lake washington school district no. 414 board of … · 2018-11-02 · lake washington school...

LAKE WASHINGTON SCHOOL DISTRICT NO. 414

BOARD OF DIRECTORS' MEETING

November 5, 2018

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

AMO: Annual Measurable Objectives

AMAO: Annual Measurable Achievement

Objective in English Language Proficiency

AP: Advanced Placement

AVID: Advancement Via Individual

Determination

B/CR: Board/CEO Relationship

CAA: Certificate of Academic Achievement

CADR: College Academic Distribution

Requirements

CBA: Classroom-Based Assessments

CDSA: Common District Summative Assessments

CEDARS: Comprehensive Education Data and

Research System (CEDARS)

CIA: Certificate of Individual Achievement

CIP: Continuous Improvement Process

CLT: Central Leadership Team

COE: Collection of Evidence

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)

EL: Executive Limitations (See Policy Governance)

ELL: English Language Learners

ELPA21: English Language Proficiency

Assessment for the 21st Century

eMAS: Elementary Mobile Access for Students

EOC: End of Course

ER: End Results (formerly known as ENDs).

Goals set forth by the board, including the mission

of the district.

ESEA: Elementary and Secondary Education Act

ESSA: Every Student Succeeds Act

GC/CM: General Contractor/Construction

Management

GP: Governance Process (Board)

HCP: Highly Capable Program

HSBP: High School and Beyond Plan

KISN: Kindergarten Intensive Safety Net

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 and middle schools that

feed into it. The four learning communities are:

Eastlake, Juanita, Lake Washington, and Redmond.

LEAP: Learning Enhancement & Academic Planning

MTSS: Multi-Tiered Systems of Support

MSP: Measurement of Student Progress

NSBA - National School Board Association

OSPI: Office of Superintendent of Public Instruction

PCC: Professional Community & Collaboration

PLC: Professional Learning Community

PLIE: Planning, Learning, Implementation, and Evaluation

Policy Governance: A governance process used by the

school board. This sets forth “End Results (ER)” that

the superintendent must reach, while abiding by

“Executive Limitations (EL).” ER include the district’s

mission. EL provide the boundaries for how the

superintendent and staff can get to the goals. See the

board policy section on web site for more information.

Quest: Highly Capable program for students in gr. 2-8

RCW: Revised Codes of Washington

RTI: Response to Intervention

SALT: Strategic Advisory Leadership Team

SEL: Social Emotional Learning

SIOP: Sheltered Instruction Observation Protocol

SBA: Smarter Balanced Assessment

SBE: State Board of Education

SCAP: School Construction Assistance Program

SGP: Student Growth Percentile

sMAS: Secondary Mobile Access for Students

STEM: Science, Technology, Engineering, and

Mathematics WAC: Washington Administrative Codes

WaKids: Washington Kindergarten Inventory of

Developing Skills

WaNIC: Washington Network for Innovative

Careers

WCAS: Washington Comprehensive Assessment

of Science

WCAP: Washington Comprehensive Assessment

Program

WELPA: Washington English Language

Proficiency Assessment

WSIF: Washington School Improvement

Framework

WSSDA: Washington State School Directors

Association

LAKE WASHINGTON SCHOOL DISTRICT

Board of Directors’ Meeting

L.E. Scarr Resource Center Board Room

November 5, 2018

5:00 p.m. Study Session Topic: Facility/Levy Planning and Review of 2019 Legislative Priorities

6:40 p.m. Executive session to consider the selection of a site or the acquisition of real estate by lease or purchase and the minimum price at which real estate will be offered for sale or lease

Location: Sammamish, Resource Center

Time Action Policy Tab Page

7:00 p.m. Convene, Roll Call

Approve Agenda

Host School ▪ Kirkland Middle School, Deborah McCarson, Principal

Recognition ▪ National Merit Semifinalists & Commended Scholars - International Community School, Margaret Kinney, Principal - Eastlake High School, Chris Bede, Principal - Lake Washington High School, Christina Thomas, Principal

Public Comment GP-3 (Board Job Description)

Consent Agenda GP-8 (Annual Agenda Planning)

▪ Vouchers

▪ Minutes - {October 15 board meeting and study session} 1 1

▪ Human Resources Report 2 6

▪ Out-of-Endorsement Assignment Waiver 3 8

▪ Federal and State Remediation Programs, 4 9 Annual Renewal Applications, 2018-19

▪ Interlocal Agreement – Copy and Publishing Services 5 10

Seattle School District

▪ Surplus of Vehicles 6 11

Resolution No. 2258

▪ Donations 7 12

AGENDA November 5, 2018 Page 2

Time Action Policy Tab Page

Non-Consent Agenda

▪ Monitor Board Policy – Mathematics B/CR-5 (Monitoring CEO Performance)

✓ ER-2, Interdisciplinary Content Knowledge 8

Program Report

▪ Facilities and Capacity Report

Superintendent Report EL-3 (Communication & Council

to the Board

Legislative Update GP-3 (Board Job Description)

▪ 2019 Legislative Platform 9 13

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

Future Agenda Items EL-3 (Communication & Council

to the Board)

Debrief GP-2 (Governing Style)

Board Member Comments GP-3 (Board Job Description)

Adjourn

Next Board Meeting: November 19, 2018 5:30 p.m. Study Session Topic: TBD Location: Hughes, Resource Center

5:30 pm. Board Meeting Location: Board Room, Resource Center

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

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Study Session October 15, 2018

The October 15, 2018 study session was called to order by President Siri Bliesner at 5:45 p.m.

UCALL TO ORDER

Members present: Siri Bliesner, Cassandra Sage, Chris Carlson, Mark Stuart, and Eric Laliberte. Present: Superintendent Jane Stavem.

UROLL CALLU

The topics discussed were:

• Safety and Security

• Levy Planning

TOPICS

The meeting was adjourned at 9:10 p.m. UADJOURNMENT U

U____________________________________ Siri Bliesner, President U____________________________________ Jane Stavem, Superintendent Diane Jenkins

Recording Secretary

- 1-

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting October 15, 2018 The board meeting was called to order by President Siri Bliesner at 5:30 p.m.

CALL TO ORDER

Members present: Siri Bliesner, Mark Stuart, Chris Carlson, Eric Laliberte, and Cassandra Sage.

Present: Superintendent Jane Stavem.

ROLL CALL

Chris Carlson moved to approve the agenda. Seconded by Cassandra Sage.

Motion carried.

APPROVAL OF AGENDA

Chris Carlson moved to approve the consent agenda. Seconded by Eric Laliberte.

Siri Bliesner, yes; Mark Stuart, yes; Chris Carlson, yes; Eric Laliberte, yes; and Cassandra Sage, yes.

Motion carried.

CONSENT AGENDA

Approval of September 24, September 29, and October 1 study session & board meeting.

APPROVAL OF MINUTES

Approval of October 15, 2018 Human Resources Report. APPROVAL OF HUMAN RESOURCES REPORT

Approval of the following instructional materials for use in the Lake Washington schools –

Title: AP® Computer Science Principles Crash Course

Author: Jacqueline Corricelli

Publisher: Research & Education Association, Inc.

Copyright: 2018

No. of Copies: 160

Price: $15.00 per text

School Requesting: Tesla STEM High School

Classification: Grades9-12

Title: Phonemic Awareness: The Skills They Need to Help

Them Succeed

Author: Michael Heggerty, Ed. D.

Publisher: Literary Resources Inc.

Copyright: 2017

No. of Copies: 14

Price: $74.99 per book

School Requesting: LWSD Interventions Department

Classification: Grades 1-12

INSTRUCTIONAL MATERIALS ADOPTION

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting October 15, 2018

- 2-

Title: Purple Hibiscus

Author: Chimamanda Ngozi Adichie

Publisher: Algonquin

Copyright: 2003

No. of Copies: 150

Price: $10.00

School Requesting: Lake Washington High School

Classification: Grade 10

Title: Born a Crime

Author: Trevor Noah

Publisher: John Murray

Copyright: 2016

No. of Copies: 150

Price: $15.00

School Requesting: Lake Washington High School


Title: I’ll Give You the Sun

Author: Jandy Nelson

Publisher: Speak

Copyright: 2015

No. of Copies: 10

Price: $9.41 per book

School Requesting: Redmond High School


Authorizes the superintendent or her designee to approve

construction Change Order No. 3 with Lydig Construction, Inc. for the Ella Baker Elementary School project in the amount of $61,668 plus sales tax. Approval of this change order results in a revised GMP of $35,072,125.

GC/CM CONSTRUCTION CHANGE ORDER NO. 3 ELLA BAKER ELEMENTARY SCHOOL (SITE 31)

Accepts the donations/grants as identified - Acceptance from Lake Washington Schools Foundation to Franklin Elementary School in the amount of $2,496.56 to purchase two-way radios. Acceptance from Lake Washington Schools Foundation to Lake Washington School District in the amount of $20,589.00 to support 2018 summer school scholarships. Acceptance from Lake Washington Schools Foundation to Lake Washington School District in the amount of $95,000.00 to support AVID ($25,000.00), LINKS ($55,000.00), and 2019 Summer School Scholarships ($15,000.00). Acceptance from Louisa May Alcott Elementary PTSA to Alcott Elementary School in the amount of $8,524.90 to provide fee waivers for students in need ($500.00) and stipends for running, cup stacking, drama & choir clubs, and PTSA-teacher liaison ($8,024.90).

