet the special needs of individuals and groups

• Meet applicable standards as a minimum level of rigor • Provide a coherent instructional sequence and stimulate student

growth in conceptual thinking and factual knowledge • Be easily understood by students, taking into consideration the varied

instructional needs, abilities, interests, and maturity levels of the students served

• Be based on best practices and research including benchmarking from similar districts and other sources

• Have a common baseline while ensuring that different learning and teaching styles are represented

• Provide sufficient variety so as to present opposing views of controversial issues in order that students may develop the skills of critical analysis and informed decision making

• Be culturally relevant to represent the diversity of students and contribute to the development of understanding issues of gender, ethnic, cultural, occupational and religious groups

• Reflect community expectations and values • Eliminate in all textbooks and instructional materials including

reference materials and audio-visual materials, bias pertaining to sex (gender); race; creed; color; religion; ancestry; national origin; age; economic status; sexual orientation including gender expression or identity; pregnancy; marital status; physical appearance; the presence of any sensory, mental or physical disability; honorably discharged



Page 2 of 6

veteran or military status; or the use of a trained dog guide or service animal by a person with a disability.

The process used for all adoptions shall be designed to gather input from multiple stakeholders. Input shall be reflected back to the School Board when specific instructional materials are recommended for adoption. The adoption committee should include reflections not only on why the particular materials were recommended for adoption, but also why the other reviewed materials were not recommended.

Materials adoptions shall occur pursuant to an established materials adoption cycle as set by the Superintendent. Prior to beginning each adoption, the Chief of Curriculum, Assessment and Instruction or equivalent position shall inform the Instructional Materials Committee and the Curriculum & Instruction Policy Committee of the School Board that the adoption is beginning, and the proposed timeline for the adoption.

Each adoption shall be accompanied by an appropriate professional development schedule. After the materials are implemented, it is expected that staff shall systematically collect and evaluate student performance data to determine if the outcomes sought by the adoption were successful, and report that information to the School Board.

Definitions:

1. School Board-adopted Instructional Materials, regardless of medium, are the primary instructional resource(s) to support the curriculum as outlined in state and college readiness standards.

2. Adoption is the process of evaluating and selecting basic instructional materials that culminates with formal action by the School Board.

3. Supplemental Instructional Materials, regardless of medium, are selected for classroom use in addition to School Board-adopted instructional materials because they contain additional material or present material at a different level of difficulty or in a different fashion or medium. Supplemental Instructional Materials are chosen pursuant to Superintendent Procedure 2015SP.C.



Page 3 of 6

The Instructional Materials Committee:

The Instructional Materials Committee (IMC) is established in conformance with state law (RCW 28A.320.230). The IMC shall consist of the following standing positions: the Director of Curriculum & Instructional Supports, the Manager of Library Services, and an Instructional Materials Specialist. In addition, the Director of Curriculum & Instructional Supports shall appoint two principals (one elementary and one secondary) and two parents (one elementary and one secondary) to staggered two-year terms. The School Board shall be informed of the committee members each fall.

Within the structure of the established adoption schedule, the purpose of the IMC is to:

• Approve the timeline of each specific adoption; • Approve the membership of the Adoption Committee; • Approve the selection criteria to be used by the Adoption Committee

and ensure that the criteria are aligned with the principles outlined in this policy;

• Certify to the School Board that the final recommendation of the Adoption Committee was reached by following the process outlined in this policy and in any related Superintendent Procedures; and

• Ensure that a Professional Development cycle is developed.

The Instructional Materials Office shall be the repository of all materials being evaluated during a specific adoption and made available to the public.

The Adoption Committees:

In addition to the IMC, Seattle Public Schools completes text adoption work through adoption committees. These committees are appointed by the Adoption Coordinator charged with leading the adoption. The purpose of the adoption committee is to provide subject matter expertise and to provide the perspectives of family members who have current and/or past students in the grades for which the adoption is being contemplated.

For each adoption, an Adoption Coordinator is appointed by the Chief of Curriculum, Assessment and Instruction or equivalent position. The Adoption Coordinator shall be an employee of Seattle Public Schools and shall have background in the particular subject of the adoption.



Page 4 of 6

The Superintendent or designee shall send formal notice of the anticipated adoption to the Washington-Oregon-Alaska Textbook Representatives Association (WOATRA) roster and to any other publishers who have requested notification. The publishers are invited to submit materials to the Instructional Materials Office for evaluation.

The Adoption Coordinator shall solicit members for the Adoption Committee. Members of the Committee shall represent the levels and subject area scheduled for adoption. Additional members, as appropriate, may include paraprofessionals; representatives from the English Language Learner, Special Education, or Advanced Learning departments; representatives from institutions of higher learning; families; and community members. When selecting members of the committee, consideration will be given to the need for a vertically-aligned perspective. The Adoption Committee should reflect the diversity of the district. Its membership is proposed by the Adoption Coordinator and approved by the IMC. The committee is facilitated by the Adoption Coordinator.

The Adoption Committee shall use the Seattle Public Schools document “General Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” as a guiding document, and shall identify which specific criteria outlined in that document shall be used for the specific adoption.

The Adoption Coordinator shall develop a written communication strategy for public notification regarding the adoption, adoption timeline, and review opportunities. Such strategy shall be developed under the guidelines outlined in the superintendents procedures connected to this policy.

The adoption timeline will be posted on the Curriculum & Instruction website, and through any other method defined in the communication strategy. District administrators, educators, parents, families and community members are encouraged to communicate their concerns and suggestions to the Adoption Coordinator and to be aware of the materials review period.

The Adoption Committee’s Responsibilities Include:

• Develops Selection Criteria (using the “General Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” document), before any materials are reviewed for adoption consideration. The Selection Criteria will satisfy both the State and District requirements of the subject and grade ranges for the adoption and the Criteria for

http://www.seattleschools.org/modules/groups/homepagefiles/cms/1583136/File/Departmental%20Content/instructional%20services/Instructional%20Materials/Criteria%20for%20evaluating%20instructional%20materials%20.pdf




Page 5 of 6

Evaluating Textual Materials for Cultural Relevancy and Anti-bias. Only after the Selection Criteria are approved by the IMC are the publishers’ submissions considered and reviewed.

• Reviews the materials submitted by publishers for cohesiveness with the Selection Criteria, as stated above.

• Solicits feedback through a variety of media. Materials will be displayed, or be made available, in accordance with the established communication strategy as outlined in the superintendents procedures connected to this policy.

• Reviews responses from administrators, educators, parents, families and community members.

• Recommends instructional materials for a District-wide adoption after taking into consideration feedback from all interested parties.

• Provides the fiscal assessment including the procurement and on-going cost of the adoption (i.e. consumables and professional development cost).

The Adoption Coordinator submits the recommendation to the IMC. The IMC shall approve that the appropriate process was followed and shall forward the recommendation to the Superintendent.

The Superintendent shall forward the recommendation to the School Board. The materials are available for School Board review and then voted on by the School Board members.

The adoption is announced via the District website, a formal press release, and through any other method defined in the communication strategy. The Adoption Coordinator provides information regarding orientation and training for the new materials to SPS staff.

The Adoption Coordinator creates an implementation plan for principals suggesting ways to include implementation within a school’s annual planning process.

The IMC may approve a revision in procedure in the case of adoption for courses with total District enrollment of fewer than 1,000 students. Any revision must satisfy both the State and District requirements of the subject and grade ranges for the adoption and the “Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” and the principles outlined in this policy.



Page 6 of 6

When a new edition/version of an adopted instructional material is published, the appropriate curriculum administrator may request approval from the IMC to recommend purchase of the new edition/version rather than a complete adoption process if there are compelling reasons to alter the normal adoption schedule and process. For example, the adopted edition/version is no longer available and the next adoption year is several years away. The IMC will grant the approval of the bypass if the materials satisfy both the State and District requirements of the subject and grade ranges for the adoption and the “Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias.”

Based on the judgment of the Chief of Curriculum, Assessment and Instruction or equivalent position, materials replaced by the new adoption will either be moved from buildings to surplus or used as supplementary or classroom reference materials. The Adoption Committee will make a recommendation about this, which will be included in the implementation plan the Adoption Coordinator provides to the appropriate principals. Surplus instructional materials not utilized shall be disposed of according to law.

Provisions of Instructional Materials to Students:

It is the policy of the Seattle School Board to provide or loan initial copies of School Board-adopted instructional materials and supplemental instructional materials to students free of charge. Each student shall be required to exercise reasonable care in the use of such materials.

The School Board may adopt additional guiding principles as appropriate.

Adopted: December 2011 Revised: September 2014; October 2013 (previously numbered as Policy No. 2020) [DATE] Cross Reference: Policy No. 6881 Related Superintendent Procedures: 2015SP. A; 2015SP.B; 2015SP.C Previous Policies: C21.00; Policy No. 2020 Legal References: RCW 28A.405.060 Course of study and regulations; RCW 28A.320.230 Instructional materials — Instructional materials committee; RCW 28A.150.230 Basic Education Act of 1977 — District school directors as accountable for proper operation of district — Scope — Responsibilities — Publication of Guide; RCW 28A.640 Sexual Equality Mandated for Public Schools; WAC 392-190-055 Textbooks and instructional materials; WAC 180-44-010 Responsibilities related to instruction Management Resources:


INSTRUCTIONAL September 3, 2014 MATERIALS DATE

Page 7 of 7




Page 1 of 7

It is the policy of the Seattle School Board to create an Instructional Materials Committee, pursuant to RCW 28A.320.230, and to direct the Superintendent or designee to create Adoption Committees for each specific adoption.

After a thorough process that solicits input from the community on their opinions and values, and after looking at a range of instructional materials, adoption committees are directed to recommend for adoption books and other instructional materials that are selected to:

• Enable teachers to implement the district’s curriculum • Provide an effective basic education, including providing materials

and/or support to help students outside of the instructional day, as appropriate

• Insure flexibility and clarity sufficient to meet the special needs of individuals and groups

• Meet applicable standards as a minimum level of rigor • Provide a coherent instructional sequence and stimulate student

growth in conceptual thinking and factual knowledge • Be easily understood by students, taking into consideration the varied

instructional needs, abilities, interests, and maturity levels of the students served

• Be based on best practices and research including benchmarking from similar districts and other sources

• Have a common baseline while ensuring that different learning and teaching styles are represented

• Provide sufficient variety so as to present opposing views of controversial issues in order that students may develop the skills of critical analysis and informed decision making

• Be culturally relevant to represent the diversity of students and contribute to the development of understanding issues of gender, ethnic, cultural, occupational and religious groups

• Reflect community expectations and values • Eliminate in all textbooks and instructional materials including

reference materials and audio-visual materials, bias pertaining to sex (gender); race; creed; color; religion; ancestry; national origin; age; economic status; sexual orientation including gender expression or identity; pregnancy; marital status; physical appearance; the presence of any sensory, mental or physical disability; honorably discharged



Page 2 of 7

veteran or military status; or the use of a trained dog guide or service animal by a person with a disability.

The process used for all adoptions shall be designed to gather input from multiple stakeholders. Input shall be reflected back to the School Board when specific instructional materials are recommended for adoption. The adoption committee should include reflections not only on why the particular materials were recommended for adoption, but also why the other reviewed materials were not recommended.

Materials adoptions shall occur pursuant to an established materials adoption cycle as set by the Superintendent. Prior to beginning each adoption, the Executive Director of Curriculum and InstructionChief of Curriculum, Assessment and Instruction or equivalent position shall inform the Instructional Materials Committee and the Curriculum & Instruction Policy Committee of the School Board that the adoption is beginning, and the proposed timeline for the adoption.

Each adoption shall be accompanied by an appropriate professional development schedule. After the materials are implemented, it is expected that staff shall systematically collect and evaluate student performance data to determine if the outcomes sought by the adoption were successful, and report that information to the School Board.

Definitions:

1. School Board-adopted Instructional Materials, regardless of medium, are the primary instructional resource(s) to support the curriculum as outlined in state and college readiness standards.

2. Adoption is the process of evaluating and selecting basic instructional materials that culminates with formal action by the School Board.

3. Supplemental Instructional Materials, regardless of medium, are selected for classroom use in addition to School Board-adopted instructional materials because they contain additional material or present material at a different level of difficulty or in a different fashion or medium. Supplemental Instructional Materials are chosen pursuant to Superintendent Procedure 2015SP.C.



Page 3 of 7

The Instructional Materials Committee:

The Instructional Materials Committee (IMC) is established in conformance with state law (RCW 28A.320.230). The IMC shall consist of the following standing positions: the Director of Curriculum & Instructional Supports, the Manager of Library Services, and an Instructional Materials Specialist. In addition, the Director of Curriculum & Instructional Supports shall appoint two principals (one elementary and one secondary) and two parents (one elementary and one secondary) to staggered two-year terms. The School Board shall be informed of the committee members each fall.

Within the structure of the established adoption schedule, the purpose of the IMC is to:

• Approve the timeline of each specific adoption; • Approve the membership of the Adoption Committee; • Approve the selection criteria to be used by the Adoption Committee

and ensure that the criteria are aligned with the principles outlined in this policy;

• Certify to the School Board that the final recommendation of the Adoption Committee was reached by following the process outlined in this policy and in any related Superintendent Procedures; and

• Ensure that a Professional Development cycle is developed.

The Instructional Materials Office shall be the repository of all materials being evaluated during a specific adoption and made available to the public.

The Adoption Committees:

In addition to the IMC, Seattle Public Schools completes text adoption work through adoption committees. These committees are appointed by the Adoption Coordinator charged with leading the adoption. The purpose of the adoption committee is to provide subject matter expertise and to provide the perspectives of family members who have current and/or past students in the grades for which the adoption is being contemplated.

For each adoption, an Adoption Coordinator is appointed by the Chief of Curriculum, Assessment and Instruction or equivalent positionExecutive



Page 4 of 7

Director of Curriculum and Instruction. The Adoption Coordinator shall be an employee of Seattle Public Schools and shall have background in the particular subject of the adoption.

The Superintendent or designee shall send formal notice of the anticipated adoption to the Washington-Oregon-Alaska Textbook Representatives Association (WOATRA) roster and to any other publishers who have requested notification. The publishers are invited to submit materials to the Instructional Materials Office for evaluation.

The Adoption Coordinator shall solicit members for the Adoption Committee. Members of the Committee shall represent the levels and subject area scheduled for adoption. Additional members, as appropriate, may include paraprofessionals; representatives from the English Language Learner, Special Education, or Advanced Learning departments; representatives from institutions of higher learning; families; and community members. When selecting members of the committee, consideration will be given to the need for a vertically-aligned perspective. The Adoption Committee should reflect the diversity of the district. Its membership is proposed by the Adoption Coordinator and approved by the IMC. The committee is facilitated by the Adoption Coordinator.

The Adoption Committee shall use the Seattle Public Schools document “General Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” as a guiding document, and shall identify which specific criteria outlined in that document shall be used for the specific adoption.

The Adoption Coordinator shall develop a written communication strategy for public notification regarding the adoption, adoption timeline, and review opportunities. Such strategy shall be developed under the guidelines outlined in the superintendents procedures connected to this policy.

The adoption timeline will be posted on the Curriculum & Instruction website, and through any other method defined in the communication strategy. District administrators, educators, parents, families and community members are encouraged to communicate their concerns and suggestions to the Adoption Coordinator and to be aware of the materials review period.

The Adoption Committee’s Responsibilities Include:





Page 5 of 7

• Develops Selection Criteria (using the “General Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” document), before any materials are reviewed for adoption consideration. The Selection Criteria will satisfy both the State and District requirements of the subject and grade ranges for the adoption and the Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias. Only after the Selection Criteria are approved by the IMC are the publishers’ submissions considered and reviewed.

• Reviews the materials submitted by publishers for cohesiveness with the Selection Criteria, as stated above.

• Solicits feedback through a variety of media. Materials will be displayed, or be made available, in accordance with the established communication strategy as outlined in the superintendents procedures connected to this policy.

• Reviews responses from administrators, educators, parents, families and community members.

• Recommends instructional materials for a District-wide adoption after taking into consideration feedback from all interested parties.

• Provides the fiscal assessment including the procurement and on-going cost of the adoption (i.e. consumables and professional development cost).

The Adoption Coordinator submits the recommendation to the IMC. The IMC shall approve that the appropriate process was followed and shall forward the recommendation to the Superintendent.

The Superintendent shall forward the recommendation to the School Board. The materials are available for School Board review and then voted on by the School Board members.

The adoption is announced via the District website, a formal press release, and through any other method defined in the communication strategy. The Adoption Coordinator provides information regarding orientation and training for the new materials to SPS staff.

The Adoption Coordinator creates an implementation plan for principals suggesting ways to include implementation within a school’s annual planning process.



