lake washington school district no. 414 …...lake washington school district no. 414 board of...

LAKE WASHINGTON SCHOOL DISTRICT NO. 414

BOARD OF DIRECTORS' MEETING

August 4, 2014

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)

CIP: Continuous Improvement Plan

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

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

GLE: Grade Level Expectations (state)

GP: Governance Process (Board)

HCP: Highly Capable Program

HSPE: High School Proficiency Exam

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 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

PLC: Professional Learning Community

Policy Governance: A governance process used by the school board. Sets forth “End Results” (goals) that the superintendent must reach, while abiding by “Executive Limitations.” End Results 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 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

sMAS: Secondary Mobile Access for Students

STEM: Science, Technology, Engineering, and Mathematics

TEALS: Technology Education and Literacy in Schools is a grassroots employee driven Microsoft program that recruits, mentors, and places high tech professionals as part-time teachers in a team teaching model.

WAC: Washington Administrative Codes

WaNIC: Washington Network for Innovative Careers

WELPA: Washington English Language Proficiency Assessment

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)

July 31, 2014 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 4, 2014 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 4, 2014

5:30 p.m. Board Work Session Topic: Enrollment and Capacity

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 23 work session & regular meeting 1 1

Human Resources Report 2 14 – Salary Schedules

Approval of monitoring reports B/CR 5 (Monitoring CEO Performance)

EL-08, Instructional Materials Selection 3 23 EL-09,District Staff 4 24 EL-10, Budgeting/Financial Planning 5 25 EL-11, Financial Administration 6 26

Donations 7 27

Non-Consent Agenda

2014-15 Budget, Public Hearing and Adoption 8 29 Resolution No. 2192

Agenda August 4, 2014 Page 2 Superintendent Report EL-3(Communication & Counsel )

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 8, 2014 5:30 p.m. Board Work Session Topic: TBD Location: Board 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 23, 2014

The work session was called to order by Vice President Nancy Bernard at 5:30 p.m.

UCALL TO ORDER U

Members present: Nancy Bernard, Chris Carlson, Siri Bliesner, and Mark Stuart. Excused: Jackie Pendergrass Present: Superintendent Traci Pierce.

UROLL CALLU

The topics discussed were: Quest/Community Engagement Plan & Timeline

TOPIC

The board convened into executive session for the purpose to discuss property at 6:40 p.m. The meeting was reconvened at 7:00 p.m.

EXECUTIVE SESSION

The meeting was adjourned at 7:00 p.m. UADJOURNMENT U

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

OFFICIAL MINUTES LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting June 23, 2014 The board meeting was called to order by Vice President Nancy Bernard at 7:15 p.m.

CALL TO ORDER

Members present: Nancy Bernard, Siri Bliesner, Chris Carlson, and Mark Stuart.

Member Excused: Jackie Pendergrass.

Present: Superintendent Traci Pierce.

ROLL CALL

Siri Bliesner requested that EL-5 Parents and Community and EL-6, Student Learning Environment, be removed from the consent agenda.

Siri Bliesner moved to approve the agenda with EL-5,Parents and

Community, and EL-6, Student Learning Environment, removed

from the consent agenda. Seconded by Mark Stuart. Motion carried.

APPROVAL OF AGENDA

Mark Stuart moved to approve the consent agenda. Seconded by Siri Bliesner.

Nancy Bernard, yes; Siri Bliesner, yes; Chris Carlson, yes; and Mark Stuart, yes.

Motion carried.

CONSENT AGENDA

Approves minutes of the June 2, 2014 work session board meeting and June 2 work session.