DONATIONS


- 3-

Acceptance from Paige A. Thomson to Carson Elementary School in the amount of $1,131.10 to purchase classroom supplies. Acceptance from Explorer Parent Association to Explorer Elementary in the amount of $2,508.00 to purchase eMAS (Elementary Mobile Access for Students) devices. Acceptance from Juanita Elementary PTA to Juanita Elementary School in the amount of $4,877.94 to support outdoor education. Acceptance from Margaret Mead Elementary PTSA to Mead Elementary School in the amount of $7,251.00 to provide stipends for recess games organizer, math club, Raz Kids administrative support, and Operation School Bell. Acceptance from Audrey Depner, Usborne Books & More to Muir Elementary School in the amount of $1,200.00 to purchase library books. Acceptance from John Muir Elementary PTSA to Muir Elementary School in the amount of $11,300.00 to provide academic enrichment ($10,000.00) and support choir ($1,300.00). Acceptance from Norman Rockwell PTA to Rockwell Elementary School in the amount of $16,437.60 to provide bus transportation for field trips ($5,595.15) and stipends for running club, webmaster, outdoor education, and choir ($10,842.45). Acceptance from Carl Sandburg PTSA to Sandburg Elementary School in the amount of $13,616.05 to provide stipends ($10,854.25) and bus transportation ($2,761.80) for outdoor education. Acceptance from Samantha Smith Elementary PTSA to Smith Elementary School in the amount of $3,534.00 to purchase classroom supplies ($1,934.34) and library supplies ($1,599.66). Acceptance from Inglewood Middle School PTSA to Inglewood Middle School in the amount of $5,200.00 to purchase Wordly Wise i3000 subscriptions. Acceptance from Eastlake Girls Basketball Booster Club to Eastlake High School in the amount of $3,062.57 to provide extra coaching hours. Acceptance from Eastlake Boys Basketball Booster Club to Eastlake High School in the amount of $1,757.96 to provide extra coaching hours. Acceptance from Eastlake High School PTSA to Eastlake High School in the amount of $3,800.00 to support Math Lab. Acceptance from Eastlake Cheer Booster Club to Eastlake High School in the amount of $2,397.30 to provide stipend for assistant cheer coach.


- 4-

Acceptance from Juanita High School PTSA to Juanita High School in the amount of $1,013.91 to purchase classroom supplies. Acceptance from Redmond High Football Boosters to Redmond High School in the amount of $2,126.85 to provide bus transportation. Acceptance from Tesla STEM PTSA to Tesla STEM High School in the amount of $4,500.00 to support extra-curricular activities ($2,000.00) and graduation ceremony ($2,500.00). TOTAL $212,324.74 NON-CONSENT AGENDA

Dr. Stavem stated that at the October 1, 2018 board meeting, ER-2 Literacy and Language was presented. The Board has identified and documented comments with respect to assertions of progress and exceptions. Eric Laliberte moved to approve the ER-2, Literacy and Language, monitoring report and Assertion of Progress and Exception form as presented, recognizing that reasonable interpretation is aligned with the Ends Policy and represents appropriate targets for outcomes. Further, this monitoring report demonstrates while there was not full achievement of the Ends Policy Interpretation, the Board believes that the evidence demonstrates reasonable partial achievement toward the Ends Policy interpretation. Seconded by Chris Carlson. Motion carried.

APPROVAL OF MONITORING REPORT ER-2, LITERACY AND LANGUAGE


- 5-

Eric Laliberte moved to adjourn. Seconded by Chris Carlson. Motion carried.

The meeting was adjourned at 5:45 p.m.

ADJOURNMENT

____________________________________ Siri Bliesner, Vice President ____________________________________ Jane Stavem, Superintendent Diane Jenkins Recording Secretary

Human Resources Board Report

November 5, 2018

NEW PERSONNEL

Name Position Location Salary/Rate Start Date Reason

Fairclough, Devon Bus Driver Transportation $25.57 05/03/18 Budgeted

Koffa, Bennett Instructional Assist Extended Day $19.98 04/11/18 Budgeted

McGowan, Junko Special Ed Para Ed Dickinson Elem $18.82 02/12/18 Budgeted

Perez, Martha Custodian Tesla STEM $20.64 05/24/18 Repl. Y. Kuite

Pushkina, Anna P3 .5 Teacher Rush Elem C-1 10/08/18 Budgeted

Rich, Tyler Business Intel Developer Resource Center $101,355.00 07/18/18 Budgeted

Robinson, Timothy NC Teacher Lake Washington HS C-0 10/15/18 Leave Replacement

Saephanh, Nai Custodian Parks Elem $20.64 05/21/18 Budgeted

Schwarz, Molly NC Counselor Redmond HS C-0 11/01/18 Leave Replacement

Sego, Angela NC Teacher Barton Elem C-0 12/02/18 Leave Replacement

Tunnell, Jennifer P3 Teacher Int'l Community C-0 10/17/18 Budgeted

Wickline, Shana Dispatcher I Transportation $31.33 06/07/18 Budgeted

RETIREMENTS/RESIGNATIONS/TERMINATIONS

Name Position Location Start Effective Date Reason

Frame, Ian Teacher Tesla STEM 08/27/18 11/21/18 Resignation

Holloway, Allison Special Ed Para Ed Twain Elem 02/08/08 12/01/18 Retirement

Ivanoff, Stoycho Plumber Facilities 03/20/18 11/09/18 Resignation

Kuffel, Sara Webmaster Resource Center 12/17/12 11/30/18 Resignation

Larsen, Kay Health Room Secretary Mann Elem 08/28/18 10/16/18 Resignation

Olin, David Custodian Frost Elem 07/02/07 10/24/18 Resignation

Pham-Allison, Van Instructional Assist Redmond MS 01/02/18 11/16/18 Resignation

Quiroz, Paula Instructional Assist Juanita HS 11/18/16 10/15/18 Resignation

Zapanta, Johnmyre Teacher Eastlake HS 08/27/18 10/24/18 Resignation

Human Resources Board Report

November 5, 2018

CHANGE OF CONTRACTUAL STATUS

Name Location Change Effective Date

Acheson, Cravixtha Twain/Franklin/Rose Hill MS .5 P2/.2 NC to .5 P2/.5 NC 08/27/18

Adent, Deborah Kirkland MS .9 P3 to .9 P3/.1 NC 08/27/18

Gibson, Nathan Eastlake HS 1.0 NC to 1.0 P3 08/27/18

Lundquist, Michael Kirkland MS .8 C to .8 C/.1 NC 08/27/18

Wetzel, Nicole Smith Elem .5 C/.2 NC to .5 C/.3 NC 10/18/18

CHANGE OF POSITION

Name Old Position New Position Effective Date Reason New Salary

Hernandez Moreno, Elizabeth Custodian Head Custodian 07/30/18 Budgeted $21.79

Rand, Daniel Custodian Head Custodian 08/06/18 Repl. H. Chan $21.79

-8-

OUT-OF-ENDORSEMENT ASSIGNMENT WAIVER

November 5, 2018 SITUATION In accordance with WAC 181-82-110 individuals with initial, residency, endorsed continuing, or professional teacher certificates who are employed with a school district may be assigned to classes other than in their areas of endorsement. In order for a teacher to be assigned out of endorsement the following shall apply:

(1) A designated representative of the district and any such teacher so assigned shall mutually develop a written plan which provides for necessary assistance to the teacher, and which provides for a reasonable amount of planning and study time associated specifically with the out-of-endorsement assignment;

(2) Such teachers shall not be subject to nonrenewal or probation based on evaluations of their teaching effectiveness in the out-of-endorsement assignments;

(3) Such teaching assignments shall be approved by a formal vote of the local school board for each teacher so assigned.

Board approval for teachers teaching out of an endorsed area are only in place for the school year in which the approval is sought. For the 2018-19 school year, Lake Washington School District has staffed seven (7) teachers out of their areas of endorsement. This equates to a cumulative FTE of 2.5. These teachers are currently pursuing endorsement adds through OSPI. Identified below are the teacher, the FTE that is out-of-endorsement, and the specific content area in which the teacher is pursuing endorsement adds for compliance. Last Name First Name School FTE Out of Endorsed Area Boise Lucile RHMS 0.4 Social Studies Carlson Lua Northstar 0.2 Mathematics Daman Martha RSAR 0.6 Drama Lowry Cynthia JHS 0.2 English Noto Vincent Northstar 0.1 Health/Fitness Palmer James LWHS 0.6 Astronomy or Earth and Space Stubblefield Natalie EHS 0.4 Social Studies RECOMMENDATION The Board of Directors approves the out-of-endorsement assignments per WAC 181-82-110 for the teachers identified on the list above.