Page 6 of 7

The IMC may approve a revision in procedure in the case of adoption for courses with total District enrollment of fewer than 1,000 students. Any revision must satisfy both the State and District requirements of the subject and grade ranges for the adoption and the “Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” and the principles outlined in this policy.

When a new edition/version of an adopted instructional material is published, the appropriate curriculum administrator may request approval from the IMC to recommend purchase of the new edition/version rather than a complete adoption process if there are compelling reasons to alter the normal adoption schedule and process. For example, the adopted edition/version is no longer available and the next adoption year is several years away. The IMC will grant the approval of the bypass if the materials satisfy both the State and District requirements of the subject and grade ranges for the adoption and the “Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias.”

Based on the judgment of the Executive Director of Curriculum and InstructionChief of Curriculum, Assessment and Instruction or equivalent position, materials replaced by the new adoption will either be moved from buildings to surplus or used as supplementary or classroom reference materials. The Adoption Committee will make a recommendation about this, which will be included in the implementation plan the Adoption Coordinator provides to the appropriate principals. Surplus instructional materials not utilized shall be disposed of according to law.

Provisions of Instructional Materials to Students:

It is the policy of the Seattle School Board to provide or loan initial copies of School Board-adopted instructional materials and supplemental instructional materials to students free of charge. Each student shall be required to exercise reasonable care in the use of such materials.

The School Board may adopt additional guiding principles as appropriate.



Page 7 of 7


SCHOOL BOARD ACTION REPORT DATE: February 15, 2017 FROM: Dr. Larry Nyland, Superintendent LEAD STAFF: Kelly Aramaki, Executive Director of Schools, [email protected], (206) 252-0150; Dr. Michael Starosky, Chief of Schools, [email protected], (206) 252-0150.

1. TITLE

Elementary Feeder School Grant (Year 2) from the For Introduction: March 15, 2017 Satterberg Foundation For Action: April 5, 2017

2. PURPOSE

This Board Action Report details the grant to be received from the Satterberg Foundation in the amount of $700,000 for the 2017-18 school year. This is a planned expansion of the grant received this past year from the Satterberg Foundation in the amount of $300,000.


I move that the Board authorize the Superintendent to accept the Elementary Feeder School grant funds from the Satterberg Foundation, in the amount of $700,000.


Background The Nesholm Foundation reached out to the Satterberg Foundation this year to share the widely recognized gap-closing successes from their “Kids in the Middle” investment at the three highest poverty middle schools in Seattle: Aki Kurose MS, Denny International MS, and Mercer International MS. As a result, the Satterberg Foundation then met with district and school personnel to discuss opportunities to partner together to expand that work.

The principals of the three middle schools identified one critical area of need that would greatly enhance the success of our students, particularly as it aligns to our district-wide focus on elevating the academics of our African American Males and other students of color: intervene earlier by focusing on the highest need feeder elementary schools. Although these three middle schools are doing some of the state’s most successful gap closing work, too many students of color are starting 6th grade at these middle schools far below standard in literacy and math. By intervening at our highest needs elementary schools, we should be able to close the gap even further.

In alignment with the theory of action for the Nesholm Foundation, the Feeder Elementary Grant would focus on: developing teachers’ knowledge, skills and practices in reading and writing instruction; maintaining high professional standards; applying research tested instructional practice; developing school leader skills in leading this instructional transformation.

The following are the feeder elementary schools that would most likely receive grant support: 1



1. Aki Feeder Schools: Dunlap, Emerson, Graham Hill, Martin Luther King Jr. 2. Denny Feeder Schools: Concord, Highland Park, Roxhill, West Seattle Elementary 3. Mercer Feeder Schools: Hawthorne, Van Asselt

In year 1, each of the 10 schools would receive literacy coaching support from an assistant principal on special assignment for focused literacy instruction to assess current literacy instruction in each building, chart a strategic plan for improving instruction and learning over the next 3-5 years, and begin making strategic and aligned improvements to instructional practices, formative assessment use, and Tier 2 interventions. The “literacy assistant principal” model parallels the Nesholm strategy of hiring assistant principals focused solely on literacy instructional leadership. The schools would also receive funds for leadership development, teacher professional development and books/materials.

In year 2 and beyond, a literacy coach would be assigned to each feeder pattern (for a total of three literacy coaches) in order to lead literacy instructional support and professional development for their schools. The grant would continue to support an assistant principal on special assignment to oversee the literacy coaches. The grant would also continue to support leadership development, teacher professional development and books/materials. Use of the monies would be earmarked for: an additional Assistant Principal to focus on literacy instruction; substitute teachers and professional development time; supplies, travel and other expenses approved by the Satterberg Foundation; and books and materials.

Background on the Satterberg Foundation: Their mission is to “strengthen our communities by promoting a just society and a sustainable environment.” Their vision includes a “world in balance with vibrant communities in which all people enjoy the opportunity to grow and thrive.” Included in that vision is access to education.

Alternatives The main alternative to receiving this grant to enhance supports and resources for teachers and leaders around literacy instruction would be to rely on funds and professional development available through the Curriculum Assessment and Instruction department and through Title 1. Although this is the default option, this is not the preferred option due to limited resources within CAI and Title 1 (particularly given the current budget climate) and the amplified needs at high poverty schools for high quality professional development, materials, books, etc. given the higher number of novice teachers.

Research Background on the Nesholm Foundation Kids in the Middle Grant: Since 2002-03, the Nesholm Family Foundation has provided $6.1M in total to the District, averaging $475,000 per year, in support of the Kids in the Middle grant. This grant, awarded each year to the three highest poverty middle schools, Aki Kurose, Denny International, and Mercer, focuses on literacy improvements as the key to student learning and achievement. To this end, the Kids in the Middle initiative works to develop teachers’ knowledge, skills and practices in reading and writing instruction; maintain high professional standards; and apply research tested instructional practice. By giving teachers the support they need to develop crucial skills to narrowing the achievement gap in reading and writing, Kids in the Middle enables teachers to better serve

2

students in becoming readers who experience both the pleasure and power of being independent, college and career ready readers.

Each of the three schools receives funds to increase reading and writing achievement. Use of the monies is earmarked for: an additional Assistant Principal to focus on literacy instruction and teacher evaluation; substitute teachers and professional development time; supplies, travel and other expenses approved by the Nesholm Foundation; and textual materials. Additionally, Mercer middle school receives a .2 FTE teacher.

In addition to the grant awarded to the middle schools, the Nesholm Family Foundation provides professional development and instructional coaching for all three of the middle schools through an independent contract with Teachers College Reading and Writing Project Network. The Nesholm Family Foundation also contracts with Sound Mental Health to provide a mental health professional in each school as a means of addressing the socio-emotional challenges students experience that interfere with learning. As highlighted in the data below, we are making great progress in math in all three schools compared to other schools across the state. We know that with English Language Arts, we can exceed these results with a strategic investment into our feeder elementary schools.

Black Student Proficiency Rates (SBA 2015, Grades 6-8) For 20 Middle Schools in WA State with Largest # of Black Students Tested 1

Mathematics English Language Arts

School # Tested % Proficient 45.4% 35.9% 29.3% 29.0% 28.3%

Denny (Seattle) 196 Mercer (Seattle) 245 Aki Kurose (Seattle) 232 Giaudrone (Tacoma) 183 South Shore (Seattle) 113 Chinook (Highl ine) 97 27.8%

27.6% 24.7% 24.6% 24.1% 23.2%

Nelsen (Renton) 170 Meridian (Kent) 97 Truman (Tacoma) 130 Fi rs t Creek (Tacoma) 174 Washington (Seattle) 311 Stewart (Tacoma) 102 22.5%

21.5% 20.2% 18.3% 17.7% 17.3%

Gray (Tacoma) 149 Showalter (Tukwi la) 129 Baker (Tacoma) 115 Meeker (Kent) 130 Dimmitt (Renton) 260 Mi l l Creek (Kent) 168 16.7%

15.7% 11.9%

Jason Lee (Tacoma) 159 Lakota (Federa l Way) 101

School # Tested % Proficient Mercer (Seattle) 245 44.5%

35.9% 35.7% 35.4% 35.3% 34.9% 34.3% 34.1%

Nelsen (Renton) 170 Showalter (Tukwi la) 129 Meridian (Kent) 96 Denny (Seattle) 201 Truman (Tacoma) 129 Stewart (Tacoma) 102 Dimmitt (Renton) 261 Gray (Tacoma) 151 32.5%

32.1% 30.8% 28.8% 28.4% 27.7% 26.9% 26.5%

Giaudrone (Tacoma) 184 Meeker (Kent) 130 Aki Kurose (Seattle) 233 Baker (Tacoma) 116 Lakota (Federa l Way) 101 Washington (Seattle) 305 Jason Lee (Tacoma) 162 Mi l l Creek (Kent) 168 26.2%

25.3% 25.1% 17.7%

Chinook (Highl ine) 95 Fi rs t Creek (Tacoma) 175 South Shore (Seattle) 113


1 Results only include students who participated in SBA testing and for whom a score was reported. Studentswho did not participate may be counted by the state agency for federal accountability and reporting purposes.

3

Fiscal impact to this action will be an acceptance of funds in the amount of $700,000. Funds are in direct support to elementary schools.

The revenue source for this motion is the Satterberg Foundation.





Not applicable

Tier 1: Inform


Tier 3: Collaborate

We have engaged principals and teachers in Tier 1 and Tier 2 community engagement in developing the grant proposal. Tier 3 community engagement with families and staff is an expectation as we implement the grant and improve teaching and learning in the area of literacy at the 10 elementary schools. Through parent literacy nights and student conferences, parents will learn strategies to support the strengthening of their children’s reading and writing skills.

7. EQUITY ANALYSIS

The purpose of this grant is to promote educational equity in our highest poverty, most diverse schools by providing the resources needed (professional development, materials, books and coaching) to ensure high quality teaching and learning in every classroom and academic success for each and every student. Equitable outcomes desired from this grant are the closing of opportunity and achievement gaps in our schools, where students regardless of race, Socio-Economic Status (SES), gender are achieving at the highest levels in literacy. We will be accountable for results to our students and families and will work with Research, Evaluation, and Assessment (REA) to monitor and evaluate our efforts.

8. STUDENT BENEFIT

As a result of these grant funds, students in the 10 identified schools will be given increased opportunities to experience high quality literacy instruction in every classroom. Students will experience more alignment of high quality instruction and pedagogy as well as assurances that they will be given access to high quality, standards-based core curriculum and intervention programs.

4

Accountability and Evaluation of Benefit for Students As a part of this grant, we are committed to measuring progress in implementation and outcomes for students. In connection with the Curriculum Assessment and Instruction evaluation plan for the K-5 Literacy Curriculum Adoption and the Multi-Tiered Systems of Support implementation metrics, we will measure progress within the following categories twice a year (February/June) for the duration of the grant: • Fidelity of implementation of core curriculum, tier 2 interventions and balanced literacy

pedagogy in every classroom (as measured by observation) • Student progress monitoring mid-year and end-of-year using agreed upon assessments,

such as (1) Fountas & Pinnell Benchmark Assessment, (2) Scholastic Reading Inventory, (3) SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words), and (4) Smarter Balanced Assessment

• Implementation of data analysis and progress monitoring systems in all 10 schools as part of Multi-Tiered Systems of Support initiative

• Improvements in Staff Climate Survey using items such as (1) Staff share a common understanding of instructional best practices; (2) I have access to strategies and materials to support all learners in my classes; (3) The school has a consistent process for identifying students who struggle academically; (4) The school implements a clear plan of action when a student struggles academically








Other: _____________________________________________________________________


Per Board Policy No. 6114, Gifts, Grants, Donations and Fundraising Proceeds, Board action is necessary to accept a grant that exceeds $250,000 per school year.


This motion was discussed at the Executive Committee meeting on March 2, 2017. The Executive Committee reviewed the motion and moved it forward for consideration by the full Board. This item was also reviewed at the Curriculum &Instruction Policy Committee meeting on March 13, 2017.

5


Upon approval of this motion, the District will move forward with setting up the grant funds, as outlined on the attached letter of commitment.

13. ATTACHMENTS

• Letter of commitment from the Satterberg Foundation

6

February 17, 2017

Michael Stone

Director of Grants, Fiscal Compliance and Strategic Partnerships Satterbe rgf- Seattle Public Schools - (, 11111fo t Ill 11

2445 3rd Avenue South Seattle, WA 98124

Dear Michael,

On behalf of the Board of Directors at the Satterberg Foundation I am pleased to inform you that a grant has been approved to the Seattle Public Schools for $700,000 for support of the Elementary Feeder School Literacy Initiative for the 2017 - 2018 school year. The Elementary Feeder School Literacy Initiative was developed as a supplement to the Nesholm Foundation's Kids in the Middle Initiative which has been operating in Seattle for 15 years. With this additional strategic investment in the highest need feeder elementary schools, we anticipate this intervention will help close the gap even further.

825 Securities Building 1904 Third Avenue

Below is the approved budget for the Elementary Feeder School Literacy Initiative during the Seattle. Washington 981012017-2018 school year: (206) 441-3045 phone (206) 374-9336 fax [email protected] Budget for the

. .-.

Elementary Feeder School Literacy Initiative • ' . '

Item Description Total Salaries & Benefits Assistant Principal on Special Assignment $150,000

(Literacy) Professional Development Professional Development for Leaders $100,000

and Teachers Textual Materials Classroom Libraries and Intervention $100,000

Materials 3 Literacy Coaches 2017-2018 Literacy Coach Hiring and $330,000

Planning Contractor Project Oversight Extra Pay $20,000

Total Approved Budget $700,000

We are excited to partner with you in support of this initiative. If you w ish to discuss this grant please contact me at 206-441-3045 or [email protected].

Executive Director



SCHOOL BOARD ACTION REPORT DATE: February 23, 2017 FROM: Dr. Larry Nyland, Superintendent LEAD STAFF: Angela Bogan/ Principal, Dearborn Park International School/ (206) 252

5550; Ronald Boy/ Senior Assistant General Counsel/ (206) 252-0114

1. TITLE

Waiver of one (1) school day at Dearborn Park International School due to an emergency school closure after a mechanical failure.

For Introduction: April 5, 2017 For Action: April 19, 2017

2. PURPOSE

State regulation WAC 392-129-140 requires that the Superintendent submit a signed statement to the Superintendent of Public Instruction indicating that “the school district board of directors have reviewed the application and supports its submittal” to request a waiver for an emergency school closure. This Board Action Report and the attached letter are the District’s application.


I move that the School Board approve the Superintendent’s application to the Office of Superintendent of Public Instruction, which requests permission for Dearborn Park International School to not make up one (1) day of missed school on January 6, 2017 when it was closed due to a mechanical failure.


1. Background On Friday, January 6, 2017, at about 8:15 a.m. a water main break stopped water service to Dearborn Park International School. The cause of the water break was identified to be subfreezing weather in the Seattle region, which put stress on underground pipes. Seattle Public Utilities repaired the water main and the school’s water service was restored by the end of the day. Unable to operate without running water, the school closed for one (1) day.

a. Alternatives Not approve the waiver request and have Dearborn Park International School open one day during the school year when school is not scheduled or after the regular school year ends. This would require the District to bargain with the Seattle Education Association to extend the work year and determine compensation.

b. Research The District has previously requested waivers for similar situations where one school had to close and others did not. Principal Friesen and the staff of Dearborn Park International support this waiver request.

1


Granting the requested waiver does not increase expenditures. Denying the request would create some additional costs as most of the staff at the school worked on January 6, 2017 and the District would need to compensate school year employees with an additional day. Also, if only Dearborn Park International School were to be open on a certain day additional transportation costs would be incurred by the District.

If not approved by the Board and OSPI, the estimated costs of operating SES for an additional day would be:

Transportation: $ Certificated Staff: $8412.72 TOTAL: $

implications.

Fiscal impact to this action will be neutral if approved by the Board and OSPI.

The revenue source for this motion is N/A.





Not applicable

Tier 1: Inform


Tier 3: Collaborate

This is primarily an administrative decision because of the financial and compliance

7. EQUITY ANALYSIS

NA

8. STUDENT BENEFIT

This action will allow students to receive the necessary instructional hours and remain on schedule for breaks with other District schools/students.

2








Other: _____________________________________________________________________


This motion implicates no policy. RCW 28A.150.220 & WAC 392-129-140 mandates this course of action.


This motion was discussed at the Curriculum & Instruction Committee meeting on March 13, 2017. The Committee reviewed the motion and _____________.


Upon approval of this motion, the District will submit the waiver request to OSPI for review. If approved by OSPI, Dearborn Park International School will follow the school calendar utilized by all District schools.

