friday report june 5 2015

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Name Friday Report 2015-06-05

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Board Meetings & Minutes DraftsDraft minutes for the June 3 special meeting are included in the June 9 regular meeting agenda. Please provide necessarychanges to Debbie Vanderwilt by noon on Monday, June 8, and we will update the minutes (if necessary) within the agenda.Directors will note that meetings have been published through June 16, which is the date selected for the "make-up" budget worksession. The PowerPoint for the June 16 special meeting will be posted after the superintendent's cabinet reviews the revisedcontent on Monday. Please note as well that your annual meeting plan and display calendar have been updated to reflect thesemeeting adjustments.

Board Agenda ItemsPolicy 3421, Child Abuse and Neglect: Proposed revisions to Policy 3421, Child Abuse and Neglect, have been reviewed by theEverett Public Schools Policy Review Council and the superintendent’s cabinet to comply with revised RCW 26.44.030,Reports—Duty and authority to make—Duty of receiving agency—Duty to notify—Case planning and consultation—Penalty forunauthorized exchange of information—Filing dependency petitions—Investigations—Interviews of children—Records—Riskassessment process and changes to the contact information for local Children's Administration offices. Additionally, directors willconsider the proposed title change for Policy 3421 from "Child Abuse and Neglect" to "Child Abuse, Neglect and Exploitation".Proposed revisions to Policy 3421, Child Abuse and Neglect, are tentatively planned for first reading at the June 23, 2015 boardmeeting. Revisions to Procedure 3421P, Child Abuse and Neglect, are provided for directors' information.Attachment: 3421 FR 20150623.pdf (24 KB)Attachment: 3421P IR 20150605.pdf (56 KB)

Washington Interscholastic Activities Association (WIAA) Membership: At the June 23, 2015 school board meeting, the board ofdirectors will be asked to approve Resolution 1112, WIAA Membership and Enrollment for Middle Level and Senior High Schools.This is an annual renewal request. Approval will allow the districts' middle schools and high schools to compete against otherWIAA member schools. As is customary, Resolution 1112 delegates authority to the WIAA to regulate sanctioned events andactivities.

World Languages Adoption: In 2014-15, state world language standards were revised to align more closely with Common CoreState Standards. In addition, the College Board revised the Advanced Placement (AP) Spanish course effective fall 2013. Since APSpanish instructional materials were adopted in 2004, new instructional materials are needed to align with the revised standardsand AP course outcomes. New instructional materials are also needed for world language courses approved for implementation in2015-16: AP French Language and Culture, AP German Language and Culture, and Chinese III. To prepare for the adoption ofinstructional materials for these courses, district high school teachers have worked thoughtfully this winter to evaluateinstructional materials following the board-approved adoption process. They evaluated materials for alignment with the standards,to best practices, and, in the case of AP courses, to AP course outcomes and expectations. In May, these materials werepresented at open houses and the adoption process was reviewed by the Instructional Materials Committee. The final list ofselected materials was provided to the superintendent for recommendation to the board of directors for adoption and approval atthe June 23, 2015 regular board meeting. Similar to the social studies instructional materials, these materials will not bepurchased, even though approved by the board, until it is evident that adequate resources will be provided by the legislature tosupport this priority.Attachment: World Languages Materials Recommendation 20150609.pdf (155 KB)

Anatomy and Physiology and AP Science Adoption: The College Board redesigned the AP assessments in physics, chemistry, and

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biology in order to develop revised science courses that promote deep understanding and retention. Our current textbooks inthese areas are more than ten years old and do not support this change in focus. New materials are needed to best supportstudent success and achievement. The Anatomy and Physiology course was aligned in 2012 with the Career and TechnicalEducation (CTE) instructional framework in health science. This framework calls for a course that is accessible to all studentsinterested in health science careers. This new course design requires a case study approach, embedded practices aligned with theclinical environment, and an in-depth study of human anatomy and physiology. The current textbook supporting the course wasadopted 12 years ago and does not support these goals. As a result, during 2014-15, the curriculum, assessment, and specialprograms department has been working toward adoption of new instructional materials in Advanced Placement (AP) Chemistry,Advanced Placement Biology, Advanced Placement Physics, and Anatomy and Physiology. Teachers in each of these content areasalong with instructional leaders in curriculum, special education, and English Language Learners (ELL) have worked diligently toevaluate materials following board approved Policy 2311, Selection and Adoption of Instructional Materials. The final list ofselected materials was provided to the superintendent for recommendation to the board of directors for adoption and approval atthe June 23, 2015 regular board meeting. Similar to the social studies instructional materials, these materials will not bepurchased, even though approved by the board, until it is evident that adequate resources will be provided by the legislature tosupport this priority.Attachment: AP Science & Anatomy and Physiology Instructional Materials Recommendation 20150609.pdf (146 KB)

