lake washington school district no. 414 board of … · 2017-03-21 · august 2, 2012 jackie...

LAKE WASHINGTON SCHOOL DISTRICT NO. 414

BOARD OF DIRECTORS' MEETING

August 6, 2012

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

CONSENT AGENDA

A consent agenda has been established by the board in order to eliminate the time-consuming task of acting on routine and repetitive business items. These items are now placed in a consent agenda package and will be voted on at one time.

If you see an item on the consent agenda that you would like to have publicly discussed, please discuss your concern with a board member prior to action on the consent agenda.

Lake Washington School District Acronyms

AYP - Adequate Yearly Progress

B/CR: Board/CEO Relationship

CADR: College Academic Distribution Requirements

CBA: Classroom-Based Assessments

CDSA: Common District Summative Assessments

CIP: Continuous Improvement Plan

CLT: Central Leadership Team

CTE: Career & Technical Education

DIBELS: Dynamic Indicators of Basic Early Literacy Skills

DLT: District Leadership Team (manager level and above, includes both certified and classified)

EALR: Essential Academic Learning Requirements

EL: Executive Limitations (See Policy Governance, below)

ELL: English Language Learners

ER: End Results (formerly known as ENDs). Goals set forth by the board, including the mission of the district.

GLE: Grade Level Expectations (state)

GP: Governance Process (Board)

HCP: Highly Capable Program

HSPE: High School Proficiency Exam

KPI: Key Performance Indicators

LC: Learning Community - The district is divided into four learning communities. Each one is made up of a high school and the elementary schools and junior highs that feed into it. The four learning communities are: Eastlake, Juanita, Lake Washington, and Redmond.

LEAP: Learning Enhancement & Academic Planning

MSP: Measurement of Student Progress

NEVAC: Northeast Vocational Area Cooperative (25 high schools north and east of Lake Washington, King & South Snohomish Counties)

NSBA - National School Board Association

OSPI: Office of Superintendent of Public Instruction

Policy Governance: A governance process used by the school board. Sets forth “ends” (goals) that the superintendent must reach, while abiding by “executive limitations.” Ends include the district’s mission. Executive limitations provide the boundaries for how the superintendent and staff can get to the goals. See the board policy section on the web site for more information.

Quest: Highly capable program for students in grades 1-9

RCW: Revised Codes of Washington

SALT: Strategic Advisory Leadership team

STEM: Science, Technology, Engineering, and Mathematics

WAC: Washington Administrative Codes

WaNIC: Washington Network for Innovative Careers

WASL: Washington Assessment of Student Learning (state test required under No Child Left Behind Act). WASL replaced by HSPE and MSP.

WLPT: Washington Language Proficiency Test

WSSDA: Washington State School Directors Association 5QL: 5 Stars for Quality Learning (staff development program on integrating technology into the classroom)

August 2, 2012 Jackie Pendergrass President, Board of Directors Lake Washington School District No. 414 Redmond, WA 98052

Dear Ms. Pendergrass:

I am transmitting herewith the agenda for the Board of Directors’ regular meeting of August 6, 2012 beginning at 7:00 p.m. in the Board Room of the Resource Center, 16250 NE 74th Street, Redmond, WA.

Order of Business

1. Convene, Roll Call

2. Approve Agenda

3. Public Comment

4. Consent Agenda

5. Non-Consent Agenda

6. Superintendent Report

7. Legislative Update

8. Board Follow-Up

9. Future Agenda Items 10. Debrief

11. Board Member Comments 12. Adjourn

Sincerely,

Traci Pierce Superintendent

LAKE WASHINGTON SCHOOL DISTRICT

Board of Directors’ Meeting

L.E. Scarr Resource Center Hughes Room

August 6, 2012

5:00 p.m. Board Work Session Topic: Linkage and Work Session Planning Location: Hughes Room

Time Action Policy Tab Page

7:00 p.m. Convene, Roll Call

Approve Agenda Public Comment

Consent Agenda GP-8 (Annual Agenda Planning)

Vouchers - June and July

Minutes - June 25 work session & regular meeting 1 1

Human Resources Report 2 11 – Salary Schedules

Direction of Selected Capital Fund Investments 3 19 to the General Fund Resolution No. 2133 Interlocal Cooperative Agreement, Shared Vision 4 20 Specialist, Kent School District, 2011-12

Federal and State Remediation Programs 5 21 Annual Renewal, 2012-13 Approval of monitoring reports B/CR 5 (Monitoring CEO Performance) EL-5, Treatment of Students and Parents 6 23 EL-6, Student Learning Environment 7 24 EL-8, Instructional Materials Selection 8 25

Agenda August 6, 2012 Page 2 Time Action Policy Tab Page

Change Order No. 51 9 26 Lake Washington High School Replacement Change Order No. 10 10 27 Redmond High School Additions Change Order No. 9 11 29 Eastlake High School Additions Change Order No. 1 12 31 Rose Hill Middle School Replacement Change Order No. 1 13 32 STEM School Change Order No. 4 14 34 Benjamin Rush Elementary School Replacement Change Order No. 12 15 35 Carl Sandburg Elementary School Replacement Authorization for Deed of Dedication – 16 36 City of Sammamish, Eastlake High School Resolution No. 2135

Donations 17 37

Non-Consent Agenda

2012-13 Budget, Public Hearing and Adoption 18 39 Resolution No. 2134

Monitoring Board Policy B/CR 5 (Monitoring CEO Performance) EL-11, Staff Treatment 19 EL-12, Budgeting/Financial Planning 20 EL-13, Financial Administration 21

Agenda August 6, 2012 Page 3 Superintendent Report EL-3(Communication & Counsel

to the Board)

Legislative Update GP-3(Board Job Description)

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

Future Agenda Items EL-3(Communication & Counsel to the Board

Debrief GP-2(Governing Style)

Board Member Comments

Adjourn Next Board Meeting: September 10, 2012 5:00 p.m. Board Work Session Topic: TBD Location: Robert Hughes Room 7:00 p.m. Board Meeting Location: Board Room

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

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Work Session June 25, 2012

The work session was called to order by President Jackie Pendergrass at 5:00 p.m.

UCALL TO ORDER U

Members present: Jackie Pendergrass, Nancy Bernard, Doug Eglington, Chris Carlson, and Siri Bliesner. Present Superintendent-Elect Traci Pierce.

UROLL CALL U

The topic discussed was goal setting. TOPIC

The meeting was adjourned at 6:55 p.m. UADJOURNMENT U

U____________________________________ Jackie Pendergrass, President U____________________________________ Traci Pierce, Superintendent-Elect Diane Jenkins Recording Secretary

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting June 25, 2012 The board meeting was called to order by President Jackie Pendergrass at 7:00 p.m.

CALL TO ORDER

Members present: Jackie Pendergrass, Doug Eglington, Nancy Bernard, Siri Bliesner; and Chris Carlson. Present: Superintendent-Elect Traci Pierce.

ROLL CALL

Doug Eglington moved to approve the agenda with the exception of removing tab 6, Middle School Intramural Participation Fees from the consent to non-consent agenda. Seconded by Nancy Bernard. Motion carried.

APPROVAL OF AGENDA

Jackie Pendergrass administered the oath of office to Dr. Traci Pierce. Dr. Pierce will become superintendent on July 1, 2012.

OATH OF OFFICE’ TRACI PIERCE, SUPERINTENDENT

Lee Ann Wood, Executive Director, Lake Washington Schools Foundation, conveyed that the Foundation raises funds to support academic excellence and success for all students in the Lake Washington School District. On June 12, they elected the Foundation’s new executive team. Peg Hunt has been elected to serve as president, Barry Shaw is the new Vice President of Board Development, Kathleen Reynolds is the secretary, and Bob Guild will continue to serve as Treasurer. She provided an introduction of the Trustees: David Alskog, Shelley Kloba, Steve Leahy, Sukirti Randade, and Bruce Reid. At the 2012 “A Legacy for Learning,” annual luncheon over $180,000 was raised in comparison to the $144,500 raised last year. A matching program was developed to provide incentives to increase the size of the gifts by providing matching funds. In 2011, 18% of the donations were given at the $350 level; this year, it was 33%. In addition, there was a 40% increase in sponsorship funds and 30% increase in the number of sponsors. This year’s luncheon was very successful.

RECOGNITION - LAKE WASHINGTON SCHOOLS FOUNDATION

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting June 25, 2012

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This years’ focus is on quality teaching and leadership, access for all students, and future ready skills. In 2011-12, the Foundation was able to fund 35 grants which impacted 8,300 students. For 2012-13, the Board just approved 30 grants that will impact 8,200 students. In addition, the LINKS (Looking into the Needs of Kids) which mentors and tutors students with volunteers on a one-to-one basis. In 2011-12, the program served 788 students through 158 mentors providing over 4,000 mentor hours. However, there were 60 children on the waiting list and next year they are anticipating the need to be even greater – 1,500 students. The Foundation has allocated $72,000 for this program. The Foundation also has set aside $15,000 for Access Funds to provide funds to help secondary students with financial need to succeed in school. This year, it helped 955 students. Last year, the Foundation funded Core Summer School provided 105 summer school scholarships. This year they are looking at new ways to partner with the school district this year. Jackie Pendergrass presented outgoing President Terri Blier with flowers for “championing” the needs of the districts to serve our students.

Christian Cary expressed his concerns with the AP Book used at Eastlake High School, A People’s History of the United States by Howard Zinn. He asked that there be a balance used in this class. Dr. Pierce indicated that staff was looking into his concerns. Several other parents spoke on the progress and efforts made by the Dyslexia Parent Group to assist dyslexic students. OSPI has published a resource guide on dyslexia. A request was made to enable some of the accessibility tools available on the computers; training sessions were provided. A group-led effort was made to encourage sign language being offered. In addition, they worked with the 504 coordinators to develop a master list of accommodations. They encouraged the district to help train teachers in the best strategies to assist dyslexic students.

PUBLIC COMMENT


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Bob Yoeder noted that there are many young people who vote in the district but reside outside the district. It was important for the district to make sure that they are connected.

Nancy Bernard moved to approve the consent agenda, with the exception of tab six, Middle School Intramural Participation Fees, which was removed earlier. Seconded by Doug Eglington.

Jackie Pendergrass, yes; Doug Eglington, yes; Nancy Bernard, yes; Siri Bliesner, yes; and Chris Carlson, yes.

Motion carried.

CONSENT AGENDA

Approves minutes of the June 4, 2012 board meeting. APPROVAL OF MINUTES

Approves June 25, 2012 Human Resources Report and salary schedules.

APPROVAL OF HUMAN RESOURCES REPORT

Approval of the following instructional materials for use in the Lake Washington schools – Title: Spelling City.com Premium Membership Author: Vkidz Publisher: N/A Copyright: 2007-2011 No. of Copies: 85 Price: $1.67 each School Requesting: Rush Elementary Classification: Grade 3 Title: Smithsonian Intimate Guide to Human Origins Author: Carl Zimmer Publisher: Madison Press Books, Toronto, Canada Copyright: 2005 or 2007 No. of Copies: 90 Price: $18.00 each School Requesting: International Community School Classification: Grade 7 Title: March Author: Geraldine Brooks Publisher: Penguin Books Copyright: 2005 No. of Copies: 65 Price: $15.00 each School Requesting: Redmond High School Classification: Grade 11

INSTRUCTIONAL MATERIALS ADOPTION


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Title: Finch TV (Software) Author: Geospiza Publisher: Perkin Elmer Inc. Copyright: 2011 No. of Copies: 22 Price: $0.00 – available online School Requesting: Eastlake High School Classification: Grades 10-12 Title: Mega 5 (Software) Author: Peterson D, Peterson N, Stehner G, Nei M, Kumar S. Publisher: Society for Molecular Biology and Evolution Copyright: 2012 No. of Copies: 22 Price: $0.00 – Free for Educational Use School Requesting: Eastlake High School Classification: Grades 10-12 Title: Online Coach Author: N/A Publisher: National Geographic Learning Copyright: N/A No. of Copies: 30 Price: $1,321.20 (Funded by the Lake Washington Schools Foundation) School Requesting: Evergreen Junior High Classification: Grades 7-9 Title: The Titanic Sinks Author: Thomas Conklin Publisher: Random House Copyright: 1997 No. of Copies: 6 Price: $3.99 each School Requesting: Franklin and Lakeview Elementary Schools Classification: Grade 4-5 Title: Titanic The disaster that shocked the world Author: Mark Dubowski Publisher: DK Copyright: 1998 No. of Copies: 6 Price: $3.99 each School Requesting: Franklin and Lakeview Elementary Schools Classification: Grades 3-5


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Approves the 2012-13 Online Learning program fee of $405 per course with reduced fees of $205 per course for resident students qualifying for reduced lunch and a rate of $120 per course for resident students qualifying for free lunch.

ONLINE LEARNING COURSE PROGRAM FEES

Approves the theater facility use fees listed on the attached schedules for 2012-13 and to be adjusted by the Seattle Consumer Price Index (CPI) thereafter.

THEATER FACILITY USE FEES

Approves Change Order No. 6 to Bayley Construction Company for work at Eastlake High School in the amount of $25,142.00 increasing the contract amount to $10, 914,068.

CHANGE ORDER NO. 7 EASTLAKE HIGH SCHOOL ADDITIONS

Authorizes the superintendent to enter into a contract with Allied Construction Associates, Inc. for the modernization of the International Community School and Community Elementary School in the amount of $17,934,000.

ACTION ON BIDS INTERNATIONAL COMMUNITY SCHOOL AND COMMUNITY ELEMENTARY SCHOOL REPLACEMENT PROJECT

Approves Change Order No. 7 to SpeeWest Construction Inc. for work at the Carl Sandburg Elementary School in the amount of $64,181.00 increasing the contract amount to $20,899,568.

CHANGE ORDER NO. 7 CARL SANDBURG ELEMENTARY SCHOOL MODERNIZATION

Approves Change Order No. 10 to SpeeWest Construction Inc. for work at the Carl Sandburg Elementary School in the amount of $104,575 increasing the contract amount to $21,086,258.

CHANGE ORDER NO. 10 CARL SANDBURG ELEMENTARY SCHOOL REPLACEMENT

Approves Change Order No. 11 to SpeeWest Construction Inc. for work at the Carl Sandburg Elementary School in the amount of $65,060, increasing the contract amount to $21,151,318.


Approves Change Order No. 8 to Bayley Construction Company for work at Eastlake High School in the amount of $56,026.00 increasing the contract amount to $10,970,094.



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Approves Change Order No. 9 to Pellco Construction Inc. for work at the Redmond High School Additions in the amount of $5,592.00, increasing the contract amount to $10,033,566.

CHANGE ORDER NO. 9 REDMOND HIGH SCHOOL ADDITIONS

Approves Change Order No. 7 to Cornerstone General Contractors, Inc. for replacement of the Helen Keller Elementary School in the amount of $45,196.00 increasing the contract amount to $17,500,862.

HELEN KELLER ELEMENTARY SCHOOL REPLACEMENT CHANGE ORDER NO. 7

Accepts the donations/grants as identified - Acceptance from Lake Washington Schools Foundation to LINKS Program in the amount of $28, 971.88 to provide stipend for Looking Into the Needs of Kids and Schools (LINKS) coordinator and program related expenses ($12,478.88) and grant funds ($16,493.00).

Acceptance from Redmond Elementary PTSA to Redmond Elementary in the amount of $1,655.00 to support field trips ($655) and lunch buddies program ($1,000).

Acceptance from Redmond Junior PTSA to Redmond Junior High in the amount of $2,139.80 to provide five academic enrichment mini-grants: library, math, social studies (two), and science.

Acceptance from Redmond High PTSA to Redmond High School in the amount of $1,780.72 to purchase student planners.

Acceptance from Evergreen Junior High PTSA to Evergreen Junior High in the amount of $1,083.45 to support grant for music ($200) and art ($130.36); purchase two Kindles ($339.74) and books ($413.35).

Acceptance from Lakeview PTSA to Lakeview Elementary in the amount of $1,533.54 to support teacher training and instructional materials.

Acceptance from Stella Schola PTO to Stella Schola in the amount of $18,113.40 to provide teacher stipend for extra-curricular Latin III and Latin IV.

Acceptance from Eastlake Wolfpack Association to Eastlake High School in the amount of $1,096.00 to purchase barbecue grill.

Acceptance from Kirkland Junior High PTSA to Kirkland Junior High in the amount of $2,000.00 to purchase a kiln.

Acceptance from Rose Hill Elementary PTSA to Rose Hill Elementary $9,325.00 in the amount of to purchase ILX software and Accelerator Reading program for the school.

DONATIONS


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Acceptance from Peter Kirk PTSA to Kirk Elementary in the amount of $4,048.48 to support 6th grade outdoor education program.

Acceptance from Lake Washington Schools Foundation to International Community School in the amount of $2,027.30 to support senior field trip to Victoria, Comparative Government.

Acceptance from International Community School PTSA to International Community School in the amount of $10,875.86 to support senior field trip to Victoria, Comparative Government.

Acceptance from City of Redmond to Lake Washington School District in the amount of $140,394.70 {value of equipment} to donate equipment to replace video production equipment at the Resource Center Control Room and Board Room {cameras/lenses, power supply, control and cables, video switcher, synch generator, DVD recorders, power conditioner, quad video monitor, & video monitor}. TOTAL $225,045.13 Dr. Pierce reported that during the 2011-12 school year over $1 million in donations were received; approximately $700,000 from the PTSA.

NON-CONSENT

Dr. Pierce related that with the reconfiguration to middle schools beginning with the 2012-13 school year, the district did a review of its current junior high sports offerings. The recommendation has been made to add an intramural program to the middle school. This program will have three seasons with two intramural programs offered for two weeks each season. She highlighted the objectives and goals of the intramural programs. Therefore, it is necessary to establish a participation fee for the intramural program. The recommended fee reflects 25% or ¼ of the 2011-12 interscholastic program which lasts eight (8) weeks.

Doug Eglington moved that the Board approves the middle school intramural fee of $25.00 for the 2012-13 school year as presented. Seconded by Chris Carlson.

MIDDLE SCHOOL INTRAMURAL PARTICIPATION FEES


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Jackie Pendergrass noted that assistance would be provided by various groups to assist low-income students. Motion carried.

Traci Pierce explained the process used to develop the budget. The good news is that the district did not received any major cuts from the legislature as has been experienced the previous two years. She reported that in June the budget is presented for first reading prior to the public hearing held in August. She explained that the district’s Strategic Advisory Leadership Team (SALT) provides input on the development of the budget. Barbara Posthumus, Coordinator of Finance, presented the proposed 2012-13 budget and highlighted changes and reductions. She stated that the proposed budget for 2012-13 has been prepared in accordance with state laws, rules, and regulations. A copy of the budget will be available from the business office. A public hearing for the adoption of the 2012-13 budget is scheduled for the next regular board meeting on August 6, 2012. Traci Pierce and Barbara Posthumus, Coordinator of Business Services, responded to board members’ questions.

2012-13 BUDGET, FIRST READING

Dr. Pierce noted that in 2008, the Protecting Children in the 21st Century Act passed Congress, adding new requirements to the Children’s Internet Protection Act (CIPA). The Federal Communications Commission (FCC) released guidance in 2011 clarifying the new CIPA requirements related Internet Safety policies for schools. Districts must provide assurance of compliance with these requirements as a condition of application for e-rate funding. Under the new law, school districts must update their Internet Safety policies on or before July 1, 2012. These policies must provide for: 1) the education of minors about appropriate online behavior which includes interaction with other individuals on social networking sites and in chat rooms; and 2) cyber bullying awareness and response. In order to comply with the new CIPA requirements, our Acceptable Use Policy (AUP) has been updated to address these areas.

CHILDREN’S INTERNET PROTECTION ACT (CIPA) COMPLIANCE APPROVAL OF DISTRICT POLICY - IIAB AND IIAB-R STUDENT USE OF ELECTRONIC RESOURCES


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As part of the compliance with these new guidelines, students must be educated about appropriate online behavior. In order to support this new requirement, four Digital Citizenship modules have been developed. Curriculum resources have also been identified and approved through the Instructional Materials Committee. In addition to updating our Internet Safety policies, the law requires the district to employ a Technology Protection Measure that blocks or filters Internet access. The district’s adoption of Lightspeed Internet filtering software provides for the required filtering by detecting and blocking material defined as inappropriate by the CIPA guidelines. These new requirements will be reviewed with administrators and staff at the beginning of next year. Digital Citizenship training modules and the AUP will be reviewed with students in the fall. Doug Eglington moved that the Board adopt Policy IIAB and IIAB-R, Student Use of Electronic Resources, as part of the districts compliance with new requirements of the Children’s Internet Protection Act (CIPA). Motion was seconded by Nancy Bernard. Motion carried.

Traci Pierce presented EL-5, Treatment of Students and Parents, and responded to board members’ questions.

MONITORING BOARD POLICY – EL-5, TREATMENT OF STUDENTS AND PARENTS

Traci Pierce presented EL-6, Student Learning Environment, and responded to board members’ questions.

EL-6, STUDENT LEARNING ENVIRONMENT

Traci Pierce presented EL-8, Instructional Materials Selection, and responded to board members’ questions.

EL-8, INSTRUCTIONAL MATERIALS SELECTION


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Traci Pierce spoke about her role as superintendent in the governance process and recapped the work session topic. Policy Governance sets the mission or goals for our organization and strengthens the relationship with the board and the superintendent and how the superintendent carries out the goals. The End Results define our desired outcomes for students. While she has been in the district for 17 years, this will be her first year to collaborate, establish direction, and develop strategic plans to move forward. She outlined her continued commitments of the district’s mission and vision and plan for strategic goals as well as the beginning development of student performance and organizational targets. Additional information will be shared with the community in the fall.

SUPERINTENDENT REPORT

Doug Eglington related that the WSSDA legislative committee is beginning to put the legislative program together for next year. In September, the annual Legislative Committee will meet to work on the legislative priorities to be presented at the Annual Conference.

LEGISLATIVE UPDATE

The board members shared their experiences at this year’s graduation ceremonies.

BOARD COMMENTS

Nancy Bernard moved to adjourn. Seconded by Siri Bliesner. Motion carried.

The meeting was adjourned at 9:36 p.m.