13. ATTACHMENTS

• Draft Letter from Superintendent Nyland: School Emergency Closure – January 6, 2017 Request to Waive School Days Under WAC 392-129-140 and WAC 392-129-150

3

February 23, 2017

NAME Chief Financial Officer Office of Superintendent of Public Instruction Old Capital Building P.O. Box 47200 Olympia, Washington 98504-7200

Re: School Emergency Closure – January 6, 2017 Request to Waive School Days Under WAC 392-129-140 and WAC 392-129-150

Dear NAME:

Please accept this letter and enclosed School Board Action Report as the application by the Seattle School District (“District”) under WAC 392-129-140 and 392-129-150 to waive one (1) day from the 180-day calendar without the loss of state funding for Dearborn Park International School (“DPIS”). This request is made pursuant to a school emergency closure caused by an unforeseen water main break that resulted in DPIS being closed on January 6, 2017.

To support the District’s request for a waiver, the following information is being provided:

1. Name of district: Seattle School District No. 1.

2. Name of the school district superintendent: Dr. Larry Nyland

3. A statement signed by the superintendent that the school district board of directors has reviewed the application and supports its submittal: The Board of Directors for the District reviewed the waiver request at open public meetings on and

. The Board of Directors, through the enclosed School Board Action Report, has reviewed and approved of the waiver application to the Office of Superintendent of Public Instruction (“OSPI”). Please consider this letter and its attachments to be my signed statement.

4. The name of the individual school that did not operate: Dearborn Park International School.

5. The unforeseen natural events, mechanical failures, and/or actions or inactions by one or more persons, which caused the school emergency closure: On Friday, January 6, 2017, at about 8:15 a.m. a water main break stopped water service to Dearborn Park International School. The cause of the water break was identified to be subfreezing weather in the Seattle region, which put stress on underground pipes. Seattle Public

1

Utilities repaired the water main and the school’s water service was restored by the end of the day. Unable to operate without running water, the school was closed for the day.

It would be a financial and operational hardship to ask one school to open when all the other schools are closed. This impacts family and staff plans, including day-care vacation, educational, and other plans that take place based on the adopted school calendar. This would also create unanticipated financial costs, such as staff salaries (paying school year staff to work an extra day or one-half day) and transportation costs to operate buses for only one school on one day.

6. The specific date of the school emergency closure: January 6, 2017.

7. The specific date that the school district has scheduled to make up the lost day: The District does not propose to make up this one day at DPIS. This waiver request is made pursuant to WAC 392-129-140 and 392-129-150. The closure was isolated (one school in our system was closed). It would be an expense to deliver central services (transportation) to just one school when other schools are not in session. The District can utilize the waiver and still comply with the district-wide annual average total instruction requirements contained in RCW 28A.150.220.

Thank you for your attention to the District’s waiver application.

Very truly yours,

Dr. Larry Nyland Superintendent

Enclosure: School Board Action Report

cc: Michael Tolley, Associate Superintendent Teaching and Learning Pegi McEvoy, Assistant Superintendent for Operations Flip Herndon, Associate Superintendent for Capital and Facilities JoLynn Berge, Assistant Superintendent for Business and Finance Kelly Aramaki, Southeast Region, Executive Director Angela Bogan, Principal, Dearborn Park International School Ronald Boy, Senior Assistant General Counsel

2

SCHOOL BOARD ACTION REPORT

DATE: February 23, 2017 FROM: Dr. Larry Nyland, Superintendent LEAD STAFF: Rachel Friesen/ Principal, Sacajawea Elementary/ (206) 252-5550;

Ronald Boy/ Senior Assistant General Counsel/ (206) 252-0114

1. TITLE

due to an emergency school closure due to unforeseen weather conditions.

For Action:

PURPOSE

State regulation WAC 392-129-140 requires that the Superintendent submit a signed statement to the Superintendent of Public Instruction indicating that “the school district board of directors have reviewed the application and supports its submittal” to request a waiver for an emergency school closure. This Board Action Report and the attached letter are the District’s application.

RECOMMENDED MOTION

I move that the School Board approve the Superintendent’s application to the Office of Superintendent of Public Instruction, which requests permission for Sacajawea Elementary School to not make up one (1) day of missed school on December 9, 2016 when it was closed due to unforeseen weather conditions.

BACKGROUND INFORMATION

1. Background Sacajawea Elementary School is at the bottom of a canyon and is surrounded by hills on all sides. There is no way to access the school without traversing a hill, and there are no sidewalks on the side streets children must walk if they are walking to school. The hills tend to be shaded, and can get very icy. On the morning of December 9, 2016, 20th Ave. NE and NE 98th and 94th Streets were covered in a sheet of ice. There were several snow closure signs posted on the surrounding hills. SES staff witnessed several instances of cars sliding on these hills despite the snow closures. As a result, there was concern for the safety of our students who walk to school.

Waiver of one (1) school day at Sacajawea Elementary For Introduction: April 5, 2017 April 19, 2017

2.

3.

4.

SES staff reported that numerous vehicles driving on the roads surrounding the school had trouble due to the weather conditions. A milk truck observed delivering to a neighboring home had to make several tries before being able to get up the hill on 20th

Ave. NE. A bus not connected with Sacajawea had trouble ascending the hill as well. As SES teaching staff began arriving, several had minor mishaps. Two SES teachers went out specifically to help people whose cars were stuck. They helped seven vehicles that morning.

1

The hill on 20th Ave. NE in front of the school, where our student drop-off and bus zones are located, were solid ice. In order to access the drop-off zones, vehicles have to stop on the hill and wait in line. On another morning this winter, when we had a late start, several families stopped to wait in line and were unable to get good traction to continue up the hill to the drop-off zone. This caused cars to slide backward in a high traffic area. This was a scary situation for all involved and we were lucky that no accidents occurred. On December 9, 2016, there was significantly more ice than the day when drivers struggled to stop on the hill.

The school principal did consider having busses drop students at a nearby Les Schwab on Lake City Way, but this would require students to walk up NE 98th Street with no sidewalk. With cars sliding, this was determined to be too great of a safety risk. As a result, the decision was made to close school that day.

a. Alternatives Not approve the waiver request and have Sacajawea Elementary School open one day during the school year when school is not scheduled or after the regular school year ends. This would require the District to bargain with the Seattle Education Association to extend the work year and determine compensation.

b. Research The District has previously requested waivers for similar situations where one school had to close and others did not. Principal Friesen and the staff of Sacajawea Elementary support this waiver request.


Granting the requested waiver does not increase expenditures. Denying the request would create some additional costs as most of the staff at the school worked on December 9, 2016 and the District would need to compensate school year employees with an additional day. Also, if only Sacajawea Elementary School were to be open on a certain day additional transportation costs would be incurred by the District.

If not approved by the Board and OSPI, the estimated costs of operating SES for an additional day would be:

Transportation: $ Certificated Staff: $6031.68 TOTAL: $

Fiscal impact to this action will be neutral if approved by the Board and OSPI.

The revenue source for this motion is N/A.



2



Not applicable

Tier 1: Inform


Tier 3: Collaborate

This is primarily an administrative decision because of the financial and compliance implications.

7. EQUITY ANALYSIS

NA

8. STUDENT BENEFIT

This action will allow students to receive the necessary instructional hours and remain on schedule for breaks with other District schools/students.








Other: _____________________________________________________________________


This motion implicates no policy. RCW 28A.150.220 & WAC 392-129-140 mandates this course of action.


3

This motion was discussed at the Curriculum and Instruction Committee meeting on March 13, 2017. The Committee reviewed the motion and _____________.


Upon approval of this motion, the District will submit the waiver request to OSPI for review. If approved by OSPI, Sacajawea Elementary School will follow the school calendar utilized by all District schools.

13. ATTACHMENTS

• Draft Letter from Superintendent Nyland: School Emergency Closure – December 9, 2016 Request to Waive School Days Under WAC 392-129-140 and WAC 392-129-150

4

February 23, 2017

NAME Chief Financial Officer Office of Superintendent of Public Instruction Old Capital Building P.O. Box 47200 Olympia, Washington 98504-7200

Re: School Emergency Closure – December 9, 2016 Request to Waive School Days Under WAC 392-129-140 and WAC 392-129-150

Dear NAME:

Please accept this letter and enclosed School Board Action Report as the application by the Seattle School District (“District”) under WAC 392-129-140 and 392-129-150 to waive one (1) day from the 180-day calendar without the loss of state funding for Sacajawea Elementary School (“SES”). This request is made pursuant to a school emergency closure caused by unforeseen natural events that resulted in SES being closed on December 9, 2016.

To support the District’s request for a waiver, the following information is being provided:

1. Name of district: Seattle School District No. 1.

2. Name of the school district superintendent: Dr. Larry Nyland

3. A statement signed by the superintendent that the school district board of directors has reviewed the application and supports its submittal: The Board of Directors for the District reviewed the waiver request at open public meetings on and

. The Board of Directors, through the enclosed School Board Action Report, has reviewed and approved of the waiver application to the Office of Superintendent of Public Instruction (“OSPI”). Please consider this letter and its attachments to be my signed statement.

4. The name of the individual school that did not operate: Sacajawea Elementary School.

5. The unforeseen natural events, mechanical failures, and/or actions or inactions by one or more persons, which caused the school emergency closure: Sacajawea Elementary School is at the bottom of a canyon and is surrounded by hills on all sides. There is no way to access the school without traversing a hill, and there are no sidewalks on the side streets children must walk if they are walking to school. The hills tend to be shaded, and can get very icy. On the morning of December 9, 2016, 20th Ave. NE and

1

NE 98th and 94th Streets were covered in a sheet of ice. There were several snow closure signs posted on the surrounding hills. SES staff witnessed several instances of cars sliding on these hills despite the snow closures. As a result, there was concern for the safety of our students who walk to school.

SES staff reported that numerous vehicles driving on the roads surrounding the school had trouble due to the weather conditions. A milk truck observed delivering to a neighboring home had to make several tries before being able to get up the hill on 20th

Ave. NE. A bus not connected with Sacajawea had trouble ascending the hill as well. As SES teaching staff began arriving, several had minor mishaps. Two SES teachers went out specifically to help people whose cars were stuck. They helped seven vehicles that morning.

The hill on 20th Ave. NE in front of the school, where our student drop-off and bus zones are located, were solid ice. In order to access the drop-off zones, vehicles have to stop on the hill and wait in line. On another morning this winter, when we had a late start, several families stopped to wait in line and were unable to get good traction to continue up the hill to the drop-off zone. This caused cars to slide backward in a high traffic area. This was a scary situation for all involved and we were lucky that no accidents occurred. On December 9, 2016, there was significantly more ice than the day when drivers struggled to stop on the hill.

The school principal did consider having busses drop students at a nearby Les Schwab on Lake City Way, but this would require students to walk up NE 98th Street with no sidewalk. With cars sliding, this was determined to be too great of a safety risk. As a result, the decision was made to close school that day.

It would be a financial and operational hardship to ask one school to open when all the other schools are closed. This impacts family and staff plans, including day-care vacation, educational, and other plans that take place based on the adopted school calendar. This would also create unanticipated financial costs, such as staff salaries (paying school year staff to work an extra day or one-half day) and transportation costs to operate buses for only one school on one day.

6. The specific date of the school emergency closure: December 9, 2016.

7. The specific date that the school district has scheduled to make up the lost day: The District does not propose to make up this one day at SES. This waiver request is made pursuant to WAC 392-129-140 and 392-129-150. The closure was isolated (one school in our system was closed). It would be an expense to deliver central services (transportation) to just one school when other schools are not in session. The District can utilize the waiver and still comply with the district-wide annual average total instruction requirements contained in RCW 28A.150.220.

Thank you for your attention to the District’s waiver application.

2

Very truly yours,

Dr. Larry Nyland Superintendent

Enclosure: School Board Action Report

cc: Michael Tolley, Associate Superintendent Teaching and Learning Pegi McEvoy, Assistant Superintendent for Operations Flip Herndon, Associate Superintendent for Capital and Facilities JoLynn Berge, Assistant Superintendent for Business and Finance Kim Whitworth, Northeast Region, Executive Director of Schools Rachel Friesen, Principal, Sacajawea Elementary School Ronald Boy, Senior Assistant General Counsel

3

Seattle Public Schools MTSS Implementation Guide Excerpt | Office of Student Support Services

SEATTLE PUBLIC SCHOOLS MTSS IMPLEMENTATION GUIDE: Component 1: Leadership, Systems & Structures of MTSS

Anchors and Guiding Questions

Indicator

Status of Implementation Alignment

Emerging/Developing Establishing Consensus & Building

Infrastructure

Operationalizing Gaining Consistency

Optimizing Innovating and Sustaining

AWSP TPEP OSPI

MTSS Leadership 1C

1c.1 Establishing the

A leadership team exists that includes cross-disciplinary representation and the following specific functions are understood:

And, the leadership team has developed a plan and is executing specific functions facilitating MTSS

And, the leadership team members have the knowledge and skills to lead implementation efforts, safeguard equitable access, and

1.2 1.3 1.4

8.4d 8.4f

Building Capacity & MTSS Leadership • Coordinating school services (e.g. master implementation: (knows the difference design specific actions targeting opportunity 2.2

Infrastructure for Implementation

Team including roles & responsibilities: The

MTSS Leadership

scheduled, assessment calendar) • Coordinating and summarizing data • Meeting regularly to review data,

between dialogue and decision-making)

and achievement gaps.

And, the team includes Community Partners

3.2 3.3

Team is established that includes 6-8

monitor intention effectiveness and make adjustments as needed

representatives and Provider representatives.

Who comprises the MTSS members with cross • Collaborating with Grade And has received training in developing Leadership Team and disciplinary Level/Department teams to identify and culturally competent, sensitive and And, the team Leads and provides

what are the key roles and representation to match students with intervention inclusive decision making professional development with trained on-responsibilities of the include: principal, supports site teacher leaders

team? general and special education teachers,

content area experts,

• Identifying professional development needs

• Participating in and facilitating Cultural

And plans and executes needs-based professional development in cooperation with Central Teams

How will we work instructional support Competency training collaboratively with staff, student support Coordinating school committees FEAT, PBIS,

Central Office to initiate personnel) and is Race and Equity, BLT professional development

in support of MTSS?

responsible for facilitating MTSS implementation

Hanson 3/6/2017 1:25 PM Seattle Schools Teaching & Learning: Student Support Services

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John Rogers Elementary Math Assessment Calendar 2016.17 Seattle Public Schools MTSS Implementation Guide Excerpt | Office of Student Support Services

Grade Fall Testing: 9/22 12/18 Scores Uploaded Into Share Drive By: 10/30

Winter Testing: 1/4 3/11 Scores Uploaded Into Share Drive By: 2/12

Spring Testing: 3/14 6/10 Scores Uploaded Into Share Drive By: 4/8

End Of Year Testing: 5/18 5/29 Scores Uploaded Into Share Drive By: 6/17

K • Beginning of the Year Screener (As Needed) • Pre/Post Assessments (Math In Focus or

Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)

• Pre/Post Assessments (Math In Focus or Classroom Created)

• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • MAP2 (Jan 4-29th)


• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)

• End of Year Kinder Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)

1 • Beginning of the Year Screener (As Needed) • Pre/Post Assessments (Math In Focus or

Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • MAP (Sept. 22nd – Oct. 30th)




• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • MAP2 (May 9-June 10)

• End of Year Grade One Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)


Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • MAP (Sept. 22nd – Oct 30th)




• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • MAP2 (May 9-June 10)

• End of Year Grade Two Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)


Classroom Created) • Progress Monitoring – Workbooks (informal) • Amplify/Benchmark #1 (Nov. 16th – Dec 18th)


• CCSS Checkpoints – Rethink (As Needed) • Amplify/Benchmark #2 (Feb. 1st – March 11th)


• CCSS Checkpoints – Rethink (As Needed) • SBAC (March 14th – May 29th)

• End of Year Grade Three Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)


Classroom Created) • Progress Monitoring – Workbooks (informal) • Post Assessments (Math In Focus or Classroom

Created) • Amplify/Benchmark #1 (Nov. 16th – Dec 18th)


• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • Amplify/Benchmark #2 (Feb. 1st – March 11th)


• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • SBAC (March 10th – May 29th)

• End of Year Grade Four Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)


Classroom Created) • Progress Monitoring – Workbooks (informal) • Post Assessments (Math In Focus or Classroom

Created) • Amplify/Benchmark #1 (Nov. 16th – Dec 18th)


• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • Amplify/Benchmark #2 (Feb. 1st – March 11th)


• Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed) • SBAC (March 10th – May 29th)

• End of Year Grade Five Test (CCSS) • Pre/Post Assessments (Math In Focus or Classroom Created) • Progress Monitoring – Workbooks (informal) • CCSS Checkpoints – Rethink (As Needed)

Assessment Protocols

Students in Tier 2 and 3 interventions will be assessed every 8 weeks. MTSS Progress Reports will be filled out and handed into your grade level’s MTSS leader for review. Students in Tier 2 and 3 interventions will be given the following interim assessments every 8 weeks: Amplify, Pre/Post MIF Assessments and/or Common Core Checkpoints. In order for students to be pulled from interventions they must show consistent growth or mastery of focused cluster. If a student is not showing adequate progress in an intervention then the MTSS team alongside of the teacher will make intervention adjustments.