Board-Superintendent CommunicationThree items of correspondence are provided for director background with this edition of the Friday Report. The first is a parentmessage expressing concern about the location of megaphone-assisted street-side or street-corner preaching near one of thedistrict's middle schools. The item has been referred to the regional assistant superintendent for review and recommendation. Themessage has also been shared with WSRMP leadership and counsel in the Leal v. Everett Public Schools case in the event theirassistance is necessary. The second is a very detailed description of parental concern about the affects of lunch periods that theparent feels are too brief for students. Directors may recognize that this topic arose as a result of the first Thoughtexchangecycle, so staff are aware of that the concern is present in a number of areas of the district. As we examine the length of theschool day in the bargaining and budget process, this parental perspective is being shared with teachers' representatives. Thethird item is a patron email that forwards to directors a message to the house budget committee chair. While expressing anumber of viewpoints, it also contains erroneous information about staff's testimony to senate and house committees (e.g.,administrative staff compensation comparisons were not provided, arguments described were not made). Directors are encourageto view the testimony if you have not already done so.Attachment: DeWitt Email (Religious megaphone hazard) 20150604.pdf (49 KB)Attachment: Hawley Email (Lunch times deficient) 20150527.pdf (9 KB)Attachment: Heckathorn-LeSesne Emails (No special treatment for Everett) 20150606.pdf (48 KB)

Legislative UpdateThe WSSDA Legislative Update and WASA's This Week In Olympia (TWIO) keep school directors and school leadership across thestate informed on budget issues and legislation impacting K-12 education. The version available at the time this edition of theFriday Report was released is the June 5, 2015 edition of WSSDA's Legislative Update. Directors are encouraged to read thesepublications.

Student Privacy Protection Act: The Student Privacy Protection Act (S.1341), amending the federal Family Right to Privacy Act(FERPA), was introduced by a Louisiana senator recently. Protecting student data is an important responsibility for which thedistrict has established policies and procedures. The provisions of this bill would significantly impact the district's ability to provideeach child with the education and related supports needed to ensure each student graduates college and career ready. TheStudent Privacy Protection Act would eliminate the currently allowed sharing of personally identifiable student data, in certaininstances without parental consent, to organizations conducting research and evaluations on behalf of the agency orinstitution. This will impede our ability to develop programs and evaluate student performance. The "opt-in" provision will requireparents to actively consent to inclusion of student data which will almost certainly compromise the data accuracy and potentiallyobscure the needs of the most academically fragile students. In addition, the district will be prohibited from collecting data aboutour students' post-secondary education, training or work and it will prohibit the use of funding to "support any survey oracademic assessment allowing any of the types of data collection via assessments or any other means…" for "mind set, learningstrategies, effortful control, attributes, disposition, social skills, attitudes and any other type of social, emotional or psychologicalparameter." Among the programs which would be in jeopardy are AP Equal Opportunity Schools, Naviance, 21st century skillsassessment, the Healthy Youth Survey, and partnerships with post-secondary providers such as Everett Community College. Aletter was sent this week to the Louisiana legislator on behalf of our district, and copies provided to Senators Murray andCantwell.Attachment: Cohn Letter (Student Privacy Act) 20150529.pdf (1,312 KB)

Deferral of School Impact Fees: Currently school impact fees from new housing developments are collected when building permitsfor those housing units are issued by Snohomish County or the city of Everett. Recently the state enacted legislation (ESB 5923)requiring that cities and counties allow housing developers to defer payment of school impact fees to either: (1) final inspection,(2) issuance of the certificate of occupancy; or (3) closing. District staff recently sent the attached letters to planning departmentstaff with the city of Everett and Snohomish County encouraging them to set the time of collection of school impact fees to be at