APPROVAL OF MINUTES

Approves June 23, 2014 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: Fasting and Feasting

Author: Anita Desai

Publisher: Houghton-Mifflin

Copyright: 1999

No. of Copies: 60

Price: $13.95

School Requesting: Juanita High School /Cambridge Program

Classification: Grade 10

INSTRUCTIONAL MATERIALS ADOPTION

LAKE WASHINGTON SCHOOL DISTRICT NO. 414 Board of Directors' Meeting June 23, 2014

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Title: The God of Small Things

Author: Arudhati Roy

Publisher: Random House

Copyright: 1997

No. of Copies: 30

Price: $16.00

School Requesting: Juanita High School /Cambridge Program


Title: Wednesday Wars

Author: Gary Schmidt

Publisher: Houghton-Mifflin

Copyright: 2007

No. of Copies: 120

Price: $12.12 per book

School Requesting: Rose Hill Middle School


Authorizes the superintendent to enter into an Interlocal Agreement between Western Washington University and the Lake Washington School District for the purchase of printer and fax toner cartridge

WESTERN WASHINGTON UNIVERSITY INTERLOCAL AGREEMENT – PRINTER & FAX TONER

Approves Resolution No. 2188 declaring Bus#86 surplus to the needs of the district and authorizing the superintendent to proceed with the distribution, transfer, sale, or disposal of this bus.

SURPLUS OF VEHICLE RESOLUTION NO. 2188

Approves Resolution No. 2189 to accept the work of M.A. Mortenson Company of Benjamin Rush Elementary School replacement project.

FINAL ACCEPTANCE BENJAMIN RUSH ELEMENTARY SCHOOL REPLACEMENT PROJECT RESOLUTION NO. 2189

Approves Resolution No. 2190 to accept the work of Allied Construction for the construction of the new International Community School & Community Elementary School.

FINAL ACCEPTANCE INTERNATIONAL COMMUNITY SCHOOL AND COMMUNITY ELEMENTARY SCHOOL REPLACEMENT PROJECT RESOLUTION NO. 2190


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Approves Resolution No. 2191 to accept the work of Absher Construction of the Rose Hill Middle School replacement project

FINAL ACCEPTANCE ROSE HILL MIDDLE SCHOOL REPLACEMENT RESOLUTION NO 2191

Approves the monitoring report for EL-14, Technology, as presented.

APPROVAL OF MONITORING REPORT EL-14, TECHNOLOGY

Accepts the donations/grants as identified -

Acceptance from Lake Washington Schools Foundation and AT&T Foundation to Lake Washington School District in the amount of $11,000.00 to support high school students served through the McKinney-Vento Act.

Acceptance from Lake Washington Schools Foundation to Lake Washington High in the amount of $2,013.00 to provide stipend for Reaching for Success program.

Acceptance from Juanita Schools Foundation to Juanita High in the amount of $1,027.21 to provide reimbursement for school expenses.

Acceptance from Gifted Education Advisory Council to Lake Washington School District in the amount of $7,500.00 to support Quest program.

Acceptance from Louisa May Alcott Elementary PTSA to Alcott Elementary in the amount of $2,357.54 to purchase performance staging.

Acceptance from Audubon Elementary PTSA to Audubon Elementary in the amount of $1,246.00 to purchase gym mats.

Acceptance from Community Group of Discovery School to Discovery Community School in the amount of $2,256.38 to provide stipend for outdoor education; and support field trip to Islandwood.

Acceptance from Helen Keller Elementary PTSA to Keller Elementary in the amount of $1,105.58 to support library.

Acceptance from Rosa Parks PTSA to Rosa Parks Elementary in the amount of $2,050.00 to provide stipend for drama.

Acceptance from Samantha Smith PTSA to Smith Elementary in the amount of $2,766.00 to support music department.

DONATIONS


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Acceptance from Mark Twain PTSA to Twain Elementary in the amount of $7,177.80 to provide stipends for academic tutoring ($4,178.00), and support cultural enrichment ($2,999.80).

Acceptance from Thoreau Elementary PTSA to Thoreau Elementary in the amount of $3,332.20 to purchase books for kindergarten ($1,332.20) and support staff development ($2,000.00).

Acceptance from Laura Ingalls Wilder Elementary PTSA to Wilder Elementary in the amount of $2,500.00 to support field trips.

Acceptance from Inglewood Middle School PTSA to Inglewood Middle in the amount of $4,130.25 to support robotics class ($2,000.00), band ($200.00), and assemblies ($1,930.25).

Acceptance from Kirkland Middle School PTSA to Kirkland Middle in the amount of $1,600.00 to support technology class.

Acceptance from Redmond Middle School PTSA to Redmond Middle in the amount of $2,325.80 to support academic enrichment.