54 25 45 19


John Rogers Reading Assessments - First Grade Teacher/Room # Haskins/Room 3

Student Name SPED ELL

Letter ID Fall

(54)

Letter ID January

Letter/Sound Fall (26)

Letter/Sound January

HFW Benchmark

(25-34)

HFW Fall

(35-49)

HFW Winter

(50-89)

HFW Spring

(90-124)

HFW EOY (125-139)

PSF Fall (40+)

54 25 100 199 300 41 54 24 100 200 300 30

Y Y 54 25 71 122 194 10 41 53 17 24 7 27 72 29 53 25 89 118 196 43

Y 53 25 100 200 300 34 54 26 100 200 300 43 49 54 18 23 19 38 78 0

Y 54 23 38 94 199 0 Y 43 18 25 35 83 4

54 26 92 193 296 41 Y 51 22 8 44 85 33

Y 50 18 9 44 73 0 54 26 65 113 193 37 53 26 99 200 299 54 54 24 90 198 299 27 51 24 45 74 104 45

Y 44 19 12 24 44 21 195 200 299 30

4 24 34 24 Spreadsheet Formating: Level 1: Below = Red Highlight Level 2: Approaching = Yellow Highlight Level 3: At Standard = Green Highlight Level 4: Above = White Highlight



Aki Kurose Middle School

Sample MTSS Data Tracker


Seattle Public Schools MTSS Implementation Guide Excerpt | Office of Student Support Services Multi-tiered System of Support (MTSS) Process for 2016-2017

School Year

TIER 2

All Students

Students who do not demonstrate progress in Tier 1 are moved to Tier 2:

• After 6 weeks of classroom based instruction and data collection, contact MTSS team

TIER 1

What to do for students in Tier 1:

• Complete assessments and differentiate instruction accordingly.

• Provide classroom based interventions to struggling learners for 6 weeks.

• Talk to colleagues for support (Use PLC time to discuss student progress, examine student work, etc.)

• Track data to determine if classroom interventions are effective and to present to MTSS team if necessary.

• Additional assessments will be completed and student will be discussed in MTSS meeting.

• At the MTSS meeting, progress will be discussed and interventions will be selected

• Interventions will be implemented for at least 6 weeks.

• Student progress will be monitored during MTSS meetings

TIER 3

Student makes adequate progress,

discontinue interventions.

Student makes some progress, continue interventions and monitor progress

If student does not make progress in Tier 2

interventions, a SIT Meeting is held to determine next

steps (e.g., special education testing,

additional intensive


Sanislo Elementary: MTSS and Assessn1ent Calendar

Seo!ember October November December t/7: WoKJOS - cnec«point 1 requi'ed 10/3: Lounon of Mom/lleoding 11/ 1: 111'1>(ement o .nd monitor 12/19: Break (mroogn 1/2) for Oii K (C loses 11/7) lnteivenrion fsmol goups v.f.rn City o cooenic ono oenavior p1ons

Yeor, Ms. SM-pporo, M s. Eckert, Ms. po131. 1111a - s weas) ~ Implement o no monitor plans t/21: Louncn 1-2~ (Mot n ona Pr.oDSt, Ms.. De rry) ~SIT meeMgs as neeaea Reoai'lQ); s-.s M N> (lleoding Only) 11/ P>. waa>s-cnecKpoint 2 req!..Weo ~Mom in terim SSA eao.cJC:s CS moll (Closes 10/28} 10 / 17:: interim cimote sorvey (cioses for on K (Closes 3/31 ) goups wirn Ms. sneppora

11/17) n· t/lf+f/!JO: Aaninister 1-5 Mom 11/ 21: conferences (nvougn 11/ 23) oencnmont 10 / 24: MTSS a uri ng ecrlY. release Discuss o no upaote ocooemic J..

gna ~ntJvior concem1 w.tn t/lt: Oral Reocing flUency - ReQuireo ,/ connect wirn porenn regarding parents - some meetings couta

{? f« 0 11 2nos (Clo ses 10/ 28) acaoerric onotor oena.,..ior ce orrongea os SIT meeting if concerns -9/ 3'1'. 1-5 TC Reading Levels Due ,/ HOid parent-staff SIT meetings o• neeaea 11/ 28: 1mpeemen1 a.na monitor

.,, HOIO parent-staff SIT meetings for ,/ Mom interim SBA "'"'"" (Srrol ocoaemic ona Del'lOvior ptons mose srua ents wno v;ere on me e~ groups vitn M s.. sneppora) (11/'1.8-2/6 - 8weeir:s) of-tne--yeor SIT list or sruoen~ wno l'lOve outsioe, evolJotion repom (pocen'lioly going into me SPED p«>cE<S)

January February March Apri 1/3: K-2 MAP (rv\otn ona ;eoaingJ; 3-5 21': Louncn S-5 SBA rest preporotion 3/13: Louncn 3-5 SBA testing (Clue 4/1 : WO.ODS - Cl'leekpoint 3 - Optional MAP (; eo aing onry) (ctoses 2 / 3) (c onrinuea rrvougnout rest winoow) friaoy, 6/2) (Closes 6/30)

• SSA Bloc«s 1/1' : interim Climate Sl..l'vey (Closes .,-1mp1ement ona monitor plans 4/ 5: MiSS auri~ staff. meering 2/10 211 : ELP A-21 • Requireo for stuaents .,-SIT meetings os neeaea

receiving ELL services (cioses 3/'JO .,-Motn interim SSA BIOCkS fSmol 4/17: con cegin 5th groae MSP .,- 1rrp>emen1 o.na monitor peo.ns groups wim Ms. Sl'leppord) science fDue 61'1.) .,- SIT meetings os neeoeo 21' : Implement ona monitor .,- Mom in terim SBA BIOclts (Small oc oaerric ona oellO'llior pkJ.ns (2/6-4/7 4/17: 1mp1ement ona 1monitor

groups wttn Ms. sneppora - aweas)

~ ocooemic ona oenovior pions (4/ 17·

nt> 6/9-8wee«sJ

2113: connec t vitn parents concerning ocoderric and/or ./SIT meefingsos needed DellO'Vior pklns n .,-Mom interim SBA 81ock:S (Small

goups witn Ms. sneppora) 212.k. K-5 TC ;eoaing 1.eve1s Due tt .,- SIT meerinns os neeoeo




John Rogers Vision

EVERY student seen, engaged, challenged and growing.

John Rogers Mission

Nurturing and fostering an inclusive, positive and collaborative community of high-achieving learners and socially responsible citizens in an ever-changing world.

John Rogers Elementary believes in ensuring that each one of our students receives high quality instruction and the support that they need in order to be socially, emotionally, and academically successful. One of the main purposes of our MTSS and SIT process is to ensure that students who are identified as needing additional supports (both students working above grade level standard as well as students working below grade level standard), receive the necessary intervention(s) as soon as possible. We value making data based decisions and use both quantitative and qualitative data to make intervention decisions for our students. In order to facilitate this, the school community has developed the following process.

Step #1 Process

STEPS WHO IS RESPONSIBLE RESOURCES Identification of specific emotional, social and/or academic concerns. In addition, identification of a student who is working above grade level standard.

Classroom Teacher John Rogers ALO Plan

Put research based classroom interventions into place.

Classroom Teacher

Examples of Classroom Researched Based Interventions

for Behavior

Use your Grade Level PLC Pre-Referral Intervention Manual

PBIS

http://www.pbisworld.com/tier1/interventions-bybehavior/disruptive/

http://www.freebehaviorcontracts.co m/downloads.php

Blank Behavior.docx

Collect data around Tier 1 and Tier 2 interventions. Classroom Teacher

Fill out MTSS Referral and provides a copy to principal.

Classroom Teacher and Administration MTSS Referral Form

Collaborate with colleagues around additional interventions that could be put in place. This collaboration should take place as early as possible. For example, the discussion can take place in a grade level team meeting, MTSS

Classroom Teacher, Colleagues, Administration

MTSS Referral Form


http://www.pbisworld.com/tier-1/interventions-by-behavior/disruptive/



http://www.freebehaviorcontracts.com/downloads.php

http://www.freebehaviorcontracts.com/downloads.php


meeting or informally. Use of MTSS Referral Form should be referenced when these discussions take place. If a student is performing above grade level this same step takes place.

Parents are contacted to discuss concerns, interventions and next steps. MTSS Referral Form is shared at a conference with parents. MTSS Referral Forms should never be sent home without contacting the parents first. Meet with student to set goals for growth and/or achievement. If a

Classroom Teacher, Parents and Students

John Rogers MTSS Meeting Protocol

MTSS Referral Form

student is performing above grade level this same step takes place except communication with parents occurs around accelerations.

John Rogers ALO Plan

Monitoring of progress with Tier 1 and Tier 2 interventions for a least 2 cycles of data (1 cycle of data equals 6 Classroom Teacher John Rogers Data Share Drive weeks). Data continues to be inputted into the John Rogers Data Share Drive. If student does not show adequate growth towards grade level achievement then the teacher moves to Step #2.

Classroom Teacher

Step #2 Process

STEPS WHO IS RESPONSIBLE RESOURCES Teacher contacts parents to review data. Recommendation of a SIT meeting occurs. If parents agree, teacher completes SIT Referral Form and gives form to principal. If parents do not agree we still meet as a SIT Team.

If student is receiving ELL services, ELL Matrix will be completed and turned in to the principal along with the SIT Form.

Classroom Teacher and Administration

SIT Referral Form

ELL Matrix

Review of the completed SIT Referral Form. If SIT form is not completed when turned in, it will be returned to the teacher with instructions for completion.

Administration and Special Education Team SIT Referral Form

A SIT date is scheduled in Outlook, and copies of the SIT Form and ELL Matrix (if needed) are given to Special Education Team.

Administration

Teacher contacts parents to inform them about the SIT date and who will be attending the SIT meeting.

Classroom Teacher

SIT invitation letter with date is sent to parents 1-2 weeks before the SIT date. Administration

Administrative Secretary contacts the parents by phone one week prior to the meeting to confirm attendance.

Administration



Step #3 Process – Morning of the SIT Meeting

STEPS WHO IS RESPONSIBLE RESOURCES Teacher complies needed data to bring to the SIT meeting. Teachers are required to bring student data and work samples to SIT meeting.

Teacher

Teacher greets parent in the classroom and walks them to SIT meeting room. Teacher

Meeting agenda includes; introductions, strengths, background, health history, health concerns, review of SIT Referral Form (parent will be provided a copy), review of student data and classroom work examples, SIT recommendations and decisions.

SIT Team

John Rogers SIT Meeting Protocol

BLANK SIT MEETING FORM.doc



Sanislo Professional Development/Meeting Calendar 2016-2017

Staff/Committee Meetings 2:30 – 3:30 PM

Date Type Topic Wednesday 9/21/16 Staff Meeting Staff Wednesday 9/28/16 2 Hour Early Release and PLC PLC Wednesday 10/5/16 Staff Meeting Safety/Committees/Charter Wednesday 10/12/16 PLC Meeting Cycle of Inquiry Friday 10/14/16 Professional Development

Day (Waiver) Math Planning

Wednesday 10/19/16 Committee Meeting Committee Specific Wednesday 10/26/16 2 Hour Early Release and PLC PBIS/RULER/Trauma

Cycle of Inquiry Wednesday 11/2/16 Staff Meeting Creative Advantage Wednesday 11/9/16 PLC Meeting Cycle of Inquiry Wednesday 11/16/16 2 Hour Early Release and

Committee Meeting Committee Specific

Wednesday 11/30/16 PLC Meeting Cycle of Inquiry Wednesday 12/7/16 Staff Meeting TBD Wednesday 12/14/16 PLC Meeting PLC Share Out Wednesday 1/4/17 Staff Meeting TBD Wednesday 1/11/17 PLC Meeting Cycle of Inquiry Wednesday 1/18/17 Committee Meeting Committee Specific Wednesday 1/25/17 PLC Meeting Cycle of Inquiry Wednesday 2/1/17 Staff Meeting TBD Wednesday 2/8/17 PLC Meeting Cycle of Inquiry Wednesday 2/15/17 Committee Meeting Committee Specific Wednesday 3/1/17 PLC Meeting Cycle of Inquiry Wednesday 3/8/17 Staff Meeting TBD Wednesday 3/15/17 PLC Meeting PLC Share Out Wednesday 3/22/17 2 Hour Early Release and

Committee Meeting Committee Specific

Wednesday 3/29/17 PLC Meeting Cycle of Inquiry Wednesday 4/5/17 Staff Meeting MTSS Wednesday 4/19/17 PLC Meeting Cycle of Inquiry Wednesday 4/26/17 Committee Meeting Committee Specific Wednesday 5/3/17 PLC Meeting Cycle of Inquiry Wednesday 5/10/17 2 Hour Early Release and Staff

Meeting TBD - Data

Wednesday 5/17/17 PLC Meeting Cycle of Inquiry Wednesday 5/24/17 Committee Meeting Committee Specific Wednesday 5/31/17 PLC Meeting Cycle of Inquiry Wednesday 6/7/17 Staff Meeting TBD Wednesday 6/14/17 PLC Meeting PLC Share Out Wednesday 6/21/17 Staff Meeting TBD

BLT Meetings (First Monday, 2:30 – 3:30 PM)

November 7 March 6 December 5 April 3 January 9 (Second Monday) May 1 February 6 June 5


Multi-Layered MTSS Framework

Fluidity and flexibil ity in grouping, and individual izing inst ruction and behavioral supports Standards/Rigor

Seope & Sequenee Formative Assessment

Scaffolding lie Differentiation Trauma·lnformecl Practices

Cultural

Positive Partnerships

Coordinated "Whole Child" Strategy

CURRENT sOr<ltcd cffOrt:; .:icl< OTcoordiiiatiOn

Sec kl I

18

DESIRED -s«-03tecoo~anate'3 approacn and1ftafegy-

~o:i\l l Emo tion.JI

• c~rkulu ... : ~::udud. ' l ta•t ... <;!~ I ( ) r t £: ... ;CC>

• A.:~15~in~nt • ~tPPOftS IS< nlr"rYCIU~n

Seattle Public Schools MTSS Implementation Guide Excerpt | Office of Student Support Services Aki Kurose Middle School 2016


Program Review in Seattle Public Schools v1.4 March 3, 2017

Overview of Program Review

What is program review? Program review is the application of systematic research and evaluation methods to address questions about program operations and results. Program review is a valuable organizational learning strategy for improving the quality of implementation and efficacy of district programs and services over time.

What are the goals of program review? Policy 2090 sets forth the requirement that SPS evaluate instructional programs and services. The primary goals of the program review process are to:

1. Provide a rigorous, systematic process for evaluating programs and services 2. Produce actionable formative data to improve programs and services provided 3. Improve decision-making by deepening understanding of program design, implementation,

results/outcomes, and cost/benefits.

What is the scope of program review? Program review may include evaluations of student services, curricular and intervention programs, school-based programs, and strategic initiatives. Although each study will be designed according to the specific nature of the program, most reviews will involve mixed-methods research, and will aim to evaluate programs along the following dimensions:

1. Implementation – Program model is clearly defined and implemented with fidelity across schools

2. Stakeholders –Key stakeholders and customers perceive the program as valuable and effective

3. Costs – Program costs are efficiently managed and not excessive relative to comparable programs

4. Equity– Program services significantly benefit historically underserved students across the district

5. Outcomes – Program participation measurably improves outcomes for students

Two general types of program reviews are detailed below:

Type Description Key Components

Research and Development Studies

Studies of programs that are in a developmental or pilot stage, or undergoing a significant redesign.

Descriptive Report – o Program logic model/theory of action o Description of program services o Demographics of students served/equity analysis

Pilot/Design Study – Mixed methods analysis of emergent or pilot program models and/or best practices to inform design

Program Evaluations

Full-scale mixed-methods evaluations of programs that are well established in the district.