-8-

FEDERAL AND STATE REMEDIATION PROGRAMS ANNUAL RENEWAL APPLICATIONS, 2018-19

November 5, 2018

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 applications have been prepared for Board approval. District staff have reviewed the assurances and found the district to be in compliance with all requirements. 5-Year Perkins Application Plan – District Package The 5-Year Perkins Plan Application Plan - District Package, provides an estimated $100,641. Perkins Funds are to be used to develop more fully the academic and career and technical skills of secondary education students who elect to enroll in career and technical education programs. In accordance with other federal funds, districts may only use Perkins money to provide supplemental services that would not have been provided had the Perkins funds not been available. 5-Year Perkins Application Plan – Skill Center Package The 5-Year Perkins Application Plan - Skill Center Package provides an estimated $28,517. As host district for WANIC Skill Center, the application plan is processed through Lake Washington. Perkins Funds are to be used to develop more fully the academic and career and technical skills of secondary education students who elect to enroll in career and technical education programs. In accordance with other federal funds, districts may only use Perkins money to provide supplemental services that would not have been provided had the Perkins funds not been available. RECOMMENDATION The Board of Directors approves submitting the 2018-19 renewal application for the Federal Perkins 5-Year Application Plan – District Package and Skill Center Package, as presented.

-10-

INTERLOCAL AGREEMENT - COPY & PUBLISHING SERVICES SEATTLE SCHOOL DISTRICT

November 5, 2018

SITUATION RCW 39.34.030 allows public agencies to access other agencies purchase agreements as long as specific conditions are met. One of the conditions needed to access other agency bids is the requirement for an interlocal agreement authorized by the Board of Directors. The Seattle School District No. 1 has awarded a contract to QBSI-Xerox for copy and publishing services to improve their Publishing Services’ multi-functional equipment, used by their Publishing Services Center. Due to the very competitive pricing of this contract, it is in the best interest of the Lake Washington School District to use the Seattle School District No. 1 contract to make purchases. The attached interlocal agreement will allow the district to purchase copy equipment, including maintenance and service agreements from the Seattle School District No. 1 Contract No. RFP04863, which has been awarded through July 31, 2023. RECOMMENDATION The Board of Directors authorizes the superintendent to enter into an Interlocal Agreement between the Seattle School District No. 1 and the Lake Washington School District for the purchase or acquisition of copy and printing services described herein.

of 3

INTERLOCAL AGREEMENT

This INTERLOCAL AGREEMENT (“Agreement”) is entered into by and between Seattle School District No. 1 (the “District”) and Lake Washington School District No. 414 (“LWSD”) (collectively referred to herein as the “Parties”). The Parties enter into this Agreement as of the date of execution by both Parties, for the purposes and under the terms contained herein.

RECITALS

WHEREAS, each of the Parties is duly constituted School Districts organized and

existing under and by virtue of the laws of the State of Washington. Each of the Parties is also a public agency, as that term is defined by RCW 39.34.020;

WHEREAS, the Interlocal Cooperation Act, Chapter 39.34 RCW, provides for cooperation between public agencies; WHEREAS, the Parties are required to make certain purchases by a formal advertisement and bid process, and incur certain expenses, and it is in the public interest for the Parties to cooperate in purchasing activities to obtain the most favorable pricing for each Party and to reduce duplicative activities; WHEREAS, the Parties recognize and find that this Agreement will permit the Parties to make the most efficient use of their powers by enabling them to cooperate with each other on a basis of mutual advantage and that it is in each of their best interests to cooperate and join in certain purchasing activities; NOW THEREFORE, BE IT RESOLVED by each Board of Directors for each of the School Districts, for and in consideration of the promises and covenants contained herein and the mutual benefits to be derived there from, the Parties agree as follows:

1. Definition and Purpose. The District is the public entity that initiated the procurement process to purchase goods and services, and executed the Contract with a third-party vendor. The purpose of this Agreement is to permit LWSD to use the copy and publishing services Contract No. RFP04863 (the “Contract”) executed by the District.

2. Scope. This Agreement shall allow the purchase or acquisition of copy and publishing services by LWSD directly from the qualified vendor(s) on the District’s bid No # RFP04863 awarded August 2, 2018. The Contract was awarded through July 31, 2023.

3. Duration. This Agreement shall become effective once it is fully executed by both Parties. This Agreement shall remain in force until terminated by either Party according to the terms herein.

4. Termination. Either Party may terminate this Agreement upon thirty (30) days written notice to the other Party.

of 3

5. Administration of Agreement. It is not the intent of the Parties, nor shall this Agreement

be interpreted, to create a new or separate legal entity for the performance of this Agreement. Instead, the boards or other governing bodies of both parties shall jointly administer this Agreement.

6. No Financial or Organizational Liability. The District has determined that LWSD will have no financial or organizational liability to the District or its partnership agencies. The District accepts no responsibility for the performance of the vendor in any contract entered into as a result of the cooperative bid; makes no warranty, express or implied, for any materials or services acquired by LWSD under this agreement.

7. Manner of Financing. The manner of financing the goods and services purchased under this Agreement shall be through budgeted funds or other available funds of LWSD. The District accepts no responsibility for the payment of goods and/or services acquired for the sole and exclusive use of LWSD.

8. Budget. LWSD shall be responsible for all budget and accounting procedures related to its purchases.

9. Compliance, With Bidding Requirements. The District represents and warrants it has complied with its statutory requirements under Washington law regarding notice for bids or proposals for goods or services subject to this Agreement.

10. Adoption of Agreement. The Board of Directors of the Parties authorizes this Agreement and has or will take action by resolution, motion, or other necessary action to approve this Agreement.

11. Independent Right to Contract. The Parties reserve the right to contract for the purchase or disposal of any particular class of goods or services, with or without notice being given to the other Party.

12. No Obligation. This Agreement does not obligate LWSD to acquire goods and/or services under the Contract.

13. Amendments. This Agreement may be amended or modified by mutual agreement of the Parties. Any amendment or modification shall be in writing, signed, and duly approved by the Board of Directors and/or the signing authority of both Parties.

14. Governing Law. The terms of this Agreement shall be governed by the laws of the State of Washington.

15. Signature Blocks. The Parties acknowledge that they have read, understand, and accept this Agreement, including any supplements or attachments, and that this Agreement constitutes the entire agreement between them and supersedes all other communications, written or oral, relating to the subject matter of this Agreement.

of 3

SEATTLE SCHOOL DISTRICT No. 1 P.O. Box 34165 Seattle, Washington 98124-1165

Lake Washington School District 16250 NE 74th Street Redmond, Washington 98073-9739

JoLynn Berge Assistant Superintendent for Business and Finance

Dr. Jane Stavem Superintendent

Date

Date

-11-

SURPLUS OF VEHICLES RESOLUTION NO. 2258

November 5, 2018

SITUATION In the normal course of district operations, materials and equipment become dated, damaged and in many cases, unusable or unsupportable. Our last surplus authorization for vehicles was in September 2017. The vehicles are being surplused due to the age and increasing cost of repair, maintenance and operation. The buses that are being surplused are no longer on the state depreciation schedule. Some of the buses have been used for parts on other buses as needed. The district received a grant from the Washington State Department of Ecology that will be used toward the purchase of new buses. In order to dispose of these vehicles, they must be declared surplus to the needs of the district. Resolution No. 2258 has been prepared in order to do so. Once this property is declared surplus by the board and appropriate public notifications are made, we will offer it for sale/redistribution consistent with the requirements of RCW 28A.335.180. This could include sales to other private and public schools, sale to the general public and/or disposal. RECOMMENDATION The Board of Directors adopts Resolution No. 2258 declaring the vehicles listed on the attached page as surplus to the needs of the district and authorizing the superintendent to proceed with the distribution, transfer, sale, or disposal of items listed.

SURPLUS OF VEHICLES RESOLUTION NO. 2258

WHEREAS, in the course of normal operations, vehicles are purchased for transportation of students and support functions of the district; WHEREAS, these vehicles have been used and have fulfilled their useful life or have been replaced by other vehicles which fulfill to a greater degree the needs for which the original vehicles were purchased; WHEREAS, it is no longer practical or economical to retain these items for possible future use due to cost of storage, handling and maintenance. NOW, THEREFORE, BE IT RESOLVED that the Board of Directors of the Lake Washington School District, No. 414, declares that the vehicles on the attached list is surplus to the needs of the district and that the administration is hereby authorized to dispose of this property in accordance with the regulations of the State of Washington.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 5th day of November 2018.

BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT NO. 414

Attest:

Secretary, Board of Directors

Vehicle No. Year Make/Model License # Vin #6 2004 Bluebird WL# 68128C 1GBJG31UX411252077 2004 Bluebird WL# 68354C 1GBJG31UX411514978 1995 Thomas WL# 28806C 1T75R4B28S11292179 1995 Thomas WL# 28805C 1T75R4B26S1129216

13 2009 Collins WL# 89674C 1GBJG31KX9111574916 2009 Collins WL# 89676C 1GBJG31K99111391341 2004 Bluebird WL# 68122C 1GBJG31U84112574152 2006 Chevrolet WL# 76418C 1GBJG31U16114159085 1998 Thomas WL# 44175C 1T7HT4B23W116245388 2000 Thomas WL# 47884C 1T75U4B20Y108436291 2000 Thomas WL# 56360C 1T7HT4B23Y1088454

129 2000 Thomas WL# 56365C 1T7HT4B25Y1088455210 1993 Tymco Truck Sweeper WL# 25511C JALB4B1K6P7005888225 1991 GMC Pickup WL# 16515C 1GTGK24K4ME526432226 2003 Chevrolet Malibu WL# 68109C 1G1ND52J83M670317242 1988 Dodge Dump Truck WL# 06270-C 1B6MD3459JS752299258 2004 Ford Van WL# 26444C 1FTFE24H5RHC01379307 1995 Ford Box Truck WL# C-51557 1FDWF70JOSVA17412

Surplus of Vehicles

Resolution No. 2258

November 5, 2018

‐ 12‐

DONATIONS November 5, 2018

SITUATION Individuals and/or groups periodically desire to make monetary donations to the school district. Monetary donations which exceed $1,000 are submitted for board approval. Following is a list of those requests for the time period including the individual or group making the request, the amount of donation and the purpose for which the funds are to be used.

From Amount Purpose

Elizabeth Blackwell PTSA to Blackwell Elementary School

$4,600.00

To purchase playground equipment.

Emily Dickinson PTSA to Dickinson Elementary School

$1,965.00

To provide stipend for emergency preparedness.

Ben Franklin PTA to Franklin Elementary School

$5,500.00

To provide professional development.

Robert Frost PTSA to Frost Elementary School

$1,595.93

To provide stipend for choir.

Juanita Schools Foundation to Juanita Elementary School

$1,208.50

To provide stipend for science support.

Peter Kirk Elementary PTSA to Kirk Elementary School

$30,581.85

To provide classroom enrichment ($3,000.00) and stipends for math and reading clubs, yearbook, green team, student council, chorus, outdoor education ($25,331.85); and support outdoor education ($2,250.00).

Horace Mann Elementary PTA to Mann Elementary School

$8,026.00

To provide stipends for choir, safety patrol, and peer mentor club.

John Muir Elementary PTSA to Muir Elementary School

$1,363.40

To support choir.

Redmond Elementary PTSA to Redmond Elementary School

$16,310.00

To purchase classroom supplies ($2,000.00); and support recess coaching ($4,000.00), third grade water safety ($3,310.00), and classroom enrichment ($7,000.00).

Madeline Lopes Widmer and Gigi McKeag to Sandburg Elementary

$6,308.00

To support outdoor education.

Donations November 5, 2018 Page 2

‐ 13‐

Samantha Smith PTSA to Smith Elementary

$6,173.28

To purchase art supplies ($1,039.94) and support recess activities ($5,133.34).

Laura Ingalls Wilder Elementary PTSA to Wilder Elementary

$31,515.25

To purchase office supplies ($1,750.00) and library books ($3,700.00); provide RAZ kids site license ($800.00), substitutes ($625.00); stipends for student council, safety patrol, Watch Dog, technology, Math Olympiad, creativity project, and motor skills enrichment ($14,502.00); and support field trips ($5,000.00), specialists ($2,166.00), professional development ($1,000.00), and academic enrichment ($1,972.25).

Finn Hill Middle School PTSA to Finn Hill Middle

$1,300.00

To support library.

Inglewood Middle School PTSA to Inglewood Middle

$5,410.00

To provide stipend for homework club ($4,200.00); to purchase laser timer ($1,210.00).

Kirkland Middle School PTSA to Kirkland Middle

$4,499.47

To provide stipends for homework clubs.

Stella Schola PTO to Stella Schola $21,752.00

To provide stipends for Latin III and IV.

Sammamish Kiwanis Foundation to Eastlake High

$1,300.00

To support key club.

Wolves Football Association $2,433.90

To provide stipend for football coach.

Eastlake Girls' Soccer to Eastlake High

$2,397.30

To provide stipend for soccer coach.

Lake Washington High School Dance Team Booster Club to Lake Washington High

$4,834.00

To provide stipends for dance team coaches.

TOTAL $159,073.88

RECOMMENDATION

The Board of Directors accepts the donations as identified at the November 5, 2018 board meeting.

End Result (ER) 2:

Mathematics

Board Monitoring Report

October 29, 2018

Table of Contents

Page Data Overview Sheet and Business Rules ............................................................................................................... 3

High Level Ends: Mathematics................................................................................................................................ 5

Part 1: Achievement in Primary Mathematics ...................................................................................................... 6

CEO’s Ends Policy Interpretation ............................................................................................................... 6

Monitoring Results: Select Student Groups and Programs ...................................................................... 6

Part 2: Achievement in Intermediate Mathematics .......................................................................................... 10

CEO’s Ends Policy Interpretation ............................................................................................................. 10

Monitoring Results: Select Student Groups and Programs .................................................................... 12

Part 3: Achievement in High School Mathematics ............................................................................................ 21

CEO’s Ends Policy Interpretation ............................................................................................................. 21

Monitoring Results: All Student Groups ................................................................................................. 22

Conclusion ............................................................................................................................................................ 27

Strategies to Achieve Ends .................................................................................................................................... 27

Appendix: Disability Categories ............................................................................................................................ 30

Data Overview Sheet

Data Business Rules:

• Rankings are out of Washington School Districts with 6500 or more students. In 2017-18, this was 49 school districts.

• Pre-K WaKIDS: Fall 2017.

• Gr 3-8, 10 Mathematics: Washington State Report Card business rules, Spring 2018.

• 9 Full Math Credit: % of students who earned 1.0 credits of Math in 9th grade. Students included were enrolled on May 1 and had attempted at least 1.0 credits of Math during the year. Rank not available for this indicator.

• Other: Specific percentages for American Indian/Alaskan Native and Native Hawaiian/Other Pacific Islander not provided due to low n.

• Other: Rank for Black/African American n/a due to several district’s percentages suppressed.

Color Coding Business Rules: Dark Green If 85% or higher, then dark green If negative progress of two (2) or more points, move to light green Or, if rank is > 11, move to light green (rank 11 is the 80th percentile of 49 school districts) Yellow If 71-84%, then Yellow If rank is <5, move to light green (rank 4 is the 94th percentile of 49 school districts) Dark Red If 70% or less, then dark red If rank is < 12, move to light red Or, if progress is three (3) or more points, move to light red

Student Performance Targets:

• 95% of students meet all established indicators

• Student performance is comparable to student performance in comparable WA state districts

• Student performance is improving

Key: Reasonable Progress

Limited Progress

All Female Male Special Education

ELL Low Income

Asian Black/ African

American

Latino/ Hispanic

White

Pre-K WaKids Math Fall 2017

85.6% Rank 7 ↓1.4 (2 yr)

85.6% Rank 6 ↓2.4 (2 yr)

85.6% Rank 6 ↓0.3 (2 yr)

58.4% Rank 10

↓9.0 (2 yr)

81.4% Rank 3 ↑4.1 (2 yr)

59.2% Rank 17

↑6.6 (2 yr)

91.7% Rank 7 ↓0.3 (2 yr)

71.9% Rank 5 ↓7.5 (2 yr)

68.0% Rank 8 ↑3.7 (2 yr)

85.4% Rank 8 ↓2.6 (2 yr)

3 Math SBA Spring 2018

79.9% Rank 3 ↓0.6 (4 yr)

79.0% Rank 2 ↓2.0 (4 yr)

80.7% Rank 2 ↑0.7 (4 yr)

41.5% Rank 6 ↓2.1 (4 yr)

47.7% Rank 5 ↓4.3 (4 yr)

46.3% Rank 23

↓4.2 (4 yr)

92.0% Rank 4 ↓1.7 (4 yr)

46.5% Rank n/a

↓14.8 (4 yr)

59.1% Rank 8 ↑0.2 (4 yr)

78.9% Rank 2 ↓0.8 (4 yr)


75.7% Rank 2 ↑3.0 (4 yr)

74.0% Rank 2 ↑1.6 (4 yr)

77.3% Rank 1 ↑4.3 (4 yr)

32.8% Rank 1 ↑3.9 (4 yr)

45.4% Rank 1 ↑14.1 (4 yr)

36.5% Rank 16

↑3.6 (4 yr)

91.0% Rank 3 ↑2.7 (4 yr)

35.5% Rank n/a

↑3.4 (4 yr)

46.1% Rank 11

↑0.8 (4 yr)

74.5% Rank 2 ↑1.8 (4 yr)


75.0% Rank 2 ↑3.5 (4 yr)

75.3% Rank 2 ↑2.5 (4 yr)

74.7% Rank 2 ↑4.4 (4 yr)