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the time of final inspection or issuance of the certificate of occupancy. These dates logically maximize ability to collect impact feesas allowed under the state's Growth Management Act. Neighboring districts have begune discussing cooperatively retainingcounsel to work directly with the county to convince council members to act in support of school impact fee collection.Attachment: Gunn Letter (City of Everett - ESB 5923 - Deferral of Impact Fees) 20150603 .pdf (449 KB)Attachment: Gunn Letter (Snohomish County - ESB 5923 - Deferral of Impact Fees) 20150603.pdf (452 KB)

Everett Re-engagement Academy (Strategic Target: 1.1.a)In 2010, Engrossed Second Substitute House Bill 1418 (ESSHB 1418) established a statutory framework (RCW 28A.175.100) tocreate a state-wide dropout re-engagement system to provide education and services to youth, ages 16-21, who have droppedout of school or are not expected to graduate from high school by the age of 21. The framework allows school districts to createand maintain dropout re-engagement programs for eligible students. Everett Public Schools is preparing to operate are-engagement program for qualifying students through the submission of a Letter of Intent with OSPI. The new program, EverettRe-engagement Academy Open Doors [1418] Youth Re-engagement Program, will offer eligible students an opportunity to earntheir high schools diploma through online and in-person academic instruction, as well as to receive mental health, substanceabuse services, and employment support. Everett Re-engagement Academy will complement the wide range of programs thedistrict already has in place to provide interventions and re-engagement strategies for at-risk students.Attachment: Everett Reengagement Academy Open Doors [1418] Youth Reengagement Program Letter of Intent 201505.pdf(4,252 KB)

Northwest Regional Learning Center Special Education Students Graduate (Strategic Target: 1.1.a)Three out of the five students who graduated from the ESD 189 Northwest Regional Learning Center (NRLC) on May 29 werestudents with disabilities from Everett. The three students originally attended our Everett comprehensive high schools and wereunsuccessful due to the larger school settings. NRLC is one option for IEP teams to consider when there is a need for a higherlevel of services. NRLC provided the complex behavioral support and academic interventions, which enabled all three to graduateon time. The Everett Community Assistance League hosted the graduation in addition to purchasing senior pictures and classrings for each student.

Scholastic Aptitude Test School Day Report (Strategic Target: 1.1.a)In February, the district administered, at no cost to students, the school day Scholastic Aptitude Test (SAT) to all juniors as partof the district's commitment that "…each student graduates from high school ready for college and career with 21st centuryskills". From the 2011-12 school year to the 2013-14 school year, the Preliminary Scholastic Aptitude Test (PSAT) was given to allhigh school juniors. It was transitioned to the sophomore year in October of the 2014-15 school year so that students could usetheir PSAT results to guide their course selection in grades 11 and 12 to better prepare for college. Providing SAT to students freeof charge effectively removes a barrier to the college admissions process. As this is the first school day SAT administration, thereare no trend data available. The results are therefore considered baseline results. The data will also be incorporated into theannual report of SAT scores for the graduating class which will be available in late fall of 2015. District-wide the mean score forCritical Reading was 468, Mathematics was 465 and Writing was 458. The College Board, through extensive research, hasdetermined that "the SAT Benchmark score of 1550 (Critical Reading, Mathematics and Writing sections combined) indicates a 65percent likelihood of achieving a B- average or higher during the first year of college (College Board, accessed May 5, 2015)."District-wide 30.9 percent of students scored at or above the College Ready Benchmark. Attachment: SAT School Day Report 20150225.pdf (577 KB)