ADJOURNMENT

____________________________________ Jackie Pendergrass, President ____________________________________ Chip Kimball, Superintendent Diane Jenkins Recording Secretary

Human Resources Board ReportAugust 6, 2012

NEW PERSONNEL

Salary/Rate Start Date

Adler, Aubrey NC Teacher Redmond HS A-1 08/27/12 Leave Replacement

Andrada, MarieJo NC Teacher Redmond MS C-1 08/27/12 Leave Replacement

Asper, Charles NC Teacher Inglewood MS B-1 08/27/12 Leave Replacement

Backholm, Karolyn NC Teacher Muir Elementary D-16 08/27/12 Leave Replacement

Bakula, Bridgett NC Psychologist Special Services C-0 08/27/12 Leave Replacement

Balle, Alicia NC Teacher Lake Washington HS D-9 08/27/12 Leave Replacement

Barber, Ellen NC .55 Teacher Einstein Elem C-9 08/27/12 Leave Replacement

Bate, Nicolas P3 Teacher Inglewood MS A-0 08/27/12 Budgeted

Becker-Brown, Kristen NC Teacher Rose Hill MS D-2 08/27/12 Leave Replacement

Bellefeuille, James NC Teacher Rose Hill MS C-16 08/27/12 Leave Replacement

Blair, Kelly NC .5 Counselor Blackwell Elem C-0 08/27/12 Leave Replacement

Brown, Kathryn NC Occupational Therapist Special Services C-0 08/27/12 Leave Replacement

Brown, Kendall NC Teacher Alcott Elem A-1 08/27/12 Leave Replacement

Burgesser, Rebecca NC Teacher Redmond HS C-0 08/27/12 Leave Replacement

Burt, Cynthia NC Teacher STEM A-5 08/27/12 Leave Replacement

Burton, Ann NC Teacher Rush Elem A-1 08/27/12 Leave Replacement

Cabiling, Sheela NC Teacher Dickinson Elem D-1 08/27/12 Leave Replacement

Carmona, Anne NC Counselor Juanita HS C-0 08/27/12 Leave Replacement

Chester, Tracy NC .8 Teacher Kamiakin MS C-9 08/27/12 Leave Replacement

Coscarart, Jacquelyn NC Teacher Einstein Elem C-6 08/27/12 Leave Replacement

Crawley, Amber NC Psychologist Special Services C-0 08/27/12 Leave Replacement

Cromer, Jeremy P3 Teacher Kirkland MS A-0 08/27/12 Budgeted

Dowling, Zachary NC Teacher Evergreen MS C-0 08/27/12 Leave Replacement

Dunsire, Elizabeth NC Teacher Redmond MS A-0 08/27/12 Leave Replacement

Egan, Sean NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Egeberg, Stepanie NC Teacher Mead Elem A-0 08/27/12 Leave Replacement

Epler, Alicia NC Teacher Alcott Elem C-1 08/27/12 Leave Replacement

Name Position Location/School Reason


NEW PERSONNEL - Con't


Findley, Sara NC Teacher Einstein Elem A-0 08/27/12 Leave Replacement

Fitzsimmons, Clara NC Psychologist Special Services C-0 08/27/12 Leave Replacement

Flagg, Laura NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Freedel, Carin NC .4 Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Gibbon, Tammy NC Teacher Muir Elementary C-11 08/27/12 Leave Replacement

Gillingham, Matthew Associate Principal Redmond MS $103,455 07/01/12 Repl. S. Cassidy

Green, Bonnie NC Teacher Lakeview Elem A-5 08/27/12 Leave Replacement

Gregerson, Susan NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Griffin, Michael Associate Principal Rose Hill MS $103,455 07/01/12 Repl. E. Bowser

Grinde, Heather P3 .6 Teacher Eastlake HS A-2 08/27/12 Budgeted

Hanson, Lena NC .6 Teacher Eastlake HS B-5 08/27/12 Leave Replacement

Heal, Vicki P3 .9 Teacher Rosa Parks Elem/Alcott ElemD-10 08/27/12 Budgeted

Hedin, Anne NC .7 Teacher Lake Washington HS D-16 08/27/12 Leave Replacement

Herrera, Jessica P3 SLP Special Services C-0 08/27/12 Budgeted

Hill, Chelsey NC Teacher Rockwell Elem B-9 08/27/12 Leave Replacement

Hoagland, Emily NC SLP Special Services C-0 08/27/12 Leave Replacement

Hodges, Jennifer Principal Rose Hill Elem $109,275 07/01/12 Repl. K. Janik

Holmen, Rachel NC .7 Teacher Inglewood MS D-4 08/27/12 Leave Replacement

Hugh, Karen P3 Teacher Rose Hill MS C-2 08/27/12 Budgeted

Huse, Doug NC Teacher Redmond HS C-0 08/27/12 Leave Replacement

Iverson, Kristen NC Psychologist Special Services C-0 08/27/12 Leave Replacement

Jergens, Jeffrey Special Ed Para Educator Inglewood MS $15 12/05/11 Budgeted

Johnson, Kylen NC Teacher Eastlake HS A-0 08/27/12 Leave Replacement

Kalkwarf, Kaitlin NC Teacher Rose Hill MS C-0 08/27/12 Leave Replacement

Klug, Kathryn P3 Teacher Eastlake HS D-2 08/27/12 Budgeted

Kollar, Katarina Special Ed Para Educator Lake Washington HS $15 01/30/12 Budgeted

Lansing, Tiffaney NC .3 Physical Therapist Special Services C-0 08/27/12 Leave Replacement

Larson, Camila NC Counselor Finn Hill MS/Kamiakin MSC-0 08/27/15 Leave Replacement

Laskowski, Stephen NC Teacher Mead Elem A-0 08/27/12 Leave Replacement





Lau, Nichole NC Teacher Redmond HS C-7 08/27/12 Leave Replacement

Lemons, Karen NC Teacher STEM A-0 08/27/12 Leave Replacement

MacDonald, Robin NC Teacher Kirk Elem C-3 08/27/12 Leave Replacement

Markov, Alexander NC Teacher Inglewood MS C-1 08/27/12 Leave Replacement

Marth, Kelly NC Psychologist Special Services C-0 08/27/12 Leave Replacement

Martinez, Jasmin Admin Secretary III Human Resources $19.89 02/21/12 Repl. L. Morgan

May, Stuart NC Teacher Lakeview Elem C-0 08/27/12 Leave Replacement

Maylor, Edward NC Teacher Redmond MS A-0 08/27/12 Leave Replacement

Miranda, Nadia Teacher ICS C-0 08/27/12 Leave Replacement

Monson, Patrick P3 Teacher Juanita HS A-3 08/27/12 Budgeted

Morris, Emma NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Mullen, Michelle P1 Psychologist Special Services D-6 08/27/12 Budgeted

Nash, Thomas NC Teacher Inglewood MS C-0 08/27/12 Leave Replacement

Niedfledt, Chelsee NC .6 Teacher Eastlake HS A-0 08/27/12 Leave Replacement

Ognoskie, Hannah NC .8 Teacher Finn Hill MS A-1 08/27/12 Leave Replacement

Ozeri, Denise NC Teacher Evergreen MS C-0 08/27/12 Leave Replacement

Paloma, Kristin NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Parker, Karla Attendance Secretary Lake Washington HS $17 02/21/12 Repl. L. Lee

Parkin, Erica NC Teacher Alcott Elem C-1 08/27/12 Leave Replacement

Peery, Sarah P3 Occupational Therapist Special Services C-0 08/27/12 Budgeted

Pence, Jennifer NC .5 Teacher Emerson K-12 C-6 08/27/12 Leave Replacement

Peterson, Samantha NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Pingeon, Lindsay NC .5 Teacher Rockwell Elem C-1 08/27/12 Leave Replacement

Presnell, Nichole P3 .9 Teacher Rush Elem A-3 08/27/12 Budgeted

Power, Scott NC Teacher Carson Elem A-0 08/27/12 Leave Replacement

Raffel, Cari NC Teacher Rockwell Elem C-4 08/27/12 Leave Replacement

Randolph, Shelley NC Teacher McAuliffe Elem D-0 08/27/12 Leave Replacement

Ray, Sara NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement





Retzlaff, Rory P3 Teacher Eastlake HS D-3 08/27/12 Budgeted

Richard, Austin NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Rowe, James NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Rowe, Tanner NC Teacher Redmond MS A-0 08/27/12 Leave Replacement

Rowles, Heidi NC Teacher Juanita HS C-0 08/27/12 Leave Replacement

Ruge, Shelby NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Schmitt, Bernadette NC Teacher Sandburg Elem C-1 08/27/12 Leave Replacement

Schnierer, Brian NC Teacher Redmond HS A-5 08/27/12 Leave Replacement

Schulz, Carly P3 .7 Teacher Juanita HS A-0 08/27/12 Budgeted

Schwartzberg, Laurie NC .8 Teacher Lake Washington HS A-1 08/27/12 Leave Replacement

Seaburg, Nathan NC Teacher Kamiakin MS C-0 08/27/12 Leave Replacement

Sirjani, Elizabeth NC Teacher Redmond HS D-16 08/27/12 Leave Replacement

Stelling, Carolyn NC Teacher Rose Hill MS C-1 08/27/12 Leave Replacement

Sullivan, Amy NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Swain, Trudy NC .6 Teacher Redmond HS A-0 08/27/12 Leave Replacement

Sweeting, Kaitlyn NC Teacher Eastlake HS C-0 08/27/12 Leave Replacement

Terilli, Stephanie NC Teacher Rosa Parks Elem A-0 08/27/12 Leave Replacement

Trotter, Patricia NC Teacher Mann Elem B-3 08/27/12 Leave Replacement

Tucker, Christine NC Teacher Muir Elementary A-5 08/27/12 Leave Replacement

Tuggle, Joshua NC Teacher Lake Washington HS C-0 08/27/12 Leave Replacement

Twohig, Nicole P3 Teacher Lake Washington HS C-0 08/27/12 Budgeted

Valdez, Lisa P3 Teacher Special Services C-0 08/27/12 Budgeted

VanderVeer, Jill NC Teacher Redmond HS C-0 08/27/12 Leave Replacement

Vasiliauskas, Julie P1 Teacher ICS C-0 08/27/12 Budgeted

Wellington, Nicholas NC Teacher Redmond HS C-0 08/27/12 Leave Replacement

Wharf, Richard .4 Teacher Redmond HS C-12 08/27/12 Budgeted

Williams, Tanner NC .6 Teacher Finn Hill MS A-1 08/27/12 Leave Replacement

Winter, Katie NC .5 Teacher Keller Elem C-2 08/27/12 Leave Replacement





Winters, Kelly NC Teacher Muir Elementary A-0 03/16/12 Leave Replacement

Wood, Marianne NC .8 Teacher Kirkland MS/Environmental C-0 08/27/12 Leave Replacement

Worrick, Kristin NC Teacher Smith Elem A-0 08/27/12 Leave Replacement

RETIREMENTS/RESIGNATIONS/TERMINATIONS

Name Position Location Start Effective Date Reason

Alexander, Donna Associate Principal Eastlake HS 07/01/09 07/03/12 Resignation

Boone, Iva Instructional Assist Lakeview Elem 09/05/89 06/26/12 Retirement

Brock, Kathryn Bus Driver Transportation 08/21/09 06/30/12 Resignation

Clarke, Jennifer Crafts Curriculum/Warehouse 07/01/07 06/26/12 Resignation

Coburn, Jessica Teacher Rose Hill JH 09/01/98 06/26/12 .4 Resignation

Cook, Hannah Instructional Assist LOA 11/19/01 06/26/12 Resignation

Duggal, Georgette Teacher Evergreen MS 05/01/02 07/25/12 .4 Resignation

Getzinger, Karen SLP Special Services 08/29/07 06/30/12 .2 Resignation

Ferguson, Keira Teacher Evergreen MS 09/07/04 08/02/12 Resignation

Hinds, Susan Special Ed Para Educator Lake Washington HS 09/17/99 06/04/12 Resignation (rev)

Jacobsen, Gail Instructional Assist Mead Elem 09/04/81 06/30/12 Retirement

Kanter, Carrie Instructional Assist LOA 02/15/07 06/26/12 Resignation

LaPlante, Jacqueline Headstart Willows/SS 07/15/97 08/15/12 Retirement

LeSourd, Ruth Instructional Assist Lake Washington HS 05/02/02 08/31/12 Resignation

Lee, Lashae School Secretary LOA 12/15/08 06/26/12 Resignation

McDougall, Marilyn Teacher Smith Elem 02/01/95 06/30/12 Retirement

McGrath, Susan Special Ed Para Educator Dickinson Elem 09/16/10 06/26/12 Resignation

Mai, Lam Bus Shop Transportation 07/29/91 06/27/12 Resignation

Malone-Long, Sandra Psychologist Resource Center 08/24/04 06/26/12 .4 Resignation



RETIREMENTS/RESIGNATIONS/TERMINATIONS - Con't

Name Position Location Start Effective Date Reason

Mickelson, Miriam Associate Principal Lake Washington HS 07/01/09 07/03/12 Resignation

Moe, Brita SLP Special Services 08/24/10 06/26/12 Resignation

Monahan, William Teacher Eastlake HS 03/02/92 09/01/12 .4 Resignation

Robinson, Kristina Teacher LOA 08/31/89 06/30/12 Resignation

Sanchez Infante, Ana Laura Instructional Assist LOA 03/17/09 06/26/12 Resignation

Stoll, Patricia School Secretary Smith Elem 02/08/88 09/04/12 Retirement

Swartz, W Constance Bus Driver Transportation 12/02/03 08/23/12 Resignation

Underhill, Cheryl Headstart Willows/SS 03/01/02 08/15/12 Retirement

Uphus, Jamie Teacher Muir Elem 08/29/07 06/26/12 Resignation

Weiss, Adrienne Teacher Twain Elem 08/26/03 06/26/12 Resignation

CHANGE OF CONTRACTUAL STATUS

Name Location Change Effective Date

Boone, Kirsten Environmental/Finn Hill MS .4 1 yr Prov to .80 1yr Prov 08/27/12

Brown, Brittani Rose Hill MS .8 2 yr Prov to 1.0 1 yr Prov 08/27/12

Bury, Samantha Redmond HS/Evergreen MS .6 C to .8 C 0827/12

Chin, Soo Sandburg Elem .5 C to 1.0 C 08/27/12

Cordell, Lesley Redmond HS .6 C to .6C/.2NC 08/27/12

Deering, Bobbi Lake Washington HS .5C to to .5C/.1NC 08/27/12

Feagan-Beymer, Susan Special Services .7 C to .8 C 08/27/12

Felts, Mitzi Juanita HS .6 NC to .6 1yr Prov 08/27/12

Gilham, Karen Special Services .4 C to .5 C 08/27/12

Guthrie, Arianna Redmond HS .8C to 1.0C 08/27/12

Haley, Erin ICS .3 NC to .4 NC 08/27/12

Herendeen, Anne Kirkland MS .4 3 yr Prov to .8 3 yr Prov 08/27/12

Herzberg, Jeremiah Lake Washington HS .9 C to 1.0 C 08/27/12


CHANGE OF CONTRACTUAL STATUS con't

Name Location Change Effective Date

Hiatt, Cynthia Redmond MS 1.0 NC to 1.0 3 yr Prov 05/14/12

Hicks, Amanda Rose Hill MS .6 1 yr Prov to 1.0 1 yr Prov 08/27/12

Hiebert, Patricia Kirk Elem .5 C to .5 C/.3 NC 08/27/12

Locey, Shawna Franklin Elem .5 C to to .5 C/.4 NC 08/27/12

Luckey, Lynne Lake Washington HS .7 C to .8 C 08/27/12

Miller, Margo Mann Elem/Rockwell Elem .5 1Yr Prov to .5 1 Yr Prov/.5 NC 08/27/12

Miller, Melanie Einstein Elem .5 C to to 1.0 C 08/27/12

Nelson, Kate Carson Elem 0.5 2yr Prov to 0.7 2yr Prov 08/27/12

Pischke, Lehuanani Juanita HS .8 C to 1.0 C 08/27/12

Radecke, Denise Special Services .7 C to .7 C/.3 NC 08/27/12

Shively, Karen Frost Elem .9 NC to .8 3yr Prov 08/27/12

Simmons, Wendy Emerson HS/Emerson K-12 .6 C to .6C/.4 NC 08/27/12

Thomassen, Patricia Redmond HS .7 C to .8 C 08/27/12

Vidal-Armor, Evelyn Emerson HS/Emerson K-12 .4 C to .4 C/.2 NC 08/27/12

Zahn, Leigh Mead Elem 0.5 C/0.2 NC to .7 C 08/27/12

CHANGE OF POSITION

LFName Old Position New Position Effective Date Reason New Salary

Blomquist, Mark Principal Associate Principal 07/01/12 Transfer $103,455.00

Bryant, StephenInstructional Support Systems

Development

Director of Professional

Learning07/01/12 Reorganization $133,305.00

Burden, Rick Elementary PrincipalAssociate Director of Special

Services07/01/12 Reorganization $133,305.00

Holmen, Jon Special Education CoordinatorDirector of School Support

RLC07/01/12 Repl. Kelly Pease $133,305.00


CHANGE OF POSITION - Con't

LFName Old Position New Position Effective Date Reason New Salary

Manobianco, Matt Curriculum & Standards Assoc. Superintendent of Student

& Professional Learning Services07/01/12 Reorganization $144,050.00

Mott, Craig Junior High Vice Principal Elementary Principal 07/01/12 Repl. R. Burden $109,275.00

Pease, Kelly School Support RLCDirector of Intervention

Services07/01/12 Reorganization $133,305.00

Posthumus, Barbara Business Services Director of Business Services 07/01/12 Reorganization $133,305.00

Reith, Kathryn Communications Director of Communications 07/01/12 Reorganization $133,305.00

Sinclair, Heather School Support JLCAssoc. Superintendent of Student

& School Support Services07/01/12 Reorganization $144,050.00

Stevens, Linda Assessment & ReportingDirector of Curriculum &

Assessment07/01/12 Reorganization $133,305.00

- 19 -

DIRECTION OF SELECTED CAPITAL FUND INVESTMENTS TO THE GENERAL FUND

Resolution No. 2133

August 6, 2012

SITUATION RCW 28A.320 allows a school district to direct the county treasurer to deposit all or portions of interest earnings from capital fund investments to the general fund. Such deposits may only be used for instructional materials and equipment. During the 2012-13 budget year, the district anticipates purchasing at least $400,000 of curriculum adoption materials, other instructional supplies, and equipment necessary for the operations of the district. As a result of the prudent investment practices, receipt of state-match funds for construction and use of impact and mitigation fees, the district has identified $400,000 of capital investment interest earnings as not being required for the immediate capital needs of the district. Through the approval of Resolution No. 2133, the Board would authorize the district to instruct the King County Treasurer to deposit $400,000 of capital investment earnings into the General Fund. The district’s bond counsel have reviewed this proposed action and found it allowed by law. The district’s bond counsel has reviewed the attached resolution and found it to be legally sufficient. RECOMMENDATION The Board of Directors approves Resolution No. 2133 and authorizes the superintendent to direct the King County Treasurer to deposit into the General Fund, $400,000 of future capital fund investment earnings for the purpose of purchasing instructional supplies and equipment. Such authorization will remain in force through August 31, 2013.

DIRECTION OF SELECTED CAPITAL PROJECTS FUND INVESTMENT EARNINGS TO THE GENERAL FUND

RESOLUTION NO. 2133

WHEREAS, the Lake Washington School District is purchasing instructional supplies and materials expenditures as a result of the implementation of the Teaching and Learning Framework; and

WHEREAS, the Lake Washington School District will be purchasing equipment needed to support the operations of the schools district; and

WHEREAS, the Revised Code of Washington 28A.3230 allows the Board of Directors to designate that any and all earnings and income from selected investments within any fund, including the capital projects fund, be credited to the benefit of any school fund provided that any interest or earnings shall only be expended for instructional materials, equipment, or capital outlay; and

WHEREAS, the Lake Washington School District has identified $400,000 of potential capital earnings within the capital projects fund that are not anticipated to be needed for expenditures within the capital projects fund.

NOW, THEREFORE, BE IT RESOLVED that the Board of Directors of the Lake Washington School District No. 414 does hereby authorize the superintendent to direct the Office of Finance of King County, as ex officio treasurer of the District to credit earnings on investments acquired with money from the Capital Projects Fund to the General Fund, in an amount up to $400,000. Such monies so credited to the General Fund shall be utilized solely for instructional materials or equipment; provided, however, that money from the investment of voter approved general obligation bonds shall be used solely for capital purposes. Such authorization to the Superintendent shall remain in force through August 31, 2013 after which time interest earnings within the Capital Fund may no longer be credited to the General Fund without further approval from the Board of Directors.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 6th day of August 2012.

BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT NO. 414

Attest:

Secretary, Board of Directors

- 20 -

INTERDISTRICT COOPERATIVE AGREEMENT SHARED VISION SPECIALIST

KENT SCHOOL DISTRICT, 2012-2013

August 6, 2012

SITUATION The Lake Washington and Kent school districts find that it is fiscally prudent to combine resources to employ a Vision Specialist who would service both school districts. The Lake Washington School District is agreeing to share a Vision Specialist for one day per week with Kent School District. The Vision Specialist will remain a Lake Washington School District employee. Kent School District will be billed for the services provided by the Vision Specialist. RECOMMENDATION The Board of Directors authorizes the superintendent to enter into an Interdistrict Cooperative Agreement with Kent School District to provide a Vision Specialist for one day per week for the 2012-2013 school year.

INTERLOCAL AGREEMENT FOR VISION SERVICES FOR THE 2012-2013 SCHOOL YEAR

BETWEEN KENT SCHOOL DISTRICT

(Hereinafter referred to as the Kent School District)

And

LAKE WASHINGTON SCHOOL DISTRICT

P.O. BOX 97039 REDMOND, WA 98073-9739

425-936-1200 (Hereinafter referred to as LWSD)

THIS AGREEMENT is by and between the Kent and Lake Washington School Districts, both municipal corporations. WHEREAS, the School Districts find that it is fiscally prudent to combine resources to employ a Vision Specialist, who would serve both School Districts. NOW THEREFORE, under the authority of chapter 39.34 RCW the School Districts do covenant and agree as follows:

I. PURPOSE: The Lake Washington School District and Kent School District wish to share the cost of employing a .8 FTE Vision Specialist.

II. DURATION: This Agreement shall be in force starting September 4, 2012 through June 19, 2013. Either party may cancel this agreement with a thirty (30) day written notice.

III. DESCRIPTION OF WORK: The Vision Specialist shall be a Lake Washington School District employee but will work under the direction and shall provide services to Kent School District one day per week (7 hours of service time) for the 2012-2013 school year. The specialist shall travel to the Kent School District to provide such services.

IV. FINANCING: Services performed shall be for a maximum average of one day (7 hours of service time) per week at the rate of approximately $72 per hour. Specialist shall be compensated for mileage to the work sites at Kent School District at the current IRS published mileage rate. Lake Washington School District shall reimburse the Vision Specialist for mileage. Lake Washington School District shall invoice Kent School District for services and mileage on a quarterly basis. Payment shall be made within thirty (30) days of receipt of quarterly statement.

V. TERMS AND CONDITIONS: a. The Vision Specialist shall be the employee of the Lake Washington School

District. Lake Washington School District shall determine, in its sole discretion, whether to non-renew any contract for any given year.

b. The Vision Specialist shall provide services to Kent School District as directed by the Kent School District staff for one day per week.

c. The Vision Specialist shall meet all requirements for employment in a school district, including criminal back ground check, and shall possess a valid teaching certificate per RCW 28A410.025. Lake Washington School District shall be responsible for verifying this information.

d. Kent School District shall defend, indemnify, and hold harmless the Lake Washington School District from all claims for damages, including attorney fees, arising out of the Vision Specialist’s performance of duties at Kent School District.

e. Lake Washington School District shall be responsible for evaluating the performance of the Vision Specialist. Kent School District shall provide input in the evaluation process if requested.

f. Any disagreement or disputes between the School Districts arising from this Agreement shall be subject to mediation as a condition precedent to litigation. Such mediation shall be before one disinterested mediator chosen by the parties. Each School District shall be responsible for its own costs and fees. The mediator’s fees and expenses shall be divided equally between the School Districts. If the parties do not resolve the dispute through mediation, either party may file for litigation in the Superior Court for King County.

FOR: Kent School District FOR: Lake Washington School District ______________________________ ________________________________ Edward Vargas, Superintendent Traci Pierce, Superintendent ________________________________ ________________________________ Date Date

-21-

FEDERAL AND STATE REMEDIATION PROGRAMS ANNUAL RENEWAL, 2012-13

August 6, 2012

SITUATION The Board of Directors of each school district eligible to receive state and federal remediation funds must approve submission of the certain applications for funds and provide certain assurances for the compliance of these programs. As such, the following program application(s) has been prepared for Board approval. District staff have reviewed the assurances and found the district to be in compliance with these requirements. Highly Capable Student Program Highly Capable Program (HCP) grants support school districts in the development of identification procedures and appropriate educational program options for students who demonstrate high academic strengths and advanced content knowledge areas. Our program serves students in self-contained Quest classrooms in grades 2-5 and in part-time Quest students in grades 2-8. In 2011, the formula for calculating district HCP allocations changed. The allocation is no longer a flat per pupil expenditure multiplied by 2.033 % of the district’s basic education enrollment. The prototypical formula uses the same percent of enrollment but now generates state funding using the district staff mix factor and state funded salary amounts. There is no carryover provision for HCP grants.

5-Year Perkins Application Plan – District Package The 5-Year Perkins Plan Application Plan - District Package, provides an estimated $100,229 to develop the academic, career, and technical skills of secondary education students who elect to enroll in career and technical programs. Funds are used to improve programs through the integration of Career and Technical Education (CTE) and academic programs; to encourage CTE students at the secondary level to enroll in challenging core academic subjects; to provide CTE students who participate in CTE programs the same challenging academic proficiencies as are taught for all other students; and to provide students with strong experience in, and understanding of, all aspects of an industry (i.e., industry skill standards, certifications, career progression, and management). The formula for calculating this allocation is based 70% upon the number of students ages 5-17 in poverty in the district and 30% on the total enrollment of students ages 5-17 in the district.