22.9% Rank 1 ↓0.7 (4 yr)

20.0% Rank 9 ↓4.5 (4 yr)

33.7% Rank 24

↓4.1 (4 yr)

90.4% Rank 3 ↑4.0 (4 yr)

36.8% Rank n/a

↑1.4 (4 yr)

53.7% Rank 7 ↑7.2 (4 yr)

74.3% Rank 1 ↑2.0 (4 yr)

9 Full Math Credit 2017-18 Class of 2021

95.2% n/a

↑0.1 (5 yr)

95.7% n/a

↓0.7 (5 yr)

94.7% n/a

↑0.9 (5 yr)

84.0% n/a

↓0.8 (5 yr)

81.4% n/a

↓13.8 (5 yr)

80.1% n/a

↓8.5 (5 yr)

98.7% n/a

↑0.4 (5 yr)

81.3% n/a

↓18.7 (5 yr)

88.8% n/a

↑3.0 (5 yr)

95.8% n/a

↑0.7 (5 yr)


72.3% Rank 2

n/a baseline

71.4% Rank 2

n/a baseline

73.1% Rank 2

n/a baseline

19.5% Rank 2

n/a baseline

36.0% Rank 3

n/a baseline

32.6% Rank 9

n/a baseline

86.1% Rank 5

n/a baseline

37.1% Rank n/a

n/a baseline

46.4% Rank 3

n/a baseline

72.5% Rank 2

n/a baseline

4

Monitoring Description, Established Indicators, Targets for Student Achievement, and Established Data Sets/Displays

High Level Ends: Each student will demonstrate his or her highest level of achievement and application of knowledge within a well-rounded, interdisciplinary program of study. Accordingly, students will: Mathematics

• Understand and apply mathematical principles and concepts

• Solve problems, reason, and communicate mathematically

• Understand and apply scientific principles and concepts

• Solve problems, reason, and communicate scientifically

5

Part 1: Achievement in Primary Mathematics CEO’s Ends Policy Interpretation Reasonable Interpretation: Policy criteria, observable conditions, alignment to Ends, targets and rationale Achievement in Primary Mathematics is interpreted as the demonstrated skills of Pre-K through Grade 3 students. The Primary Mathematics program is founded on the Common Core State Standards (CCSS) for Mathematics. These standards define what students should understand and be able to do in their study of mathematics for students Kindergarten-Grade 12. The district has adopted curriculum to support core and intervention instruction. Therefore, I interpret that student demonstration of achievement in standardized measures in kindergarten and Grade 3 provide evidence of preparing students for future academic success in mathematics. As such, observable conditions and targets for End Results (ER) 2 Primary Mathematics include:

• 95% of kindergarteners demonstrate school readiness in mathematics on the WaKIDS assessment

• 95% of 3rd graders meeting or exceeding state standards in mathematics Our commitment and aspirational goal is for 95% of students to demonstrate Primary Mathematics skills. I interpret that there is sufficient evidence toward accomplishment of the End for each student group when:

• 85% or more students demonstrate above or at standard performance on Kindergarten WaKIDS Whole Child Assessment, and the grade 3 Smarter Balanced Assessment (SBA) for Mathematics and a positive trend or no more than a 2% decline of the trend.

Note: Evidence of sufficient evidence toward achievement of the End by student group is displayed in the color-coded Data Overview Sheet (see page 3). Green and light green shaded cells denote areas of sufficient evidence toward achievement of the End; yellow and red-shaded cells denote areas of partial achievement. Rationale Given the high aspirational goal of 95% of students to demonstrate achievement in Primary Mathematics, reasonable progress toward accomplishment of this End is a multi-year effort. Therefore, establishing a minimum threshold of 85% by student group, together with criteria of comparable performance and year-to-year improvement provides sufficient evidence of reasonable progress toward accomplishment of the End. Any student group not meeting established criteria provides evidence that full achievement of the End has not been accomplished. Monitoring Results: All Student Group Overall, 85.6% of students entered kindergarten ready for math as measured on the WaKids assessment in 2017-18; slightly less than the 87% in 2016-17. In third grade 79.9% of students met standard on the Smarter Balanced Assessment. Results on this assessment have remained relatively strong over the past four years. The “all students” group in grade three ranks 3rd among Washington State districts with 6500 students or more (the largest 49 districts) on the Mathematics SBA.

6

Data Displays: All Students Group

Monitoring Results: Select Student Groups and Programs Monitoring results show relatively high performance for students in the Asian, Two or More Races, and White groups. Persistent gaps are present for students in the Hispanic/Latino and Black/African American groups in nearly all Primary Mathematics measures. Gaps persist for other student groups including students receiving special education or ELL services, and for students from low-income households.

• Asian Students perform higher than other race/ethnicity groups in all mathematics measures

• Gaps remain mainly unchanged for Hispanic/Latino and Black/African American students

• Hispanic/Latino Grade 3 students rank 8th among the 49 largest districts in the state in mathematics with .2% growth in performance over 4 years.

• Female and Male Grade 3 students rank 2nd among the 49 largest districts in the state in mathematics

• Students receiving special education services have a 43-percentage point gap in grade 3 when compared to students who are not receiving special education services

• Although students receiving special education services are not performing at similar levels as non-disabled peers, Grade 3 LWSD students receiving special education services rank 5th among the 49 largest districts in the state

• Students that have exited ELL services continue to outperform current and never ELL students

• Although students receiving ELL services are not performing at similar levels as exited or never ELL peers, Grade 3 LWSD students receiving ELL services rank 6th among the 49 largest districts in the state

• Students from low-income households have a persistent gap in all measured areas and this group ranks 23rd among the largest 49 districts in the state. 2017-18 district Free and Reduced eligibility was 11.1% and 2018-19 district Free and Reduced Eligibility is 9.3%

Percent of Kindergarteners Entering Kindergarten Ready: Math

School Year % Met Total N

2016-17 87.0 2336

2017-18 85.6 2217

Percent of 3rd Graders Meeting or Exceeding State Standards in Mathematics


2014-15 80.5 2235

2015-16 82.8 2378

2016-17 82.2 2464

2017-18 79.9 2430

7

Data Displays: Race/Ethnicity

Data Displays: Students Receiving Special Education Services

Percent of Students Meeting or Exceeding State Standards in Math – Grade 3

School Year

Asian Black/African American

Hispanic/ Latino Two or More Races

White

% Met Total N % Met Total N % Met Total N % Met Total N % Met Total N

2014-15 93.7 543 61.3 44 58.9 229 77.9 172 79.7 1177

2015-16 94.9 672 55.8 34 52.8 246 79.0 181 83.5 1227

2016-17 93.4 790 47.0 34 56.2 224 81.1 186 81.1 1216

2017-18 92.0 804 46.5 43 59.1 289 73.2 191 78.9 1096

8

*Categories defined in Appendix

Data Displays: Students Receiving ELL Services

Percent of Students Meeting or Exceeding State Standards in Math - Grade 3 Special Education by

Disability Category* - 2018

Disability Category % Met Total N

Communication Disorder 71% 38

Emotional/Behavioral 71% 14

Developmental Delays 53% 17

Autism 52% 25

Health Impairment 39% 60

Specific Learning Disability 19% 94

Deafness n/a N<10

Traumatic Brain Injury n/a N<10

Hearing Impairment n/a N<10

Intellectual Disability n/a N<10

Multiple Disabilities n/a N<10

Orthopedic Impairment n/a N<10

Visual Impairment n/a N<10

Percent of Students Meeting or Exceeding State Standards in Mathematics – Grade 3: ELL

School Year

Never ELL Exited ELL ELL at Time of Test

% Met Total N % Met Total N % Met Total N

2014-15 82.5 1800 92.2 220 52.0 215

2015-16 84.3 1822 94.3 302 58.6 254

2016-17 83.2 1863 91.4 375 58.8 226

2017-18 81.4 1702 88.4 510 47.7 218

Percent of Students Meeting or Exceeding State Standards in Mathematics – Grade 3: Special Education

School Year

Non-SpEd SpEd

% Met Total N % Met Total N

2014-15 85.0 1992 43.6 243

2015-16 87.3 2126 44.8 252

2016-17 87.4 2197 39.3 267

2017-18 84.6 2163 41.5 267

9

Data Displays: Students Living in Low Income Households

Percent of Students Meeting or Exceeding State Standards in Mathematics – Grade 3: Low Income

School Year

Non-Low Income Low Income


2014-15 84.9 1946 50.5 289

2015-16 87.1 2100 50.3 278

2016-17 86.2 2205 48.6 259

2017-18 84.7 2126 46.3 304

10

Part 2: Achievement in Intermediate Mathematics CEO’s Ends Policy Interpretation Reasonable Interpretation: Policy criteria, observable conditions, alignment to Ends, targets and rationale Achievement in Intermediate mathematics is interpreted as the demonstrated skills of upper elementary and middle school students. The Intermediate Mathematics program is founded on the Common Core State Standards (CCSS) for Mathematics. These standards define what students should understand and be able to do in their study of mathematics for students in kindergarten-grade 12. The district has adopted curriculum to support core and intervention instruction. Achievement in Intermediate Mathematics prepares students for courses and content in high school. Therefore, I interpret that student demonstration of achievement on Smarter Balanced Assessments in Grades 5 and 8 provide evidence of preparing students for future academic in mathematics. As such, observable conditions and targets for End Results (ER) 2 Intermediate Mathematics include:

• 95% of 5th graders meeting or exceeding state standards in mathematics

• 95% of 8th graders meeting or exceeding state standards in mathematics Our commitment and aspirational goal is for 95% of students to demonstrate Intermediate Mathematics skills. I interpret that there is sufficient evidence toward accomplishment of the End for each student group when:

• 85% or more students demonstrate above or at standard performance on Grades 5 and 8 Mathematics Smarter Balanced Assessment and if a three-year positive trend or no more than a 2% decline three-year trend.