Smarter Balanced Assessment Progress (Strategic Target: 1.1.a)High schools have completed the district Smarter Balanced assessments administration. The charts below show the completionrate of students in grades 10 and 11 to date. These data show very high completion rates for grade 10 English Language Arts(ELA). This assessment replaced the HSPE in Reading and Writing as the state assessment graduation requirement for the class of2017 and beyond. This is certainly a significant factor in the difference between the grade 11 and grade 10 completion rates.Students in grade 11 were required to take the Smarter Balanced assessment in ELA and mathematics. The grade 11 examadministration is not for the purpose of meeting a graduation requirement. Rather it is required for accountability at the highschool level. SBA is the required state assessment for meeting the graduation requirements for students in the classes of 2019and beyond. Although students in the class of 2016 have the benefit of taking the SBA to determine college English and Mathplacement, many students refused to take the assessment. The largest percentage of students in grade 11 taking these examswas at Everett High School, which ranged from a high of 76.3 percent on the ELA Summative CAT to a low of 68.0 percent on theMath Performance Task. The smallest percentage of students in grade 11 taking these exams was observed at Cascade HighSchool with a high of 45.9 percent on the ELA Summative CAT and a low of 37.6 percent on the Math Summative CAT.

Grade 11 English Language Arts Summative Computer Adaptive Test Performance Task

SchoolEnrollment

5/2015Total Student

CompletedPercent

CompletedTotal Student

CompletedPercent

Completed

Cascade High School 410 188 45.9% 175 42.7%

Everett High School 325 248 76.3% 242 74.5%


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Jackson High School 511 261 51.1% 243 47.6%

Sequoia High School 69 54 78.3% 49 71.0%

District Total 1315 751 57.1% 709 53.9%

Grade 11 Math Summative Computer Adaptive Test Performance Task

SchoolEnrollment

5/2015Total Student

CompletedPercent

CompletedTotal StudentCompleted

PercentCompleted





District Total 1315 662 50.3% 646 49.1%

Grade 10 English Language Arts Summative Computer Adaptive Test Performance Task

SchoolEnrollment

5/2015Total StudentCompleted

PercentCompleted

Total StudentCompleted

Percent Completed





District Total 1392 1339 96.2% 1317 94.6%

Grade 10 includes students who took SBA at off-grade level.el

Spring State High School Competition Update (Strategic Target: 1.1.b)The high school spring sports season came to a close at the state championships on May 29 and 30. Numerous district athletescompeted in state competitions. Below is a list of athletes who placed in the top eight in their respective events or sports:

Everett Track and FieldGriffey Lytle - second place, javelin throwNick Blair - third place, discus throw; fifth place shot put

Everett SoftballSecond in state

Jackson Track and FieldAaron Roe - fifth place, 1600 meter run; second place, 3200 meter runKarsten Pease - seventh place, 800 meter runBrooke Kingma - sixth place, 3200 meter run

Jackson Boys TennisBen Mietzner - fifth in singles

Jackson High School Science Research and Engineering Students Compete at Imagine Tomorrow (Strategic Targets:1.1.d, 1.2.b, 5.4.a)Science Research and Engineering students from Jackson High School competed in the Imagine Tomorrow Competition atWashington State University last weekend. The event featured research in four categories: behavior, biofuels, design, andtechnology. JHS students took home two awards:

Jean Kim, Dhurvik Parikh & Dane Smith took home 4th place in biofuels for the project titled: "Grape Pomace Biodiesel:Can grape pomace, also known as winery waste, be converted into biodiesel?"Heejoon Ahn, Sriharshita Musunuri & Indira Rayala placed 1st in technology for the project titled: "Generating Electricityfrom Industrial Waste Heat: How can we use existing materials to create a more cost efficient thermoelectric module thatis capable of recovering industrial waste heat and generating electricity effectively?"


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First place finishers earned $500 for each team member and $2,000 for the school; fourth place finishers earned $100 for eachteam member and $500 for the school. The money will be reinvested in next year's science investigations and engineeringprojects.

Highly Capable Program Open Houses (Strategic Target: 1.2.a)Open houses are being held at each of the Highly Capable programs over the next two weeks to welcome new families into theHighly Capable program. Families greatly benefit from meeting teachers, gaining an in-depth overview of the Highly Capableprogram and having the opportunity to ask questions. They also receive additional resource materials many parents findinteresting and helpful to support their children in a highly capable learning environment, both at school and at home. Parentsalso have an opportunity to meet principals and teachers, and newly qualified students interact with current students. The HighlyCapable Open Houses are being hosted by Cedar Wood, Forest View, Mill Creek, Penny Creek, View Ridge, and Whittier HighlyCapable program staff. The Highly Capable program staff at Forest View and Whittier elementary schools will be expanding theirofferings to include grades 4 and 5 in 2015-16.