TOTAL $54,387.76

NON-CONSENT

Dr. Pierce presented the Associated Student body (ASB) fees for 2014-15. These were last updated in 2006-07. Since that time, program and extracurricular activity costs have continued to increase. As a result, an increase is being proposed to the ASB fees for the 2014-15 school year. She shared comparative fees for surrounding districts. Siri Bliesner asked why the fee was less for Tesla STEM/ICS. Dr. Pierce related that those schools do not offer athletics. Chris Carlson moved to approve the 2014-15 ASB fees as listed above. Seconded by Siri Bliesner. Motion carried.

ASSOCIATED STUDENT BODY FEES


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Dr. Pierce related that in the 2009-10 school year, the district increased athletic participation fees due to an $8 million reduction in state revenue for the school district. For 2014-15 school year, the state has provided additional revenues to the district. Therefore, it was recommended to reduce the athletic participation fees. She shared comparative fees for surrounding districts.

Fee waivers can be requested and schools will work with the booster clubs and PTSA to assist with those students who may not be able to pay the fee.

Chris Carlson moved to approve the 2014-15 athletic participation fees as presented. Seconded by Mark Stuart.

Motion carried.

ATHLETIC PARTICIPATION FEES

Janene Fogard, Deputy Superintendent, provided context on the development of the budget. She indicated that there have been some significant activities related to education funding in the State due to the McCleary decision. She highlighted actions taken by the legislature and reviewed the district’s budget policies. She reported that Washington is amongst the lowest in K-12 funding in the nation. According to National Education Association, in 2010-11, nationwide Washington was ranked 33rd in expenditures per pupil and had the 4th highest class size, ranking 48th. Washington Research Council’s report compared ranking of schools in 2008-09, Washington’s rank was 23rd. It is estimated, based on the current situation, Washington has slipped to 29th in per pupil expenditures. Washington has the lowest funded K-12 education in the county yet the strongest constitutional mandate to fully fund basic education. The State Constitution states that it is the paramount duty of the State to make ample provisions for the education of all children. There have been many legal challenges and legislative efforts over the years to address this. Ms. Fogard highlighted major milestones in education funding over the last 30 years. The recent McCleary decision found that the State failed to meet its duty, which was affirmed by the Supreme Court in 2012. The court identified the process in ESHB 2261, which established the Quality Education Council (QEC) as a remedy. The plan created by the QEC addressed funding of all-day kindergarten, lower class sizes, full funding of transportation, supplies, and overhead and increased

2014-15 BUDGET, FIRST READING


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levels of staffing and compensation which was expected to cost the state $8 billion. A bill established the timeline and phase-in of these areas identified as the legislative response to the McCleary decision.

Ms. Fogard reported that the district is starting to see some of the funds as a result of the McCleary decision. In 2008-09, the district lost over $200 per pupil. While there have been some gains, there is an anticipated 4% decrease or more in levy revenues depending on legislative action proposed by 2018.

Ms. Fogard conveyed that the district is analyzing at the long-term budget picture and current increases in revenues, along with projected declining levy revenues, which would impact the district’s fund balance. In doing this analysis, it is recommended to use $6.9 million for ongoing expenditures and $2.5 million for short-term expenditures. Ms. Fogard reported that the budget was aligned to reflect the district’s strategic plan. In addition, changes to the budget presentation have begun following the Association of American School Business Officials (ASBO) Meritorious Budget Award Criteria. This budget contains an executive summary and more narrative information about the district. She thanked Barbara Posthumus, Director of Business Service, and Kathryn Reith, Director of Communication, and their staff members for their work on this new budget format.

Barbara Posthumus, Director of Business Services, presented the proposed 2014-15 budget and reviewed key changes in revenues and expenditures for each of the funds: General Fund, Associated Student Body Fund, Debt Service, Capital Projects Fund, and Transportation Vehicle Fund. Budgeted enrollment is 24,571, a growth of 796 students over the prior year.