Note: Evidence of sufficient evidence toward achievement of the End by student group is displayed in the color-coded Data Overview Sheet (see page 3). Green and light green shaded cells denote areas of sufficient evidence toward achievement of the End; Yellow and red-shaded cells denote areas of partial achievement. Rationale Given the high aspirational goal of 95% of students to demonstrate achievement in Intermediate Mathematics, reasonable progress toward accomplishment of this End is a multi-year effort. Therefore, establishing a minimum threshold of 85% by student group, together with criteria of comparable performance and year-to-year improvement provides sufficient evidence of reasonable progress toward accomplishment of the End. Any student group not meeting established criteria provides evidence that full achievement of the End has not been accomplished. Monitoring Results: All Student Group Overall, students in Grades 5 and 8 demonstrated high achievement in mathematics. The All Students group achievement has increased modestly over a four-year period with an increase of 3-3.5%. Both Grades 5 and 8 rank 2nd among the 49 largest districts in the state for the All Student group. Both grades have shown growth trends over 4 years with grade 5 improving by 3% and grade 8 improving by 3.5% on the SBA.

11


% of 8th Graders Meeting or Exceeding State Standards in Mathematics


2014-15 71.5 2011

2015-16 73.6 1973

2016-17 74.5 2098

2017-18 75.0 2184



2014-15 72.7 2209

2015-16 72.9 2257

2016-17 75.8 2320

2017-18 75.7 2447

12

Monitoring Results: Select Student Groups and Programs Monitoring results show relatively high performance for students in the Asian, Two or More Races, and White groups. Persistent, significant gaps are present between Hispanic/Latino and Black/African American students in intermediate mathematics measures. Gaps persist for other student groups including students receiving special education or ELL services, and for students from low income households. The trend for each student group has remained flat over the last four years.

• Asian students perform significantly higher than all other race/ethnicity groups in intermediate mathematics

• Hispanic/Latino Grade 5 students rank 11th and Grade 8 students rank 7th among the 49 largest districts in the state in ELA

• The class of 2022 cohort data demonstrates that for most race/ethnicity student groups, continuing in the district increases student achievement. Black/African American students in the class of 2022 do not follow this pattern with a decrease in performance between grades 5 and 8

• Female and Male Grade 5 and 8 students rank 2/2 and 1/2 respectively among the 49 largest districts in the state in ELA

• Each student group in grade 5 has shown an increase in 4-year performance.

• Students receiving special education services have a 49-58 percentage-point gap when compared to students who are not receiving special education services

• Although students receiving special education services are not performing at similar levels as non-disabled peers, Grade 5 LWSD students receiving special education services rank 1st and Grade 8 students rank 1st among the 49 largest districts in the state

• The class of 2022 cohort data for students receiving special education shows that the achievement gap for students continuing to receive special education services increases slightly between Grade 5 and Grade 8

• Exited ELL students continue to outperform current ELL students and perform similar or better than never ELL students

• Gap for students receiving ELL services is consistently larger in Grade 8 than in Grade 5

• The class of 2022 cohort data for students receiving ELL services shows that the achievement gap for students continuing to receive ELL services increases between Grade 5 and Grade 8

• Although students receiving ELL services are not performing at similar levels as exited or never ELL peers, Grade 5 LWSD students receiving ELL services rank 1st and Grade 8 students rank 9th among the 49 largest districts in the state

• Students from low income households have a persistent gap in all measured areas

• Students from low income households are persistently underperforming compared to LWSD peers and Grade 5 students rank 16th and Grade 8 students rank 24th among the largest 49 districts in the state in ELA

• The class of 2022 cohort data for students from low income households shows that the achievement gap remains constant for students between Grade 5 and Grade 8. 2017-18 district Free and Reduced eligibility was 11.1% and 2018-19 district Free and Reduced Eligibility is 9.3%

13

Data Displays: Race/Ethnicity Student Groups:

Percent of Students Meeting or Exceeding State Standards in Mathematics – Grade 5: Race/Ethnicity

School Year



White


2014-15 88.3 514 32.1 28 45.3 214 66.2 151 72.7 1287

2015-16 87.4 572 43.7 32 43.1 225 73.2 161 72.6 1256

2016-17 89.6 631 38.0 42 50.8 238 74.7 188 75.1 1213

2017-18 91.0 724 35.5 45 46.1 258 75.3 191 74.5 1220

Percent of Students Meeting or Exceeding State Standards in Mathematics – Grade 8: Race/Ethnicity

School Year



White


2014-15 86.4 375 35.4 31 46.5 219 71.5 151 72.3 1224

2015-16 86.6 412 41.1 34 45.9 185 75.1 153 74.4 1179

2016-17 86.7 474 39.0 41 52.0 219 72.4 138 75.2 1208

2017-18 90.4 522 36.8 38 53.7 240 72.9 159 74.3 1216

14

Percent of Students Meeting or Exceeding State Standards in Mathematics, Class of 2022 Cohort: Race/Ethnicity

Grade Level



White


5 91.5 416 40.0 15 44.0 161 72.1 104 76.8 977

6 91.5 415 56.2 16 52.9 172 80.9 110 78.4 961

7 93.7 414 68.7 16 55.7 174 82.4 114 82.5 958

8 92.9 412 50.0 16 57.4 174 81.3 118 79.6 956

15

Data Displays: Students Receiving Special Education Services:



Disability Category* - 2018



Autism 68% 25

Communication Disorder 53% 19



Deafness n/a N<10

Developmental Delays n/a N<10








School Year

Non-SpEd SpEd


2014-15 78.3 1960 28.9 249

2015-16 78.1 2000 32.6 257

2016-17 81.9 2056 28.4 264

2017-18 81.8 2143 32.8 304

16



Disability Category* -2018


Autism 43% 28



Emotional/Behavioral n/a N<10

Communication Disorder n/a N<10





Deafness n/a N<10





School Year

Non-SpEd SpEd


2014-15 77.4 1791 23.6 220

2015-16 79.5 1771 22.2 202

2016-17 80.7 1869 24.4 229

2017-18 80.9 1962 22.9 222

17

Data Displays: Students Receiving ELL Services:

Percent of Students Meeting or Exceeding State Standards in Mathematics, Class of 2022 Cohort: Special Education

Grade Level

Non-SpEd SpEd


5 81.4 160 31.8 1522

6 84.1 150 25.3 1532

7 87.4 147 28.5 1535

8 85.7 154 25.9 1528


School Year



2014-15 74.8 1829 76.7 262 31.3 118

2015-16 75.4 1794 77.6 322 29.7 141

2016-17 77.9 1862 80.9 320 35.5 138

2017-18 76.7 1882 82.4 411 45.4 154

Percent of Students Meeting or Exceeding State Standards in Mathematics, Class of 2022 Cohort: Special Education

Grade Level

Non-SpEd SpEd


5 81.4 160 31.8 1522

6 84.1 150 25.3 1532

7 87.4 147 28.5 1535

8 85.7 154 25.9 1528

18


School Year



2014-15 73.6 1695 69.0 255 24.5 61

2015-16 75.1 1621 73.8 298 27.7 54

2016-17 76.2 1691 74.8 338 31.8 69

2017-18 77.8 1789 74.7 305 20.0 90

Percent of Students Meeting or Exceeding State Standards in Mathematics, Class of 2022 Cohort: ELL

Grade Level



5 79.7 1386 75.7 210 30.2 86

6 81.8 1385 75.3 247 16.0 50

7 85.5 1387 75.0 256 12.8 39

8 83.0 1387 75.8 261 2.9 34

19

Data Displays: Students Living in Low Income Households


School Year



2014-15 77.0 1731 37.8 280

2015-16 79.0 1721 36.5 252

2016-17 78.8 1858 41.6 240

2017-18 80.8 1917 33.7 267


School Year



2014-15 78.4 1933 32.9 276

2015-16 78.8 1949 35.3 308

2016-17 80.2 2060 40.8 260

2017-18 81.1 2179 36.5 298

20

Percent of Students Meeting or Exceeding State Standards in Mathematics, Class of 2022 Cohort: Low Income