Federal and State Remediation Programs Annual Renewal, 2012-13 August 5, 2012 Page 2

-22-

5-Year Perkins Application Plan – Skills Center Package The purpose of the 5-Year Perkins Plan - Skills Center package provides $25,380 to more fully develop the academic and career and technical skills of secondary education students who elect to enroll in career and technical education skills center programs. The formula for calculating this allocation is based 70% upon the number of students ages 5-17 in poverty in the district and 30% on the total enrollment of students ages 5-17 in the district. State Transitional Bilingual Instructional Program The State Transitional Bilingual Instructional Program funding provides an estimated $1,146,955 for the implementation of transitional bilingual education programs in schools and supplemental financial assistance to school districts to meet the extra costs of these programs. Funds are used to provide sheltered instruction in English. This is an approach for teaching content to English language learners in strategic ways to make academic subject matter concepts comprehensible while promoting the students' English language development. The allocation is no longer a flat per pupil expenditure multiplied by the number of bilingual students enrolled in the district. The formula now takes the number of bilingual students enrolled to fund 4.778 hours a week of instruction for 36 weeks. The class size being funded for those hours is 15 students. The estimated certificated staffing generated for the district by this formula is 17.201 FTE. The state formula then uses the FTE generated, district staff mix factor, and state funded salary amounts to reach the estimated total amount of the grant. The actual amount will be based on actual bilingual student enrollment each month. RECOMMENDATION The Board of Directors approves submitting the 2012-13 renewal applications for the State Highly Capable Student Program, the Federal 5-Year Perkins Application Plan – District Package, and the Federal 5-Year Perkins Application Plan – Skills Center Package, and the State Transitional Bilingual Plan as presented.

- 23 -

APPROVAL OF MONITORING REPORT EL-5, TREATMENT OF STUDENTS AND PARENTS

August 6, 2012

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. At the June 25 board meeting, the Board monitoring report EL-5, Treatment of Students and Parents, was discussed. RECOMMENDATION The Board of Directors approves the monitoring report for EL-5, Treatment of Students and Parents, as presented at the June 25, 2012 board meeting.

EL-5 August 6, 2012 Page 1 of 7

Lake Washington School District Executive Limitation Monitoring Report

EL-5 Treatment of Parents and Citizens August 6, 2012

Executive Limitation: With respect to treatment of parents and citizens, the CEO shall ensure conditions, procedures, actions, and decisions are in place which are safe, lawful, ethical, respectful, and in compliance with Board policies. Accordingly, the CEO shall:

1. Use methods of managing information that protect confidential information.

In Compliance

Evidence

The District protects confidential information of students, parents, and staff through a variety of means. Each August, the district reviews many of these confidentiality requirements with principals as a reminder.

Student and parent information is protected through the application of law and policy:

Federal law and the Family Educational Rights and Privacy Act of 1974 (FERPA). In accordance with this law, parents annually have the option to complete a form indicating whether they wish to have directory information excluded from release internally (including school specific publications including yearbooks and newsletters) and/or externally (including media, web sites open to public, district publications going the community and PTSA). High school students and their parents may also protect their directory information from military and higher education. The communications department works with schools to ensure FERPA compliance with regard to media, particularly television news.

State laws, including Revised Codes of Washington (RCWs) 28A.305, 230 and Washington Administrative Codes (WACs) 180-52,-57 and 392-182. These laws provide for parental consent prior to release of records to outside agencies. Notable exceptions are for student discipline records, requests by other school districts in cases of serious danger or disruption, and required reports of child abuse and neglect as mandated by RCW 26.44.

District administrative policy: - Policy JO and procedure JO-R, Student Records, provide that the District maintain only those

student records necessary for the educational welfare of students and for the orderly and efficient operation of schools and as required by law.

– Policy IL and procedure IL-R, Testing Programs, outline methods by which student and parent personal information is protected with respect to requests to complete surveys or tests. This procedures require parents be informed of any student survey dealing with personal or family behaviors or beliefs. Parents or students may opt out of any such survey or test. All surveys administered to students are cleared through the assessment office.

The district consults with attorneys with regard to public records requests and other legal requests for records to ensure that such requests are handled appropriately. Technology security and safety procedures are in place to protect student information. This information is covered in a separate Executive Limitations report.

EL-5 Treatment of Parents and Citizens



2. Provide a process for the fair and expedient handling of complaints. In Compliance

Evidence

The district’s process for the effective handling of parent and community complaints is designed to allow issues to be addressed closest to the source of origin: Staff members work with parents and citizens with complaints to address their concerns in an

informal manner as a first step. This includes: - Communication in person, on the telephone, and by e-mail and/or meetings to address

concerns, identify issues, and seek resolution - Assignment of appropriate central office staff to assist in advisement, protocol, routing, and

follow-up on complaints when not resolved at the building/department level. The district has a protocol that allows complaints to be escalated to a higher level if patrons are

not satisfied with the response. Policy KLD, Public Complaints about School Personnel, provides an avenue for formal

complaints. This policy defines the basis for a grievance against an employee and stipulates the process to be followed in order to reach a satisfactory solution. The policy was reviewed and revised in 2010. No complaints have gone to the board under this policy in the last year.

Complaints that may constitute misconduct by school employees are investigated. Procedures within the collective bargaining agreements are followed to ensure employee rights are protected and that appropriate consequences are issued if misconduct is found.

The following represents the perception of LWSD school effectiveness in handling complaints (scale of one to four).

“LWSD schools effectively handle complaints.” Always Usually Sometimes Never Mean

January 2005 20% 41% 35% 4% 2.8

Feb./March 2006 20% 46% 26% 9% 2.8

May 2007 13%* 50%* 33% 4% 2.7

Dec. 2007-Feb. 2008 19% 48% 28% 5% 2.8

Dec. 2008-Feb. 2009 16% 45% 36%^,^^ 3%^^ 2.7

Dec. 2009-Feb. 2010 24% 44% 30% 2%^^ 2.9^

Dec. 2010-Feb. 2011 18% 43%^ 34%^^ 4%^ 2.7

Dec. 2011-Feb. 2012 19% 41% 33%^^ 7% 2.7 * Significant difference vs. January 2005 ^Significant difference vs. previous three-month period ^^Significant difference vs. March 2006




3. Establish policies and procedures to ensure organizational compliance with all federal and state laws, including those dealing with ethnic, gender, disability, religious and age discrimination.

In Compliance

Evidence

District Administrative Policies and Procedures which prohibit discrimination and harassment and align with federal and state laws include:

- AC, Nondiscrimination - ACA, Human Dignity - ACB and procedure ACB-R, Harassment of Staff, prohibit harassment in all forms, including

bullying and intimidation of staff. - JFD and procedure JFD-R, Harassment, Intimidation and Bullying of Students, prohibit

harassment in all forms, including bullying and intimidation of students. JFD-E is the incident reporting form.

A number of state law changes resulted in a review of these policies. Policies AC and ACA were revised in September 2010. Policies JFD, JFD-R and JFD-E were adopted July 2011. ACB and ACB-R were revised in August 2011.

These policies are communicated and shared as follows: Annually with all staff at the beginning of school staff meetings; Specific training as part of new employee orientation; Student and staff handbooks containing this policy information and expectations are distributed and

reviewed annually; New posters are being developed for display to inform parents, citizens, and visitors of the district’s

discrimination and harassment policies; and District publications as well as the district’s website inform readers of our policies and procedures

regarding compliance with all federal and state laws.

4. Provide a welcoming environment for parents and guests. In Compliance

Evidence

Professional expectations are in place in all schools for staff to provide a welcoming environment for all parents and guests.

Schools hold events to welcome parents, including orientations, curriculum nights, open houses, and other school events.

Building use policies and procedures allow community organizations to use school buildings for functions. Community use welcomes many into our schools who would not otherwise come through the doors.

Volunteer strategies such as the LINKS program encourage community members to volunteer in our schools. The schools themselves encourage parents to volunteer actively in many different roles.




4. Provide a welcoming environment for parents and guests. In Compliance

Evidence {continued}

“I feel welcome in LWSD schools.”

Always Usually Sometimes Never Mean

January 2005 Community Overall

63%

22%

12%

3%

3.5

Feb./March 2006 Community Overall

62%

24%

12%

2%

3.5

Dec. 2007-Feb. 2008 Community Overall

54%*

30%*

13%

2%

3.4


56%

26%

15%

3%

3.4


63%

24%

11%

2%

3.5

Dec. 2010-Feb. 2011 Community Overall 58% 31%* 8% 2% 3.5

Dec. 2011-Feb. 2012 Community Overall 57% 30%* 10% 3% 3.4

*= Significant difference vs. January 2005

The mean ranking for this item has been remarkably stable, coming in at 3.4 or 3.5 on a scale of one to four in all but one of the 22 times it has been measured since January 2005. (It was 3.3 in May 2007.) More parents feel welcome than those who don’t have a child in the district. In the last survey period, 90% of parents said they always or usually feel welcome in LWSD schools, compared to 83% of those who don’t have a child in the district.




5. Maintain an open and responsive organizational culture that treats all

constituents with respect, dignity, and courtesy. In

Compliance

Evidence

The superintendent and central office staff members continue to meet regularly with the PTSA District Council and other constituency groups.

In the latest Community Perception telephone surveys, 83% of parents agreed that the district “always” or “usually” maintains an open and responsive culture, up from 76% of parents in the same time frame the previous year.

Those who do have a child in the district are significantly more likely to rate district schools as “always” or “usually” maintaining an open and responsive culture. This combined rating for this question from community members who are not parents was 65%.

“LWSD schools maintain an open and responsive culture.”


January 2005 Community Overall 39% 40% 18% 3% 3.1


39% 38% 21% 2% 3.1

May 2007 Community Overall

27% 46% 23% 4% 3.0 *

Dec.-Feb. 2008 Community Overall 29%* 45% 22% 4% 3.0

Dec. 2008-Feb. 2009 Community Overall 27%* 45% 24% 4% 2.9

Dec. 2009-Feb. 2010 Community Overall 35% 42% 21% 2% 3.1

Dec. 2010-Feb. 2011 Community Overall 30% 44% 25% 2% 3.0

Dec. 2011-Feb. 2012 Community Overall 29%*^^ 46%^^ 23% 2% 3.0

*Significant difference vs. January 2005 ^^ Significant difference vs. March 2006




5. Maintain an open and responsive organizational culture that treats all constituents with respect, dignity, and courtesy.

In Compliance


One item that may influence the perception of LWSD as maintaining an open and responsive culture is a pattern of improvement on the item for “Lake Washington schools gather feedback on important issues.” The mean rankings for that item have risen among parents and non-parents alike over the last year. The mean ranking has been consistently higher, generally between 3.5 and 3.7 on a scale of one to four Since March 2009. It has risen more among parents than non-parents.

“LWSD schools gather feedback on important issues.”

Strongly agree

Agree Neutral Disagree or Strongly disagree

Mean

January 2005 Community Overall 17% 29% 31% 23%

3.3


15% 32% 33% 20% 3.4

May 2007 Community Overall

13% 36% 33% 19% 3.4

Dec.-Feb. 2008 Community Overall 14% 34% 31% 21%

3.3

Dec. 2008-Feb. 2009 Community Overall 18% 27% 32% 22%

3.3

Dec. 2009-Feb. 2010 Community Overall 21% 32% 35%^ 12%*,^^

3.6* ^^

Dec. 2010-Feb. 2011 Community Overall 23%^^ 31% 31% 15%* 3.6*^^

Dec. 2011-Feb. 2012 Community Overall 23%*^^ 32% 29% 16% 3.5*^^

*Significant difference vs. January 2005 ^Significant difference vs. preceding survey ^^Significant difference vs. March 2006




5. Maintain an open and responsive organizational culture that treats all constituents with respect, dignity, and courtesy.

In Compliance


Staff members who responded to the 2012 web survey scored the district higher on this question than the parents and community members who answered the phone survey.

“LWSD maintains an open and responsive organizational culture”


Staff survey 2007 47% 44% 8% 1% 3.4 Staff survey 2008 47% 42% 10% 1% 3.4 Staff survey 2009 48% 40% 10% 1% 3.4 Staff survey 2010 45% 46% 8% 1% 3.3 Staff survey 2011 49% 43% 8% 0% 3.4 Staff survey 2012 51% 40% 7% 1% 3.4

District staff responded at a level of 3.4 on a scale of one to four (one = never and four = always) to the statement “LWSD maintains an open and responsive organizational culture.” This ranking remains generally consistent.

District staff members have more consistently agreed that the district gathers feedback on important issues. The mean score for staff for the last five years has varied between a 3.5 and 3.6 for that statement, at 3.6 for 2010 and 3.5 for 2011. This year, that score increased to 3.7.

Summary and Explanation of Partial Compliance:

All areas are in compliance. I certify the above to be correct as of August 6, 2012. Traci Pierce, Superintendent

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APPROVAL OF MONITORING REPORT EL-6, STUDENT LEARNING ENVIRONMENT

August 6, 2012

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. At the June 25 board meeting, the Board monitoring report EL-6, Student Learning Environment, was discussed. RECOMMENDATION The Board of Directors approves the monitoring report for EL-6, Student Learning Environment, as presented at the June 25, 2012 board meeting.



EL-6 Student Learning Environment August 6, 2012

Executive Limitation: With respect to treatment of students, the CEO shall ensure all conditions, procedures, actions, and decisions are in place which are safe, lawful, ethical, respectful, and in compliance with Board policies. Accordingly, the CEO shall:

1. Assure a climate that is characterized by support and encouragement for high achievement.

In Partial Compliance

Evidence

In the 2008-2009 school year, the Lake Washington School District Guiding Principles was developed. The Guiding Principles define the learning environments we expect in our classrooms and schools. Specifically, six Guiding Principles are organized around the themes of Connection, Value, and Challenge for every student:

Connection Value Challenge

Interconnected Learning Experiences

Students learn best when programs of study are integrated and interconnected and when learning builds upon previous learning experiences and prior knowledge.

Student Ownership & Engagement

Students learn best when they are actively engaged in authentic learning, when work is personally relevant, and when both teachers and students are able to articulate what students are learning, why it is important, and how students are progressing in their learning.

Challenging & Meaningful Curriculum

Students learn best when curriculum is rigorous, relevant, specifies standards for both content and student performance, and when those content and performance standards are made explicit to students.

Personalization & Individual Attention

Students learn best when they are known well by adults in the school, and when the instruction and support they receive meets their specific needs as learners and individuals.

Equity & Cultural Responsiveness

Students learn best in a culturally responsive environment that is equitable, honors diversity, promotes democratic ideals and good citizenship, and where mutual respect exists between and among students and staff.

High Expectations & Quality Instruction

Students learn best in an environment where the prevailing belief is that intelligence, talent, and ability is created by effort, where adults expect every student to succeed with effort, and where high quality instruction reflects educational best practice and results in student performance.

EL-6 Student Learning Environment






Specific strategies utilized to assure that the climate in our schools and classrooms are characterized by our Guiding Principles: Continuous Improvement Process (CIP):

Each year as part of the Continuous Improvement Process (CIP), buildings administer a 9 Characteristics of Highly Effective Schools survey to staff. Through this self-reflective process, building staffs rate their level of effectiveness on items such as curriculum alignment, personalization, and student engagement. In addition, district surveys include questions aligned to the 9 Characteristics, and school level results are provided to each school to allow for comparisons between staff, parent, and student perceptions. Schools use this qualitative survey data along with their student performance and achievement data to help inform their building CIP goals and the strategies they will use to help accomplish their goals.

During the May 25th LEAP day, building principals introduced their teachers to the Data Dashboard. The Dashboard specifies Key Performance Indicators (KPIs) and establishes “cut scores” for each KPI. The dashboard is a tool to help further develop and deepen a data-focused organizational culture focused on ensuring future-readiness for every student.

Teacher Professional Growth and Evaluation System: Each year as part of the teacher professional growth and evaluation system, teachers receive

feedback and are evaluated on the domain of Classroom Environment. Specifically, the Classroom Environment domain outlines specific teacher performance expectations in the following components:

o Creating an Environment of Respect and Rapport o Establishing a Culture for Learning o Managing Classroom Procedures o Managing Student Behavior o Organizing Physical Space

Principals provide a rating for teachers on each component on the teachers’ summary evaluation. Ratings range from Unsatisfactory, to Basic, to Proficient, to Distinguished. By the end of their first year in the district, all teachers are expected to be Proficient in all components of the domain of Classroom Environment. Teachers not deemed Proficient in one or more components are required to set specific growth goals in those areas; teachers not deemed Proficient in the overall domain of Classroom Environment are placed on a plan of improvement.







“ICED” and Learning Walks: In addition to regular formal classroom observations in the 2011-12 school year, building

administrators are continuing to implement specific strategies to be “In Classrooms Every Day” (ICED) as part of their commitment to ensuring that our classrooms are reflective of our Guiding Principles. The evidence collected during these informal classroom observations, as well as during formal observations, is included in teachers’ summary evaluations and contributes to the basis of teachers’ performance rating.

In addition to observing classrooms in their own buildings on a regular informal and formal basis, building and central office administrators continue to participate in regularly scheduled team “Learning Walks” in all buildings in the district. Learning Walks help to hone evaluators’ observation skills and provides a method of calibrating observations and expectations across the system.

School Configuration Efforts: Our 2010-11 school configuration planning processes included the development of Middle School

and High School Belief Statements, which align to our Guiding Principles. These Belief Statements guided the program design work for the 6-8 middle school and 9-12 high school programs.

In 2011-2012, school configuration efforts at the middle level have included planning for implementation of Integrated Honors in all Language Arts/Social Studies classes at all middle schools in the fall of 2013. An Integrated Honors approach provides every student with the opportunity to access rigorous, honors level work. Integrated Honors has been in place at some junior highs in the district for over a decade. Integrated Honors is a proven approach to ensuring that all students are encouraged to strive for challenge and high achievement.

As part of our high school reconfiguration work, we have begun a process of refining graduation requirements. We now have consistent understanding and will have consistent implementation of credit-based graduation requirements across high schools in 2012. We have begun career/interest pathway development to ensure that every student can see the connection between high school course work and post-secondary and career opportunities.

Beginning with the Class of 2016, district credit-based graduation requirements fully align with the minimum requirements for public, four-year colleges and universities.







Parent and Community Data:

The charts below provide parent and community information from the December 2009-February 2012 LWSD Community Perception Survey of parents and community members:

% agreement that “Schools create a climate of support and encouragement for high achievement”

Community phone survey 5 4 3 2 or 1 Mean

12/09-2/10

Have a child in LWSD 30 46 16 8 3.9 Don't have child in LWSD 23 37 29** 11 3.7

12/10-2/11

Have a child in LWSD 28 44* 18 10* 3.9 Don't have child in LWSD 26 40 26 9 3.8

12/11-2/12

Have a child in LWSD 38* 36* 19 7 4.0 Don't have child in LWSD 30 36 26 8 3.8

* = Significant difference vs preceding survey **= Significant difference vs. those who have a child in LWSD N= 215 in 2012, 213 in 2011, 194 in 2010

% agreement that “My school creates a climate of support and encouragement for high achievement.^”

Annual Web Surveys 2008 2009 2010 2011 2012 Secondary Students 53 56 56 56 60 Staff overall 89 90 89 88 88 Certificated staff 90 91 91 90 93 Classified staff 88 87 88 81 84 ^% giving one of top two answers – agree or strongly agree (4 or 5 on a scale of 1-5). Student n=1,880 in 2008; 3,513/2009; 2,528/2010; 1,405/2011; 2,002/2012 Staff overall n=1,128 in 2008; 1,471/2009; 938/2010; 1,110/2011; 1,377/2012 Certificated staff n=773/2008; 1,040/2009; 677/2010; 772/2011; 1,017/2012 Classified staff n=355/2008; 432/2009; 261/2010; 320/2011; 335/2012







Parent and Community Data (continued):

The community perception survey, the district-wide community phone survey, shows a general trend toward increased agreement with the statement concerning a “climate of support and encourage for high achievement” among both parents with students in the district and community members who do not have students in the district.

There was a directional increase this year in agreement by secondary students and certificated staff with the statement “My school creates a climate of support and encouragement for high achievement.” Classified staff have been less likely to agree with that statement.

District Program Data:

Quest The Quest Program for grades 1-9 is designed to meet the learning styles and needs of highly capable

students who have been assessed to have superior intellectual, academic, and creative abilities. The Elementary Quest Full Time program accelerates the curriculum in literacy and math, and

enriches the curriculum in Science and Social Studies. The Elementary Quest Enrichment Pull-out Program enhances the curriculum with an emphasis on

higher level thinking skills. The Quest Junior High Program enhances the curriculum by providing high academic challenge,

greater breadth and depth of learning, and raised expectations for student achievement. Gender representation in 2011-12 is 53% male and 47% female, a slight increase in female Quest

students when compared to 2010-11 (55% male and 45% female) Ethnic representation in the Quest Program for 2011-2012 is as follows:

Ethnicity Grade

1-6 09-10

Grade 1-6

10-11

Grade 1-6

11-12

Junior High 09-10

Junior High 10-11

Junior High 11-12

Total 09-10

Total 10-11

Total 11-12

Change from 09-10

Asian 51% 54% 54% 42% 47% 48% 43% 53% 53% +10% Black 1% >1% >1% 0% >1% 0% 1% >1% >1% 0%

Hispanic 0% 2% 2% 0% >1% >2% 1% 2% 2% +1% Native-Am >1% >1% >1% 0% 0% >1% 1% >1% >1% 0%

White 42% 44% 43% 56% 51% 49% 51% 45% 43% -7% Other 4% n/a 1% 1% n/a n/a 3% n/a n>1% -3%%

We continue working on changes to the nomination and testing procedures for Quest qualification. We will test all first grade students in 2012-13 school year with our cognitive measure to assist in addressing ethnic disparities in program participation. The configuration of Quest will change next year to grades 2-8.







Advanced Placement (AP) AP courses at the high school level provide students the opportunity to take high school courses

consistent with the requirements of post-secondary institutions and to earn credit or advanced placement at most of the nation’s colleges and universities.

These courses are taught by specially trained high school teachers and follow rigorous course guidelines that are developed and published by the College Board.

Students enrolled in these courses have the opportunity to obtain college credit by passing AP national examinations given in May. The number of AP exams taken by LWSD students in 2011-12 is 2,803, a 2.6% increase from last year.

AP 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 *Enrollment 2,246 2,117 2,358 2,696 3,157 2,966 3,177 3,551

Exams 1,407 1,460 1,669 2060 2,406 2,599 2,731 2,803 Pass % 79% 77% 81% 80% 78% 80% 77% N/I

*Enrollment numbers represent instances of enrollment versus individual head count; students may be enrolled in more than one AP course

AP enrollment continues at a high level, while at the same time, students taking the AP exams are

increasing, and the student pass rate remains at a very high level. o Through AP courses, the advanced learning needs of students are met in the areas of :

Art Computer Science English (English Language and Composition, English Literature and

Composition) Math (Calculus AB, Calculus BC, Statistics) Music Science (Biology, Chemistry, Environmental Science, Physics) Social Studies (American History and Government, Comparative Government,

Economics, European History, United States History) World Language (French, German, Japanese, Spanish).

AP Course Enrollment*

High School 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12* Eastlake 430 445 476 567 539 544 618 649 International 137 214 188 233 199 203 279 282 Juanita 462 432 429 479 731 558 614 773 Lake Washington 496 404 548 741 697 764 595 698 Redmond 721 612 717 677 991 897 1071 1109 WaNIC 35

*Enrollment numbers represent instances of enrollment versus individual head count; students may be enrolled in more than one AP course







Students who enroll in AP courses may opt to take the exam, but are not required to do so. More of the enrolled students in AP courses are attempting the AP exam. Some teachers are adding an incentive to the method they are using in grade computations, by giving “extra points” to students who take the exam.

Through recruitment and teacher recommendation, efforts are being made to address the under representation of certain minority populations. Ethnic and gender representation for students who have taken AP exams is as follows:

Student Profiles

2003 2004 2005 2006 2007 2008 2009 2010 2011 District

Total *2011

Male 47% 46% 45% 51% 53% 47% 48% 48% 47% 52%

Female 53% 54% 55% 49% 47% 53% 52% 52% 53% 48%

Ethnicity African-American

1% 1% 0% 0% 1% 1% 1% 2% 2% 1.8%

Asian 20% 20% 19% 20% 21% 22% 23% 22% 17% 17.9% Caucasian 72% 73% 71% 68% 69% 66% 65% 66% 73% 65.5% Hispanic 1% 2% 3% 3% 3% 3% 5% 4% 5% 9.3%Native

American 0% 0% 0% 0% 0% 0% 0% 0% 1% 0.3%

Other 4% 5% 5% 6% 4% 4% 5% 3% N/A 6.4%Not Stated 2% 3% 2% 3% 2% 3% 2% 3% N/A N/A

*Column reflects student demographics for district as a whole based on October 2011 count. Source: CEDARS Oct 1-Ethnic Race by Gender Report 11.29.11

We have been increasing the AP course offerings to include CTE courses. Enrollment in those courses is high. The CTE teachers have expressed they have “bimodal” classes, about half of whom are traditional AP students and about half are not traditional AP students.