Descriptive Report – o Program logic model/theory of action o Description of program services o Demographics of students served/equity analysis

Implementation Report – o Evidence of implementation fidelity o Stakeholder/customer feedback and perception data o Program cost analysis

Outcome/Impact Report – Analysis of degree to which program participation measurably improves student outcomes

RESEARCH & EVALUATION DEPARTMENT 1

Program Review in Seattle Public Schools v1.4 March 3, 2017

Who will conduct program reviews? Depending on the nature of the research questions and staff capacity, the Research & Evaluation Department (R&E) will select one of the following models for program review:

Internal Reviews – The Research & Evaluation Department will lead the research design process, and conduct most of the data collection, analysis and reporting. R&E will partner with program managers and directors to conduct internal reviews in a collaborative manner.

External Reviews – In select cases and dependent on funding, R&E manages external evaluations of student services, curricular programs, whole school models, and initiatives.

What is the criteria for review? Each year, SPS programs will be prioritized for review based using the following criteria:

Significance – Is the program significant enough to merit evaluation?

Timeliness – Can the review be completed in time to be useful?

State of Development – Is the program design and structure currently under development, or have significant program changes been proposed or recently implemented?

Performance – Is program performance or implementation viewed as problematic?

Leadership Interest – Has leadership requested more in-depth review of the program?

What is the process for review? R&E will each year present to SPS leadership and the School Board the list of programs slated for review. R&E will work with program managers, following the general process flow below.

Source: Dallas Independent School District, http://www.dallasisd.org/Page/42560


http://www.dallasisd.org/Page/42560

Advanced Learning/Spectrum Research & Evaluation Plan v1.0 March 3, 2017

Advanced Learning/Spectrum Research & Evaluation Plan

Overview The Research & Evaluation Department (R&E), in collaboration with Student Support Services, will conduct a “research and development study” of Advanced Learning and Spectrum-Eligible Programs. The evaluation contains two key phases:

Phase 1: Descriptive Report Phase 2: Design Study focused on Best Practices for High-Growth Advanced Learners

The general timeline for evaluation activities is aligned to the timeline outlined in the “!dvanced Learning Project Plan & Timeline” as developed by Student Support Services and approved by the Board.

Phase TASK Mar Apr May Jun Jul Aug Sep Oct Nov

1

Review source documents

Conduct literature review

Administer principal survey at April LLD

Conduct analysis and summarize findings

2

Identify areas of high-growth AL students

Design data collection instruments

Collect qualitative data

Conduct qualitative analyses

Conduct quantitative year-end, trend analyses

Report Report on Goal 1; Progress on Goal 2

Final report to Board

Details of each component is below, including description and planned products.

Phase 1: Descriptive Report To design effective programs that meet the needs of Advanced Learning eligible students, it is essential to first understand the current state of programming in the district.

Research Question 1: What is the current state of Spectrum programming in Seattle Public Schools?

R&E will collaborate with the Advanced Learning team to conduct a literature review of Advanced Learning programs and supports in place in districts across the country. R&E will partner with the Advanced Learning to analyze the following data:

o Student-Level Data. R&E will conduct a descriptive analysis of students identified as Advanced Learning eligible. The analysis will go into greater depth than previous reporting, for example by analyzing where Advanced Learning-eligible students have shown high-growth. It will also provide data pertaining to equity of access to Advanced Learning for historically underserved students. Specific research questions include: Demographics: What are the characteristics of Advanced Learning students? Distribution: How are Advanced Learning students distributed across schools? Grouping: What is the composition of classrooms with Spectrum-eligible students? To

what extent are Advanced Learners taught alongside their academic peers? Achievement: What are the academic outcomes of advanced learners?



o Principal Survey. R&E will administer a survey to all school principals to gain insight into the types of programs and services currently in place to serve advanced learners in their school. The survey will probe on the model for delivery (if applicable), curriculum, pedagogical approaches, staffing models, etc.

o Perception Data. Over the years, there have been a number of formal and informal channels for community stakeholders to voice questions and concerns about Advanced Learning programs, services, and operations. R&E will work with the Advanced Learning team to identify source documents and other media that comprise the body of evidence around Advanced Learning implementation. (See pg. 2 of “!dvanced Learning Priority Program Review and Communication Plan”)

Phase 2: Design Study: Mixed-methods analysis of high growth AL-eligible students Superintendent Nyland has stated that a district priority is to highlight promising practices and policies in classrooms or schools that can be meaningfully replicated in schools across the district.

Research Question 2: What does the literature on Advanced Learning programming identify as best practices in program design and delivery?

R&E will conduct a further literature review of best practices for Spectrum-like learners.

Research Question 3: What are the systems of support that enable Advanced Learning eligible students to make higher than average growth relative to their peers? What additional supports may be necessary to meet the needs of AL-eligible students districtwide?

Through quantitative analysis of high-growth students (using SBAC growth data), R&E can identify specific classes, grade levels, and/or schools where promising practices are likely occurring. Then, we will follow up with qualitative data collection, including:

Interviews with school principals, instructional coaches, teachers, and other staff.

Focus groups with students (upper grades) and parents (lower grades). Sampling for the focus groups will depend on the identification of high growth AL-eligible students.

[pending additional resources] Classroom observations of teachers of high growth Advanced Learners. If externally validated rubrics are available and content experts can be recruited to assist in this exercise, observations will focus on the quality and differentiation of pedagogy for Advanced Learning-eligible students.

For the qualitative portion of this study, R&E will collaborate with the Advanced Learning department in the design of protocols and support materials. R&E will manage data collection, analysis, and reporting. R&E will also conduct quantitative analyses with 2016-17 achievement and growth data.

Final Deliverables There are two reporting windows for this project: June 2017 and November 2017. The June report will consist of the deliverables for Evaluation Goal 1, and will also contain a progress report for the study of high-growth AL-eligibility. The final report will contain the full study for high-growth AL-eligible students.


International School/Dual-Language Evaluation Plan v1.0 March 3, 2017

International Schools/Dual-Language Immersion Research & Evaluation Plan

Overview The Research & Evaluation Department (R&E), in collaboration with Michele Aoki, International Education Administrator, will conduct a program review of International Schools and Dual Language Immersion programs. The evaluation will encompass a review of International Schools as a whole, as well as the subset of students enrolled in Dual Language Immersion (DLI) programs in Spanish, Japanese, or Mandarin.

The evaluation will build on the work of the International Schools/Dual Language Immersion Task Force (established in 2016), which issued a comprehensive report in August 2016 on program history, program models, and pathways. The program review will also specifically measure progress toward the three goals outlined in Board Policy 2177 (May 2012) that sets forth the unique characteristics of International Schools: While all schools share the attributes of striving for academic excellence, using technology, strong partnerships and innovative teaching, there are three components unique to International Education: World Languages; Global Perspective; and Cultural/Global Competency.

Accordingly, the evaluation contains three key components:

Phase 1: Descriptive Report Phase 2: Implementation Analysis Phase 3: Impact Analysis

The timeline for evaluation activities is outlined below:


1

Develop Logic Model


Conduct quantitative descriptive analyses

Conduct school leader interviews

2

Compile fidelity of implementation data

Administer teacher survey

Conduct student and parent focus groups

Conduct cost analysis

Analyze qualitative data

3

Identify comparison groups

Conduct quasi-experimental analysis

Conduct analysis of descriptive outcomes

Report Report on Goal 1; Progress on Goals 2 and 3


Phase 1: Descriptive Report This phase of the evaluation will provide descriptive analysis of program goals, resources and activities.

Research Question 1: What is the logic model that serves as the foundation for International Schools and DLI programs?

The research team will develop a logic model that outlines programmatic goals, resources, activities, outputs, and outcomes. The logic model will receive input from the International Schools/DLI Task Force, which includes central office administrators, school leaders, teachers, and community members.



Research Question 2: What district, school, and community resources are currently in place to support International Education/DLI? What are the programs and services provided by International Education/DLI?

To answer this question, the research team will rely on two data sources:

Document Review. Examples include sources from the SPS central office, individual schools, the International Education/DLI Task Force, and outside partners such as the Confucius Institute of the State of Washington (a partnership of Seattle Public Schools and the University of Washington).

School Leader Interviews. Comprehensive interviews with the 10 International Schools principals that focus on school-level descriptions of International Schools programs, courses, DLI models.

Analyzed together, documents and interview data will provide comprehensive descriptions of the types of support that International Schools receive, as well as the programs in place to serve students enrolled in International Schools and DLI programs.

Research Question 3: What are the characteristics of International Schools/DLI students and teachers? How do enrolled students perform academically compared to their peers?

The research team will conduct descriptive quantitative analyses using the following data sources:

Student characteristics – Demographics, ELL/SPED status, ELPA-21 scores, DLI pathway retention

Student performance – SBAC proficiency/growth, ELL status, School Climate Survey findings, STAMP (language proficiency assessments for Spanish, Mandarin, and Japanese)

Teacher characteristics – Experience, education, certifications, retention rates

Results will be reported for students and teachers affiliated with International Schools in general, DLI programs in particular, and the district average. (Note: The Impact Report will contain deeper quantitative analysis to assess programmatic impact using matched comparison groups of students.)

Phase 2: Implementation Report The Implementation Report seeks to understand three key issues related to program implementation: fidelity of implementation, stakeholder perceptions of implementation, and a cost analysis.

Research Question 4: To what extent is International Education/DLI delivered with fidelity?

By reviewing internal data, the research team will analyze the degree to which programs have been delivered with fidelity to stated program goals. Specifically, we will examine teacher preparation, general classroom instruction, and DLI programs using the following sources:

School Leader Interviews – (Detailed in Research Question 2) Internal Data – (Detailed in Research Question 3) Teacher Survey – Survey of all International Schools teachers (with supplement for DLI teachers) Student and Parent Focus Groups – Structured conversations that probe on perceptions of program

implementation

Research Question 5: What are stakeholder perceptions of International Education/DLI programs? What successes and barriers exist to successful implementation?

Using the same qualitative data sources as above – school leader interviews, teacher survey, and student/parent focus groups – we will provide a comprehensive picture of the strengths and challenges associated with the implementation of International Schools/DLI programming.

Research Question 6: What are the cost implications of International/DLI programs?



With assistance from the SPS Budget Office, we will report on the various costs and expenditures associated with the implementation of International Schools/DLI programs. Data may include:

Per-pupil expenditures

Program Budget

Staffing Mitigation Costs

Alternative Funding Sources (e.g. PTA funds, Families and Education Levy, external grants)

Phase 3: Outcome/Impact Report Using sophisticated quasi-experimental research methodology, the research team will analyze the relative impact of enrollment in International Schools/DLI programs. The research team will find pockets of students for which there are well-matched comparison groups of students, as this will allow us to look at student outcomes for enrolled students in both DLI and non-DLI programs relative to their peers. Specifically, we will examine two research questions, one of which examines students’ outcomes during their time in school, and the other focused on college and career readiness (“Seattle Ready”).

Research Question 7: Does enrollment in International Education/DLI lead to higher levels of academic and global competence preparedness relative to one’s peers?

The research team will look at the following student outcomes to gauge program impact: SBAC proficiency

AP/IB Enrollment Data and Test Data

Language proficiency (STAMP)

Exiting ELL Status

School Climate Survey

Seal of Biliteracy and Global Competence Certificate

Research Question 8: Does enrollment in International Education/DLI lead to improved graduation rates? College and career readiness?

The research team will look at the following student outcomes to gauge program impact:

Graduation rates (SPS data)

College-going rates (National Student Clearinghouse data)

Deliverables There are two reporting windows for this project: June 2017 and November 2017. The June report will consist of the standalone report for Phase 1 (Descriptive Analysis), as well as a progress report for activities related to Phase 2 (Implementation Analysis) and Goal 3 (Impact Analysis). The final report will be a comprehensive report with all three phases included.

Research Team The research team will be led by Drs. Eric Anderson (Director) and Jessica K. Beaver (Senior Research Scientist) in Research & Evaluation, with close collaboration from Dr. Michele Anciaux Aoki, International Education Administrator. The quantitative lead on the project will be Anna Cruz, Lead Statistical Analyst within R&E.

Additionally, at no additional cost to SPS, Dr. Chan Lü, Assistant Professor in the Department of Asian Languages and Literature at the University of Washington, will collaborate in qualitative instrument development, qualitative data collection and analysis, and descriptive quantitative analysis. Two graduate students in the College of Education at the University of Washington, Erica Bailey Ramos and Nancy Cline, will provide support with document review and qualitative data collection and analysis.


To: Curriculum and Instruction Policy Committee

From: Kyle Kinoshita, Chief of Curriculum, Assessment and Instruction, [email protected] (206) 252-0050

Date: Monday, March 13, 2017

RE: 2nd DRAFT of new assessment policy and update on community engagement

Dear Committee Members,

At the March 13, 2017 C&I Policy Committee meeting you will be receiving a second draft of the new student assessment policy, which has yet to be designated a SPS policy number. Additions have been made based on a compilation of community engagement feedback as well as the Board resolution passed last spring.

We will also update the committee on community engagement to date.

A reminder of proposed steps in the process:

• February 13—C&I Policy Committee review of draft • Internal and external stakeholder engagement, February-March • 2nd review, C&I Policy Committee, March 13 • Review of draft, Board Committee of the Whole, March 16 • After review of engagement feedback, submission of final draft to the April C&I Policy

Committee and proposed BAR

Attachments:

1. 2nd assessment policy draft 2. Stakeholder engagement planning documents

Kyle Kinoshita 2/3/17


ASSESSMENT POLICY Policy No. ####

[DATE]

Page 1 of 4

I. Belief/Philosophy Statement The Board of Directors of Seattle Public Schools believes that every student should be given the opportunity to learn at grade level and beyond. The Board is committed to:

1) High academic expectations and standards for all students and by all staff; 2) Effective, inspired and culturally responsive teaching; measurable outcomes;

meaningful, formative, and appropriate assessment; professional development; and continuous progress at the individual student, school, and district levels; and

3) Process to identify student strengths, diagnose barriers and deficiencies, and deliver instruction designed to accelerate their learning, with the ultimate goal of eliminating any opportunity gaps.

II. Purpose of Assessment The district utilizes the core principles of the Multi-Tiered System of Support (MTSS) process which combines a district-wide balanced assessment framework, decision-making and a multi-tiered services delivery model to improve educational and social and emotional behavioral outcomes for all students. A common, balanced assessment framework, designed in partnership with the district’s labor partners per the collective bargaining agreement, allows a team of educators to know each student’s story, strengths, and needs.

Principles of Effective Assessment • Allow Families to:

o Understand their child’s progress o Provide support outside of school o Celebrate learning and student accomplishments

• Allow Students to: o Demonstrate their learning and understanding o Reflect on their learning progress and outcomes o Guide future action (including setting learning goals)

• Allow Teachers to: o Collect data that both informs student progress and documents growth o Guide the direction of future instruction in regards to content and

differentiation o Collaboratively reflect on student needs

• Allow Schools/Districts to:


[DATE]

Page 2 of 4

o Evaluate the impact of curriculum and instructional practices across school boundaries

o Identify and respond to the performance patterns over time of groups and subgroups of student and staff populations

o Follow all legal mandates and contractual obligations

III. Types of Assessments:

Assessments are presented in a variety of formats in order to serve different purposes, all of which may be utilized to inform instruction and programmatic decisions in order to accelerate achievement for each and every student.

Four general types of assessments within the balanced assessment framework are used in Seattle Public Schools:

1. Formative: A range of formal and informal assessment procedures conducted on a short-term and frequent basis during the learning process in order to modify teaching activities to improve student learning. Formative assessments are generally classroom-based and integrated into the instructional process. (e.g., exit slips, observations of students, teacher questioning, short quizzes)

2. Interim/Benchmark: Administered periodically at set intervals during the school year to evaluate where students are in their learning progress toward attaining end-of-year learning standards. Interim assessments demonstrate which standards have been learned over time, and may be predictive of performance on summative assessments. Interim assessments may be standardized, normed against a comparative population, or judged against a set of criteria. (e.g., formal assessment of oral reading or computer scored assessment administered at the end of a quarter or trimester)

3. Summative: Used to evaluate student learning, skill acquisition, and academic achievement of learning standards at the conclusion of a defined instructional period such as the end of a project, unit, course, semester, program, or school year. Summative assessments may be standardized, normed against a comparative population, or judged against a set of criteria. (e.g., end-of-year state-mandated assessments)

4. Performance: Typically require students to complete a complex task. Performance assessments measure the acquisition of large bodies of diverse knowledge and skills over a period of time. (e.g. rubrics to assess writing


[DATE]

Page 3 of 4

assignment, science experiment, speech, presentation, performance, or long-term project)

The School Board recognizes the need to select both formal and informal assessment tools that are high-quality, provide valuable data, are free from bias, and affirm our diverse student population. All assessments that have contracts exceeding the threshold set forth in Policy 6220 will be reviewed for approval by the School Board. Any assessment being considered for district-wide use in Seattle Public Schools should be reviewed with input from stakeholders, in alignment with any applicable procedures outlined in the Collective Bargaining Agreement, with consideration for how each assessment reflects our district’s commitment to a balanced assessment framework. Assessments recommended by the SPS-SEA Joint Assessment Steering committee will contain a discussion of why the assessment was chosen, including why the test is valid, reliable, and unbiased.