A copy of the budget is available from the business office or the district website. Feedback can also be provided via the website or e-mail. A public hearing and adoption of the 2014-15 budget is scheduled for the next regular board meeting, August 4, 2014. Ms. Posthumus noted that because of reduced funding in the capital fund and increased state funding, the annual transfer of funds from capital projects to the general fund is being eliminated. She highlighted key revenue changes ($17.1 million,


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which is an increase of 6.7%) and increases to the staffing allocation model.

Dr. Pierce reviewed the budget process and the timeline for how the budget was developed. Input was solicited from staff, board members, and parents. She shared that a strategic planning representative group was convened that included certificated staff and administrators; this group was charged with reviewing survey results and making recommendations regarding support for carrying out strategic work. That information was shared with the Strategic Advisory Leadership Team (SALT). SALT reviewed the strategic plan and additional budget requests and developed recommendations to the superintendent. The preliminary budget information was shared with the board. A public hearing will be held at the August 4 board meeting.

Dr. Pierce described how the budget requests were considered by SALT. Areas for consideration included the rationale; source of funding; restoration of areas which had previously been cut or underfunded, alignment to strategic goals; and the nature of the expenditure.

Dr. Pierce continued and described the district’s strategic goals and initiatives slated for implementation. Highlights of the new expenditures included: purchase of special education literacy curriculum, restoration of central curriculum and central student services support; funding for some opportunities for a 7th period at all high schools; prevention/intervention program expansion; a K-1 program for highly capable students; expansion of special education learning center; alternatives for out-of-school suspensions; hiring four additional high school counselors, four K-5 literacy coaches, 10 K-12 instructional coaches, two professional learning specialists, two special education teacher professional development support staff, five nurses, and two mental health/social workers; additional custodial and grounds staff; and additions to communications budget and staffing and support for public participation/ community engagement efforts. There was $8.8 million directed towards supporting the district’s strategic plan.


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Barbara Posthumus reviewed the next steps. A press release will be issued. The budget information will be posted on the district web site and public comment/questions can be submitted on the district web site or at the public hearing to be held on August 4. Siri Bliesner was pleased to see the budget tied to the district’s strategic plan. Ms. Posthumus indicated that work will continue to improve the budget document. Nancy Bernard conveyed that it is significant to have new funding instead of experiencing cuts. She was pleased that the district had an opportunity to restore items and provide funding to meet the needs identified in the strategic plan.

Dr. Pierce presented and reviewed the revisions of IKF-R, Graduation Requirements policy. Changes to the policy include reorganizing the sections so that all of the requirements for a particular graduating class are now in the same section. Graduation requirements for each class have been organized into four sections: Credit-Based Requirements, State Testing Requirements, High School and Beyond Plan Requirements, and Performance-Based Requirements. Due to changes in state legislation, the policy eliminates the culminating project as a graduation requirement.

The revised IKF-R, Graduation Requirements changes, will be shared with principals and teachers in the fall.

Chris Carlson moved to approve IKF-R, Graduation Requirements, as presented. Seconded by Siri Bliesner. Chris Carlson asked about providing credit to students participating in school or organized sports. Dr. Pierce related that school districts cannot award credit for participating in ASB activities.

Dr. Pierce related that the graduation requirements for the Class of 2019 are not finalized; additional clarification is being sought. Motion carried.

IKF-R, GRADUATION REQUIREMENTS POLICY APPROVAL


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Dr. Pierce related that on June 2, 2014 the Lake Washington School District Board of Directors moved to table the approval of Administrative Policy Regulations IIAA-R, Textbook Selection and Adoption, due to a recommended change in the Meetings/Quorum language found in section III G. She noted that the previous language required a 40% quorum to approve motions, while the new language calls for 50% plus one person in order to pass a motion, and reads: “Fifty percent (50%) plus one person of the 29 voting members shall constitute a quorum. A minimum of 15 votes is required to carry a motion.” The second change to this section of language calls for the Administrator of Curriculum to make every effort to include members in meetings via alternate forms of communication. The language from the same section now reads: “The Administrator of Curriculum will make every effort to reach participants using a variety of technical solutions which may include, but are not limited to: phone calling, teleconferencing, conference calling, and/or video linking software.”