Last year, we added AP Psychology to our offerings through CTE. The year prior we added AP Economics, AP Computer Programming and AP Environmental Science offerings through CTE.

Next year we will provide universal PSAT, funded by the district. We will utilize a report from College Board which identifies students in each building who appear “ready for AP.” The College Board equates the PSAT scores to the likelihood a student is able to benefit from specific AP courses and will earn a “passing score” on the specific AP exam. We will use that report to encourage students who don’t think they are capable of AP rigor to try the course and the test. Next year we will begin a process of identifying a menu of AP courses students will be able to take at our comprehensive high school, and begin any necessary training and course development in schools so they are able to offer all courses on the menu at some point during students’ four years of attendance. We will also be aligning prerequisites to those recommended by College Board







Counseling Counseling Assistance is provided to all schools.

Counselors work to support students’ academic, career and social/emotional needs. In addition, the district contracts with Youth Eastside Services (YES) and other agencies to

provide student support for Drug/Alcohol Prevention and Intervention, suicide prevention, and other physical and emotional issues.

In the 2010-11 school year, a team of junior high administrators, counselors, and teachers assembled to create activities that will available to all of the junior high/middle schools during the personalization time each school has agreed to incorporate into the new middle school academic model, to be implemented in 2013. The topics include: building a positive school community; academic, career, and social/emotional support; drug and alcohol prevention; and, bullying prevention.

Targeted Assistance and Safety Net Targeted Assistance and Safety Net classes are in place in literacy and math to support students toward meeting standards. Programs are offered during the school day, before- and after-school and during school breaks.

Summer school courses and choice school offerings are available for credit recovery. Safety net classes are provided at all secondary schools for students needing assistance in reading,

mathematics, and writing.

While we continue to focus on this area and have implemented specific strategies, we continue to strive to secure evidence that we are in full compliance which is why this is listed as partial compliance.




2. Assure the instructional time provided for students during the academic day is not interrupted by unnecessary intrusions or the scheduling of activities that can be scheduled during other times.

In Compliance

Evidence

Strategies and efforts utilized to limit unnecessary intrusions or scheduling of activities during the school day: Non-instructional or co-curricular activities are scheduled outside of the school day, with few

exceptions. School daily schedules are reviewed each year to ensure compliance with minimum Basic Education

requirements Over the past several years, we have worked intentionally with high school administrators to ensure

that end-of-year activities, including finals schedules and senior celebrations do not unduly intrude on instructional time. High school end-of-year schedules are submitted and reviewed by Directors of School Support and the Deputy Superintendent of Instructional Services.

The district calendar, including scheduling of professional development time has been revised to increase coherence and clarity.

An agreement to offer more after-school, summer, and/or Saturday opportunities for professional development and committee work, where appropriate, was supported in our most recent negotiations with LWEA. The intent of this effort is to reduce release time and increase instruction continuity for students.

3. Assure that any behaviors, actions, or attitudes by adults who have contact with students does not hinder the academic performance of students.

In Compliance

Evidence

Policies, procedures, and practices in place to assure that the behaviors, actions, or attitudes of any adults, whether employees, volunteers, or visitors, do not hinder student academic performance:

Administrative Policy:

Interruption of student learning or academic performance of students is prohibited by Administrative Policy KGB, Public Conduct on School Property. This policy specifies that no individual may enter school property or conduct themselves in a manner

which interferes with the orderly operation of the school or which interferes with the educational process.

Violations result in formal warnings and in some cases, referral to police agencies for no-contact orders.

Visitors to schools are required to report to school offices for a visitor pass, and classroom visitors require pre-approval by the teacher.




3. Assure that any behaviors, actions, or attitudes by adults who have contact with students does not hinder the academic performance of students.

In Compliance


Volunteer Screening Procedures: The law requires that we perform background checks on all volunteer applicants through Washington State Patrol. Once approved, volunteer names are added to the approved volunteers list. Volunteers and visitors are required to sign-in at buildings and wear name badges. Code of Professional Conduct: Teachers, educational staff, and administrators must adhere to the Professional Code of Conduct, as codified in law. The Office of Professional Practices, a division under the auspices of the Superintendent of Public Instruction, is charged with enforcement, including discipline of educational practitioners for violation of the Professional Code of Conduct. The office receives, investigates, and makes legal findings regarding complaints. A nine member professional advisory committee reviews appeals from proposed disciplinary actions. Educators who violate the code may be reprimanded or their license to practice may be suspended or revoked. Any educational practitioner who commits an act of unprofessional conduct proscribed within this chapter may be held accountable for such conduct pursuant to the provisions of chapter 181-86 WAC. We are obligated to report alleged violations of the Professional Code of Conduct to OSPI to investigate. Employee Evaluation Procedures: Every employee group has an established process and criteria for annual evaluation, as codified by law and/or labor contract and/or district policy. Supervisors are required to provide feedback to assigned employees and provide written evaluations by established deadlines. Employee Investigative Procedures: Allegations of inappropriate behaviors or actions that warrant investigation by the Human Resources department are investigated in a timely manner following established investigatory protocols. Administrators and supervisors receive training each year on procedures for reporting and investigating allegations of misconduct.

I certify the above to be correct as of August 6, 2012. Traci Pierce, Superintendent

- 25 -

APPROVAL OF MONITORING REPORT EL-8, INSTRUCTIONAL MATERIALS SELECTION

August 6, 2012

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. At the June 25 board meeting, the Board monitoring report EL-8, Instructional Materials Selection, was discussed. RECOMMENDATION The Board of Directors approves the monitoring report for EL-8, Instructional Materials Selection, as presented at the June 25, 2012 board meeting.



EL-8, Instructional Materials Selections August 6, 2012

Executive Limitation: The CEO shall select textbooks and instructional materials that advance the achievement of the Board’s End Results policies. Accordingly, the CEO shall:

1. Ensure appropriate input from the following groups as textbooks and instructional materials, including content-based software, are reviewed and selected: students, parents, teachers, administrators and other staff members involved in the instructional program.


Evidence

Input is always a major consideration when textbooks and instructional materials are adopted. The Administrative Policy IIAA, governs the procedures utilized to adopt materials. This policy ensures that adoption committees consist of teachers and administrators from representative levels and grades for the content area under consideration. In order to ensure appropriate input on textbook adoption committees, we seek diverse representation in our selection of committee members. Interested staff members are asked to complete an application. The application asks applicants to address three areas:

1) Describe the strengths you bring to this committee work, citing examples of the desired characteristics:

Open to learning Seeks first to understand and then to be understood Supports reasoning with evidence, and expects others to do likewise Flexible, persuasive, and open to being persuaded Collaborates well with colleagues Willing to commit to monthly meeting attendance Willing to commit to a 3 year process: two years of committee work and assist in the

implementation year Demonstrates leadership and willingness to assist with professional development during

implementation 2) List your previous experiences in curriculum and/or assessment work 3) What interests you in being a member of this committee?

In 2010-11, four adoption committees began the cycle of adoption work and recently completed this work with Board approval of new instructional materials in May, 2012. In order to provide appropriate input for this work, committee members were selected representing various levels. The make-up of the committee is shown in the table on the next page.

EL-8 Instructional Materials Selection






Input from teachers: K-12 Health & Fitness, K-12 Music, 6-12 Visual Arts, 6-12 Spanish

Teachers

K-12 Health & Fitness

K-12 Music

6-12 Visual Arts

6-12 Spanish

Elementary 3 6 Junior High 2 1 5 3 High School 3 3 4 3

Input from parents and community: K-12 Health & Fitness, K-12 Music, 6-12 Visual Arts, 6-12 Spanish Committee work We provided an opportunity for public review and comment of instructional materials under consideration for adoption. This information was publicized on our district website as well as through school newsletters. March 7 – April 11 Materials on display and opportunity to give written feedback

Location: District Resource Center Curriculum Library April 11 (6:30-7:30 p.m.) Public Information Meeting for community members

Adoption Process presentation Overview of materials under consideration Question & Answer period Public written feedback opportunity

Five community members attended the Public Information Meeting. Of these participants, three were parents with currently enrolled elementary and secondary students. Two were community members who no longer have students enrolled in our schools. Input from students in the selection of textbooks for adoption: We currently do not have a formal process for eliciting appropriate input from students in the selection of textbooks for adoption other than through the Instructional Materials Committee (IMC). For this reason, we are in partial compliance of EL-8.1. Though teachers on adoption committees gather anecdotal input from students, a more formal process is needed. A process for gathering student input during the adoption cycle work will be developed and shared with the Board. This process will be used in the current elementary literacy adoption work and in future textbook adoptions.




1. Ensure appropriate input from the following groups as textbooks and

instructional materials, including content-based software, are reviewed and selected: students, parents, teachers, administrators and other staff members involved in the instructional program.


Evidence {continued} Review of content-based software: We currently do not have a formal process for ensuring appropriate input for the review of content-based software. For this reason, we are in partial compliance of EL-8.1. We plan to develop a process for evaluating content-based software aligned to the scheduled adoption cycle, evaluating content-based software between adoptions and for program pilots. This work will be developed and shared with the Board.

K-6 Literacy Adoption Committee In fall of 2011, we began the adoption cycle work for a new K-6 Literacy program. We received applications from 70 teachers, spanning preschool through sixth grade and inclusive of General Education, Special Education, Safety Net, English Language Learners, and Gifted. In order to provide appropriate input for the Elementary Literacy Adoption, committee members were selected representing various groups. The make-up of the committee is shown in the table below. Input from teachers, administrators and other staff members: K- 6 Literacy Adoption

Committee representation

Committee members

Preschool Teachers 2 Grades K – 2 Teachers 13 Grades 3 – 6 Teachers 15 Special Education Teachers 2 Special Education District staff 2 Safety Net Teachers 2 ELL Teachers 2 Gifted Teachers 2 Consulting Teacher 1 Principals 6 Director of School Support 1 Curriculum & Assessment

{district staff} 3

Total committee members 51





In partial Compliance


Instructional Materials Committee A key component in policy IIAA is the establishment of the Instructional Materials Committee (IMC). This committee reviews all materials to determine if proposed adoptions are meeting the guidelines established in policy. The IMC has representation from parents, students, administration, librarians, and teachers. The committee carefully reviews all proposed materials and then makes a recommendation to the Board of Directors on the materials they feel are in alignment with district goals and criteria. IMC committee members are selected to ensure appropriate input representing various groups. The make-up of the committee is shown in the table below:

2011-12 IMC Committee representation

Committee members

Primary Teachers 2 Intermediate Teachers 2 Senior High Teacher 1 Special Education/Safety Net Teachers 2 Librarians 3 Building Administrator 1 Students 8 Community Members 5 District Administrators 2 Curriculum & Assessment Specialist 1 Total members 27

IMC Community members – Board-appointed

Community-Director District #5 (Siri Bliesner)

James Finnigan Through June 2013

Community-Director District #1 (Jackie Pendergrass)

Lea Aemisegger Through June 2012

Community-Director District #4 (Doug Eglington)

Sonali Singal Through June 2014

Community-Director District #2 (Chris Carlson)

Mary Beth Binns Through June 2014

Community-Director District #3 (Nancy Bernard)

Tina Millican Through June 2014




2. Assure the selection of instructional materials that contribute toward

continuity, integration, and articulation of the curriculum by course and program.

In Compliance

Evidence In order to ensure continuity, integration, and articulation of the curriculum by course and program, this year’s curriculum adoption committees developed a framework to describe the continuum of standards and areas of critical focus for Level 1, Level 2 and Level 3 courses within their program. This will be particularly essential as we move toward reconfiguration in 2012-13 in making sure the courses and programs contribute toward continuity and integration between middle and high school levels. Refer to Appendix A to see examples of articulation of the curriculum by course and program. 3. Consider the needs of all learners when recommending textbooks and

selecting instructional materials. In

Compliance

Evidence

In creating adoption committees, we consider representation to ensure that we are considering the needs of all learners when recommending textbooks and selecting instructional materials. In the case of the Elementary Literacy Adoption committee, which started its work in 2011-12, committee members were intentionally selected to help consider the needs of all learners. Makeup of Elementary Literacy Committee:

Committee representation to consider needs of all learners

Committee members

Preschool Learners 2 General Education Learners 28 Special Education Learners 4 Safety Net Learners 2 ELL Learners 2 Gifted Learners 2

In addition to adoption committee work, IMC members use a reviewer form to evaluate instructional materials under consideration. A number of items on this form focus on considering the needs of all learners determine if the materials will meet the needs of all learners.




4. Provide a procedure for the scheduled evaluation of materials and

textbooks, and a procedure for reviewing such materials upon formal request by a parent or other constituent.

In Compliance

Evidence

We use a Curriculum Adoption cycle for the scheduled evaluation of instructional materials and textbooks. For each curriculum area under evaluation, we follow similar procedures, including:

Research Best Practice Develop/Refine Power Standards Develop Proficiency Scales Recommend instructional materials for adoption Implement Instructional materials Provide for Professional development

Refer to Appendix B for the most current Curriculum Adoption Cycle. Instructional Materials Committee: The IMC met once a month from October to June. In 2011-12, the IMC will have reviewed 58 instructional materials as compared to 51 materials that were reviewed in 2010-2011. In 2011-12, all of the items reviewed were recommended for approval by the committee. The IMC policy details procedures for a Reconsideration Process. This process provides any patron with an avenue to request a formal review of materials that are currently being used in the district. The IMC did not receive any requests through the formal patron review process in 2011-2012.

I certify the above to be correct as of August 6, 2012. _______________________________ Traci Pierce, Superintendent

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LWSD Curriculum and Assessment 1.10.11

Connections to Life, Culture & History, and Work 7. Analyzes and applies

understanding of how specific attributes of artworks reflect and influence culture and history.

8. Applies and analyzes how arts knowledge, skills, and work habits are needed and used in the world of work.

Connections to Life, Culture & History, and Work 7. Analyzes and evaluates how the

arts impact local, economic, political, and environmental choices.

8. Analyzes and evaluates how the arts shape/influence and reflect culture, place, and history.

9. Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work.

Connections to Life, Culture & History, and Work 7. Analyzes and evaluates how the

arts impact local, economic, political, and environmental choices.

8. Analyzes and evaluates how the arts shape/influence and reflect culture, place, and history.

9. Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work.

Middle School Courses High School Introductory Courses High School Advanced Courses

Level Description Level Description Level Description

In Visual Arts I courses, students experiment and create using a variety of media, genres, and styles, as they develop skill and techniques. They create artworks in two and three dimensions, using visual arts styles and genres from various cultures, places, and times. They work with teacher guidance, established guidelines, and independently to create artwork that is evidence of an understanding of the elements of art, principles of design, and the creative process. They present their work and use the reflective process to respond to their own works, as well as the work of their peers. They explore and discover how visual arts influence history and culture.

In Visual Arts II courses, students become visually literate thinkers, creators, and consumers of visual art, as they examine, produce, and present original work. They use a variety of media, genres, and styles as they apply techniques for specific purposes and audiences. They work with teacher guidance and independently to build a personal body of work that that exemplifies, and is evidence of, developing technical and observational skill and an understanding of the creative process. They use the reflective process to critique their own works as well as the work of their peers using a variety of aesthetic criteria to describe, analyze, interpret, and evaluate art and make connections across disciplines, cultures, place, and time. They explore and discover a variety of career paths related to the visual arts.

In Visual Arts III courses, students purposefully manipulate and control visual arts elements and principles of design to communicate compelling ideas. They use a variety of media, genres, styles, and techniques for specific purposes and audiences. They work independently and safely to develop a personal style in a body of work that exemplifies, and is evidence of, a deep understanding of technical skill and perceptual mastery. They integrate personal experience and meaning through a reflective process. As visually literate thinkers, creators, and consumers of visual art, they examine, produce, exhibit, and justify a body of original work. They critique their own works as well as the work of their peers using a variety of aesthetic criteria to describe, analyze, interpret, and evaluate art and make connections across disciplines, cultures, place, and time. They explore and discover career paths related to personal aspirations in the visual arts.

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LWSD Curriculum and Assessment 1.10.11

Connections to Life, Culture & History, and Work 7. Arts Reflect and Shape Culture

and History: Analyzes and applies understanding of how specific attributes of artworks reflect and influence culture and history.

Connections to Life, Culture & History, and Work 7. Connections Arts Disciplines:

Analyzes, evaluates and applies understanding of how attributes in artworks and/or performances are common among arts disciplines.

8. Arts Reflect and Shape Culture and History: Analyzes and evaluates how the arts reflect and influence culture, place and history.

Connections to Life, Culture & History, and Work 7. Arts Reflect and Shape Culture

and History: Analyzes and evaluates how the arts reflect and influence culture, place and history.

8. Applications to World of Work: Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work, including careers in the arts.

Middle School Courses High School Introductory Courses High School Advanced Courses

Level Description Level Description Level Description

Music I is the introductory class of the middle school music program. It is a continuation of previous experiences in music, with emphasis on large group ensemble skills and beginning small ensemble music. Students experience and practice the fundamentals, skills, and techniques of music. Students understand and perform a variety of types and styles of music, including diverse cultural genres and music from various historical periods. Students have performing opportunities in large group concert, solo, and small ensemble music. Students practice self‐evaluation of performance to learn how to improve their skills and contribution to the group.

Music II provides students with the opportunity to experience a variety of types and styles of music, including diverse cultural genres and music from various historical periods. Students perform in large group ensembles and small group ensembles. They evaluate their own performances both as individuals and as members of an ensemble. Students have opportunities to compose, interpret, and analyze music. They make musical choices based upon their audiences, abilities, and experiences. Students understand and apply the fundamentals, skills, and techniques of music.

Music III is a continuation of the skills and attributes learned and practiced in prior music experiences. Students demonstrate preparation and performance skills used by professional musicians as they perform, compose, interpret, and analyze music. Students experience a variety of types and styles of music, including diverse cultural genres and music from various historical periods. They analyze and evaluate individual, sectional, and ensemble performance to aid their growth and development as musicians. They make independent musical choices that are tailored to their audiences, abilities, experiences, needs, and passions. Students understand, apply, and analyze the fundamentals, skills, and techniques of music.

Lake Washington School District Curriculum Adoption & Assessment Cycle Appendix B

This cycle is subject to change due to unexpected financial, political, or capacity issues. Revised June 6, 2012 Page1

Curriculum

Last

Adoption

Implemen

ted

Research Best Practice

Power Stan

dards

Proficien

cy Scales

T & L Framework Revisions

Adopt Instructional M

aterials

Develop Leveled Assessm

ents and

Scoring Guides

Im

plemen

t instructional m

aterials

Instructional strategies

Professional development

Im

plemen

t Leveled assessm

ents

Next Cycle Starts

LA/Reading & Writing K‐6

2001 2011‐12 2012‐13 2013‐14 2011

Performing Arts 6‐12

2012‐13 2013‐14 2014‐15 2012

Visual Arts K‐5*

2003 2012‐13 2013‐14 2014‐15 2012

Science 9‐12

2004 2012‐13 2013‐14 2014‐15 2012

Science 6‐8

2003 2013‐14 2014‐15 2015‐16 2013

Science K‐5

2004 2013‐14 2014‐15 2015‐16 2013

Mathematics 6‐8

2005 2014‐15 2015‐16 2016‐17 2014

Mathematics 9‐12

2005 2015‐16 2016‐17 2017‐18 2015

LA/Reading & Writing 9‐12

2006 2016‐17 2017‐18 2018‐19 2016

LA/Reading & Writing 6‐8

2007 2017‐18 2018‐19 2019‐20 2017

* Visual Arts K‐5 cycle start pending SALT decision in June, 2012

Lake Washington School District Curriculum Adoption & Assessment Cycle Appendix B

This cycle is subject to change due to unexpected financial, political, or capacity issues. Revised June 6, 2012 Page2

Curriculum

Last

Adoption

Implemen

ted

Research Best Practice

Power Stan

dards

Proficien

cy Scales

T & L Framework Revisions

Adopt Instructional M

aterials

Develop Assessmen

ts and Scoring

Guides

Im

plemen

t instructional m

aterials

Instructional strategies

Professional development

Im

plemen

t District assessmen

ts

Next Cycle Starts

Social Studies 9‐12

2008 2018‐19 2019‐20 2020‐21 2018

Social Studies 6‐8

2008 2019‐20 2020‐21 2021‐22 2019

Social Studies K‐5

2009 2020‐21 2021‐22 2022‐23 2020

French, Japanese

2009 2020‐21 2021‐22 2022‐23 2020

Mathematics K‐5

2010 2021‐22 2022‐23 2023‐24 2021

Health/Fitness K‐5

2012 2022‐23 2023‐24 2024‐25 2022

Health/Fitness 6‐12

2012 2022‐23 2023‐24 2024‐25 2022

Visual Arts 6‐12

2012 2022‐23 2023‐24 2024‐25 2022

Music K‐5

2012 2022‐23 2023‐24 2024‐25 2022

Music 6‐12

2012 2022‐23 2023‐24 2024‐25

2022

Spanish 2012 2022‐23 2023‐24 2024‐25 2022

-26-

CHANGE ORDER NO. 51 LAKE WASHINGTON HIGH SCHOOL REPLACEMENT

August 6, 2012

SITUATION Change Order No. 51 is attached for your review. The change order includes one (1) additive cost change to the construction contract for the replacement of Lake Washington High School. One (1) Construction Change Directives (CCD) is for an Owner requested change:

CCD-414 builds an exterior stair between the first and second floors located in the west courtyard and adds two pairs of doors to the second floor east classroom wing to allow the commons to be secured from the rest of the building for after-hour events and rentals.

The additive cost of the changes from Change Order No. 51 is within the budget established for this project. The total for change orders 2 thru 51 for this project is 7.9% of the reconciled construction contract amount.

Reconciled Construction Contract per Change Order No. 1 $56,578,411.00 Current Change Order Change Order 51 $342,798.00

Total Change Orders Change Orders 2 thru 51 $4,483,705.00 Contract Amount including this Change Order $61,062,116.00

RECOMMENDATION The Board of Directors approves change order No. 51 to Lydig Construction Inc. for work at the Lake Washington High School in the amount of $342,798, increasing the contract amount to $61,062,116.

-27-

CHANGE ORDER NO. 10 REDMOND HIGH SCHOOL ADDITIONS

August 6, 2012

SITUATION Change Order No. 10 is attached for your review. The change order includes ten (10) additive cost changes, and three (3) no cost changes to the construction contract for the additions at Redmond High School. Four (4) Construction Change Directives (CCD’s) are due to design coordination issues:

CCD 094 allows drainage revisions to the rain gardens CCD 110 revises emergency lighting circuitry CCD 111 changes the sidewalks around the new auxiliary gym CCD 124 provides a power circuit to the compressed air dryer

Two (2) CCDs are due to contractor requested changes:

CCD 036 relocates security and fire alarm devices in remodeled areas (no cost) CCD 114 changes the wall finish in the auxiliary gym corridor (no cost)

Four (4) CCDs are due to regulatory agency required changes:

CCD 093 adds an electric meter required by Puget Sound Energy (PSE) in the fire pump room

CCD 101 changes the timing for removing glycol from the condenser loop (no cost)

CCD 113 adds accessories in the generator enclosure CCD 115 installs a wood bollard at the post-indicator valve as required by the

fire department One (1) CCD is due to unforeseen conditions:

CCD 125 finishes walls where existing lockers were removed Two (2) CCDs are due to owner requested changes:

CCD 118 provides assistance to move furniture for the tenant improvement work CCD 119 adds a door contact for security monitoring

Redmond High School Change Order No. 10 August 6, 2012

-28-

The additive cost of the changes from Change Order No. 10 is within the budget established for this project. The total for Change Orders for this project is 3.5% of the original construction contract amount.

Original Construction Contract $9,732,315.00 Current Change Order Change Order No. 10 $34,726.00

Total Change Orders Change Orders 1 thru 10 $335,976.00 Contract Amount including this Change Order $10,068,291.00

RECOMMENDATION The Board of Directors approves Change Order No. 10 to Pellco Construction Inc. for work at the Redmond High School Additions in the amount of $34,726, increasing the contract amount to $10,068,291.