Legal requirements: The District will implement and comply with the administration of all student assessments required by Washington state and federal law.

Parent/Guardian & Student Rights Related to Assessment: Seattle Public Schools recognizes that families have a right to be informed of the assessments being utilized to support student learning and measure progress along standards. In addition, the School Board recognizes the right of parents/guardians to be notified of all state and district-mandated student assessments, including objectives and educational benefits, rights of refusal and effects of non-participation, and to receive the results from these assessments in a timely manner.

The district will make available a public calendar of required state and district assessments by August 15th of each year. Parents/guardians have the right to view their students state testing records per guidelines by the Office of Superintendent of Public Instruction (OSPI) and appeal assessment scores required for graduation. Student information as related to assessment is protected under the guidelines of the Federal Educational Rights and Privacy Act (FERPA).

Annual Review: The Superintendent shall annually review the assessment processes and procedures to determine if the purposes of the program are being accomplished.


[DATE]

Page 4 of 4

Adopted: to be adopted Revised: Cross Reference: School Board Policies 0010, 2090, 2163 Related Superintendent Procedure: Superintended Procedure 2090SP Previous Policies: N/A Legal References: RCW 28A.230.095 Essential academic learning requirements and assessments RCW 28A.655.010 Washington commission on student learning; RCW 28A.655.100 Performance goals—Reporting requirements; WAC 392-500-020 Pupil tests and records—Tests; WAC 392-500-025 Pupil tests and records—Pupil personnel records Management Resources:

Assessment Policy Community Engagement Plan Developed: January 31, 2017 (updated March 6, 2017) For Presentation at C&I Policy Committee, March 13, 2017 Authors: Kyle Kinoshita, Cashel Toner, Megan Bale

Background The following community engagement plan was developed using the five-step process for community engagement planning adapted from the International Association for Public Participation. Actions taken along each step are listed below:

Step 1: Gain Internal Commitment

Members of Curriculum, Assessment and Instruction and Student Services, with the support of our Executive Director for Government Relations and Strategic Initiatives, have been collaborating to develop a draft Assessment Policy. These individuals determined that the decision maker related to this process is the Board C&I Policy Committee and the Seattle School Board as a whole.

Historically, assessment in SPS has been a contentious topic. As such, members of Teaching and Learning have laid out a comprehensive community engagement plan which seeks to engage a variety of stakeholders in the service of transparency and authentic partnership.

The scope of the decision is approval of an Assessment Policy in Seattle Public Schools.

Based upon conversations with Teaching and Learning Leadership and membership of the Seattle School Board C&I Policy committee members, the following internal and external stakeholders have been identified:

Internal External - Teachers (SEA) - Parents/Families - Principals (PASS) - Levy Partners - Central Office Leadership - Students - SPS-SEA Steering Committee

Our expectation of the level of community engagement is that stakeholders will provide valuable input through online surveys, attendance at community meetings, attendance at internal meetings, and through public comment. The Teaching and Learning department will make every effort to ensure input from a diverse representation of stakeholders.

Step 2: Learn from the Public

Seattle Public Schools recognizes that both internal and external stakeholders are seeking clarity in assessment practices and processes in order to maximize learning opportunities and minimize disruption to instruction. We recognize that assessment is a critical component to ensuring equity

Authors: Kyle Kinoshita, Cashel Toner, Megan Bale January 31, 2017

1

and excellence for each and every student, and the scope of this policy seeks to address these values while taking into account the legal structures and existing policies that currently govern assessment within our district. Our understanding of public perception related to this issue was informed by public comment at previous meetings, internal engagement, input from C&I policy committee membership, and staff surveys.

In reviewing and refining the scope of this decision, Teaching and Learning staff have narrowed the scope of the policy to the following areas:

- Belief/Philosophy Statement on Assessment - Purpose of Assessment - Types of Assessments - Parent/Guardian Rights Related to Assessment - Annual Review

Step 3: Select the Level of Participation

Members of Curriculum, Assessment and Instruction completed the following Public

Scale 1-2 Indicates very low to low; Tier recommends on: at least inform 3-4 Indicates low to moderate; Tier recommends on: at least consult/involve 4-5 Indicates high to very high; Tier recommendations involve, consider opportunities to collaborate.

Expectations Worksheets to determine the appropriate tier for community engagement. Based upon the following assessment, the team determined that Tier 2 would be the most appropriate level of community engagement for the Assessment Policy.

External Public Expectations Worksheet

Directions: Check the appropriate boxes based on the scale below (1-5). Then, follow the instructions within the worksheet to score your assessment.

Assessment Questions Very Low Low Moderate High Very High

What is the probable level of difficulty in addressing the problem/opportunity? X

What is the potential for public outrage related to the project? X

How important are the potential impacts on the public? X

How much do stakeholders care about the problem/opportunity to be addressed and the decision to be made?

X


2

What degree of participation does the public appear to want? X

Scoring: Total the number of checks in each column 0 0 4 1 0

Multiply the total of checks in each column by the weigh ng in each column X 1 X 2 X 3 X 4 X 5

Enter result for each column 16 4

Add the column scores together and enter in the next column 20 Divide the total by the number of ques ons 20 / 5 Enter the result in the next column 4

Internal Public Expectations Worksheet

Directions: Check the appropriate boxes based on the scale below (1-5). Then, follow the instructions within the worksheet to score your assessment.

Scale 1-2 Indicates very low to low; Tier recommends on: at least inform 3-4 Indicates low to moderate; Tier recommends on: at least consult/involve 4-5 Indicates high to very high; Tier recommendations on involve, consider opportunities to collaborate.

Assessment Questions Very Low Low Moderate High Very High What is the legally required level of participation? X To what extent do internal staff members believe the public could help improve the outcome of this project? X

At what level do internal staff members perceive public interest in this project? X

What is the potential for the public to influence decision making? X

What level of media interest do you anticipate? X What is the likelihood that decision makers will fully consider public input? X

What resources are likely to be available to support public participation? X

Do we have the funding to implement what the public might want? X

What is the anticipated level of political controversy? X Scoring: Total the number of checks in each column 2 2 2 3 Multiply the total of checks in each column by the weigh ng in each column X1 X2 X3 X4 X5

Enter result for each column 2 4 6 12

Add the column scores together and enter in the next column 24


3

Divide the total by the number of ques ons /9 Enter the result in the next column 2.6

Based upon completion of the External and Internal Public Expectations Worksheet, Tier 2 is the recommended level of engagement for this particular policy.

Tier 3: Collaborate Partner with stakeholders

in development and identification of

preferred solutions

Tier 2: Consult/Involve Obtain public feedback and or work directly with stakeholders throughout the process to

ensure perspectives are understood and considered

Tier 1: Inform Provide accurate, objective and timely information to stakeholders.

Step 4: Define the Decision Process and Identify Community Engagement and Communication Objectives

Decision-making related to the Assessment Policy will be followed in alignment with school district procedures for policy adoption. The policy will be reviewed by the Curriculum & Instruction Policy committee before being reviewed by the full board.

The following community engagement and communication objectives have been identified:

Community Engagement Objectives


4

- Take a teaching and learning stance to support stakeholder understanding of Seattle’s commitment to a balanced assessment framework in support of accelerating achievement for each and every student.

- Engage a variety of stakeholders to gather input to inform policy development and make appropriate revisions.

Communication Objectives - Articulate rationale for the development of an SPS Assessment policy - Articulate rationale for development of a balanced assessment system in SPS - Illustrate how an Assessment policy supports recognition of each and every student by

story, strength and need

Step 5: Design the Community Engagement and Communications Plan

Community Engagement Plan

Stakeholder Group

Forum(s) for Community Engagement

Sample Questions Date(s)

Parents/ • Regional What concerns do you have about • Special Guardians Meetings Assessment and how are these addressed Education (External) • Online

survey or not addressed by the draft policy? What components of the policy do you agree with or support? What components of the policy do you feel should be revised and why?

PTSA Meeting 3/14

• SEEAC 2/7 • Special

Education Regional Community Meetings (Central region 3/7, Northeast region 3/28)

• Online survey (dates TBD)

SEA (Internal)

• Assessment Steering Committee

What concerns do you have about Assessment and how are these addressed or not addressed by the draft policy?

• March (exact dates TBD)


5

What components of the policy do you agree with or support? What components of the policy do you feel should be revised and why?

Principals • PASS What concerns do you have about • March (Internal) executive

board Assessment and how are these addressed or not addressed by the draft policy? What components of the policy do you agree with or support? What components of the policy do you feel should be revised and why?

(exact dates TBD)

Highly With respect to students receiving Highly • March Capable Capable services, what feedback do you (exact dates (Internal) have on the draft language of this policy?


TBD)

Special With respect to students receiving special • Regional Education education services, what feedback do you Special (Internal) have on the draft language of this policy?


Education Mtgs, 1/31, 3/7, 3/28

English With respect to students receiving ELL • March Language supports and services, what feedback do (exact dates Learners you have on the draft language of this TBD) (Internal) policy? What components of the policy do

you agree with or support? What components of the policy do you feel should be revised and why?

Central • MTSS What are the intersections between • MTSS Office Expert Assessment and your respective content Task Force Leaders Cadre/Task area/department illustrated in this policy? Mtg, 2/27 (Internal) Force

• T&L Leadership Team Meeting

Do you feel the critical components of Assessment as they relate to your work are addressed by the draft language of this policy? What concerns or feedback do you have related to the draft language of the policy?

Students (Internal)

• Building based focus groups

What do you feel is important for teachers and district leaders to know about how student’s experience assessment?

• March 9th

(Chief Sealth,


6

When district leaders are creating policies about assessment, what should they include?

Rainier Beach)

NEXT STEPS: Run the Assessment Policy through the Race & Equity Tool after February 13th, 2017 policy meeting


7


From: Kyle Kinoshita, Chief of Curriculum, Assessment and Instruction, [email protected] (206) 252-0050

Date: Monday, February 28, 2017

RE: Informational—new 2020 Superintendent Procedure Waive Use of District-Adopted Instructional Materials


At the March 13, 2017 C&I Policy Committee meeting, the Curriculum, Assessment and Instruction (CAI) department is sharing for your information the revision of the 2015 version of 2020SP, which existed, but not been posted on the Board website of policies and procedures.

The new version has improved clarity on the requirements involved in the process. Timelines were made more explicit regarding due dates for applications, as well as the term for waivers. Anti-bias assessment and community engagement requirements were also highlighted. A form was created in order improve efficiency of recordkeeping and annual reporting.

The new 2020SP is now posted on the Board website.

Attachments:

1. 2017 version of 2020SP 2. 2015 version of 2020SP 3. Board Policy No. 2020 4. Superintendent Procedure 2020SP Waiver of District Adopted Materials Request Form

Kyle Kinoshita 2/28/17


Superintendent Procedure 2020SP Waive Use of District-Adopted Materials Approved by: ______________________ Date: ___


The purpose of a systemic curriculum alignment framework which includes professional development, standards, assessment, and adopted materials, is to increase student achievement by ensuring all students throughout Seattle Public Schools have an opportunity to access the same rigorous instruction and are held to the same high expectations from teacher-to-teacher and school-to-school. Therefore, schools seeking a waiver of board adopted instructional materials must create a plan that addresses alignment, funding, evaluation, and community involvement. The information below details what must be included in the plan in order for it to be approved.

Definition of Adopted Materials: School Board adopted (courses for over 1,000 students) instructional materials, and Curriculum Department adopted (courses for under 1,000 students) instructional materials, regardless of medium, are the primary instructional resource(s) to support the curriculum as outlined in state and college readiness standards.

Definition of Supplemental Materials: Regardless of medium, supplemental materials are selected for classroom use in addition to School Board or Curriculum Department adopted instructional materials because they contain additional material or present material at a different level of difficulty or in a different fashion or medium. Supplemental Instructional Materials are chosen pursuant to Superintendent Procedure 2015SP.C

Components In order for schools to use non-adopted materials as the primary instructional resource, they must submit a waiver using the approved waiver form, include the following components and gain approval using the process as outlined below. New waivers will not be granted in the year prior to a new adoption or for one year following an adoption.

Rationale The application should detail the reasons why the currently adopted materials need to be waived to meet the needs of your students or program. Considerations could include, but are not limited to: • Unique needs or program requirements of the school that call for a waiver;

or • A change in standards not reflected in current adopted materials.

Curriculum Alignment Framework

Prepared by: Eric Caldwell, Mgr. Library Service and Instructional Technology Approved: 2/13/2017 Revised: 2/10/2017 Superintendent Procedure 2020SP Cross Reference: School Board Policy No. 2020 Page 1 of 4

The application should detail how the instructional materials will align to the curriculum alignment framework by indicating: • Alignment to the current state standards; • Plan outlining professional development including materials, instruction,

differentiation, and assessment; • Plan describing how materials will meet the needs of students with

disabilities and/or English language learners; and • Plan demonstrating how non-adopted materials will align between schools

to address vertical alignment as well as horizontal alignment for mobility.

Anti-Bias Checklist The application should include a review guaranteeing the proposed materials meet the requirements of the “General Criteria for Evaluating Textual Materials for Cultural Relevancy and Anti-bias” as outlined in School Board Policy No. 2015.

Data The application should include achievement data indicating that there is a need for a non-adopted material beyond supplement.

Community Involvement The application should include a plan for community involvement that includes: • Plan for how community will be involved in selection of non-adopted

materials; and • Plan communicating to families the reason and implications of using non-

adopted materials; and • Plan communicating to schools receiving students from your building the

grade level, subject, and materials that were used as outlined in this waiver.

Funding Schools must demonstrate verified funding for a period of three years in order to support the waiver.

Evaluation Process The principal is responsible for creating a formal evaluation process as part of the application. • The evaluation must include data that reflects the student achievement

impact in total student population and by populations served by the school.

• If there is no evidence in student growth or a positive effect on the opportunity gap, a plan to address this must be included in the evaluation.


Due Date All applications for waivers are due by March 1 of the year previous to their implementation. Final approval must be completed by May 1st of the same year.

Waiver Approval Process In order for a waiver to be valid, it must be approved in accordance with the following process: • School principal completes and signs the “Waiver of District Adopted

Instructional Materials Request Form”; • The principal’s Executive Director of Schools or equivalent position reviews and

recommends the waiver by signing the “Waiver of District Adopted Instructional Materials Request Form” and is responsible for coordinating the following steps in the waiver process;

• The Chief of Curriculum, Assessment and Instruction (CAI) or equivalent position reviews and recommends the waiver by signing the “Waiver of District Adopted Instructional Materials Request Form”;

• The Associate Superintendent for Teaching and Learning or equivalent position reviews and recommends the waiver by signing “Waiver of District Adopted Instructional Materials Request Form”;

• The Superintendent reviews and approves the waiver by signing the “Waiver of District Adopted Instructional Materials Request Form”;

• Approved waivers shall be granted for a 3-year period, after which the school’s data and continued interest in the waiver will be assessed;

• The Chief of CAI or equivalent position is responsible for creating the central file documenting waiver requests and their disposition; and

• Copies of approved waivers will be routed by the Chief of CAI or equivalent position to the Instructional Materials Specialist and relevant content managers.

Evaluation An evaluation to determine ongoing use must be completed by June 30 of the first and third years and every three years thereafter in order for the school to continue use of waivered instructional materials. • Once completed, this evaluation must be reviewed by the Associate

Superintendent for Teaching and Learning or his or her designee for approval of continued use.

• An evaluation approving continued use must be signed and retained by the Assistant Superintendent for Teaching and Learning or equivalent in order for the school to continue use of waivered material.

• The Chief of CAI or equivalent position is responsible for creating the central file documenting waiver evaluations and their disposition.


The Superintendent shall have the final decision about another 3-year term. If a waiver is revoked, the school will be required to return to district-adopted instructional materials.


Superintendent Procedure 2020SP Waive Use of District Adopted Materials Approved by: ______________________ Date: ___


The purpose of a systemic curriculum alignment framework which includes professional development, standards, assessment, and adopted materials is to increase student achievement by ensuring all students throughout Seattle Public Schools have an opportunity to access the same, rigorous instruction and are held to the same high expectations from teacher to teacher and school to school. Therefore, schools seeking a waiver of board and curriculum adopted materials must create a plan that addresses alignment, funding, evaluation and community involvement. The information below indicates what must be included in the plan for it to be approved.