OSPI Identifies CTE Math and Science Course Equivalencies (Strategic Target: 1.2.b)Twenty-one courses have been identified and posted by the Office of Superintendent of Public Instruction (OSPI) as Career andTechnical Education (CTE) state-wide course equivalencies in mathematics and science. The courses, along with the frameworks,are listed on the OSPI CTE homepage.

Common Core Writing Instruction (Strategic Target: 1.2.b)In recent visits with grade level teams of teachers, elementary teachers shared how they provided more writing opportunities andadjusted writing instruction for their students to help achieve the expectations of the Common Core State Standards. Teachersprovided explicit writing instruction for students and modeled the three text types of writing—narrative, informational, andopinion writing. Teachers also emphasized writing across the curriculum by having students write regularly in science journals, inresponse to science kit investigations, and during math time through written reflections.

Teaching Channel Teams Early Literacy Pilot (Strategic Targets: 1.2.c, 5.3.a)In early April the Teaching Channel Teams pilot group learned about video analysis. They were introduced to modeled writingindicators and a video time-stamp feature on the Teaching Channel Teams site. Teachers then used these to identify specificmodeled writing indicators within a video. Pilot teachers are using the indicators in planning and as a way to analyze and reflecton their own teaching practice. Participants also created 4th quarter modeled writing lesson plans using common planning formsto help align the modeled writing process. PreK, K and 1st grade video demonstrations have been collected from most pilotteachers. These teachers are now focused on creating plans to match the 1st quarter benchmarks, so they are ready to modelwhen school starts in the fall. This week the early literacy pilot work was shared with curriculum specialists and facilitators andother possible applications of Teaching Channel Teams were considered.

English Language Learner June Matrices (Strategic Target: 1.5.a)The number of level 1–3 English Language Learners (ELL) in Everett Public Schools on June 1, 2015 is 2,299. This is an increaseof 15 from May 2015 and an increase of 258 from June 2014. The number of level 4 ELL students is 550. This number hasremained steady across the year. Preliminary Washington English Language Proficiency Assessment (WELPA) results show that17.9 percent of the current level 1 – 3 ELL students scored at a level 4, and will therefore be exiting out of direct ELL services inthe coming year. This is more than double the state target of 8.0 percent and an increase from 15.1 percent of students scoringat level 4 in 2014.Attachment: EPS Language Matrix Levels 1 - 3 20150605.pdf (13 KB)Attachment: EPS Language Matrix Level 4 20150605.pdf (11 KB)Attachment: EPS Free & Reduced Rates 20150605.pdf (40 KB)

Wazzle Solutions Gradebook Contract (Strategic Target: 2.3.c)Scantron Corporation currently provides support for Everett's gradebook product, Pinnacle Gradebook. In August 2014, Scantroninformed the district that the company was discontinuing support for Pinnacle Gradebook. A new vendor, Wazzle Solutions,emerged and is now offering support services to districts that continue to use this gradebook product and reporting tools.Scantron agreed that Wazzle Solutions, based in Michigan, could offer support to its existing customers. Staff have been workingwith Wazzle representatives, with support from counsel specializing in information technology contracts, and have determinedthat it is in the district's best interest to enter into an agreement with Wazzle Solutions to establish an on-premise server for thePinnacle Gradebook and acquire Wazzle support services. This contract will permit the district to maintain the current gradebookand parent communication of grades as well as integration with the "Insight" and "Teacher Insight" analytics features.