-29-


August 6, 2012

SITUATION Construction Change Order No. 9 is attached for your review. The change order includes thirteen (13) changes to the construction contract for the Eastlake High School Additions project. There are ten (10) additive and three (3) deductive changes. Five (5) Construction Change Directives (CCDs) are due to design coordination issues:

CCD 15 deletes one back draft damper on main outside air intake duct at the auxiliary gym (deductive),

CCD 19.1 modifies lapping details of roofing membrane and metal roof panel at internal gutter,

CCD 29 adds stiffener plates at the auxiliary gym, CCD 86 installs plumbing seismic loops and anchors, and CCD 102 modifies fire sprinklers under stairs at the addition.

Three (3) CCDs are due to jurisdictional changes:

CCD 98 install Knox box as per Fire Marshall at classroom addition, CCD 103 adds two fire sprinkler drain valves at classroom addition, and CCD 112 modifies the stairwell drywall as per building inspector.

Two (2) CCDs are due to unforeseen conditions:

CCD 52 adjusts location of existing sanitary sewer line and CCD 081 replaces double detector check valve at fire sprinkler room.

Three (3) CCDs are owner requested changes: CCD 97 modifies of art room casework and electrical outlets (deductive), CCD 93 adds medium-density fiberboard (MDF) wainscot to west side of ADA

ramp at auxiliary gym, and CCD 113 deletes built-in computer desk at project staff room (deductive)

Eastlake High School Change Order No. 9 August 6, 2012

-30-

The cost of the changes from Change Orders No. 9 is within the budget established for this project. The total of the change orders for this project is 3.5% of the construction contract amount.

Construction Contract Amount $10,645,700.00 Current Change Order Change Order 9 $47,523.00


RECOMMENDATION The Board of Directors approves Change Order No. 9 to Bayley Construction Company for work at Eastlake High School in the amount of $47,523, increasing the contract amount to $11, 017,617.

-31-

CHANGE ORDER NO. 1 ROSE HILL MIDDLE SCHOOL REPLACEMENT

August 6, 2012

SITUATION

Construction Change Order No. 1 is attached for your review. The change order includes six (6) changes to the construction contract for the Rose Hill Middle School replacement project. Two (2) changes are additive cost changes, three (3) changes are deductive cost changes, and one (1) change is a no cost change.

Four (4) changes are due to design coordination issues: Change Proposal Request (CPR) 5 changes the dimensions of exterior louvers for the

ventilation system (deductive). CPR 12 modifies the electrical service for the elevators based on manufacturer’s

requirements. CPR 13 relocates an entry to a support space at the gym (no cost). Construction Change Directive (CCD) 5 deletes a custom color from concrete masonry units

in certain locations (deductive).

One (1) change is due to an owner-requested item: CPR 1 changes the requirement for the solar photovoltaic system to a less costly option that

is still in alignment with the State requirement for the Washington Sustainable Schools Protocol (deductive).

One (1) change is due to regulatory agency requirements: CCD 1 provides for payment for contractor design of a pre-cast concrete stormwater vault in

lieu of the storage piping originally included in the contract.

The deductive cost of the changes from Change Order 1 is within the budget established for this project. The total for Change Orders for this project is 0.65% of the original construction contract amount.

Original Construction Contract $40,793,000.00 Current Change Order Change Order No. 1 ($266,464.00) Total Change Orders Change Order No. 1 ($266,464.00) Contract Amount including this Change Order $40,526,536.00 RECOMMENDATION

The Board of Directors approves Change Order No. 1 to Absher Construction Company for work at the Rose Hill Middle School in the amount of ($266,464), decreasing the contract amount to $40,526,536.

-32-

CHANGE ORDER NO. 1 STEM SCHOOL

August 6, 2012

SITUATION

Construction Change Order No. 1 is attached for your review. The change order includes eleven (11) changes to the construction contract for the STEM School project. Six (6) changes are additive cost changes, three (3) changes are deductive cost changes, and two (2) changes are at no cost. Five (5) Construction Change Directives (CCDs) are due to design coordination issues:

CCD 6 revises Stair A during the engineering of the modular building (no cost change),

CCD 7 deletes two skylights during the engineering phase of the modular building (deductive),

CCD 8 deletes one hollow metal frame during the engineering phase of the modular building (no cost),

CCD 12 modifies a relite and bench at Reception 101 during the engineering phase of the modular building, and

CCD 17 removes under counter cabinetry in prep rooms to allow for safety storage cabinets.

Five (5) CCDs are due to owner-requested items:

CCD 1 deletes the geothermal well field (deductive), CCD 3 deletes the aluminum channels at the exterior cladding

(deductive), CCD 9 makes modifications to the building to create an emergency

storage room, CCD 15 changes the boiler manufacturer from Aerco to Hydrotherm (no

cost) CCD 24 replaces carpet with rubber tile in all classrooms adjacent to

science rooms. One (1) CCD is due to regulatory agency requirements:

CCD 5 relocates a wall as requested by King County DDES during plan review.

The deductive cost of the changes from Change Order 1 is within the budget established for this project. The total for Change Orders for this project is a 3.3% of the original construction contract amount.

Secondary Stem School Change Order No. 1 Page 2

-33-

Original Construction Contract Amount $24,080,000.00 Current Change Order Change Order No. 1 ($787,450.00) Total Change Orders Change Order No. 1 ($787,450.00) Contract Amount including this Change Order $23,292,550.00 RECOMMENDATION The Board of Directors approves Change Order No. 1 to Absher Construction Company for work at the STEM School in the amount of ($787,450), decreasing the contract amount to $23,292,550.

-34-

CHANGE ORDER NO. 4 BENJAMIN RUSH ELEMENTARY SCHOOL REPLACEMENT

August 6, 2012

SITUATION

Construction Change Order No. 4 is attached for your review. This change order includes seven (7) changes to the construction contract for the Benjamin Rush Elementary School replacement project. Four (4) changes are additive cost changes, two (2) changes are deductive cost credits, and one (1) is a no cost change. Four (4) Construction Change Directives (CCDs) are due to design coordination issues:

CCD 006 installs the playground equipment in different location (no cost), CCD 007 changes the kitchen exhaust fan kitchen motor and connection (deductive), CCD 011 revises door hardware at three locations, and CCD 014 provides ADA compliant hand wash fountains in common areas.

Two (2) CCDs are due to regulatory agency requirements:

CCD 010 adds an exhaust fan and roof cap at the lower roof south of the gym and CCD 016 modifies the method of trucking materials on-site and off-site to conform

to wet weather seasonal requirements. One (1) Change Proposal Request (CPR) is for an approved alternative product:

CPR 021 installs two layers of 6 oz. geo-textile fabric in lieu of the specified single layer of 12 oz. fabric at the north storm water detention vault baffles (deductive).

The additive cost of the changes from Change Order No. 4 is within the budget established for this project. The total of the change orders for this project is .96% of the construction contract amount.

Amended Construction Contract Amount $23,765,374.00 Current Change Order Change Order 4 $118,343.00


RECOMMENDATION The Board of Directors approves Change Order No. 3 to Mortenson Construction for work at the Benjamin Rush Elementary School in the amount of $21,864, increasing the contract amount to $23,876,910.

Project:

Date: 7/19/2012

Project #: 18

Contract #: 10-241

CPR CCD Amount

0004 0010 $2,430.00

0005 0011 $2,571.00

0016 0014 $6,089.00

0006 $0.00

0007 ($762.00)

0016 $108,471.00

0021 ($456.00)

$0.00

$0.00

$0.00

$0.00

$118,343.00

Not valid until signed by the Owner. Signature of the Contractor indicates agreement herewith, including any adjustments in the Contract Sum and the Contract time.

$23,765,374.00

3 $111,536.00

$23,876,910.00

The Contract Sum will be decreased unchanged $118,343.00

$23,995,253.00

The Contract time will be decreased days

Amounts exclude State Sales Tax.

BY: BY:

SIGNED: SIGNED: Rebecca Baibak

TITLE: TITLE: Principal

DATE: DATE: 7/24/2012

BY: BY: Mike Finnegan

SIGNED: SIGNED:

TITLE: TITLE: Program Manager

DATE: DATE: 7/24/2012

Combined Total:

Individual CPR/CCD Description:

Door Hardware revisions

Make Motor and connection changes from a multi-point connection to a single point

Revisions to the ADA Washfountains in common areas

connection

Install two layers of 6 oz geotextile fabric in lieu of the specified 12 oz fabric at the north

Added exhaust fan and roof cap at lower roof south of gym

Benjamin Rush Elementary School

Mortenson ConstructionContractor:

vault baffles

Installation of playground equipment in a new location

After signature the Contractor is directed to make the following changes in the Contract Amount for pay

requests.

Solo Trucking and off site materials staging and handling from wet weather plan

PROGRAM MANAGER'S RECOMMENDATION

ARCHITECT'S RECOMMENDATIONCONTRACTOR's ACCEPTANCE

Director

Holly Higgins

CHANGE ORDER NO. 004

unchanged by………………

This Change Order resolves all issues related to the changes below and any CCDs, CPRs referenced below and constitutes full settlement for all known,

estimated or foreseeable costs and time adjustments, including all delay and impact costs and direct and indirect damages, including consequential

damages regardless of cause, related to the Change.

OWNER'S ACCEPTANCE

Forrest Miller

through

The Contract Sum prior to this Change Order was………………………………………………………………………….

The Amended Contract Sum was …………………………………………………………………………………………………

increased by this Change Order………..

The date of Substantial Completion as of the date of this Change Order ………………….

increased

The new Contract Sum including this Change Order is ……………………………………………………………………

Net Change by previously authorized Change Orders……………………………………………………………………..

Project Manager

7/20/2012

CO Form 12JUL11 Page 1 of 1

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August 6, 2012

SITUATION

Change Order No. 12 is attached for your review. The change order includes eight (8) additive, two (2) deductive, and one (1) no cost changes to the construction contract for the replacement of Carl Sandburg Elementary School.

Two (2) Construction Change Directives (CCDs) are due to owner requested items: CCD 092 changes the telecom port and patch panel type; and CCD 094 provides overtime for June 2, 2012 to install finish carpentry, storefronts

and curtain wall, and hang and tape drywall to regain lost time due to delayed building permit issuance.

Nine (9) CCDs are due to design coordination issues: CCD 076 adds a light fixture in Room 157, CCD 080 removes extending power to four basketball backboards (deductive), CCD 081 revises casework fabrication and deletes netbook smart carts, CCD 082 adds casework in the administration area, CCD 091 provides prefinished custom metal flashing at corner window, CCD 093 adds fiber optic line demarcation point for fiber switchover in the Main

Distribution Frame (MDF) room and provides credit for deletion of incoming fiber optic line (deductive),

CCD 095 revises the flexible flashing at several locations, CCD 097 adds marker boards in Rooms 107, 109 and 116, and CCD 098 adds a data outlet in Room 211 and deletes a data outlet in Room 230 (no

cost).

The additive cost of the changes from Change Order No. 12 is within the budget established for this project. The total for Change Orders for this project is 2.41% of the original construction contract amount.

Original Construction Contract $20,674,700.00 Current Change Order Change Order 12 $21,256.00


RECOMMENDATION

The Board of Directors approves Change Order No. 12 to SpeeWest Construction Inc. for work at the Carl Sandburg Elementary School in the amount of $21,256, increasing the contract amount to $21,172,574.

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AUTHORIZATION FOR DEED OF DEDICATION CITY OF SAMMAMISH, EASTLAKE HIGH SCHOOL

RESOLUTION NO. 2135

August 6, 2012 SITUATION In order to permit and construct the new two-story addition to Eastlake High School, it was necessary to submit to the City of Sammamish for a Commercial Site Development Permit and Conditional Use Permit. The addition to Eastlake High School includes 12 classrooms, 2 science labs, a 10,000 square foot auxiliary gym, the installation of 6 modular units as well as off-site improvements to 233rd Avenue Northeast from Northeast 8th Street to the southern property line. One of the conditions of the permits required a secondary school access route using 233rd Avenue Northeast including road improvements to the school entrance and a right-of-way dedication for 30 feet along 233rd Avenue Northeast in order to create a total right of way width of 60 feet. Resolution No. 2135 conveys, quit claims, and dedicates to the City of Sammamish and to the public, for road right-of-way purposes, that strip of land approximately 30 feet in width for right-of-way. RECOMMENDATION The Board of Directors approves the Deed of Dedication authorizing the district to convey a 30 foot right-of-way by Deed of Dedication to the City of Sammamish to benefit Eastlake High School.

RIGHT-OF-WAY DEDICATION TO CITY OF SAMMAMISH RESOLUTION NO. 2135

WHEREAS, the Lake Washington School District submitted for a Commercial Site Development Permit and Conditional Use Permit for the construction of an addition to Eastlake High School; and

WHEREAS, the two-story addition to the Eastlake High School with

12 classrooms, 2 science labs, and a 10,000 square foot auxiliary gym and installation of 6 modular units also included off-site improvements to 233rd Avenue Northeast from Northeast 8th Street to the southernmost property line on the site; and

WHEREAS, the Commercial Site Development Permit and Conditional Use

Permit were approved by the City of Sammamish subject to certain conditions; and WHEREAS, one of the conditions (Condition No. 3) required a secondary school

access route using 233rd Avenue Northeast including road improvements to the school entrance and a right-of-way dedication for 30 feet along 233rd Avenue Northeast in order to create a total right of way width of 60 feet;

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

Washington School District No. 414 hereby grants the Deputy Superintendent and/or the Director of Support Services the authority to sign a Deed of Dedication in the form attached hereto on behalf of the District and to execute any other documents necessary to convey the 30-foot right of way to the City of Sammamish.



Attest:


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WHEN RECORDED RETURN TO:

David A. Alskog Livengood, Fitzgerald & Alskog, PLLC PO Box 908 Kirkland, WA 98083-0908 ______________________________________________________________________________

DEED OF DEDICATION

Reference No.: 7607150497 Grantor: Lake Washington School District No.414, a Washington municipal

corporation Grantee: City of Sammamish, a Washington municipal corporation Legal Description: Portion of W 1/2 NE 1/4 NW 1/4 of Section 34, T. 25 N., R. 6 E., W.M.,

City of Sammamish, King County, Washington Assessor’s Tax Parcel ID#: 3425069069, 3425069070 ______________________________________________________________________________ The Grantor, Lake Washington School District No. 414, a Washington municipal corporation, for and in consideration of the sum of $10.00 and other valuable consideration, conveys, quit claims and dedicates to the City of Sammamish, a municipal corporation of the State of Washington, and to the public, for road right-of-way purposes, the following described real estate situated in the County of King, State of Washington:

That strip of land approximately 30 feet in width for right-of-way as depicted on Exhibit “B” attached hereto, and more particularly described on “Exhibit A” attached hereto.

DATED this ________ day of August 2012.

GRANTOR: Lake Washington School District No. 414 ____________________________________ By: ______________________________ Its: ______________________________

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STATE OF WASHINGTON ) : ss. County of King ) I certify that I know or have satisfactory evidence that _______________________ is the person who appeared before me, and said person acknowledged that he signed this instrument, on oath stated that he was authorized to execute the instrument and acknowledged it as the _____________ of Lake Washington School District No. 414 to be the free and voluntary act of such party for the uses and purposes mentioned in the instrument. WITNESS my hand and official seal this _____ day of August 2012. __________________________________________ Print Name: ______________________________ NOTARY PUBLIC in and for the State of Washington, residing at __________________ My Commission Expires: __________________

l:\314\lwsd files\sammamish right of way\deed of dedication.docx

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DONATIONS

August 6, 2012 SITUATION

Individuals and/or groups periodically desire to make monetary donations or grants to the school district. Monetary donations and grants which exceed $1,000 are submitted for board approval. Following is a list of those requests for the current month including the individual or group making the request, the amount of donations/grants, and the purpose for which the funds are to be used. From Amount Purpose Peter Kirk to Kirk Elementary $2,000.00 To assist with purchase elementary natural

playground.

Samantha Smith PTSA to Smith Elementary

$17,950.88 To purchase curriculum materials, support assemblies, field trips, and copy machine charges for 2011-12 ($6,060.54), support 6th grade Pacific Science Center field trip ($1,096.50), science materials ($1,932.53), recess equipment ($1,011.56), Ham Radio ($251.85), safety vests ($74.10), binding machine ($434.70) and rolling lunch baskets ($1,176.01) and e-books and Parkplace books for library ($1,849.98); and to provide stipend for Read Naturally ($1,980) for 2011-12.

Mark Twain PTSA to Twain Elementary $3,960.00 To provide two academic tutoring stipends.

EHS Volleyball Booster Club to Eastlake High School

$1,959.18 To provide youth volleyball camp coaching stipend.

Evergreen Junior High PTSA to Evergreen Junior High

$6,000.00 To fund the cost of indirect lighting for readerboard.

Norman Rockwell PTSA to Rockwell Elementary

$20,631.80 To purchase Big Toys Playworld System playground ($18,600) and field trips ($2031.80).

Margaret Mead PTSA to Mead Elementary

$5,135.55 To purchase cement work for stairs on front hill, walkway parallel to building, and retaining wall around tree.

Albert Einstein PTSA to Einstein Elementary

$8,490.78

To support field trips ($2,766), purchase art supplies ($1,359), occupational therapy sensory tools ($313.09), and soccer equipment ($3,177.69) and provide lunch buddy stipend ($875).

Redmond EL PTSA to Redmond Elementary

$3,000.00 To provide grade level enhancement transportation.

John Muir PTSA to Muir Elementary $4,083.40 To support music and physical education programs ($1,490.73) and safety patrol ($524.61), swim field trip ($500); provide student enrichment ($1,018.06); and copier expenses ($500).

Carl Sandburg PTSA to Sandburg Elementary

$4,637.98 To provide stipends for study stars ($676.43), Diablo ($254.38), and Homework Club ($568.90) and support transportation for swim ($821.80) and learning enhancement ($2,317.18).

Donations August 6, 2012 Page 2

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Environmental and Adventure School PTO to EAS

$20,000.00 To purchase greenhouse.

Kang Gridiron Club to Lake Washington High School

$3,128.00 To provide coaching stipends for boys basketball team.

Lake Washington PTSA to Lake Washington High School

$3,600.00 To purchase benches ($1,600), toner and paper ($2,000).

Northstar Advisory Community to Northstar

$5,000.00 To purchase curriculum supplies and laptop carts.

International Community School PTSA to ICS

$6,000.00 To provide teacher stipends.

Lakeview PTSA to Lakeview Elementary $5,328.66 To purchase paper, toner, and copies ($1,513.27), and support Outdoor Education ($2,200), Safety Patrol ($750), Watch DOGS ($250), and instructional materials ($615.39).

Finn Hill PTSA to Finn Hill Middle School

$1,500.00 To support end of the year celebration ($1,000) and general school support ($500) for 2011-12.

Ben Franklin PTSA to Franklin Elementary

$2,352.50 To reimburse expenses for art docent, copy center, and paper and support safety patrol and provide stipend for music.

Eastlake High School Baseball Booster Club

$15,425.00 To purchase and install batting cage.

TOTAL $140,183.73

RECOMMENDATION The Board of Directors accepts the donations/grants as identified at the August 6, 2012 Board Meeting.

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2012-13 BUDGET PUBLIC HEARING AND ADOPTION

Resolution No. 2134

August 6, 2012

SITUATION The 2012-13 budget was presented to the Board at the June 25, 2012 meeting. The budget was posted on the district’s website. Copies of the budget have also been made available to interested persons. State statutes require the board to hold a public hearing on the budget and adopt the budget by resolution, which also establishes the tax levies necessary to support the General Fund, the Capital Projects Fund, and the Debt Service Fund. The F-195, state budget format, is the official budget to be adopted. All program totals agree with the district format, which has more detailed information. RECOMMENDATION The Board of Directors holds a public hearing and adopts Resolution No. 2134 officially adopting the 2012-13 Budget.

ADOPTION OF THE 2012-13 BUDGET

Resolution No. 2134

WHEREAS, a public hearing was held on Monday, August 6, 2012, as required by the law of the state of Washington to adopt the budget for Lake Washington School District No. 414, King County, Washington for the 2012-2013 fiscal year; and WHEREAS, the Board of Directors is required to determine the amount of the year 2013 excess tax levies for the General Fund, the Capital Projects Fund, and the Debt Service Fund. NOW, THEREFORE, BE IT RESOLVED that in accordance with WAC 392-123-054, the Board of Directors of the Lake Washington School District No. 414 hereby adopts the Budget of Revenues and Expenditures for the 2012-2013 budget including appropriations for each fund as follows: General Fund $238,808,576 Associated Student Body Fund 4,556,227 Debt Service Fund 43,970,565 Capital Projects Fund 151,536,768 Transportation Vehicle Fund 1,348,494 BE IT FURTHER RESOLVED that the amount approved for the year 2013 excess tax levies for the General Fund, the Capital Projects Fund, and the Debt Service Fund was determined and is enumerated on the "Budget and Excess Levy Summary" page in the copy of the 2012-2013 budget.



Attest:


Lake Washington School DistrictEach student will graduate prepared to lead a rewarding, responsible life as a contributing member of our community and greater society.

DraftBudget Summary2012-2013

Budget Summary 2012-20132

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Introduction

T his budget summary guides you to the 2012-2013 General Fund Budget of Lake Washington School District, a continuing effort to provide meaningful financial and budgetary information to the general public. It is our sincere intent to provide an effective tool for greater citizen involvement in the district’s budget process.

The revenue estimates and spending plans summarized are shown in much greater detail in the formal budget, OSPI form F-195. Since this summary is intended as a citizen’s aid to a better understanding of how public schools are operated, this doc-ument presents simplified financial information.

This budget summary contains displays of enrollments, revenues and expenditures. If you would like additional information, please call Lake Washington School District’s Public Information Office at (425) 936-1300.

We welcome your comments and suggestions.


Contents

3

Introduction............................................................................................2

Budget.Relationship.to.Board's.Ends.Policies.......................................4

What.is.a.Budget?.................................................................................5

Budget.Summary...................................................................................6

Where.does.the.money.come.from?.....................................................8

Where.does.the.money.go?..................................................................9

Revenue.Budget...................................................................................10

Expenditure.Budget..............................................................................12

Property.Taxes......................................................................................15

Lake Washington S

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Budget Relationship to Board's Ends Policies

4

The Board of Directors established a set of End Results Policies that describe the desired outcomes for Lake

Washington School District students. The areas covered by these policies include:

• The District Mission and Vision

• Interdisciplinary Skills and Attributes students need to graduate Future Ready

• Interdisciplinary Content Knowledge students need to graduate Future Ready

The End Results monitoring process evaluates progress toward meeting these student learning goals. In the

2012-13 Budget, resources have been assigned to support better student performance in these areas. More detail is

provided below.

2012-13 Budget Resources allocated to accomplish Board End Results Policies

• Continuing to implement math curriculum aligned to power standards and providing professional

development in instructional and assessment practices.

• Adopting and implementing curriculum aligned to power standards in Health/Fitness, Visual Arts, Music,

World Language, and K-5 Literacy.

• Helping staff work with parents so they are more able to help their children in math and science.

• Training for staff focused on sound instructional and assessment practice in Literacy, Math and Science.

• Supporting teachers in integrating technology in Literacy, Math, and Science instruction and assessment.

• Continuing implementation of inquiry-based science materials including the science refurbishment center.

• Building the collaborative skills of teachers and administrators focused on improving student performance.

• Continuing support for students not meeting standard on state assessments in Reading, Writing, and Math.

• Continuing development and implementation of Future Ready Graduation Requirements.

• Continuing development of data collection to monitor student performance related to End Results Policies.

• Working with principals to develop instructional programs aligned with the Lake Washington School

District Student Profile and Guiding Principles, which define Future Ready interdisciplinary skills,

attributes and content knowledge.

• Implementing a data warehouse and dashboard to produce data for End Results monitoring and continuous

improvement process planning.

• Continuing professional development to enhance teachers' ability to meet the needs of all students and to

improve student outcomes both academically and socially.

• Continuing support for Career and Technical Education.

• Continuing support for Gifted Education and Accelerated Programs.

• Supporting effective teaching by providing focused time for professional learning community collaboration,

planning, and learning during LEAP time.

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A budget is the instrument which sets forth a financial plan for the achievement of the goals and objectives of the school district for the up coming year. It is also the community’s educational plan expressed in dollars. It is required to be formally adopted by the Board of Direc-tors each year and a copy submitted to the state. The budget covers the school fiscal year which is September 1st through August 31st of the following calendar year. It establishes maximum expenditure amounts for each fund and provides a means of measuring and guiding performance. The budget consists of five separate funds:

General FundAccounts for the day-to-day operation of the school district. Included are all the nor-mal and recurring financial activities of the school district that are not accounted for in other funds. Expenditures include salaries and benefit costs, and non-salary costs, such as supplies and materials, books and other instructional materials, utilities, pur-chased services and equipment. Revenues for the General Fund include state funds, special maintenance and operations levy funds, federal funds, and other funds.