Definition of Adopted Materials: School Board adopted (courses for over 1,000 students), and Curriculum Department adopted (courses for under 1,000 students) Instructional Materials, regardless of medium, are the primary instructional resource(s) to support the curriculum as outlined in state and college readiness standards.

Definition of Supplemental Materials: Regardless of medium, supplemental materials are selected for classroom use in addition to School Board or Curriculum Department adopted instructional materials because they contain additional material or present material at a different level of difficulty or in a different fashion or medium. Supplemental Instructional Materials are chosen pursuant to Superintendent Procedure 2015SP.C

Components Rationale In order for schools to obtain a waiver of School Board or Curriculum Department adopted materials, they must first identify a rationale for the waiver. This may include: • The adoption older than 7 years; • There is a change in standards but current adopted materials do not reflect the

change; • A waiver existed prior to an adoption and the school elected to continue the

waiver. This must be communicated prior to a new materials adoption.

Curriculum Alignment Framework • Alignment to the current state standards • Professional development plan in materials, instruction, differentiation and

assessment • Describe how materials will meet the needs of SPED and/or Bilingual students

Approved: Revised: 05/2015 Superintendent Procedure 2020SP Cross Reference: Board Policy No. 2020 Page 1 of 2

• Demonstrate how non-adopted materials will align between schools to address vertical alignment as well as horizontal alignment for mobility.

Data • Achievement data indicating that there is a need for a non-adopted material

beyond supplement

Community Involvement • Plan for how the community will be involved • Communication plan to families discussing the reason and implications of using

non-adopted materials • Letter articulating to receiving schools the materials used for students move from

building with non-adopted materials to another building.

Funding • Funding for a period of three years to support the waiver

Evaluation Process • A formal evaluation process must be articulated in the initial plan and completed

at one year, three years, and every three years, thereafter. o Evaluation must indicate data that reflects the impact on student

achievement in total student population and by subgroups o If there is no evidence in student growth or a positive effect on the

opportunity gap, a plan must be included in the evaluation to address this. • Once completed, this evaluation will be shared with the Executive Director of

Curriculum and Instruction or his or her designee.

Approved: Revised: 05/2015 Superintendent Procedure 2020SP Cross Reference: Board Policy No. 2020 Page 2 of 2

WAIVER OF BASIC Policy No. 2020 INSTRUCTIONAL

MATERIALS March 7, 2012

Page 1 of 3

It is the policy of Seattle Public Schools to adopt basic instructional materials, as set forth in School Board Policy 2015. Basic instructional materials are intended to be research and evidence based, and appropriate for all students.

In some instances, a school may wish to use alternative instructional materials as the basic instructional materials, rather than the School Board-adopted instructional materials. A school’s decision to implement alternative instructional material is different from the use of supplementary material (covered by Superintendent Procedure 2015 SP.C) and is intended to fully replace the Board-adopted basic instructional material as part of a coherent, building-based curriculum plan. The purpose of allowing basic instructional material waivers is to encourage innovation in buildings and to allow schools to customize a student’s experience.

When the district begins a process to adopt new instructional materials, pursuant to Policy 2015, staff participating in the adoption process should evaluate the school-level data for the subject up for adoption of all schools with the relevant grades. The purpose of the school-level data evaluation is to learn how our students are doing with the materials that are currently in use, whether basic instructional materials or waiver materials. This information will give the adoption team a grounding in what is currently in use and how it is working. In the cases where a school wishes to use an alternative basic instructional material, the school must apply to the Superintendent for a waiver. The waiver request must:

Include evidence that the proposed alternative basic instructional material meets district and state standards, and is research and evidence based; and

Clearly state the rationale for using different materials and explain how the requested materials will both raise overall achievement and close the achievement gap; and

Indicate how the school staff and community has been involved in making the recommendation to use alternative basic instructional materials, including information on how the school-based decision matrix was used in this process and evidence that staff have agreed to implement the alternative materials fully; and

Indicate how the waiver materials will be rolled out school-wide, including the professional development plan; and



Page 2 of 3

Identify district, school-based, or grant, or other funding that will be used to support the purchase, upkeep, training and on-going professional development on these materials

Schools for which a waiver is granted must take all relevant district and state assessments, and must, on average over the 3-year waiver period, meet or exceed the gains demonstrated by peer schools that are using the district-adopted materials for all segments of their population in order to continue using the alternative basic instructional materials.

The Assistant Superintendent will ensure that a waiver petition process be established that ensures that decisions are made in a timely way to allow reasonable purchase, training and development of new curriculum materials. A waiver request must be completed by the Principal of the school and submitted to the Executive Director of Schools (EDS) or equivalent position. The EDS shall review the request and make a recommendation to the Assistant Superintendent of Teaching & Learning. The Assistant Superintendent shall review the request and the recommendation of the EDS and make a recommendation to the Superintendent. The Superintendent shall review all materials and make a decision on the request. If denied, the school principal may appeal the decision to the School Board.

Approved waivers shall be granted for a 3-year period, after which the school’s data and continued interest in the waiver will be assessed. The Superintendent shall have the final decision about revoking the waiver or continuing it for another 3-year term. If a waiver is revoked the school will be required to return to district-adopted materials.

Schools that received a waiver prior to the 2011-12 school year will retain their waiver for the 3-year period, and will be assessed during the 2013-14 year to determine if the data supports continuing a waiver and if the schools are interested in continuing.

The Superintendent shall annually inform the School Board about the number and type of waivers requested and the disposition, including rationale, of those requests.

The Superintendent is authorized to develop procedures to implement this policy.



Page 3 of 3

Adopted: March 2012 Revised: N/A Cross Reference: Policy 2015 Related Superintendent Procedure: 2015SP.A; 2015SP.B; 2015SP.C Previous Policies: N/A Legal References: N/A Management Resources: N/A

Superintendent Procedure 2020SP Waiver of District Adopted Materials Request Form

Date of request:

School:

Name and title of requester:

District adopted instructional materials to be waived:

Alternative basic instructional materials requested:

Beginning school year alternative basic instructional materials to be used:

Cost and Funding Source:

Please explain your rationale for requesting alternative materials, including how they align to building-based curriculum and approach to instruction.

Please describe how these materials align to standards and are expected to raise overall achievement and close achievement gaps. (Note that according to School Board Policy 2020, schools for which a waiver is granted must take all relevant district and state assessments, and must, on average over the three-year waiver period, meet or exceed the gains demonstrated by peer schools that are using the district adopted materials for all segments of their population in order to continue using the alternative basic instructional materials.)

Alignment to Washington State or other content area standards:

Achievement Gap Closing Strategy:

Data and test scores to be used in evaluation:

Form created February 6, 2017 Reference: Superintendent Procedure 2020SP, School Board Policy No. 2020

http://www.seattleschools.org/

Superintendent Procedure 2020SP Waiver of District Adopted Materials Request Form

Please indicate how school staff and community have been involved in making the recommendation for alternative instructional materials and in supporting their implementation, including participation in professional development.

Selection recommendation decision-making process:

Staff and community involvement in selection recommendation, including dates of interactions:

Data supporting recommendation:

Implementation plan outline, including professional development:

Due Date: All applications for waivers are due by March 1 of the year previous to their implementation. Final approval must be completed by May 1st of the same year

Approvals required. Please submit form to your Executive Director of Schools.

Principal_____________________________________Date:____________

Executive Director of Schools _________________________ Date: ____________

Chief of Curriculum, Assessment & Instruction________________ Date: _________

Assoc. Superintendent for Teaching & Learning_________________ Date: _______

Superintendent of Seattle Public Schools_____________________ Date: ________

Notes: Approved waivers shall be granted for a three-year period, after which the school's data and continued interest in the waiver will be assessed. The superintendent shall have the final decision about revoking the waiver or continuing it for another three-year term. If a waiver is revoked, the school will be required to return to district-adopted materials.

Form created February 6, 2017 Reference: Superintendent Procedure 2020SP, School Board Policy No. 2020


From: Kyle Kinoshita [email protected]

Date: Thursday, March 2, 2017

RE: Response to NAACP Ethnic Studies Resolution


At the February 13, 2017 C&I Policy Committee meeting, NAACP Education Chair Rita Green presented to the district a resolution advocating that Seattle Public Schools improve and increase ethnic studies in the curriculum in the district. Board members welcomed the resolution and agreed that it spoke to an important equity issue which, if addressed, would benefit Seattle students.

The following are actions taken in response to the resolution as of 3/1/17.

• The Curriculum, Assessment and Instruction (CAI) department managers were directed to compile lists of curriculum resources, lessons and units, and teaching guides related to ethnic studies, to be completed by March 3. An analysis will be done of the results.

• Ronald Boy reviewed the resolution to check whether there was anything in the requests that conflicted with Board policy. Mr. Boy did not see anything inherently at odds with policy. Mr. Boy agreed to outline ideas for a Board resolution, in the event that the Board desired to pursue this response to the NAACP resolution.

• The Race and Equity department will be surveyed on their related professional development on awareness of issues connected to race.

• Kyle Kinoshita drafted a plan to develop a task force according to the guidelines in Board Policy 4110 to address two issues: 1) To analyze the degree that ethnic studies are taught in Seattle Public Schools, and 2) to make recommendations on how to improve the teaching of ethnic studies in Seattle Public Schools. The task force would center on grades 9-12.

• Timeline of task force: 1) Initiation in March 2017 2) Collection of data and analysis in April-May 3) Recommendations would be complete in late October in advance of the development of high school course catalogs

Kyle Kinoshita will meet with Rita Green to obtain more background information on the NAACP resolution. More information will be passed along as it develops.

Attachment: Ethnic Studies Project Charter


Ethnic Studies in the Seattle Public Schools Curriculum

Project Overview Proposed Start and End Dates: February 2017 to November 2017

1. Project Overview & Purpose

Seattle Public Schools strongly believes that in the part of the curriculum devoted to American history, current issues and culture, that ALL the peoples of the United States are represented, especially those who have been historically excluded and marginalized. Our firm conviction is that students whose history and heritage is respected, appreciated and celebrated will learn better and attain positive outcomes. While there have been past efforts to diversify the curriculum, it is still unclear to the extent that all student have access to balanced content that a program of ethnic studies provides. The purpose of this project is twofold: first, to study the extent that ethnic studies are currently taught at grades 9-12, and secondly, to develop recommendations to the Superintendent to ensure that all Seattle Public School students learn the perspectives of the different ethnicities that constitute our community and nation.

2. Project focus

The inquiry questions for the first component of the project, studying the extent that ethnic studies are currently taught at grades 9-12 are:

• To what extent do our current learning standards specify the teaching and learning of ethnic studies?

• What additional standards guide the teaching and learning of ethnic studies? • To what extent do the disciplines studied in grades 9-12 contain content that aligns with the

standards guiding the teaching and learning of ethnic studies?

The second purpose of the project, ensuring that all Seattle Public School students learn the perspectives of the different ethnicities that constitute our community and nation, are:

• What recommmendations should be followed by Seattle Public Schools so that all students engage in ethnic studies within the curriculum at grades 9-12?

o Proposals for incorporating ethnic studies content, units of study and lessons into the high school curriculum

o Proposed expectations for teaching ethnic studies at the high school level in existing courses

o Proposals for ethnic studies coursework in high schools o Proposed professional development courses for teachers in the teaching of ethnic studies

3. Project leadership

The project objectives will be fulfilled by creating a task force as defined by Superintendent Procedure 4110 as a “time-limited” and formed for a “short-term assignment”. The task force is made up of “SPS staff and community members and [is] formed to address a clearly-defined topic”.

Executive Sponsor Kyle Kinoshita, Chief of Curriculum & Instruction Seattle Public School JSCEE staff Seattle Public School building staff Community group representatives Seattle Public School parents Higher education ethnic studies instructors

4. Timeframe

The project will commence in February, and conclude with recommendations in late October, in advance of the development of high school course catalog.

5. Project Phases

Phase Feb Mar Apr May Sep Oct

Data collection

Task force formation

Data analysis & report preparation

Development of recommendations

Presentation of recommendations to superintendent

Implementation planning

Submitted by K.Kinoshita March 2017 Page 2 of 2


Advanced Learning/Spectrum Research & Evaluation Plan

Overview The Research & Evaluation Department (R&E), in collaboration with Student Support Services, will conduct a “research and development study” of Advanced Learning and Spectrum-Eligible Programs. The evaluation contains two key phases:

Phase 1: Descriptive Report Phase 2: Design Study focused on Best Practices for High-Growth Advanced Learners

The general timeline for evaluation activities is aligned to the timeline outlined in the “!dvanced Learning Project Plan & Timeline” as developed by Student Support Services and approved by the Board.


1


Conduct literature review

Administer principal survey at April LLD

Conduct analysis and summarize findings

2

Identify areas of high-growth AL students

Design data collection instruments

Collect qualitative data

Conduct qualitative analyses

Conduct quantitative year-end, trend analyses

Report Report on Goal 1; Progress on Goal 2


Details of each component is below, including description and planned products.

Phase 1: Descriptive Report To design effective programs that meet the needs of Advanced Learning eligible students, it is essential to first understand the current state of programming in the district.

Research Question 1: What is the current state of Spectrum programming in Seattle Public Schools?

R&E will collaborate with the Advanced Learning team to conduct a literature review of Advanced Learning programs and supports in place in districts across the country. R&E will partner with the Advanced Learning to analyze the following data:

o Student-Level Data. R&E will conduct a descriptive analysis of students identified as Advanced Learning eligible. The analysis will go into greater depth than previous reporting, for example by analyzing where Advanced Learning-eligible students have shown high-growth. It will also provide data pertaining to equity of access to Advanced Learning for historically underserved students. Specific research questions include: Demographics: What are the characteristics of Advanced Learning students? Distribution: How are Advanced Learning students distributed across schools? Grouping: What is the composition of classrooms with Spectrum-eligible students? To

what extent are Advanced Learners taught alongside their academic peers? Achievement: What are the academic outcomes of advanced learners?



o Principal Survey. R&E will administer a survey to all school principals to gain insight into the types of programs and services currently in place to serve advanced learners in their school. The survey will probe on the model for delivery (if applicable), curriculum, pedagogical approaches, staffing models, etc.

o Perception Data. Over the years, there have been a number of formal and informal channels for community stakeholders to voice questions and concerns about Advanced Learning programs, services, and operations. R&E will work with the Advanced Learning team to identify source documents and other media that comprise the body of evidence around Advanced Learning implementation. (See pg. 2 of “!dvanced Learning Priority Program Review and Communication Plan”)

Phase 2: Design Study: Mixed-methods analysis of high growth AL-eligible students Superintendent Nyland has stated that a district priority is to highlight promising practices and policies in classrooms or schools that can be meaningfully replicated in schools across the district.

Research Question 2: What does the literature on Advanced Learning programming identify as best practices in program design and delivery?

R&E will conduct a further literature review of best practices for Spectrum-like learners.

Research Question 3: What are the systems of support that enable Advanced Learning eligible students to make higher than average growth relative to their peers? What additional supports may be necessary to meet the needs of AL-eligible students districtwide?

Through quantitative analysis of high-growth students (using SBAC growth data), R&E can identify specific classes, grade levels, and/or schools where promising practices are likely occurring. Then, we will follow up with qualitative data collection, including:

Interviews with school principals, instructional coaches, teachers, and other staff.

Focus groups with students (upper grades) and parents (lower grades). Sampling for the focus groups will depend on the identification of high growth AL-eligible students.

[pending additional resources] Classroom observations of teachers of high growth Advanced Learners. If externally validated rubrics are available and content experts can be recruited to assist in this exercise, observations will focus on the quality and differentiation of pedagogy for Advanced Learning-eligible students.

For the qualitative portion of this study, R&E will collaborate with the Advanced Learning department in the design of protocols and support materials. R&E will manage data collection, analysis, and reporting. R&E will also conduct quantitative analyses with 2016-17 achievement and growth data.

Final Deliverables There are two reporting windows for this project: June 2017 and November 2017. The June report will consist of the deliverables for Evaluation Goal 1, and will also contain a progress report for the study of high-growth AL-eligibility. The final report will contain the full study for high-growth AL-eligible students.