In addition, a further discussion occurred regarding how best to ensure technology issues are considered in the textbook approval process as many books also come with digital resources. It was recommended to have a Technology Operations team member join IMC. This change has been reflected in the attached policy. Chris Carlson moved that the Board approve IIAA-R, Textbook Selection and Adoption, as presented. Seconded by Siri Bliesner. Motion carried.

IIAA-R, TEXTBOOK SELECTION AND ADOPTION POLICY APPROVAL


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Dr. Pierce presented EL-8, Instructional Materials Selection, and reviewed those areas in partial compliance. She responded to board members’ questions.

MONITORING BOARD POLICY – EL-8, INSTRUCTIONAL MATERIALS SELECTION

Dr. Pierce presented EL-5, Parents and Community, as presented. All areas were in compliance. Siri Bliesner noted that EL-5 is community engagement and involvement. She noted that all areas were in compliance, but can see where some improvement can be made and noted that the district was making investments in this area.

APPROVAL OF MONITORING REPORT EL-5, PARENTS AND COMMUNITY

Dr. Pierce presented EL-6, Student Learning Environment. All areas were in compliance. The district takes effort to ensure that instructional time is not interrupted. However, the end of the year is a busy time and principals work with staff to make certain that students are engaged in instructional learning. Part of the end-of-the-year process is to return textbooks and devices. Processes need to be in place to ensure that materials are returned in a good condition. There were issues in returning laptops prior to finals and projects which were due the last few remaining days of schools. Dr. Pierce related that staff will be working on plans for next year to minimize the impact of returning laptops.

APPROVAL OF MONITORING REPORT EL-6, STUDENT LEARNING ENVIRONMENT

Dr. Pierce related that the superintendent report will focus on facility planning and community engagement. The district has a long tradition of involving the community in facility planning to ensure our buildings physically sound and meet educational needs. The district began a systematic modernization program, with voter approval, in 1998 to evaluate each of the buildings every 30-40 years. She described the modernization program and changes that have been made to the scope of the projects. She noted the district is halfway through the original four phases; 16 years has passed since the modernization program schedule was developed. The district is now facing growth and must be prepared to house new legislative mandates such as all-day kindergarten along with growth in enrollment. Many of the

SUPERINTENDENT REPORT


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district’s facilities are aging and a bond measure has not been passed since 2006. She continued and stated at this point in time, it is not in the best interest to submit another bond measure that cannot garner the 60% required to pass. Therefore, the district needs to comprehensively engage with the community on facility needs for a future bond measure. This will take time to plan. During the budget presentation, it was noted that monies have been set aside to expand community engagement efforts which will encompass facility planning. Dr. Pierce related that, in the fall, plans are to form a large representative stakeholder group, including community members, business representatives, local government representatives, parents, staff, and students on facility planning. This advisory group would meet monthly throughout the school year to research, complete assessment of future facility needs, develop and refine options, and identify processes for community engagement. Ultimately, this group would present a recommendation to the board on a future bond measure. The district will take time and steps to do a comprehensive community engagement process to define the issues and solutions. A plan will be developed in January-June 2015 and the information collected would be used by the advisory committee. Based on the timeline, the earliest recommendation for a future bond measure would be August 2015 with the bond measure submitted to the community in February 2016. That means the earliest that a new school could open would be 2018. Dr. Pierce indicated that with the failure of the April bond measure, action plans were shared for the 2014-15 school year to deal with enrollment and housing issues. These measures were: continuing temporary boundary adjustment between Wilder and Rosa Parks elementary schools; implementing the planned temporary boundary for new housing developments for Rockwell, Einstein, and Mann elementary schools; starting a new districtwide process, beginning in 2014-15, to review and adjust all school boundaries for 2015-16; adding four portables at Mann and Wilder and two at Redmond Elementary; limiting