Associated Student Body Fund (ASB)Accounts for the student extracurricular activities in each school. Each school stu-dent body organization prepares and submits, for Board approval, a revenue and expenditure plan of ASB activities for the school year.

Debt Service Fund (DSF)Provides for the redemption and payment of interest on voted and non-voted bonds. Each year an amount is levied which provides for redemption of bonds currently due, interest payments on bonds outstanding and related costs.

Capital Projects Fund (CPF)Accounts for the financing and expenditures of capital projects. It includes modernization, new construction, equipping of new facilities, site purchases and improvements, major renovations, and technology system upgrades. Revenues for the Capital Projects Fund include state matching funds, investment earnings, site sales, impact/mitigation fees, bonds, and levies.

Transportation Vehicle Fund (TVF)Accounts for the purchase and major repairs of pupil transportation vehicles. Revenue for this fund includes state depreciation funds and investment income.

What is a Budget?

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Beginning Fund Balance

Restricted for Carryover 645,250 Nonspendable Inventory 950,000 Minimum FB Policy 11,230,575Restricted Proceeds 609,937 7,375,838 133,261,752 Unassigned*/Assigned 7,003,846 1,409,766 2,003,313Total Beginning Fund Balance 19,829,671 609,937 7,375,838 134,671,518 2,003,313

Revenues 230,584,728 4,536,820 38,683,683 40,467,567 749,830

Other Financing Uses - Transfer 6,617,098 6,160,233 (12,777,331)Total Resources Available 257,031,497 5,146,757 52,219,754 162,361,754 2,753,143

Expenditures 238,808,576 4,556,227 43,970,565 151,536,768 1,348,494 Total Use of Resources 238,808,576 4,556,227 43,970,565 151,536,768 1,348,494

Ending Fund BalanceRestricted for Carryover 183,259 Nonspendable Inventory 950,000 Minimum FB Policy 11,860,091 Restricted Proceeds 590,530 8,249,189 9,743,378Unassigned*/Assigned 5,229,571 1,081,608 1,404,649

Total EndingFund Balance 18,222,921 590,530 8,249,189 10,824,986 1,404,649

* "Unassigned" designation is for General Fund only.

Budget SummaryAll.Funds

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GeneralAssociated

Student Body Debt ServiceCapital

ProjectsTransportation

Vehicle

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2012-2013 2012-2013 2012-2013 2012-2013 2012-2013


Beginning Fund Balance Restricted for Carryover 3,914,038 950,000 645,250Nonspendable - Inventory 950,000 950,000 950,000Committed to Minimum Fund Bal Policy --- 10,835,000 11,230,575Unreserved/Unassigned Fund Balance 17,308,030 5,028,838 7,003,846

Total Beginning Fund Balance $22,172,068 $17,763,838 $19,829,671

Revenues $218,279,208 $229,501,930 $237,201,826Expenditures $218,728,210 $231,315,022 $238,808,576

Ending Fund Balance Restricted for Carryover 3,866,548 382,291 183,259 Nonspendable - Inventory 950,000 950,000 950,000Committed to Minimum Fund Bal Policy 10,926,523 11,475,096 11,860,091Unreserved/Unassigned Fund Balance 5,979,994 3,143,359 5,229,571

Total Ending Fund Balance $21,723,065 $15,950,746 $18,222,921

Budget Summary General.Fund.Budget

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Actual2010-11

Budget2011-12

Budget2012-13

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Enrollment.Comparison

Average.Annual.Full-Time.Equivalent.Students

25,000

20,000

15,000

10,000

5,000

0

22,682 22,629 22,783 23,115

Actual2006-07

Actual2007-08

Actual2008-09

Actual2009-10

Actual2010-11

23,544

Budget2011-12

.24,076*.

* Budget figures include 400 student enrollment contingency.

Budget2012-13

.24,607*


State ApportionmentProvides the largest portion, 51.5 percent, of Lake Washington School District’s general fund revenue. Apportionment is otherwise known as state general purpose funding. The amount is determined by the number of students attending our schools and a series of formula factors including legislatively set base salaries, employee benefits and non-labor allocations, as well as the collective education and experience of our teachers.

Levy Provides 22.9 percent of budgeted revenues. Levy amounts are capped by the legislature and must be approved by Lake Washington District voters at a special election.

State CategoricalProvides 10.4 percent of budgeted revenues. These are categorical funds that come from the state for programs such as special education, pupil transportation, English Language Learners education, learning assistance, and education enhancements. Most of these revenues are given for a specific program and are not available for other purposes.

Federal FundsComprises 6.3 percent of our revenues. These monies fund programs such as Title I and Head Start. They also provide supplemental funding for special education programs and support free and reduced lunches in the food service program. These revenues may only be used for their specific program purpose.

Fee ProgramsGenerates 6.1 percent of local non-tax funds for programs such as sales of school lunch-es, extended day care, athletic participation, all-day kindergarten and preschool. Also included are investment interest earnings.

Other School District, Agencies & Financing SourcesPayments from other districts for participation in joint programs, grants from other non-state agencies and transfers from the Capital Levy for Technology Training & Applica-tions, accounts for 2.8 percent of budgeted revenues.

Where does the money come from?

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Levy22.9%

Fee Programs6.1%

State Apportionment

51.5%

Where Does The Money Come From?

State Categorical10.4%

Federal Funds 6.3%

Other S.D. &Agencies 2.8%


Where does the money go?Direct Classroom SupportDraws 81.3 percent of the district’s budget. This includes: teachers, instructional as-sistants; teaching supplies, materials and textbooks; counselors and librarians; special education and related services; staff development/curriculum development; and the costs of maintaining, cleaning, insuring, and providing technology support to school buildings.

Indirect Classroom SupportRepresents 13.8 percent of the district’s budget. This includes: building administra-tors, school support costs (secretaries, office supplies), transportation, food services, student activities and athletics.

AdministrationComprises 4.1 percent of the district’s budget. This includes: superintendent and cen-tral office; business and human resources; administrative buildings’ utilities, mainte-nance and technology support.

Other ProgramsMakes up 0.8 percent of the district’s budget. These include our community services programs.

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Indirect Classroom Support 13.8%

Direct Classroom Support 81.3%

Administration 4.1%Other Programs 0.8%


Local Taxes Local Property Tax 45,615,489 50,733,842 54,286,694Sale of Tax Title Property 0 100 100Timber Excise Tax 315 278 306

Total Local Taxes $45,615,805 $50,734,220 $54,287,100 Local Nontax Tuition and Fees 4,315,096 4,099,450 4,727,325Skills Center Tuition & Fees 2,905 0 0Summer School 164,683 175,497 177,396Day Care 794,691 709,751 800,871Sale of Goods, Supplies, and Services 1,162,109 801,000 800,000Other Community Services 535,339 620,550 620,308Food Services 4,781,843 5,312,410 5,098,069Investment Earnings 1,043,922 1,000,000 600,000Gifts and Donations 1,254,778 420,000 696,098Fines and Damages 54,368 50,000 50,000Rentals and Leases 697,954 670,956 688,956Local Nontax Unassigned 472,050 240,000 240,000E-Rate 186,791 0 0

Total Local Nontax $15,466,530 $14,099,614 $14,499,023 State, General PurposeApportionment 107,558,499 115,894,636 118,803,682Special Education General Apportionment 3,154,395 3,326,274 3,433,396

Total State, General Purpose $110,712,894 $119,220,910 $122,237,078

State, Special PurposeSpecial Purpose Unassigned 26,389 0 0Special Education 15,202,112 16,228,767 16,425,759Middle School CTE 195,621 193,745 0Learning Assistance 961,253 994,142 1,006,651Special and Pilot Programs 978,997 1,161,710 1,081,138Transitional Bilingual 1,235,844 1,153,493 1,158,819Highly Capable 218,089 221,712 225,597School Food Services 65,614 66,140 34,992Transportation Operations 4,552,534 4,552,534 4,641,606Day Care 23,667 20,000 20,000

Total State, Special Purpose $23,460,120 $24,592,243 $24,594,562

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Revenues Actual2010-11

Budget2011-12

Budget2012-13Revenue Category

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Federal, General PurposeFederal Forests 68,084 75,000 15,000

Total Federal, General Purpose $68,084 $75,000 $15,000

Federal, Special PurposeFederal Stimulus Title I 857,093 0 0Federal Stimulus Student Achievement 4,880,144 0 0Federal Stimulus IDEA 1,395,824 0 0Federal Stimulus Other 151 0 0Special Purpose Unassigned 0 4,500,000 4,500,000Special Education Supplemental 5,891,689 5,285,924 5,134,338Secondary Vocational Education 99,075 89,625 88,489ESEA Title I 906,484 840,598 1,630,739ESEA Title II 647,606 498,956 498,567ESEA Title III Limited English Proficiency 156,087 226,075 246,975School Food Services 1,695,581 1,652,420 1,899,545Head Start 586,064 594,654 594,654Native American Education 48,107 51,952 53,547Federal Grants - Unassigned 28,000 0 0Special Education Medicaid Reimbursement 89,991 0 0USDA Commodities 306,605 331,000 257,000

Total Federal, Special Purpose $17,588,499 $14,071,204 $14,903,854 Revenues From Other School DistrictsProgram Participation 7,466 5,762 5,934WANIC Skills Center 0 0 36,152WANIC/NEVAC 86,167 89,612 0 Total Revenues From Other School Districts $93,633 $95,374 $42,086 Revenues From Other Agencies and AssociationsAgencies and Associations Grants 42,710 10,025 6,025

Total Revenues from Other Agencies & Assoc. $42,710 $10,025 $6,025

Other Financing Sources Sale of Equipment 13,255 0 0Transfers 5,217,678 6,603,340 6,617,098

Total Other Financing Sources $5,230,933 $6,603,340 $6,617,098

Total Revenues/Other Financing Sources. $218,279,208 $229,501,930 $237,201,826

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Actual2010-11

Budget2011-12

Budget2012-13Revenue Category

Revenues Lake Washington S

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G eneral Fund expenditures are categorized in several ways in the budget. These categories are defined through the state’s accounting system to maintain consistency among the many school districts. The school district prepares its expenditure budget on a program basis. Program budgeting allows the district to examine the costs of individual instructional programs. The major General Fund programs are:

Regular EducationCovers the direct cost of basic education as defined in RCW 28A.58.750. Program expenditures include the salary and benefit costs of basic education and class size reduction teachers, principals, counselors, librarians, professional development, remediation services, nurses and school secretaries. It also includes direct costs of instruction such as textbooks, supplies and materials, classroom equipment, and those materials such as library books which provide support to the classroom.

Alternative LearningRecords expenditures related to Alternative Learning Environment programs which include Emerson K-12/Emerson High School.

Special EducationReflects the excess costs of educating students with disabilities. Teachers and certifi-cated support staff (Psychologists, Speech Therapists, OT/PT's) and classified sup-port staff (Instructional Assistants, Para-educators) supplies, materials and classroom equipment.

Vocational/Skills Center InstructionCovers expenditures for work skills programs that have been approved by the Super-intendent of Public Instruction. Many programs such as business, marketing, trades, family and consumer science, and technology are a part of Vocational Education.

Compensatory EducationESEA Title IProvides federal remedial assistance to children who are struggling to meet standards in the areas of reading, language arts and mathematics.

ESEA Title IIProvides for professional development for teachers.Learning Assistance Program (LAP)Provides state remedial assistance to children who are struggling to meet standards in the areas of reading, language arts and mathematics.

Expenditure Budget

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Expenditure BudgetCompensatory Education (continued)

Special and Pilot ProgramsRecords expenditures for state grants which include: national board certification and internship program.

Head Start/PreschoolProvides preschool programs to children of low income families, and a blended model for special education, low income and fee paying students.

ESEA Title III & English Language LearnersProvides programs for students that are learning to speak English.

Student AchievementProvides for use of carryover funds of Initiative 728 dollars.

Other Instructional ProgramsHighly Capable (Quest)Provides supplemental education services for students enrolled in our gifted program.

Community ServicesIncludes expenditures for our extended day program, stadiums, performing arts cen-ters, and other miscellaneous reimburseable programs.

Support ServicesGeneral Support ServicesRecords expenditures to provide support for all programs of the district both instruc-tional and non-instructional. Included within the program are expenditures for the Superintendent’s Office, Board of Directors, Business Services, Human Resources, Information Services, Facilities and Maintenance, Utilities and Insurance.

Food ServicesRecords the costs of operating the district lunch and breakfast program. It is the intent of the district that the costs of this program do not exceed the revenues gen-erated by local sales and state and federal support.

TransportationReflects the costs of the district’s pupil transportation program.

Lake Washington S

chool District #414


Regular Education 127,274,321 141,316,675 143,745,868 1.72

Alternative Learning Experience 1,551,045 1,444,262 1,362,990 (5.63)

Federal Stimulus 7,079,761 0 0 Eliminated

Special Education 23,725,517 22,757,663 24,205,950 6.36

Federal Special Education 5,790,519 5,185,473 5,034,091 (2.92)

Vocational Programs 3,769,351 3,555,149 4,158,006 16.96

Skills Center Instruction 243,987 394,548 589,172 49.33

ESEA Title I 884,983 820,896 1,593,452 94.11

ESEA Title II 632,470 487,262 487,167 (0.02)

Learning Assistance 927,354 951,827 969,882 1.90

Special and Pilot Programs 957,212 1,150,205 1,081,138 (6.00)

Head Start Preschool 586,795 594,654 594,654 0.00

ESEA Title III - Limited English Prof. 153,026 221,642 242,132 9.24

English Language Learners 1,996,448 2,104,398 2,109,933 0.26

Student Achievement 461,286 567,709 311,991 (45.04)

Native American Consortium 57,893 62,014 64,211 3.54

Ready Start Preschool 0 440,775 448,164 1.68

Summer School 179,869 175,497 177,396 1.08

Highly Capable 435,732 380,772 367,185 (3.57)

Other Grants/Donations 1,372,672 4,697,725 4,932,123 4.99

All Day Kindergarten 2,046,475 1,925,806 2,475,584 28.55

Community Services 1,636,086 1,772,524 1,879,906 6.06

Support Services 23,324,614 25,062,418 26,019,226 3.82

Food Services 6,822,535 7,361,970 7,289,606 (0.98)

Transportation 6,818,259 7,883,158 8,668,749 9.97

Total Expenditures $218,728,210 $231,315,022 $238,808,576 3.24

14

General FundExpenditure.by.Program

Actual2010-11

Budget2011-12

Budget2012-13

% ChangeProgram Description

Lake

Was

hing

ton

Sch

ool D

istr

ict

#414


Property Taxes

15

% Change T he school fiscal year runs September through August. Property taxes are levied

and collected on a calendar year basis (January - December). The 2012-13 fiscal year budget reflects $54.3 million dollars in levy funds. Property tax revenues provide approximately 22.9 percent of the total revenues available to the district for the 2012-13 school year.

The School Board has final authority in determining how levy dollars will be expended. However, in creating a levy expenditure plan, the Board followed a process that in-volved community and staff input collected from several public meetings.

These are the property tax rates per thousand dollars of assessed value for calendar year 2012 and the anticipated rates for calendar year 2013.

The district may not collect more taxes than the amount approved by voters. The assessed valuation of taxable property in Lake Washington School District for 2012 totals approxi-mately $33.7 billion dollars. The tax rate is determined by the approved levy amount divided by the assessed valuation.

We anticipate that the owner of a home valued at $500,000 for the purpose of tax assessment will pay $1,760 in property taxes in 2012 that will go directly to Lake Wash-ington School District. Property tax statements also list a “State Property Tax.” This money is collected by the state and contributes to the state general fund of which ap-proximately 40% is used for K-12 education as determined by the legislature.

YearMaintenance

and OperationCapital

ProjectsDebt

Service Total

Lake Washington S

chool District #414

2012 $1.56 $.90 $1.06 $3.52 2013 $1.67 $.96 $1.10 $3.73


T

Printed.by.the.Lake.Washington.School.District.Print.Center.

The.Lake.Washington.School.District.does.not.discriminate.on.the.basis.of.race,.color,.national.origin,.sex,.disability,.age,.gender,.marital.status,.creed,.religion,.honorably.discharged.veteran,.military.status,.sexual.orientation.including.gender.expression.or.identity,.the.pres-ence.of.any.sensory,.mental.or.physical.disability,.or.the.use.of.a.trained.guide.dog.or.service.animal.by.a.person.with.a.disability,.in.its.programs.and.activities.and.provides.equal.access.to.the.Boy.Scouts.and.other.designated.youth.groups..The.following.person.has.been.designated.to.handle.inquiries.regarding.the.nondiscrimination.policies:.Director.of.Human.Resources,.16250.NE.74th.Street,.Redmond,.Washington,.98052,.(425).936-1266..

We Welcome Your Opinions he Board of Directors encourages the community to attend all Board meetings. Copies of the agenda for each Board meeting and schedules are available at the Superintendent’s office.

An opportunity to address the Board is welcomed during the “Audience” portion of the Board Meeting agenda. Visitors are encouraged to comment on other specific agenda items as well.

We encourage you to take advantage of these opportunities to communicate with your elected representatives.

Lake Washington School DistrictResource Center16250.N.E..74th.Street,.Redmond,.WA.98052P.O..Box.97039,.Redmond,.WA.98073www.lwsd.org

Board of DirectorsNancy BernardSiri BliesnerChristopher CarlsonDouglas Eglington Jackie Pendergrass

For further information, contact the Public Information Office at (425) 936-1300.

AdministrationDr. Traci Pierce - SuperintendentJanene Fogard - Deputy Superintendent

Executive Limitation 11 August 6, 2012 Page 1 of 20


EL-11 District Staff August 6, 2012

The CEO shall employ top quality personnel, treat staff as respected professionals, and evaluate staff meaningfully and fairly. Accordingly, the CEO shall:

1) Attracting and maintaining top quality staff, considering compensation plans and other factors, by: a) Attracting and hiring the most highly qualified and best-suited candidates for

employment. b) Retaining and nurturing top quality staff. c) Developing compensation and benefit plans that reward employees consistent

with statute, with the applicable marketplace, with organizations of comparable size and type, and within available and projected resources.

d) Cooperatively examining alternative compensation mechanisms and related opportunities, in partnership with affected staff, through collective bargaining where applicable.

In Compliance

Evidence

a) Strategies to attract and hire the most highly qualified and best-suited candidates include: recruitment, selection, and probationary periods. Recruitment strategies:

o Advertising, job fairs, posting positions with cooperating agencies, and encouragement of informal peer/colleague recruitment. Signage and school newsletters are additional methods used for classified staff.

o The district partners with teaching programs providing placement for student teachers. Student teachers are able to work in our system and become familiar with staff and the district. Top student teachers are encouraged to apply for positions.

Selection process: o Screening and selection criteria which are based on job specific skill requirements and expertise or experience

as well as interpersonal characteristics to ensure they are a fit with the culture and identity of the school or department. For building administrative positions, this includes the development of desired leadership characteristics involving the community, staff, and students (at the secondary level) as a key screen through the interview and selection process.

o Interviews conducted to determine preferred candidates, by a team interview, successive interview levels, or recommendation by multiple interviewers.

o Reference checks, utilizing an established set of questions and criteria designed to assess the ability to be successful in the position. Site visits to the previous place of employment is conducted for all administrative positions. For all other positions, reference checks are conducted by Human Resources.

o For 2011-2012 school year, the district attracted 1,408 applicants which facilitated hiring highly qualified staff. We hired 132 teachers of which there were: 49 elementary teachers; 38 secondary teachers; 32 special education teachers; and 13 specialists from 1,408 applicants. Hiring included 117 rehired teachers of which: 60 were elementary teachers; 36 were secondary teachers; 20 were special education teachers; and 1 specialist.

Probationary periods: Certificated Staff o Provisional Contract Status serves as a probationary period. Teachers new to teaching or who have not served at

least two consecutive years of teaching in a district in Washington State serve three years as a provisional teacher. Teachers who have served two or more years in a Washington state district serve one year on a provisional contract.

o During a teacher’s provisional year(s), the district may non-renew the teacher’s contract. o Provisional teachers are informally and formally evaluated to assess for continued employment. HR gathers

data from principals in the fall and in the spring to determine the granting or denial of a continuation or passing of provisional status. During the 2010-2011 school year, one out of 164 provisional status teachers was non-renewed based on the provisions of this law. One continuing teacher was placed on probation and non-renewed also in accordance with law. Due to identified performance concerns, several teachers elected to resign their positions rather than proceed through the probationary process.

EL-11 District Staff The CEO shall employ top quality personnel, treat staff as respected professionals, and evaluate staff meaningfully and fairly. Accordingly, the CEO shall:


1) Attracting and maintaining top quality staff, considering compensation plans and other factors, by: {see page 1} In Compliance


o In addition to provisional contract status, many teachers are hired on non-continuing, one-year contracts as leave replacements. The district uses information gathered during non-continuing contract status employment to determine if a candidate is of high quality and should be considered for a provisional contract position.

Classified Staff o Probationary period status length varies based on contractual terms. o During this period, supervisors observe and evaluate staff based on established evaluation criteria and district

expectations to ensure quality and fit of selected candidates. Supervisors complete an evaluation form for each new hire prior to the expiration of their probationary period. Supervisors work with HR to determine if the probationary employee successfully completed the probationary period and should be converted to regular status or has failed to successfully meet established criteria during their probationary period and their employment terminated.

b) Retaining and nurturing top quality staff is done through: The New Teacher Support Program (NTSP) is designed to enhance new teachers’ skills and ensure they are

knowledgeable in the curriculum standards and other district expectations. The emphasis of the NTSP is on supporting teachers in years one and two of their careers. This is primarily achieved through one-to-one mentoring, classroom visitations, and differentiated workshops.

The Directors of School Support provide a tiered support system, similar to the New Teacher Support Program for principals new to the district.

Monthly meetings, which focus on leadership and management topics for new administrators and administrative interns.

Leadership opportunities for positions within professional development, on district committees, and at the building level.

Compensation provided to ensure salaries of experienced teachers are comparable to neighboring districts, through the “incentive to attract and retain” stipend developed in collaboration with LWEA and through salary schedules which recognize longevity for teachers and some classified bargaining groups.

Developing an environment that supports long-term employment is measured in the survey question shown below. Eighty-one percent of staff agree or strongly agree that their school provides such an environment while 75% feel that the district does. That is by far the smallest differential between school and district in the last five years. This year, certified staff members in particular showed a significant increase in agreement with the statement concerning the district. This result may reflect the relatively stable state budget situation with regard to K-12 funding, i.e., there is nothing much left to cut that is not constitutionally protected basic education.

“My school provides an environment that supports my long-term employment”

Group Top 2 box %

Strongly agree/agree

Mean N size

2012

Cert Class Overall

84% 75% 81%

4.2 3.9 4.1

1017 335

1377

2011

Cert Class Overall

82% 74% 80%

4.1 3.9 4.1

783 323

1106

2010

Cert Class Overall

80% 74% 79%

4.1 3.9 4.1

673 260 933

2009

Cert Class Overall

82% 79% 81%

4.2 4.0 4.1

1040 431

1471

2008

Cert Class Overall

80% 70% 77%

4.1 3.9 4.0

773 355

1128



1) Attracting and maintaining top quality staff, considering compensation plans and other factors, by: {see page 1} In Compliance


“The district provides an environment that supports my long-term employment”

Group

Top 2 box % Strongly

agree/agree Mean N size

2012

Cert Class Overall

77% 68% 75%

4.0 3.7 3.9

1017 335

1377

2011

Cert Class Overall

68% 67% 68%

3.8 3.7 3.8

783 323

1106

2010

Cert Class Overall

73% 55% 68%

3.8 3.5 3.7

673 260 933

2009

Cert Class Overall

72% 67% 71%

3.9 3.8 3.8

1040 431

1471

2008

Cert Class Overall

68% 58% 65%

3.8 3.6 3.7

773 355

1128

Retention rates for 2010-11 for staff groups are as follows:

Administrators: 2 administrators resigned and 4 retired from the district. This represents an approximate 7.6% turnover rate.

Teachers: 126 certificated teachers left the district (28 retired, 81 resigned, and 1 was non-renewed). This represents an approximate 7.8% turnover rate.