Food & Nutrition Services AuditOSPI conducts audits of food and nutrition programs every three years. Last year, staff provided detailed information to OSPI sothe agency could begin audit work off-site. The on-site work comprised school visits to review breakfast and lunch service,student store operations, afterschool snack programs, and vending programs. The audit reviewed compliance with state andfederal regulations including the new requirements of the Healthy Hunger Free Kids Act (HHFKA). There were nominal, minorrecording issues related to a single day of snack service at one school, and recommendations for additional training and


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nutritional analysis (as required by the HHFKA) in ECEAP and student store operations, however there were no significant findingsand no findings with fiscal impact. Centrally, the audit reviewed 590 free and reduced lunch meal applications and found zeroerrors in the approval process for those applications. There are two free and reduced lunch application verification issues to bereviewed prior to the finalization of the audit. Overall, the auditors complimented staff for their outstanding preparation for thereview and noted that "the requirements of the National School Lunch Program and the goals of the Healthy Hunger Free Kids Acthave been met by the Everett School District Food Service Department."

Procedure UpdatesProcedure 2321P, Guest Speakers: Revisions to Procedure 2321P, Guest Speakers, have been reviewed by the Everett PublicSchools Policy Review Council and the superintendent’s cabinet and are based on recent guest speaker experiences presenting inclassrooms and the request for greater guidance to assist teachers and speakers. Revisions to Procedure 2321P, Guest Speakers,are provided for directors' information.Attachment: 2321P IR 20150605.pdf (44 KB)

Procedure 2331P, Controversial Issues: Revisions to Procedure 2331P, Controversial Issues, have been reviewed by the EverettPublic Schools Policy Review Council and the superintendent’s cabinet and are in response to recent guest speaker experiencespresenting in classrooms and the request for greater guidance to assist teachers and speakers. Revisions to Procedure 2331P,Controversial Issues, are provided for directors' information.Attachment: 2331P IR 20150605.pdf (15 KB)

Field Trip RequestsAttachment: Mill Creek ES Camp Orkila FT 20150605.pdf (3,868 KB)

Miscellaneous Attachments, News Releases & ArticlesNews ReleasesPoints of PrideBudget Articles

Directors' Dates to Remember

Monday, June 8 - EPS STEM Expo - 5 p.m. - Xfinity CenterTuesday, June 9 - Special Board Meeting - Community Resource CenterWednesday, June 10 - Sequoia High School Graduation - 6 p.m. - Everett Civic AuditoriumSaturday, June 13 - High School Graduations - Noon - Xfinity ArenaTuesday, June 16 - Special Board Meeting - Community Resource CenterWednesday, June 17 - Last Day of SchoolFriday, July 3 - Independence Day Holiday - District ClosedThursday, July 23 - Special Board Meeting - Community Resource CenterThursday, August 20 - Annual Planning Workshop - Community Resource CenterThursday, August 20 - Summer Commencement - Jackson High SchoolThursday, August 21 - Annual Planning Workshop - Port of Everett

Mill Creek ES Camp Orkila FT 20150605.pdf (3,868 KB)

Senator Vitter-Cohn Letter (Student Privacy Act) 20150529.pdf (1,312 KB) 2321P IR 20150605.pdf (44 KB)

2331P IR 20150605.pdf (15 KB) 3421 FR 20150623.pdf (24 KB) 3421P IR 20150605.pdf (56 KB)

Everett Reengagement Academy Open Doors [1418] Youth Reengagement Program Letter of Intent 201505.pdf (4,252 KB)

AP Science & Anatomy and Physiology Instructional Materials Recommendation 20150609.pdf (146 KB)

World Languages Materials Recommendation 20150609.pdf (155 KB)

SAT School Day Report 20150225.pdf (577 KB) EPS Language Matrix Levels 1 - 3 20150605.pdf (13 KB)

EPS Language Matrix Level 4 20150605.pdf (11 KB) EPS Free & Reduced Rates 20150605.pdf (40 KB)

City of Everett letter (ESB 5923 - Deferral of Impact Fees) 20150603 .pdf (449 KB)

Snohomish County letter (ESB 5923 - Deferral of Impact Fees) 20150603.pdf (452 KB)

DeWitt Email (Religious megaphone hazard) 20150604.pdf (49 KB)

Hawley Email (Lunch times deficient) 20150527.pdf (9 KB)

Heckathorn-LeSesne Emails (No special treatment for Everett) 20150606.pdf (48 KB)


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Executive Content

Last Modified by Debbie Vanderwilt on June 9, 2015


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friday report june 5 2015

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