Grade Level



5 81.6 1512 33.5 170

6 83.1 1521 39.1 161

7 86.4 1533 39.5 149

8 84.7 1518 39.6 164

21

Part 3: Achievement in High School Mathematics CEO’s Ends Policy Interpretation Reasonable Interpretation: Policy criteria, observable conditions, alignment to Ends, targets and rationale Achievement in High School Mathematics is interpreted as the demonstrated skills of high school students. The High School Mathematics Program is founded on the Common Core State Standards (CCSS) for Mathematics. These standards define what students should understand and be able to do in their study of mathematics for students Kindergarten-Grade 12. The district has adopted curriculum to support core and intervention instruction. Achievement in high school mathematics prepares students post-secondary pathways. Three mathematics credits are required for high school graduation including Algebra I, Geometry and a third credit of high school mathematics aligning with a student's interests and High School and Beyond Plan. Students earning credit in grade 9 mathematics are on track to graduate. Therefore, I interpret that earning full math credit in grade 9 and demonstration of achievement on Smarter Balanced Assessments in Grade 10 and provide evidence of preparing students for future academic in mathematics. As such, observable conditions and targets for End Results (ER) 2 High School Mathematics include:

• 95% of 9th graders earning full credit in mathematics

• 95% of 10th graders meeting or exceeding state standards in mathematics Our commitment and aspirational goal is for 95% of students to demonstrate High School Mathematics skills. I interpret that there is sufficient evidence toward accomplishment of the End for each student group when:

• 85% or more of Grade 9 students earn mathematics credit and if a three-year positive trend or no more than a 2% decline three-year trend.

• 85% or more students demonstrate above or at standard performance on Grades 10 Mathematics Smarter Balanced Assessment and if a three-year positive trend or no more than a 2% decline three-year trend.

Note: Evidence of sufficient evidence toward achievement of the End by student group is displayed in the color-coded Data Overview Sheet (see page 3). Green and light green shaded cells denote areas of sufficient evidence toward achievement of the End; yellow and red-shaded cells denote areas of partial achievement. Rationale Given the high aspirational goal of 95% of students to demonstrate achievement in High School Mathematics, reasonable progress toward accomplishment of this End is a multi-year effort. Therefore, establishing a minimum threshold of 85% by student group, together with criteria of comparable performance and year-to-year improvement provides sufficient evidence of reasonable progress toward accomplishment of the End. Any student group not meeting established criteria provides evidence that full achievement of the End has not been accomplished.

22

Monitoring Results: All Student Groups Monitoring results show assessed students are achieving at relatively high levels on the Grade 10 Mathematics SBA with 72% of students at or exceeding standard and a rank of 2 of Washington School Districts with 6500 or more students. Grade 9 students continue to attain Full ELA Credit with 95% of students receiving math credit.




2017-18 72.3 1911

% of 9th Graders Earning Full Credit in Mathematics


2013-14 95.1 1629

2014-15 95.6 1710

2015-16 97.2 1846

2016-17 95.7 1863

2017-18 95.2 1957

23

Monitoring Results: Select Student Groups Monitoring results show relatively high performance for students in the Asian, Two or More Races, and White groups. Persistent, significant gaps are present between Hispanic/Latino and Black/African American students in high school mathematics measures. Gaps remain for other student groups including students receiving special education or ELL services, and for students from low income households. In addition, while the percent of students earning full grade 9 math credit has been increasing for 5 years for the All Student, Asian, Latino/Hispanic and White groups, there has been a small decline for students receiving special education services and significant declines for students in the ELL, Low Income and Black/African American groups.

• Although only 20% of students receiving special education services passed the Grade 10 SBA in math, LWSD students receiving special education services rank 2nd among the 49 largest districts in the state

• Gaps still exist for Grade 10 on the ELA SBA for ELL, Special Education, Low-Income, Hispanic/Latino, and Black/African American student groups.

Data Displays: Grade 10 SBA ELA for Select Student Groups

Percent of Students Meeting or Exceeding State Standards in Math - Grade 10 Special Education by Disability Category*


Autism 49% 33




Deafness n/a N<10








Communication Disorder n/a N<10

% of 10th Graders Meeting or Exceeding State Standards in Mathematics: Race/Ethnicity

School Year



White


2017-18 86.1 405 37.1 35 46.4 181 73.7 160 72.5 1129

% of 10th Graders Meeting or Exceeding State

Standards in Mathematics: Special Education

School Year

Non-SpEd SpEd


2017-18 77.6 1737 19.5 174


24

Data Displays: Grade 9 Receiving Full Math Credit for Select Student Groups

% of 10th Graders Meeting or Exceeding State Standards in Mathematics: Low Income

School Year



2017-18 78.3 1660 32.6 251

% of 10th Graders Meeting or Exceeding State Standards in Mathematics: ELL

School Year



2017-18 73.0 1578 75.2 283 36.0 50

% of 9th Graders Earning Full credit in Mathematics: Race/Ethnicity

School Year



White


2013-14 98.3 290 100.0 25 85.8 134 96.3 108 95.1 1070

2014-15 98.9 274 91.3 23 89.4 151 91.8 110 96.1 1141

2015-16 98.8 343 96.7 30 91.5 199 97.9 140 97.7 1127

2016-17 98.5 395 81.3 32 89.1 174 93.8 161 96.5 1096

2017-18 98.7 468 81.3 32 88.8 215 91.5 130 95.8 1103

25

% of 9th Graders Earning Full Credit in Mathematics: Special Education

School Year

Non-SpEd SpEd


2013-14 95.7 1537 84.8 92

2014-15 96.4 1602 83.3 108

2015-16 97.6 1725 91.7 121

2016-17 96.0 1743 90.8 120

2017-18 96.1 1813 84.0 144

% of 9th Graders Earning Full Credit in Mathematics: ELL

School Year

Never ELL Exited ELL Current ELL


2013-14 95.4 1468 92.1 140 95.2 21

2014-15 95.7 1546 92.8 138 100.0 26

2015-16 97.7 1563 96.4 251 81.3 32

2016-17 96.0 1544 96.4 278 80.5 41

2017-18 95.9 1567 94.7 320 81.4 76

26

% of 9th Graders Earning Full Credit in Mathematics: Low Income

School Year



2013-14 96.1 1419 88.6 210

2014-15 96.8 1531 84.9 179

2015-16 98.1 1629 90.8 217

2016-17 97.2 1654 83.7 209

2017-18 97.1 1736 80.1 221

27

Conclusion Reasonable interpretation includes observable conditions, targets, and rationale that aligns with Ends Policy

and represents appropriate targets for outcomes. While sufficient evidence exists to demonstrate that

Part 1, 2 and 3 of the Ends Policy has been achieved for the All students group and some student groups,

evidence demonstrates only reasonable partial achievement toward the Ends Policy interpretation for other

identified student groups.

Strategies to Achieve Ends

Many efforts are being continued or expanded, initiated, and/or evaluated to close achievement gaps.

Strategies being continued or expanded

Strategies that have shown evidence of success in closing achievement gaps and will be continued or

expanded.

• Building Continuous Improvement Process (CIP) Plans Each school sets school-level goals for mathematics by groups. School-level goals and strategies to

close gaps are incorporated into each school’s CIP, and monitored by Directors, School Support and

the Intervention and Special Services teams.

• Access to core and appropriate supplemental curriculum. Our goal for all students is to have them

access and engage with core curriculum. We continue to offer credit recovery for students who do

not pass math courses in high school. For students with IEPs who require more, we utilize

supplemental math curriculum that is aligned to core including Focus Math at the elementary level,

and Number Worlds at middle school. In addition to these supplemental programs, we have

replacement curriculums such as Unique Learning Systems and Styer-Fitzgerald that are focused on

functional math skill; in grades 9-12 we are using Algebra Ready and Carnegie Learning Bridges

• Provide training for teachers in SIOP. To close the persistent gaps that remain for EL students in

grades 3-11, we are implementing Sheltered Instruction Observation Protocol (SIOP) training for all

EL and general education teachers in elementary and secondary schools. We are also training EL

teachers in elementary and secondary to use strategies to support new and long-term EL students

with limited proficiency in English.

• Professional Learning. Middle School Special Education Teachers and K-8 Safety Net teachers

receiving training in effective math instruction.

• Co-teaching for students receiving special education and English learner services access to core

curriculum. Using co-teaching at the elementary level to provide English Learner Services. At the

secondary level, we are expanding co-teaching to increase students’ access to grade level core

instruction delivered by a grade-level general education teacher and a special education teacher.

• Use of instructional technology. We continue to use instructional technology to support math

achievement. This includes the use of the ALEKS adaptive math program at the middle and high

school level. In addition, we are expanding the use of Dreambox Learning at the elementary

school. Dreambox learning engages students in individualized conceptual math progressions using

an adaptive learning engine which continuously adjusts based on student performance. Our

Read/Write program allows students with reading disabilities to have math problems read aloud

thereby increasing their success and independence.