Classified staff: 123 classified staff left the district (30 retired, 83 resigned, 1 was RIF’d, and 5 failed probation). This represents a turnover rate of 11.9%.

c) Compensation and benefit plans that reward employees consistent with statute, the applicable marketplace, organizations

of comparable size and type, and within available and projected resources have been implemented as follows: Due to State budget constraints, no Cost of Living Adjustments (COLA) were provided for 2011-12 school year. The District is currently in collective bargaining negotiations with the Service Employees International Union and

the Trades Bargaining Council. The secretaries bargaining contract (LWESP) is also expiring and discussions are occurring regarding the status of their agreement. In the spring the District will be in bargaining with the teachers.

Applicable marketplace and organization of comparable size and type as well as resource availability are considered in the development of recommended parameters for collective bargaining.

Professional technical salaries were reviewed. A new salary structure was developed that allows for better compensation comparable to other districts.

d) The District will continue to pursue alternative collaborative approaches to compensation with bargaining groups. Employee benefits offerings are managed through the Benefits Committee which is composed of representatives of all employee groups.



2) Ensuring all conditions, procedures, actions or decisions are in place which are safe, lawful, ethical, respectful, and in compliance with Board policies by: a) Assuring an organizational culture that conforms with the following:

recognition of the fundamental role played by staff in the achievement and well-being of students;

open and honest communication in all written and interpersonal interaction; respect for others and their opinions; focus on common organizational goals as expressed in Board End Results

policies;

commitment to the integrity and the positive image of the district, its leaders and staff.

b) Maintaining an organizational culture of respect, dignity and courtesy that does not tolerate any behaviors, actions or attitudes by parents or guests that hinders the performance or well-being of staff.

c) Having written operating personnel policies which:: Clearly state rules and procedures for staff and volunteers; Provide for effective handling of complaints; Include adequate job descriptions for all staff positions; Include an effective personnel performance evaluation system; Protect against illegal discrimination and harassment; Provide for appropriate due process.

d) Protecting confidential information. e) Making reasonable background inquiries and checks prior to hiring any paid

personnel or utilizing the services of any volunteers who have unsupervised contact with students.

f) Honoring the terms of negotiated agreements with staff. g) Providing staff with an opportunity to become familiar with the provisions of this

policy.

In Compliance

Evidence

a) Maintaining an organizational culture that conforms with the values of: importance of staffs’ role, open and honest

communication, respect for others and their opinions, focusing organizational goals on Boards End Results, and a commitment to integrity and positive image are evidenced as follows: Recognizing the fundamental role staff plays in the achievement and well-being of students has been done through a variety of ways -

Ensuring staff are informed and trained on district expectations through: o New Employee Orientation, a monthly training which all new staff and substitutes are required to attend to

receive training in the areas of: Risk Management: On the Job Accidents and Injuries, Chemical Hazards, Pest Management Human Resources: Human Dignity & Harassment Policy, Educators and Touching Heath Services: Child Abuse Reporting, HIV/HBV Presentation

o Buildings and departments’ annual review of the district’s expectations for employee conduct which includes expectations for safe interactions with students, mandatory reporting requirements, and the district’s harassment policy.

o Commencing in fall of 2012, high school coaches who are not regular employees, will annually review the district’s expectations for employee conduct which includes expectations for safe interactions with students, mandatory reporting requirements, and the district’s harassment policy.



2) Ensuring all conditions, procedures, actions or decisions are in place which are safe, lawful, ethical, respectful, and in compliance with Board policies by: {see page 4}.

In Compliance


Recognition of outstanding staff contributions occur through a variety of means including: o School Board recognition, district publications, the district’s website home page (Staff Stars), and media

coverage; o Kudos listings in the Focus internal newsletter; o Years of service recognition program and annual retirement tea; o New teachers honored for their efforts at a celebratory dinner; o National Board Certification is acknowledged in the Connections newsletter, by the Board and on the

district website; and o The district also responds to requests from legislators as well as special interest and service clubs for

nominees when recognition is offered for outstanding educator performance. Involvement of staff in district decision-making and direction setting recognizes not only the fundamental role

they play, but also harnesses the professional expertise that exists within the district to ensure quality experiences for students. This is evidenced by such continuing activities as the Strategic Advisory Leadership Team (SALT) as well as curriculum and other district level committees that include extensive staff involvement.

This is the second year we have used our strategic planning process. SALT has taken on a larger role in strategic planning which has resulted in changing the focus of that group to strategic planning as well as budget review.

“The schools maintain an open and responsive organizational culture” Group % Always* Mean N size

2012 Cert Class Total

54% 44% 51%

3.4 3.4 3.4

1017 335

1377


50% 46% 49%

3.4 3.4 3.4

777 311

1088


44% 49% 45%

3.3 3.4 3.4

673 260 933


49% 47% 47%

3.4 3.3 3.4

1040 431

1471

2008

Cert Class Total

48% 46% 47%

3.4 3.3 3.4

773 355

1128 * Note this question is asked on a 4 point scale. Data shown represents the Top Box answer only.

Open and honest communication in all written and interpersonal interaction; Internal communication vehicles to support open and honest communication include:

o A bi-weekly newsletter, Focus, includes general news, people news, and department news. The goal of this newsletter is to keep employees informed about information that could affect them as well as to build a sense of community.

o District Digest, a communication vehicle for District Leadership Team members, is a weekly e-newsletter designed to give short easy to read information including announcements, “to do’s” and reminders as well to communicate about district initiatives and work.

o Periodic superintendent’s messages are sent to the entire organization. These emails reinforce a positive organizational culture, focusing on the beliefs of connection, value, and challenge.




In Compliance


Agreement with the statement that “Schools communicate openly and honestly in all written and interpersonal interaction” rose for all employees, certified and classified, in this year’s survey. This item was one of the clear changes from last year’s responses.

“Schools communicate openly and honestly in all written and interpersonal interaction” Group


agree/agree

Mean (scale of

1-5) N size


78% 67% 74%

3.9 3.7 3.9

1017 335

1377


71% 58% 67%

3.8 3.6 3.7

777 315

1092


70% 61% 68%

3.8 3.7 3.7

673 260 933


89% 76% 70%

3.9 3.6 3.8

1040 431

1471


69% 57% 65%

3.8 3.6 3.7

773 355

1128

Respect for others and their opinions; The Strategic Advisory Leadership Team (SALT) is highly engaged in the overall district strategic planning

process. Building level staff involvement and through the Continuous Improvement Process. Building level staff involvement in curriculum refinement and materials selection. Staff, parents, and community input on options to be placed on the ballot for levy and bond measures. The International Association for Public Participation framework is being introduced to the DLT as a tool to

enable parent, student, staff and community voices to be heard in decision-making processes. It was used successfully at Kirk Elementary this spring to determine class configurations for next year for specific grade levels.

“Schools respect staff/ faculty opinions” Group




75% 64% 71%

3.9 3.7 3.8

1017 335

1377


68% 61% 66%

3.7 3.6 3.7

779 315

1094


70% 61% 67%

3.8 3.6 3.7

673 260 933


73% 61% 69%

3.8 3.6 3.8

1040 431

1471


68% 63% 66%

3.7 3.7 3.7

773 355

1128

EL-11 Staff Treatment The CEO shall employ top quality personnel, treat staff as respected professionals, and evaluate staff meaningfully and fairly. Accordingly, the CEO shall:



In Compliance


“ My school gathers feedback on important issues” Group


agree/agree Mean Group


83% 70% 79%

4.2 3.8 4.1

1017 335

1377


82% 69% 78%

4.1 3.8 4.0

782 323

1105


80% 68% 76%

4.1 3.9 4.0

673 260 933


70% 67% 76%

4.1 3.8 4.0

1040 431

1471


75% 67% 73%

3.9 3.8 3.9

773 355

1128

“The district gathers feedback on important issues” Group


agree/agree Mean Group


66% 63% 65%

3.7 3.6 3.7

1017 335

1377


57% 60% 58%

3.5 3.6 3.5

780 325

1105


62% 59% 62%

3.6 3.6 3.6

673 260 933


61% 58% 60%

3.6 3.6 3.6

1040 431

1471


59% 54% 57%

3.5 3.5 3.5

625 204 841




In Compliance



78% 67% 75%

4.1 3.7 4.0

1017 335

1377 2011 Cert

Class Total

75% 67% 73%

4.0 3.8 3.9

782 322

1104 2010 Cert

Class Total

74% 66% 72%

3.9 3.8 3.9

673 260 933


76% 66% 74%

4.0 3.7 3.9

1040 431

1471 2008 Cert

Class Total

73% 64% 70%

3.9 3.7 3.8

773 355

1125

“The input I provided the district is valued” Group


agree/agree

Mean Group


49% 45% 48%

3.3 3.3 3.3

1017 335

1377 2011 Cert

Class Total

39% 43% 40%

3.0 3.3 3.1

783 324

1107 2010 Cert

Class Total

43% 42% 43%

3.2 3.2 3.2

673 260 933


42% 41% 42%

3.2 3.2 3.2

1040 431

1471 2008 Cert

Class Total

41% 37% 40%

3.2 3.2 3.2

773 355

1125

Staff responses to all statements concerning staff opinions and input were higher this year, in some cases markedly so. Agreement rates are generally higher among certified staff than among classified staff. Staff responses to the statement “Schools respect staff/faculty opinions” was higher for all staff, particularly certified staff in this year’s survey. This year’s rates of agreement were the highest in the last five years.

Focus on common organizational goals as expressed in Board End Results policies: Through our strategic planning process with SALT we articulated our work and goal areas to align with Boards’

End Results. The Student Profile has become a foundational document for the Board End Results policies. Organizational

work focused on accomplishing these results included: o Development of data warehouse and key performance indicators to monitor progress on accomplishing the

End Results. o A representative group of principals and teachers was assembled during the 11-12 school year to review and

give input into the functionality of the Data Dashboard. All principals completed an initial training for their staffs during the May LEAP day.

o Development of district assessments to inform progress on student’s achievement related to the End Results

“The input I provide my school is valued” Group






In Compliance


Commitment to the integrity and the positive image of the district, its leaders, and staff. Organizational culture work continues to be an area of focus for the district. The superintendent has highlighted

the values of integrity in staff addresses and communications and the district leadership team has developed shared professional norms.

The district’s commitment to the integrity and positive image is also evidenced by work of the communications department focus on generating positive media attention for some of the good work going on in the district. Weekly News from the schools dispatches provide regular items to local weekly newspapers on student and staff achievements.

b) An organizational culture that does not tolerate any behaviors, actions, or attitudes by parents or guests that hinders the performance or well-being of staff is maintained by: Concerns regarding the behaviors or actions of parents or guests that may hinder the performance or well-being of

staff are addressed through building and/or district administrators. If the concern cannot be handled at the building level, the Directors of School Support interface with parents or

guests when they may hinder the performance and well-being of staff. c) The following written personnel policies, procedures, and guidelines are used in the district:

Rules and procedures for staff and volunteers are incorporated into administrative policy, employee bargaining agreements, and staff handbooks. A volunteer manual explains the conditions and expectations of volunteers.

Handling of complaints is provided for in each collective bargaining agreement as procedures for the resolution of complaints/grievances. Employees who are not represented by a recognized bargaining unit as defined by state statutes may utilize the Staff Complaints and Grievance Procedures (Policy GBM).

Job descriptions are maintained by Human Resources department. Prior to posting job vacancy announcements, staff reviews existing job descriptions to ensure it remains current and consistent with district expectations as well as on par with positions of a similar nature. Human Resources department continues to work on updating job descriptions. All secretarial positions were completed this year. Work is on-going for Trades employees and Professional/Technical. Performance evaluation systems are established and contained in district procedures.

Illegal discrimination and harassment are prohibited as addressed in Administrative Policies AC, ACA, ACB. These policies outline the procedures to be followed for violations of these policies.

The District’s non-discrimination statement was updated to reflect current law and is included in appropriate District communications.

Due process procedures are followed for all disciplinary or adverse personnel actions. These procedures follow collective bargaining requirements and legal requirements.

Staff members continue to agree that “schools clearly state rules and procedures for staff and volunteers.”

“Schools clearly state rules and procedures for staff and volunteers” Group

Top 2 box % Strongly agree/agree Mean N size


88% 79% 85%

4.2 4.0 4.1

1017 335

1377 2011 Cert

Class Total

88% 78% 85%

4.2 4.0 4.2

780 317

1097 2010 Cert

Class Total

86% 82% 86%

4.2 4.1 4.2

673 260 933


89% 76% 85%

4.2 4.0 4.2

1040 431

1471 2008

Cert Class Total

88% 77% 85%

4.2* 4.0 4.1

773 355

1128




In Compliance


d) Staff confidential information is protected under state law (RCW 28A.405, 42, and 49), employee contracts, and

Administrative Policy GBL. Specific practices to protect confidential information include: Procedures established by the Human Resources department allow employee files to only be reviewed by the employee,

the employee’s authorized representative, the employee’s supervisor, or those designated as having a specific business need.

Files are kept locked in areas with restricted access. Any medical information is filed separately, locked, and access restricted as required by law.

External requests, not made by the individual, are released through the district’s attorney to ensure disclosure only as required by law.

e) Background inquiries are made for all staff and volunteers as required by state law through applicant disclosure forms

and a criminal background history as follows:

All applicants completed a district disclosure form indicating any criminal history or previous terminations of employment. o Those indicating serious crimes against children are prohibited from employment pursuant to state law. o Other disclosures are reviewed and a determination is made as to whether an applicant will be considered.

Background checks are made as follows: o New employees, including substitutes, are fingerprinted and submitted to OSPI for processing thorough the FBI

data banks. o All district volunteers are checked through the Washington State Patrol data bank.

Background inquires showing criminal convictions are reviewed. Failure by an applicant to fully complete the disclosure form is grounds to deny employment/volunteer participation. Providing false or incomplete statements on the disclosure form subjects the individual to immediate termination.

All applicants for employment must also submit a Disclosure B form, which must be completed by previous Washington school district employers, indicating any sexual misconduct.

f) The terms of negotiated agreements with staff and the district have been followed as evidenced by:

No rulings, judgments, or findings that the district violated of any labor law or contractual provision. No adverse labor actions occurred. All grievances were settled in mutually agreeable fashion with applicable representatives.

g) The provisions of this policy have been made available to all staff via the district’s web site.



3. Ensuring that all staff members are qualified and trained to perform the responsibilities assigned to them.

In Compliance

Evidence

A variety of strategies are engaged to ensure that all staff members are qualified and trained to fulfill their responsibilities effectively and successfully. The chart below is organized by program, number of teachers involved, and a description of the training in order to enumerate and explain these strategies:

Hires 2011-12 2010-11 2009-10 2008-09 2007-08 2006-07 Administrators 4 3 5 Certificated 250 277 231 167 225 219 Classified 94 59 26

Teacher Hires: In 2011-12, of the 250 teachers hired, 117 were non-continuing teachers. All new hires met

the regular state certification requirement for the positions they were placed in. New Teacher Support Program:

Program purpose: 1. Provide teachers in their first and second years of teaching individualized guidance, resources, and

support through mentoring and instructional coaching. 2. Accelerate instructional skills of the classroom teacher in order to improve student learning. 3. Assist year 1 and year 2 teachers in their transition to the culture and standards of the LWSD>

2011-12 NTSP – Overview During the 2011-12 school year, each Consulting Teacher (CT) served approximately 11-13 Year One teachers and 9-11 Year Two teachers.

Year One and Two teachers are provided with differentiated support outside of a teacher’s personalized classroom support. This support remains centered on all the domains of the Professional Growth and Evaluation system with careful attention to teachers’ domain focus. Year One Teachers are provided with a minimum of two release days for “just in time” learning to target the needs of a new teacher. Additionally, the CT supports the new teachers by arranging visitations to experience in-district exemplary teachers’ classrooms. Year Two teachers have additional targeted professional development training through workshops designed to math their Professional Growth and Evaluation goal(s) focus in Domain 3, Instruction. Each Year Two teacher is presented with a menu of workshop choices and registers for the one which best fits his/her interests and needs.

Number of Teachers Supported through NTSP Years of Service

2011-2012 School Year

2010-2011 School Year*





1st year 67 61 62 132 101 104 2nd Year 65 57 73 3rd Year N/A 72 73 N/A N/A NA/ Total 132 190 208 N/A N/A N/A

* These two years reflect a 3rd Year program funded through the Washington State Grant which ended mid-year through the 2010-2011 School Year.




In Compliance

Evidence

Educator Introduction Academy:

Program Purpose: 1. To have participants understand, experience, and compose personal/professional meaning related to the

LWSD philosophy/culture 2. To provide participants with the details (Nuts and Bolts) necessary to become a successful educator in the

LWSD, positively impact student learning and hit the ground running hit the ground running 2011 Educator Introduction Academy (EIA) – Overview All educators new to LWSD, regardless of years of professional certificated experience, are required and paid to participate in EIA. The Educator Introduction Academy is designed to introduce participants to the district’s shared culture, climate, and expectations.

2011 Educator Introduction Academy –Participants & Survey Results






97 124 108 125 185 EIA Evaluation Survey Results 2010 to 2011

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents

selecting the option.

Strongly Agree

Agree Disagree Strongly Disagree

2011 2010 2011 2010 2011 2010 2011 2010 I understand the LWSD Mission, Vision, Student Profile, and Guiding Principles (Connection, Value, Challenge)

20 67%

33 61%

10 33%

21 39%

0 0%

0 0%

0 0%

0 0%

I know how to identify, access, and use LWSD standards, curriculum materials, and assessments.

18 60%

24 44A%

12 40%

25 46%

0 0%

5 9%

0 0%

0 0%

I know how to access LWSD resources on the portal, including what my students need to learn.

20 67%

31 57%

9 30%

24 39%

0 0%

2 4%

1 3%

0 0%

As a result of EIA, I am better prepared to incorporate student-centered learning and active learning strategies, including technology, into the instructional process.

10 33%

23 43%

18 60%

28 52%

2 7%

3 6%

0 0%

0 0%

I know how to connect with others for professional support after EIA.

15 47%

26 48%

15 50%

25 46%

1 3%

3 6%

0 0%

0 0%

EIA allowed me to make connections with peers.

19 63%

33 61%

10 33%

20 37%

0 0%

1 2%

1 3%

0 0%

I found my session to be useful, engaging, and clearly presented.

7 23%

21 39%

16 53%

28 52%

6 20%

5 9%

1 3%

0 0%

The atmosphere at EIA was warm and welcoming.

27 90%

43 80%

3 10%

11 20%

0 0%

0 0%

0 0%

0 0%




In Compliance

Evidence

National Board Certification Candidates: Every year the district provides support for teachers wanting to pursue National Board Certification. Currently, Professional Development provides six National Board Certified and trained facilitators who support candidates, new, advanced or renewal, by meeting with them on a monthly basis at the Resource Center. In addition, each candidate receives three release days, which are organized and coordinated through Professional Development. The support program is open to all teachers within the Lake Washington School district who want to pursue improve their teaching practice. Support continues for teacher candidates for up to 3 years.

National Boards Candidate Support – 2004-12







2005-06 School Year

2004-05 School Year

Candidates 20 34 33 66 28 22 26 28 Advanced 11 11 5 5 9

Washington State Professional Certification/Pro Teach Program: Program Purpose: 1. To have participants understand and participate in the reflective, required process designed to move them from

Residency Certificate to Professional Certificate. 2. To provide participants with the details, facilitative support and work time necessary to complete and submit the

ProTeach Assessment Portfolio to the ProTeach Standards Board for scoring. 2011-2012 ProTeach – Overview Teachers are required to begin the process to earn their Professional Certification within five years of entering the profession or moving to Washington State from another state. The ProTeach Assessment is composed of three portfolio entries designed to demonstrate proficiency of the Washington State Teaching Standards. The LWSD Professional Learning Department assists teachers with this process through five teacher-selected support options. Teachers working on their Professional Certification receive three release days a year to complete these requirements. The Professional Learning Department and Professional Certification Specialists organize and coordinate these days as well as participate on the teacher candidate Professional Growth Teams.

Classified Training Classified Professional Development offers classes to meet the needs of classified staff in completing their job

responsibilities. From September 2011 through June 2012, 57 classes were offered. There were 1,089 classified staff members who participated in these offerings. The number of classes increased by 44 over 2010-11 and participation was up from 316 employees in 2010-11. Two additional classes are being offered in August 2012 for employees in the technology department.

Year # of classes

offered Total # of attendees

Office Professionals

Instructional Assistants

Trades & Custodians

Prof Tech Other

2011-12 57* 1,089 365 247 398 63 9

2010-11** 13 316

* Will equal 59 at end of August 2012 ** Did not track bargaining unit affiliation




In Compliance

Evidence

This year, a majority of classes focused on Office 2010 training, an upgraded software suite introduced in the district during the summer of 2011. Several instructors from the Lake Washington Institute of Technology developed curriculum and trained staff. In addition, several District teachers and other employees trained staff in software in their areas of expertise.

The District and SEIU formed a Professional Development committee that met monthly to plan trainings that met the needs of Instructional Assistants. In addition to dozens of classes offered, 35 IAs attended, a full-day class, “Managing the Lunchroom and Playground,” on the March LEAP day.

Custodians and trades participated in several custom training sessions including Facilitating and Leading a Small Team, Working as a Team and Introduction to Computer Usage with Skyward and the Internet.

In addition to the classes offered by Classified Professional Development, Special Services offered classes focused at the specific needs of Para Educators. This year 10 classes were offered and attended by 140 employees.

Staff Quality Survey Data The following survey results characterize perceptions of staff quality and preparation by all respondents. All measures showed small directional increases this year.

The overall quality of teaching in my children's school is excellent Scale of 5-stongly agree to 1-strongly disagree

Parents

Spring 2012-Information 4.0 Spring 2011-Information 3.9 Spring 2010-Information 3.9 Spring 2009-Information 3.9 Spring 2008-Information 3.8 Spring 2007-Information 3.6 Spring 2006-Information 3.8


94% 86% 91%

4.3 4.1 4.2

1017 335

1377


91% 84% 90%

4.3 4.1 4.3

781 324

1105


93% 84% 90%

4.4 4.2 4.3

673 260 933


93% 85% 90%

4.3 4.1 4.3

1040 431

1471


89% 83% 88%

4.2 4.1 4.2

773 355

1128

“Staff are qualified and trained to perform the responsibilities assigned to them” Group






In Compliance


4. Developing an evaluation system that guides and relates employee skill development and performance to achieve the Board’s End Results policies and complies with the Board’s organizational limitations policies, by: a) Developing and administering an evaluation system for all academic

and administrative personnel that is designed to: Improve instruction; Measure and document excellent performance and unsatisfactory

performance based on valid and reliable evidence; Assist teachers and administrators to link their performance with

multiple measures of student achievement and well-being; Assure that instructional time is used to students’ maximum

advantage. b) Developing and administering an effective evaluation system for

classified personnel. c) Providing to the Board an annual report, as a part of the annual

internal monitoring report, on the effectiveness of the evaluation system and its alignment with the Board’s End Results policies.


Evidence

Teacher/Certificated Evaluation System History

The district Professional Growth and Evaluation (PGE) system for teachers and certificated staff is based on Charlotte Danielson’s Framework for Teaching. The framework identifies aspects of a teacher’s responsibilities that have been shown, through research studies, to promote improved student learning. The framework specifies 4 domains and 22 associated components of teacher professional practice and defines unsatisfactory, basic, proficient, and distinguished performance in each domain and associated component.

Staff are qualified and trained to perform the responsibilities assigned to them” Group



Spring 2012 Parents Non-parent Total

78% 67% 74%

4.1 3.8 4.0

223


78% 74% 76%

4.0 4.0 4.0

197


81% 75% 79%

4.0 4.0 4.0

205


82% 67% 76%

4.1 3.9 4.0

200


77% 75% 77%

3.9 4.0 4.0

233



4. Developing an evaluation system that guides and relates employee skill development and performance to achieve the Board’s End Results policies and complies with the Board’s organizational limitations policies, by: {see page 15}


Evidence

In 2005, the district developed a web-based system to facilitate the PGE process. All teachers and administrators have been trained in the use of the system; new teachers and administrators receive training each August.