Instructional Assistants/Intern Plan 2017-2018 Time Line

Spring and Summer 2016 August/September October November/December December January

I I I I I I I Dr. Nyland asked Unclear Conversations Meeting held with the Learned more The 2 principals met and created The first

between the McDonald and JSIS about the dual various scenarios based off our October Wednesday after about how to explanation for staffs. Both Principals brainstorm meeting with the staff. We break both McDonald & language replicate the which classes shared what we had created a sheet for them to rank the JSIS principals principals shared programs at incredible would have an learned about the various scenarios and provide any other about how the the plan with IA/Intern models and other schools. programs we IA and which info they thought we should think staff. On Jan 13 have at JSIS & would have an IA/Intern explained we were McDonald about. All surveys were returned to the

program looking to create a the new plan was visited a principals prior to winter break. During McDonald across intern- is it based more strategic plan works- Both Japanese winter break the 2 principals met and shared with the the district on grade level of about how we support noted their Immersion looked over the staff input. 3 key ideas parent without the need the students or students in their

models seemed came out: community via language acquisition school in email.

for parents to experience of the to lack clarity (in particular how we Portland, spoke and use a 2nd adult in the

raise so much teacher? There *Support in immersion k-1 is with the money. also seemed to

room- IA or Intern) necessary, as students enter these grade The principals predictability. principal at be a lack of We asked them to levels with no language proficiency have met with Puesta Del Sol, predictability brainstorm the requirement. the IAs and have Info shared essential functions of met with Karen from year to discussed with the a 2nd person in the Kodama, etc. year. *Rotating an IA is difficult for both the displacement principals classroom and then all During this IA and teacher, therefore a dedicated throughout this of the different ways it about the process we were intern is preferred over a rotating IA. Michele Aoki shared that there was a could work. The items process. Our HR board is unable to find a comment on a blog about rated highest were: specialist came unlikely to JSIS/McDonald not being for all Language single dual * An IA in K (ELA) allows for more to each school students due to the fundraising ask that continue support/development, language literacy support in the earliest stage and was was stressed at the Kindergarten School approving the small group support, program that had possible and therefore truly supporting

available to meet the goal of biliteracy. This will also fundraising for collaboration, IAs in every Tours. with any IA or allow for the LAP and/or MTSS consistency/reliabili IAs due to immersion teacher to better support students in other staff ty, lower student-district equity classroom. grades 1st-3rd. member who teacher ratios. issues.

was interested. Met with Michael Stone (Director of Grants). He shared the presentation given by Dan and Dedy

(which was taken from School Board Briefing/Proposed Action Report from 1/25/16):

From the beginning of the new school, the McDonald PTA had planned to raise funds each year to provide one immersion language IA in every language immersion classroom until the end of the first year of 5th grade language immersion classes. Since we now have language immersion classes through 4th grade, this means that 2015-16 is the last year the PTA plans to raise funds for this level of IA support. The long-term plan is to lower the total amount raised. The McDonald International PTA and the school have been collaborating to develop a staffing and fundraising plan that is more sustainable for parents. This will mean that beginning in 2016-17, the goal will no longer be to have one immersion language IA in every classroom. Instead, our draft plan would provide full time IAs in Kindergarten and 1st grade, but this level of IA support would taper off in the upper

grades while we simultaneously make use of more interns. This would result in significantly lower overall fundraising goals for future years (somewhere between $300,000 and $400,000).

Prepared by: Sarah Jones and Michelle Goldberg January 28, 2017 Page 1 of 2

Instructional Assistants/Intern Plan 2017-2018

This plan was developed in collaboration between JSIS and McDonald International school, as the models are similar and the generosity of both school communities have allowed us to be the only International Schools in SPS that have community-financed IAs and Interns. Our new plan provides for:

o an Instructional Assistant in each of our Immersion classes in grades K and 1 o a half-time certificated teacher to support literacy in our Kindergarten English classes (shared between the K ELA classes)

and then to support other needs o an Intern in each of our immersion classes in grades 2-5

The overall goal of the plan is to be more thoughtful about how many IAs and interns we hire and how they are assigned. We are confident that our new approach will not diminish the level of support that our students receive while in their immersion classes and during the rest of the school day, but will bring consistency, predictability, and equity to the placement of IAs and Interns. We do expect that this change, like all change, will take some time to get used to. But, as a school we are committed to implementing the new plan, beginning next year, in the most effective and least disruptive way possible.

Prepared by: Sarah Jones and Michelle Goldberg January 28, 2017 Page 2 of 2

2017-2018 Request for Advance Commitment to Expend Grant Funds~

SEATTLE PUBLIC SCHOOLS

Office of Grants & Fiscal Compliance

To: Michael Stone -Director, Grants, Fiscal Compliance and Strategic Partnerships

From: Sarah Jones, John Stanford International School

Principal/School

Date: March 1 2017

I request that authorization be given by the Office of Grants & Fiscal Compliance to expend funds under the following proposed grant commitment:

• Title of Program: Language Immersion Instructional Assistants (If funding FTEs or specific programs, provide details. You may attach a separate sheet)

• Funding Source: PTA Annual Fund Committee (PTA/PTSA/Other- If "other", please specify- Note: This is organization making the commitment to the school or program)

• Funding Source Contact: Greg Gilkeson & Elena Blair, PTA Co-Presidents, Greg Lewis, PTA Annual Fund (Name of the person/contact info for the organization promising the funds - Name, Telephone, E-mail address

• Dollar Amount of Projected Funding: $215,000 --========-~~~~~~~~~~~~~~~~~-

• Projected Funding Period (Start/Stop Dates): 2017-18 School Year including benefits

• Method of Payment:----:=Q=u=a=rt=e=r=ly==in=v=o=ic=e:..._____________________ Indicate if single, monthly, quarterly, billable/invoice payment or other. If a single payment, please enter date of check and amount)

Reason for this request (briefly justify why an advance commitment is necessary): Immersion Instructional Assistants are an integral part of our language immersion program. This year. they will only be in Kindergarten and first grade classrooms. as those students do not necessarily enter with any language proficiencv. Seattle Public Schools does not provide any funding for Instructional Assistants in our immersion classrooms.

Revised 12/15/16

If funding is not forthcoming as projected, is received later than anticipated or if the amount received is less than proposed, my school/department proposes to cover the costs using the following budget or method:

• Fund: N/A Personnel will be displaced if this occurs. ~~~~~-==::::::::::=========::::::::===========:::::::=:::::::::=====::::::::===========~~~~~~~~-

• Cost Center:

• Commitment Item:

By signing below, the principal/program manager accepts responsibility for the repayment of the advance on anticipated grant or donation offunds.

Signature: Sarah Jones Date: 3/1/2017 (Only the signature of the Principal will be accepted)

Email the completed form in PDF format to Michael Stone in the G&FC Office, [email protected]. To submit a hard copy, print, sign, and date the form and send via District mail to M/S 33-182. Signed forms can also be faxed to 252-0016.

Office o~ts & Fiscal Compliance Action:

V Approved

Not Approved

Returned for additional information:

Signature:


2017-2018

SEATTLE Request for Advance Commitment to Expend Grant Funds PUBLIC Office of Grants & Fiscal Compliance SCHOOLS

The attached form is to be used by a principal or a program manager to request permission to expend grant dollars prior to the receipt of a formal commitment from a funding agency.

General Practice In unusual cases, a principal or a program manager may request authorization from the Office of Grants & Fiscal Compliance (G&FC) to spend funds under an "anticipated grant program" or "donation" prior to the receipt of a formal commitment from the funding agency.

Such authority will be granted by G&FC if a written guarantee is provided, assuring that the principal or program manager will cover the risk of a delayed start date or failure of the funding agency to make an award as anticipated. I he principal or program manager must identify the "alternative funding source" that will be used to cover the expenditure if the grant funding is not forthcoming. Understanding that this is not always a possibility, please contact the G&FC with questions on how to address this.

PLEASE NOTE: A signed "Request for Advance Commitment to Expend" form must be received by G&FC before approval can be given. Only the principal/program manager can make this request. Included on this form is the school's plan of how the expense will be covered if funding should not materializeL or ii.the agreement is rescinded by the funder after a position has been staffed or an expense has been incurred. Forms without this information will be delayed in processing.

Procedures 1. Complete all sections of the following form and send it to Michael Stone in the Office of Grants &

Fiscal Compliance. 2. Upon review with program or school's budget analyst, a decision will be made regarding the

request. 3. Requests should be made a minimum of ten (10) days in advance of the need. 4. If approved, a fund code will be set up and sent to grants accounting for processing. 5. Any request that is above $250,000 in an initial request will require approval by the School Board. 6. Annual requests that are supplemented during the course of the year to the point the total awarded

exceeds $250,000 must get approval by the Board when the $250,000 is exceeded. Note: this process can take up to six weeks and is dependent on timing/meeting schedules.

Note: The authorization is normally approved for a maximum period of ten (10) months. The Office of Grants Accounting will monitor and follow-up until all payments on the grant award have been received. All funding must be received before June 30 in the fiscal year they are applied.

Email completed/signed form in PDF format to Michael Stone in the G&FC Office: [email protected]. To submit a hard copy, print out the form, sign and date the form and deliver it to M/S 33-182. Signed forms can also be faxed to 252-0016.

Revised 12/15116


-----------------------------------------

2017-2018 Request for Advance Commitment to Expend Grant Funds

Office of Grants & Fiscal ComplianceSEATTLE PUBLIC SCHOOLS

To: Michael Stone -Director. Grants. Fiscal Compliance and Strategic Partnerships

From: Michelle Goldberg/McDonald International

Principal/School

Date: February 28, 2017

I request that authorization be given by the Office of Grants & Fiscal Compliance to expend funds under the following proposed grant commitment:

• Title of Program: Language Immersion Instructional Assistants (IAs) and KELA support (4 FTE Language IAs and .5 FTE Certificated K ELA teacher) (If funding FTEs or specific programs, provide details. You may attach a separate sheet)

• Funding Source: ~P_;T....;;..A..;;.__________________________ (PTA/PTSA/Other- If "other'', please specify- Note: This is organization making the commitment to the school or program)

• FundingSou~eContact: ~M~cD~o~na=l~d~l~nt=e=r~n=at=i~o~n=al~P_T~A~-------------~ (Name of the person/contact info for the organization promising the funds - Name, Telephone, E-mail address

Shelley Herzog, PTA President, [email protected] Zsolt Ari, PTA treasurer, [email protected] Erica Lerer, Fundraising Co Chair, [email protected] Maija Brissey, Fundraising Co Chair, [email protected]

• Dollar Amount of Projected Funding: $235,000

• Projected Funding Period (Start/Stop Dates): September 2016- June 2017

• Method of Payment: Invoice payment, McDonald International PTA Indicate if single, monthly, quarterly, billable/invoice payment or other. If a single payment, please enter date of check and amount)

Reason for this request (briefly justify why an advance commitment is necessary):

Immersion Instructional Assistants are an integral part of our language immersion program. This year, they will only be in Kindergarten and first grade classrooms, as those students do not necessarily enter with any language proficiency. Seattle Public Schools does not provide any

Revised 12/ 15/16





2017-2018 Request for Advance Commitment to Expend Grant Funds

Office of Grants & Fiscal Compliance funding for Instructional Assistants in our immersion classrooms.

Revised 12/ 15/16

If funding is not forthcoming as projected, is received later than anticipated or if the amount received is less than proposed, my school/department proposes to cover the costs using the following budget or method:

Note- in the event that the money is not raised we will displace/not retain staff we cannot fund. Funds available will staff Language Immersion IAs by seniority per the CBA and then the .5 K E~ teacher,

• Fund: N/A ~~~~~~~~~~~~~~~~~~~~~~~~~~

• CostCenter: _N__A~--------------------------------------------~

• Commitment Item: ......N"'"""-'-A""-------------------------------------------------

By signing below, the principal/program manager accepts responsibility for the repayment of the advance on anticipated grant or donation offunds.

Signature : ____________________________________Date: (Only the signature of the Principal will be accepted)

Email the completed form in PDF format to Michael Stone in the G&FC Office, [email protected]. To submit a hard copy, print, sign, and date the form and send via District mail to M/S 33-182. Signed forms can also be faxed to 252-0016.

Office of Grants & Fiscal Compliance Action:

~Approved Not Approved

Returned for additional information:

Signature:


~r 2017-2018

SEATTLE Request for Advance Commitment to Expend Grant Funds PUBLIC Office of Grants & Fiscal ComplianceSCHOOLS

The attached form is to be used by a principal or a program manager to request permission to expend grant dollars prior to the receipt of a formal commitment from a funding agency.

General Practice In unusual cases, a principal or a program manager may request authorization from the Office of Grants & Fiscal Compliance (G&FC) to spend funds under an "anticipated grant program" or "donation" prior to the receipt of a formal commitment from the funding agency.

Such authority will be granted by G&FC if a written guarantee is provided, assuring that the principal or program manager will cover the risk of a delayed start date or failure of the funding agency to make an award as anticipated. The principal or program manager must identify the "alternative funding source" that will be used to cover the expenditure if the grant funding is not forthcoming. Understanding that this is not always a possibility, please contact the G&FC with questions on how to address this.

PLEASE NOTE: A signed "Request for Advance Commitment to Expend" form must be received by G&FC before approval can be given. Only the principal/program manager can make this request. Included on this form is the school's plan of how the expense will be covered if funding should not materialize, or if the agreement is rescinded by the funder after a position has been staffed or an expense has been incurred. Forms without this information will be delayed in processing.

Procedures 1. Complete all sections of the following form and send it to Michael Stone in the Office of Grants &

Fiscal Compliance. 2. Upon review with program or school's budget analyst, a decision will be made regarding the

request. 3. Requests should be made a minimum of ten (10) days in advance of the need. 4. If approved, a fund code will be set up and sent to grants accounting for processing. 5. Any request that is above $250,000 in an initial request will require approval by the School Board. 6. Annual requests that are supplemented during the course of the year to the point the total awarded

exceeds $250,000 must get approval by the Board when the $250,000 is exceeded. Note: this process can take up to six weeks and is dependent on timing/meeting schedules.

Note: The authorization is normally approved for a maximum period of ten (10) months. The Office of Grants Accounting will monitor and follow-up until all payments on the grant award have been received. All funding must be received before June 30 in the fiscal year they are applied.

Email completed/signed form in PDF format to Michael Stone in the G&FC Office: [email protected]. To submit a hard copy, print out the form, sign and date the form and deliver it to M/S 33-182. Signed forms can also be faxed to 252-0016.

Revised 1211 5/1 6


Seattle Public Schools Curriculum & Instruction Policy Committee

2017 Committee Work Plan

Charter guided by Policy 1240, Committees & Policy 1010, Board Oversight of Management: • Develop, review and recommend academic policies • Review status, consistency, and availability of curriculum and assessments • Ensure leveraged use of Policy 0030, Ensuring Educational and Racial Equity • Review academic program performance • Review processes and status for training all certificated staff in curriculum, standards and the district’s Theory of Action • Oversee the instructional materials adoption process • Develop an annual committee work plan

January 9 Feb13 March 13 April 3 May 8 June 12 Jul August Sept October Nov Dec Policy and Equitable Equitable Equitable Equitable Program Board Access Access Qtrly Access Qtrly Access Qtrly Evaluation and Reports Annual Rept

(Policy 2200) Rept (Policy 2200)

Rept (Policy 2200)

Rept (Policy 2200) ALE Schools/ Programs Rept (Policy 2255)

Assessment (Policy 2090)

Waiver of Instr Matls (Policy 2020)

Board Policies and Procedures

3121 – Excused and Unexcused Absences

2163, 2090, & NEW – Assessments and Program Evaluation

3121 – Excused and Unexcused Absences

C26.00, .01 – Instructional Materials

2163, 2090, & NEW – Assessments and Program Evaluation

2415, 2420, C16 – High School graduation requirements and credits

CTE Annual Plan (Policy 2170)

CTE Annual Plan (Policy 2170)

3240, D82.00 – Student Discipline


3240, D82.00 – Student Discipline


Repeal F20.00, .01, .02 – School governance

F20.00, .01, .02 – School governance

2161, C62, C69 – Special Education

2161, C62, C69 – Special Education

E14.04 – Research Activity and Test Admin.

E14.04 – Research Activity and Test Administration

Curricula, Assessments Training Standing Agenda Items

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

SMART Goal Update

Special Advanced Preschool Native Student R&R Advanced Native Amer. Advanced Prioritize for Attention Learning Program American Approval Learning Credit Learning following Items Update update Education (Policy 3200) Update Retrieval Update year work

CSIP Update Update Program plan Assessment Update Policy Format Advanced Feedback Learning

Update

Prepared by: N.VanDuzer Updated (L.Fode): 3/1/17 Page 1 of 2

Seattle Public Schools Curriculum & Instruction Policy Committee

2017 Committee Work Plan

From 2016 C&I parking lot: (New) Policy 2196, Academic Acceleration; Policy C54.00, Alternative Education; Policy 2024, Online Learning; Policy A02.00, Performance Management; (New) CSIPs Policy

Recent WSSDA updates (applicability to SPS still under evaluation): 2162, Education of Students with Disabilities under Section 504 of the Rehabilitation Act of 1973

Prepared by: N.VanDuzer Updated (L.Fode): 3/1/17 Page 2 of 2