• Summer math programs. We provide a tuition-free EL summer invitation program for students who

are not at standard.

• Preschool for students with risk factors. Our Head Start Program serves students from low-income

households to prepare them for entry into our elementary schools.

• Supports for homeless students. A district McKinney-Vento Liaison focusses on identification and

coordination of academic and social supports for homeless students and families.

28

Strategies being initiated

Strategies that show promise of success in closing achievement gaps and will be initiated.

• Preschool curriculum aligned with Elementary curriculum. Our youngest learners are introduced to

mathematics within our preschool programs. This year, we are implementing a new comprehensive

curriculum in all preschool classes. Teachers have engaged in multiple days of training provided by

the University of Washington.

• Newly adopted supplemental and replacement math curriculums. We are training staff in new

curriculums including Number Worlds for secondary and Styer-Fitzgerald for elementary and

secondary.

• Teacher training on evidenced based practices. This year, we are training middle school special

education teachers on high quality math instruction with focus on instructional strategies to

increase math fluency.

• Collaboration and professional learning for all secondary math teachers as part of the August LEAP time. These learning sessions were aligned to our District Mission and Vison and utilized input by teachers to determine specific needs. These sessions were led by teacher leaders, with support from Teaching and Learning Specialists.

• Implement a District Equity Team. As part of the Lake Washington’s ongoing strategic improvement

efforts, the district formed a District Equity Team in spring 2017. The district selected 39 members

to represent staff and parents/community on the District Equity Team. The team represents

parents, families, and staff with from diverse racial and cultural backgrounds.

• District Equity Team provides advice on district strategic efforts. Over the past several months, the

District Equity Team has been convening monthly to participate in professional learning, review

data, and review other district’s equity-focused policies. The Team is now providing input on the

district’s development of an equity policy and plan. All district parents will have the opportunity to

provide feedback and comment on the policies and plan.

• Equity efforts span all departments. We are beginning district-wide equity efforts focused on

culturally responsive policy, curriculum, teaching and learning, discipline, attendance, and human

resources improvements.

• Professional Learning focused on equity. Efforts are underway to focus professional learning on

cultural competency.

• Staff hired to focus on equity. The district hired a Director of Opportunity, Equity, and Inclusion in

July 2018. This Director has been working with district administrators and staff to support our equity

efforts.

• District training focused on a commitment to equity for all students. All certificated staff

participated in the District Equity Launch in August 2018

• Building level equity work focused on the needs of the schools. All schools will develop a building

equity team in 2018-19.

Strategies being evaluated

Strategies under review to evaluate success in closing achievement gaps

• Elementary progress monitoring tools. As part of our ongoing work within MTSS, we are evaluating

and identifying progress monitoring assessments for mathematics to measure student growth.

Results from these assessments can be used to guide differentiated instruction for students who are

not progressing.

29

• Secondary progress monitoring for Safety Net students. We use screening and progress monitoring

built into our online math intervention software (ALEKS) that was purchased through our math

adoption at the secondary level to monitor the progress of students who are below standard and

enrolled in Safety Net classes.

30

Appendix: Disability Categories

Developmentally Delayed - Children birth through age eight who are delayed in cognitive development, communication development, physical development, social/emotional development, adaptive skills or qualify for one of the other eligibility categories specified below and need specially designed instruction and related services.

Emotionally/Behaviorally Disabled – Students who exhibit one or more of the following characteristics over a long period of time and to a marked degree: inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; general pervasive mood of unhappiness or depression; physical symptoms or fears associated with personal or school problems.

Communication Disorder– Students who have a documented communication disorder such as stuttering, voice disorder, language impairment, and/or impaired articulation, which adversely affects a student’s educational performance and requires specially designed instruction.

Orthopedically Impaired – Students who lack normal function of muscles, joints, or bones due to congenital anomaly, disease, or permanent injury and such conditions adversely affect educational performance and require specially designed instruction.

Health Impaired – Students who have limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that result in limited alertness with respect to the educational environment due to chronic or acute health problems, such as a heart condition, rheumatic fever, nephritis, asthma, attention deficit disorder or attention deficit hyperactivity disorder, sickle cell anemia, hemophilia, lead poisoning, leukemia, or diabetes, that adversely affect their educational performance and require specially designed instruction.

Specific Learning Disability – Students who have a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. This may include problems in listening, thinking, speaking, or communicating clearly; reading with comprehension; writing legibly and with meaning, spelling, and accurately performing mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. A learning disability is indicated by a severe discrepancy between the student’s intellectual ability and academic achievement, lack of response to interventions or a pattern of strengths and weaknesses.

Intellectual Disability – Students demonstrate significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects their educational performance and requires specially designed instruction.

Multiple Disabilities – Students who have two or more disabling conditions, which adversely affects the educational performance and requires specially designed instruction, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. This term does not include deaf/blindness.

Deafness – Students who have hearing impairments which is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects their educational performance and requires specially designed instruction.

31

Hearing Impairment – Students who have a permanent or fluctuating hearing impairment, but is not included under the definition of deafness, which adversely affects their educational performance and requires specially designed instruction. The term includes both partially sighted and blind students. Visually Impaired – Students who have a visual impairment, which even with correction adversely affects the student’s educational performance and requires specially designed instruction. The term includes both partially sighted and blind students. Deaf-Blindness – Students whose Hearing and vision impairments, in combination, cause such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for the students with deafness or blindness. The impairments adversely affect the student’s educational performance and require specially designed instruction. Autism – Students who have a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affect a student’s educational performance and requires specially designed instruction. Students in this category have a range of intellectual abilities. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The category of autism includes students with pervasive developmental disorders if the students meet eligibility criteria. Traumatic Brain Injury – Students who have acquired injury to the brain caused by an external physical force resulting in total or partial functional disability and/or psychosocial impairment that adversely affects educational performance requires specially designed instruction.

Lake Washington Board of Directors: Siri Bliesner, President; Mark Stuart, Vice President; Chris Carlson, Director; Eric Laliberte, Director; and Cassandra Sage, Director. Superintendent: Dr. Jane Stavem

Lake Washington School District #414

2019 Legislative Platform Priorities

Four Learning Communities One District For All Kids

Ensure Academic Success for Every Student

Provide Support for all Students. We believe the legislature should support every student in receiving a quality public education,

regardless of background, race, ability, or status.

We believe the following areas must be prioritized for full funding to provide a comprehensive array of services that are research-

based and proven to have long-term impacts on student achievement:

1) Special education programs and services – reduce reliance on local funding sources and ensure that resources are aligned

with actual costs related to appropriate services

2) High-quality early childhood education for all children – prioritize funding for early childhood programs and facilities

3) Social emotional learning – allocate adequate funding to support increased training and appropriate staffing at all levels

4) Differentiated supports for all students – increase funding to program supports for English Language Learners (ELL) and highly

capable programs and training opportunities.

Maintain Flexibility to Meet Local Community Needs and Priorities

Protect Community Voice in Education. We believe the legislature should ensure that local school communities maintain maximum

flexibility to fund enrichment beyond Basic Education in an equitable, consistent manner. We believe that local schools districts

should maintain the authority to collect local dollars to fund local needs and priorities of students, above and beyond what the

legislature has deemed Basic Education.

Other local funds, including grants and donations should be exempt from limitations and retain full flexibility for district use.

Provide Safe and Innovative Learning Environments

To meet the academic needs of all students and provide safe and secure schools, school districts must have the ability to

adequately fund resources, including: learning supports, specialized staffing, facilities, educational programs and services. To

ensure resources are available, we believe the following areas must be prioritized:

Allow for Simple Majority Passage of all School Finance Issues. We believe the legislature should propose a constitutional

amendment that would provide for the approval of school district finance measures by simple majority and would eliminate the

supermajority approval requirements based on voter turnout in the previous elections. School districts must have greater ability to

fund new construction solutions that may be necessary to accommodate rapid growth and safety-related facility improvements.

Update the State Formula for School Construction Funding Assistance from Pre-1979-Standards. We believe the legislature should

increase the state’s funding formulas for school construction to ensure funding more closely aligns with actual construction costs

and educational needs. In addition, we believe school districts should be exempted from state sale tax on capital construction

costs, just as state ferry construction and stadium parking are exempt.

Recruit, Hire, and Retain Highly Effective Personnel

Fully Fund the True Costs of Public School Employee Compensation. We believe the legislature should continue to work toward an

adequate compensation model for all public-school employees needed to operate schools and support students. We believe

regionalization must be maintained and implemented in an equitable manner that appropriately addresses actual cost of living

differences between districts. We believe the legislature should provide adequate funding to school districts for the costs of the

State Employees Benefits Board (SEBB) and consider delayed implementation until operational and funding requirement issues

have been adequately addressed and resolved.

Mission Each student will graduate prepared to lead a rewarding responsible life as a contributing member of our community and greater society.

Vision Every Student Future Ready: Prepared for college, Prepared for the global workplace, Prepared for personal success.

lake washington school district no. 414 board of … · 2018-11-02 · lake washington school...

Documents