Process Administrators annually assess and document teacher performance in each domain and associated component, according to contractual agreements made in collaboration with the Lake Washington Education Association (LWEA). Administrators base their assessments on routine, informal, and formal observations of teaching practice. Certificated employees who are not performing at the level at which they are expected, based on years of service to the profession, are placed on a plan of improvement. All certificated employees are expected to be proficient in all domains and components after four years of service. The evaluation process for all certificated employees includes the following:

Employee completes a self-assessment aligned to the domains and components Employee works in collaboration with his/her evaluator to set annual goals for professional growth Employee meets quarterly with a support team of colleagues to share and discuss evidence toward goal

attainment Evaluator conducts routine, informal classroom observations. Evaluators also conduct scheduled, formal

observations of “Level 1” teachers (see designation definitions below) and teachers in year 4 of “Level 2” Employee collects evidence of goal attainment and presents evidence to evaluator in end-of-year summary

conference Evaluator assesses employee performance in all domains and associated components in annual summary

evaluation

“Level 1” and “Level 2” designations/performance expectations Teachers are designated as “Level 1” or “Level 2” based on years of experience and/or performance. All teachers new to the district are placed on “Level 1” and remain on “Level 1” for the first four years with the district. Each year, a domain of focus is identified and remains a focus area for subsequent years. The following is the identified domains of focus by year:

Level 1 Year 1: Domain 2: Classroom Environment Level 1 Year 2: Domain 2, and Domain 3: Instruction Level 1 Year 3: Domain 2, 3, and Domain 1: Planning and Preparation Level 1 Year 4: Domain 1, 2, 3, and Domain 4: Professional Responsibilities

Teachers are evaluated on all four domains every year and must be proficient in identified domains of focus as well as in all components of the domain(s). For domains not in focus, teachers must at least perform at a basic level. “Level 1” teachers not meeting these standards of performance are either placed on plan of improvement or required to write growth goals, depending on the scope of level of deficiency identified by the evaluator.






Teachers progress to “Level 2” in their fifth year as long as they are proficient in all components of each domain. Teachers not meeting this standard of performance are not progressed to “Level 2” and are placed on a plan of improvement. Experienced teachers deemed not proficient in all components of each domain are moved back to “Level 1” and placed on a plan of improvement. “Level 2” teachers who remain proficient in all components of each domain complete an ongoing, four year cycle through “Level 2,” receiving scheduled, formal observations every four years, in addition to routine, informal observations. Data The following chart shows the number of teachers at each year and level of the evaluation system for the past two years: Number of Teachers* By Year and Level Level and Year 2011-2012 2010-2011 2009-2010 2008-2009 N % N % N % N % Level 1 Year 1 126 8% 137 9% 101 7% 172 11% Level 1 Year 2 100 7% 93 6% 132 9% 133 9% Level 1 Year 3 82 5% 105 7% 112 7% 101 7% Level 1 Year 4 101 7% 117 7% 122 8% 100 7% Total Level 1 409 27% 452 29% 467 31% 506 34% Level 2 Year 1 274 18% 322 21% 406 27% 199 13% Level 2 Year 2 296 20% 375 24% 218 14% 165 11% Level 2 Year 3 352 23% 198 13% 194 13% 254 17% Level 2 Year 4 185 12% 193 13% 241 16% 380 25% Total Level 2 1107 73% 1088 71% 1059 70% 998 66%

Total Teachers 1516 100% 1540 100% 1526 100% 1504 100% * Teachers includes librarians, counselors, psychologists, instructional specialists, and therapeutic specialists (OTs, PTs, SLPs)

The following tables reflect the numbers of certificated staff who were not proficient in their domain of focus.

Certificated Staff – Level 1

Level and Year Number Not Proficient % Not Proficient Total # of Teachers

Level 1, Year 1 4 3% 126

Level 1, Year 2 0 0% 100

Level 1, Year 3 0 0% 82

Level 1, Year 4 2 2% 101

Totals 6 1% 409






Certificated Staff – Level 2

Level and Year Number Not Proficient % Not Proficient Total # of Teachers

Level 2, Year 1 2 1% 274

Level 2, Year 2 3 1% 296

Level 2, Year 3 2 1% 352

Level 2, Year 4 1 1% 185

Totals 8 1% 1107

2011-2012 2010-2011 2009-2010 Total Number of Teachers Placed on a Plan of Improvement

9 15 13

Improved and Taken off Plan 1 - 3 On Leave - - 2 Resigned or Retired 6 3 2 Total on Plan at End of School Year 11 12 6 Total Number of Teachers Placed on Probation and Exited From System

- 1 -

Administrative Staff Evaluation System History The evaluation system currently in place for administrative staff is designed to improve instruction and student learning through focusing on holding administrators to high standards of excellent performance through the use of Interstate School Leaders Licensure Consortium (ISLLC) standards, created by the National Policy Board for Educational Administration (NPBEA). The seven areas include: #1: Ensure the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning

that is shared and supported by the school community.

#2: Ensure the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

#3: Ensure the success of all students by establishing management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

#4: Ensure the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

#5: Ensure the success of all students by acting with integrity, with fairness, and in an ethical manner.

#6: Ensure the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts.

#7: Ensure the development, implementation, and evaluation of the data‐driven plan for improvement of student achievement.(CIP)

Process Directors of School Support annually assess and document principal performance associated with ISLLC standards. Directors of School Support base their assessments on routine, informal observations and interactions with principals as well as on other evidence and data collected throughout the year. Principals who are not performing at the level at which they are expected are placed on a plan of improvement. All principals are expected to be proficient in all ISLLC standards.






The evaluation process for principals includes the following: Director of School Support and Principal complete an initial goal setting conference in the fall Principals set professional growth goals in ISLLC responsibility area #7 as part of the Continuous Improvement

Process (CIP) and select at least one other goal area that aligns with their professional and building needs Principals collect evidence of progress toward their goals throughout the year Director of School Support and Principal complete a mid-year evaluation conference in March Director of School Support and Principal complete an end-of-year evidence review and summary evaluation

conference in June Director of School Support monitors Principal progress throughout the year and provides ongoing verbal and/or

written feedback to principal regarding attainment of growth goal during routine school visits and Learning Community meetings

In June, Director of School Support provides formal, written feedback to principal in a written year-end summary evaluation

Principals are responsible for evaluating associate and assistant principals using the same process as outlined above.

Central office administrators are evaluated by their direct supervisor using a process similar to that outlined above. Central office administrators are evaluated in the following nine areas:

1. Curriculum and instruction 2. Leadership 3. Judgment 4. Physical and financial resources 5. Cooperation 6. Communication 7. Appraisal of subordinates 8. Objective achievement 9. Organization and planning

Data As of June 2012, there are no building level or central office administrators on plans of improvement.

We currently do not aggregate administrator performance data in the same manner in which we aggregate teacher performance data. However, the passage of Senate Bill 6696 requires development and implementation of new classroom teacher and principal four-level rating evaluation systems with specified minimum criteria. Our current teacher evaluation system generally meets these new criteria and will remain intact with some revisions. We believe we will need to revamp our administrative evaluation system to align with the new requirements. During the 2011-2012 school years, a committee of twelve building administrators, representing all levels and learning communities, the four Directors of School Support and the Deputy Superintendent convened a committee to begin the development and implementation of the four-tiered principal evaluation system. Mid-year, the committee heard from OSPI that two frameworks will be selected from which districts can choose. The AWSP Leadership Framework was selected early, and the other framework will be announced in September 2012. The participating building administrators agreed to participate in a pilot for the 2012-2013 school years, using the new AWSP Leadership Framework. The Framework includes the following eight criteria:






1. Creating a Culture- Creating a school culture that promotes the ongoing improvement of learning and teaching

for students and staff. 2. Ensuring School Safety- Lead the development and annual update of a comprehensive safe schools plan that

includes prevention, intervention, crisis response, and recovery. 3. Planning with Data- Lead the development, implementation and evaluation of the data-driven plan for

improvement of student achievement. 4. Aligning Curriculum- Assist instructional staff in aligning curriculum, instruction, and assessment with state

and local learning goals. 5. Improving Instruction- Monitor, assist and evaluate staff implementation of the School Improvement Plan,

effective instruction and assessment practices. 6. Managing Resources- Manage human and fiscal resources to accomplish student achievement goals. 7. Engaging Communities- Communicate and partner with school community members to promote student

learning. 8. Closing the Gap- Demonstrate a commitment to closing the achievement gap.

Classified Staff Evaluation System History

An evaluation tool has been developed in conjunction with each classified bargaining group as documented in the collective bargaining agreements. The evaluation formats focus on technical performance, customer service, compliance with policies and procedures, and service to students. The classified valuation instruments require ratings on proficiency based scale using a Distinguished, Proficient, Needs Improvement, Unsatisfactory rating scale or a Satisfactory, Needs Improvement, Unsatisfactory rating scale.

Process

The supervisor completes the evaluation in alignment with the applicable contract provisions and timelines. Human Resources Department maintains a tracking system to ensure the annual completion of the evaluations and staff provides support and assistance to individual supervisors and employees in addressing needed improvements.

Data

We currently do not aggregate overall classified performance data. HR staff monitors evaluations to ensure employees marked unsatisfactory or needs improvement are placed on a plan of improvement. Under the provisions of Senate Bill 6696, districts will have to report performance data on all classified staff in the future. This reporting system will likely have implications for revisions in classified evaluation processes. Any changes will need to be worked on collaboratively with the applicable union groups.

While we have substantial investments in our systems for evaluation, there is room for improvement in this area. Additional work is anticipated on both administrative and certificated evaluation systems as required by HB6696.

I certify the above to be correct as of August 6, 2012. Dr. Traci Pierce, Superintendent


EL-12 Budgeting/Financial Planning August 6, 2012

Executive Limitation: Financial planning for any fiscal year shall align with Board’s End Results policies, ensure the district’s financial position is fiscally sound and derived from a multi-year plan. Accordingly, the CEO shall develop a budget which:

1. Is in a summary format understandable to the Board and presented in a manner that allows the board to see the relationship between the budget and the End Results priorities for the year.


Evidence

The 2012-13 Budget Summary document has been designed to present the budget in an understandable format.

This document includes a description on page 4 of how budget resource allocations have been aligned to accomplish the Board End Results Policies.

Further enhancement, specificity, or clarification in this area will require additional development work including conversation with the Board. This has not been a board priority and, therefore, has not changed.

2. Adequately describes revenues and expenditures. In Compliance

Evidence

The 2012-13 Budget Document presented to the Board details revenues and expenditures for each fund.

3. Shows the amount spent in each budget category for the most recently completed fiscal year, the amount budgeted for each category for the current fiscal year, and the amount recommended for the next fiscal year.

In Compliance

Evidence

The 2012-13 Budget Document details 2010-11 expenditures, 2011-12 budget, and the amount proposed for 2012-13 by account.

4. Discloses budget planning assumptions. In Compliance

Evidence

A presentation was given at the June 25 board meeting, including the assumptions upon which the 2012-13 budget is based.

EL-12, Budgeting/Financial Planning



5. Plans for the expenditure in any fiscal year to be equal or less than are conservatively projected to be available during the year.

In Compliance

Evidence

The expenditures proposed in the 2012-13 Budgets are in alignment with anticipated revenues and fund balance resources.

6. Provides necessary information to the Board on matters with a significant budgetary impact, allowing the Board adequate time to consider the information presented.

In Compliance

Evidence

The board receives a monthly financial report showing the current financial conditions of the district. When there are any out of the ordinary deviations from the planned budget, it is noted on the monthly financial report and may also be communicated to the board via board briefs.

Information was provided to the board regarding the continued state economic condition and budget impacts. Throughout the year financial forecasts are monitored as well as impacts from legislative budget actions. The board was updated as new information was received.

7. Considers feedback from the board. In Compliance

Evidence

The board was provided updates on legislative proposals during both the special session in Dec 2011 and the regular session in Spring 2012. Timelines for the budget process were also shared. We received feedback from the board on budget process and state impacts.

The proposed budget for 2012-13 was presented to the board in a work session on May 21 and board meeting on June 25, 2012. Feedback was taken and used prior to presenting the final budget on August 6, 2012.

8. Provides for reasonable contingencies. In

Compliance

Evidence

The proposed budget includes budget reserves for inventory replacement, potential revenue shortfalls in future years, enrollment contingencies, unknown capital expenses, and emergency reserves.




9. Maintains the projected year-end fund balance is not less than five percent of the projected revenue.

In Compliance

Evidence

All funds meet or exceed the 5% reserve requirement.

10. Provides adequate and reasonable budget support for Board development and other governance priorities, including the costs of fiscal audits, Board and committee meetings, Board memberships, and district legal fees.

In Compliance

Evidence

The 2012-13 board budget of $586,603 provides for board training and memberships, the cost of the annual fiscal audit by the State Auditor, and anticipated legal support fees. This amount is based on past historical trends and anticipated needs.

2010-11 Actual

2011-12 Budget

2012-13 Budget

State Auditor Fees 48,370 44,000 44,000Election Expense (127) 100,000 0Legal Fees 450,774 450,000 450,000Staff Salaries/Benefits 44,781 46,429 46,300Board Association Dues 22,576 19,500 19,500Board Training, Supplies, Conferences, etc.

42,915 26,803 26,803

Total $609,289 $686,732 $586,603




11. Takes into consideration fiscal soundness in future years and builds on the organizational capabilities sufficient to achieve End Results in future years.

In Compliance

Evidence

The district’s multi-year budget forecast, presented at the June 25 board meeting, projects future budget needs and challenges and has been utilized in formulating the 2012-13 Budget.

Resource allocations in order to achieve the Board’s End Results are detailed in the Budget Document. Some highlights for 2011-12 include: – Continuing to implement math curriculum aligned to power standards and providing professional

development in instructional and assessment practices.

– Adopting and implementing curriculum aligned to power standards in Health/Fitness, Visual Arts, Music, World Language, and K-5 Literacy.

– Helping staff work with parents so they are more able to help their children in math and science.

– Training for staff focused on sound instructional and assessment practice in Literacy, Math and Science.

– Supporting teachers in integrating technology in Literacy, Math, and Science instruction and assessment.

– Continuing implementation of inquiry-based science materials including the science refurbishment center.

– Building the collaborative skills of teachers and administrators focused on improving student performance.

– Continuing support for students not meeting standard on state assessments in Reading, Writing, and Math.

– Continuing development and implementation of Future Ready Graduation Requirements.

– Continuing development of data collection to monitor student performance related to End Results Policies.

– Working with principals to develop instructional programs aligned with the Lake Washington School District Student Profile and Guiding Principles, which define Future Ready interdisciplinary skills, attributes and content knowledge

– Implementing a data warehouse and dashboard to produce data for End Results monitoring and continuous improvement process planning.

– Continuing professional development to enhance teacher’s ability to meet the needs of all students and to improve student outcomes both academically and socially.

– Supporting effective teaching by providing focused time for professional learning community collaboration, planning, and learning during LEAP time.

12. Reflects anticipated changes in employee compensation, including

inflationary adjustments, step increases, performance increases, and benefits.

In Compliance

Evidence




The 2012-13 Budget and the multi-year budget forecasts include the known costs associated with the labor-management agreements with our various bargaining units including the costs for wages, step increases, and district provided benefits in the follow-on years of the contracts. Inflationary adjustments are incorporated based on data provided by the state.

The 2012-13 budget includes 0% state provided cost of living allowance (COLA), the budget forecasts assume a 2.8% COLA for 2013-14 and 3.1% COLA in 2014-15 for all employees.

13. Is based on reasonable consultation with appropriate constituent

groups. In

Compliance

Evidence

Input on the budget was solicited from departments and school buildings. A process for reviewing and prioritizing these requests was done with the Strategic Advisory Leadership Team (SALT), which is a representative group of principals, administrators and professional/technical managers that advises the superintendent. SALT used that data to develop and provide budget recommendations to the superintendent, who created the final proposed budget.

A draft of the budget was presented at the June 25, 2012 regular board meeting and posted on the district’s webpage to provide an opportunity for feedback. The draft budget document was also made available to interested members of the public.

Summary and Explanation of Partial Compliance:

EL-14.1 – Budget summary format understandable to the Board and presented in a manner that allows the board to see the relationship between the budget and the End Results priorities for the year is in partial compliance – The board provided direction regarding enhancement and clarification in this area at the June 25, 2012 board meeting. We will incorporate the board’s feedback in budget development next year. I certify the above to be correct as of August 6, 2012. __________________________ Dr. Traci Pierce, Superintendent


EL-13 Financial Administration August 6, 2012

Executive Limitation: With respect to the actual, ongoing administration of the district’s financial assets, the CEO shall ensure no material deviation from the annual budget or budget policy adopted by the board, nor cause or allow any fiscal condition that is inconsistent with achieving the Board’s End Results, or places the long-term financial health of the district in jeopardy. Accordingly, the CEO shall:

1. Expend less funds than have been received in the fiscal year unless

revenues are made available through other legal means, including the use of fund balances, the authorized transfer of reserve funds, and tax anticipation notes.

In Compliance

Evidence

In 2011-12, budgeted revenues were $229,501,930, while budgeted expenditures were $231,315,022.

For 2010-11, the last completed fiscal year, actual revenue was $218,279,208 while actual expenditures were $218,728,210.

2. Receive Board authorization before issuance of any debt. In Compliance

Evidence

No debt has been issued without board authorization, as required by law. In May 2012, the board approved the sale of unlimited general obligation bonds totaling

$25,000,000 as part of the February 2006 voter approved authorization to sell $436 million of general obligation bonds. Also in May 2012, the board approved the sale of $34,000,000 of Limited General Obligation Bonds (non-voted debt) to front fund the 6-year 2011 levy proceeds for additions to Redmond and Eastlake High School.

3. Receive Board authorization before expending funds from the fund

balance reserve. In

Compliance

Evidence

Board policy requires the district to maintain a fund balance reserve of at least 5% in the general fund.

The 2011-12 Budgeted ending fund balance was $15,950,746 which represented 7.0% of budged revenues. The additional 2.0% is anticipated to be carried over to next year in order to maintain on-going expenditures.

For the 2010-11 fiscal year, the actual ending fund balance was $21,723,065 representing 10.0% of actual revenues. The additional 5.0% was due to expenditures items planned for in 2010-11 actually expended in the next fiscal year and monies carried over in order to maintain on-going expenditures.

EL-13, Financial Administration



4. Receive Board authorization as allowed by law before permanently transferring unencumbered moneys from one fund to another.

In Compliance

Evidence

In August of 2011, the board authorized resolution No. 2101 which transferred $800,000 of capital projects fund investment earnings into the general fund for the 2011-12 school year. These funds are being used for curriculum adoption materials, instructional materials, and equipment.

New legislation, effective with the 2008-09 school year, expanded the uses of capital funds for technology requires school districts to transfer dollars from the capital projects fund to the general fund when capital funds are used for ongoing on-line fees, subscriptions, or software licenses, and ongoing training related to the installation and integration of technology. These transfers are reflected in the budget each year.

5. Settle payroll and debts in a timely manner. In Compliance

Evidence

The district processes payroll monthly with the actual payday occurring on the last working day of the calendar month. o All employee data is input on an annualized contract basis, except subs, which are paid on

actual time worked. Schools/departments report exceptions, such as vacation and sick leave.

o The actual payroll is processed at least three days in advance of payday to facilitate the electronic direct deposit payment.

o Payroll taxes, retirement obligati ons, and other benefit/payroll obligations are paid when due by either bank electronic transfers or by district warrants.

Accounts payable are paid on a weekly basis by warrants or by credit card. o Vendor invoices are carefully reviewed to ensure that goods or services have been

received in accordance with purchase order requirements, receipt has been verified, and the proper sales tax is paid.

o Discounts are taken when offered and accounts are kept current to avoid interest penalties.

o Emergency payments, which cannot wait for the weekly distributions, are paid by the district revolving fund.

A summary of payments by fund for payroll and accounts payable is submitted monthly to the board for their approval.

Interest maturing from the district issued general obligation bonds is paid to the fiscal agent directly by King County out of the debt service fund when due.




6. Ensure that purchases are made: a. exercising reasonable precaution against conflict of interest; b. considering comparative prices based on items of similar quality;

and c. considering a balance between long-term quality and cost.

In Compliance

Evidence

All purchases are made in accordance to state law and district policies and procedures. An audit is conducted annually by state auditors and has found our processes to be in

compliance. Purchase requisitions are reviewed to ensure they do not represent a conflict of interest. Language used in bid and quotation documents allows vendors to bid items of a certain brand

or one of equal quality. The purchasing department also does research on items ordered to ensure the lowest price with similar quality.

The evaluation to consider long-term quality and costs is a joint responsibility between departments and purchasing staff. For example, when purchasing major new equipment, we often test and evaluate the equipment first before making a decision for the overall purchase of the district. We also use advice from consultants, such as architects, to help evaluate the quality/cost benefit.

7. Use competitive procurement procedure as required by law. In Compliance

Evidence

State auditors review completed bids and contract awards on an annual basis to ensure compliance. No discrepancies were found in this area in the latest audit.

When the cost of any furniture, supplies, or equipment exceeds $75,000, formal bids shall be called for by issuing a public notice in the newspaper. When the cost of any furniture, supplies, or equipment exceeds $40,000 but is less than $75,000, quotations from at least three different sources are required.

When the cost of public works (building improvements or repairs) exceed $100,000, except when the district uses the small works roster process, formal bids are called for. When the cost of public works exceeds $40,000 but is less than $100,000 informal bids are solicited from licensed contractors who appear on the district’s small works roster.




8. Ensure reports or filings required by any state or federal agency are timely and accurately filed.

In Compliance

Evidence

Major reports that affect district finances are as follows: o P223 – monthly enrollment reporting o P103 – ethnic enrollment reporting o F-195 – Annual Budget o F-196 – Year End Financial Statements o S275 – Certificated and Classified Staff, Basic Ed Compliance o Grant reports.

The business services department monitors due dates and financial records to ensure that these are reported in a timely and accurate manner.

There are large numbers of other reports required by the state, federal, or other governmental agencies. Each department is responsible for filing these reports by the due dates and ensuring their accuracy.

During the past year, no funds have been lost due to untimely or inaccurate reports.

9. Ensure funds are received, processed, and disbursed under controls that are sufficient under generally accepted accounting procedures.

In Compliance

Evidence

The State audits accounting records on an annual basis and issues an opinion not only on financial reports, compliance and internal controls.

The 2010-11 audit resulted no audit findings. The district received one management letter relating to the Alternative Learning Experience (ALE) program enrollment and policies. The ALE program was a statewide audit focus this year.

Internal controls include proper separation of duties, timely depositing/processing, adequate supporting documentation, and efficient review/supervision. These procedures were established to ensure compliance with generally accepted accounting principles, district policies, and state laws.

The district’s internal controls accountant audits the various schools/departments on a cyclical basis to ensure that these controls and procedures are in place and operating efficiently and effectively.




10. Aggressively pursue receivables after a reasonable grace period. In Compliance

Evidence

The district minimizes delinquent accounts receivable by using the bank ACH (Automated Clearing House) process whereby the district is able to withdraw monies directly from family’s bank account for funds owed the district for some fee-based programs.

For other accounts receivable that are billed on a district invoice and are difficult to collect, contact is made with customers both orally and with written correspondence.

If after a reasonable period attempts to collect fail, then with proper notification, we turn the account over to a professional collection agency.

For those accounts not successful in collected, a report is sent to the superintendent annually requesting that those accounts receivables be written-off.

For 2010-11, the accounts that were written off were valued at $3,466.

11. Keep complete and accurate financial records by funds and accounts in accordance with generally recognized principles of governmental accounting.

In Compliance

Evidence

The state auditor examines our financial records and reports and issues an independent opinion as to whether our reports are in accordance with generally accepted principles.

In 2010-11, the State auditor issued an unqualified opinion stating that the financial statements present fairly, in all material respects, the financial position of the school district.

Our financial/accounting software system, through WSIPC, tracks financial records by fund and in accordance with generally accepted accounting principles. It is designed to process transactions by fund. It follows with our board-approved budget by fund and ends with our financial reporting by fund as required by the state required F-196 annual report.

Monthly, throughout the year, a report is sent to the board by fund. These reports are closely reviewed by staff to ensure accuracy and proper reporting.




12. Publish and post a financial condition statement annually. In Compliance

Evidence

The district is required to annually submit the F-196 report to OSPI by October 20 of each year. This is a required report and presents governmental fund financial statements detailing the district’s major funds.

The district has elected to implement the new financial reporting requirements of GASB (Governmental Accounting Standards Board) Statement No. 34 in order to comply with generally accepted accounting principles, thus requiring the district to provide government-wide financial statements along with a management discussion and analysis statement.

The district also prepares a financial and statistical report which includes more detail reporting by fund, statistical information, as well as, the annual audited financial report. This report is typically published in July of each year.

Areas of identified improvement: All areas are in compliance. I certify the above to be correct as of August 6, 2012. ______________ _____ Dr. Traci Pierce, Superintendent

lake washington school district no. 414 board of … · 2017-03-21 · august 2, 2012 jackie...

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