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all-day kindergarten sections as needed by school; moving Rockwell preschool to another location; moving Mead Learning Center program for special education students to McAuliffe; adding new sections of Quest program at Rockwell (previously attending Alcott) and Evergreen; limiting variances at all levels; and modifying facilities at Redmond and Evergreen middle schools to accommodate increased capacity. Dr. Pierce said that the goal of adjusting the boundaries is to maximize the use of current classroom space by moving students to schools where space or additional capacity can be added. The district has more students than permanent classroom space and some sites can’t accommodate additional portables. The boundary process will begin in the fall with board approval occurring prior to kindergarten enrollment in February 2015 for the 2015-16 school year. It will be important for the boundary committee to know the timeline for the community engagement process and timeline for future bond measure and when new schools may open so they can plan accordingly. This information will be shared and presented to the community again in the fall. Chris Carlson asked about the composition of a boundary committee. Dr. Pierce indicated that the process would be similar to that used for the temporary boundary process. Previously, parents had served on the boundary process but it was difficult for the parents. Currently, staff members serve on the committee and will do the research and present scenarios seeking parent and community input.

Siri Bliesner reported that the court went to the legislature with the requirement that they come forward to explain why they don’t have a plan to fund the McCleary decision. The first report from the legislature is due in July and then they must appear in court in September to explain why they should be not be held in contempt.

LEGISLATIVE UPDATE


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Siri Bliesner inquired if the board would like to participate in the WSSDA Board of Distinction process. The board declined to participate at this time.

FUTURE AGENDA ITEMS

The board members shared their experiences while attending the 2014 graduation events.

BOARD MEMBER COMMENTS

Chris Carlson moved to adjourn. Seconded by Siri Bliesner. Motion carried.

The meeting was adjourned at 10:21 p.m.

ADJOURNMENT

____________________________________ Jackie Pendergrass, President

____________________________________ Traci Pierce, Superintendent Diane Jenkins Recording Secretary

Human Resources Board ReportAugust 4, 2014

NEW PERSONNEL

Name Position Location Salary/Rate Start Date Reason

Arena, Andrew NC Teacher Franklin Elem C-0 08/25/14 Leave Replacement

Aristizabal Ruiz, David NC Teacher Elem Pool A-0 08/25/14 Leave Replacement

Austin-Radach, Amy NC Teacher Dickinson Elem A-0 08/25/14 Leave Replacement

Bittle, Todd NC Counselor Eastlake HS C-0 08/25/14 Leave Replacement

Blessing, Catherine NC Teacher Einstein Elem C-0 08/25/14 Leave Replacement

Brandenfels, Christina NC .6 Teacher Rose Hill MS B-2 08/25/14 Leave Replacement

Branscome, Amber NC Teacher Elem Pool A-0 08/25/14 Leave Replacement

Brothers, Amanda NC Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Bunyard, Katie NC .5 Counselor Evergreen MS C-0 08/25/14 Leave Replacement

Busch, Makena NC Teacher Redmond HS C-0 08/25/14 Leave Replacement

Cahill, Amanda NC Teacher Kamiakin MS C-0 08/25/14 Leave Replacement

Carder, Suzan NC Teacher Twain Elem A-0 08/25/14 Leave Replacement

Cawley, Amber NC Psychologist Special Services D-1 08/25/14 Leave Replacement

Chin, Katherine NC Teacher Stella Schola A-0 08/25/14 Leave Replacement

Chow, Stefa NC Counselor Juanita HS C-0 08/25/14 Leave Replacement

Chun, Justine NC Counselor Redmond HS C-0 08/25/14 Leave Replacement

Clark, Michael Associate Principal Redmond MS $111,480.00 07/01/14 Repl. M Gillingham

Collins, Carolyn NC Teacher Finn Hill MS A-0 08/25/14 Leave Replacement

Conner, Molly NC Teacher Thoreau Elem C-0 08/25/14 Leave Replacement

Cushman, Anne NC .2 Teacher Parks Elem C-6 08/25/14 Leave Replacement

Craig, Rachel NC Teacher Eastlake HS C-0 08/25/14 Leave Replacement

Deen, Lisa Associate Director Special Services $126,775.00 08/01/14 Repl. S. Sullivan

Dennehy, Amy NC Teacher Bell Elem A-0 08/25/14 Leave Replacement

Dharamsi, Shahnoor NC OT Special Services C-0 08/25/14 Leave Replacement

Dick, Danielle NC .6 Teacher Rockwell Elem A-0 08/25/14 Leave Replacement

Dixon, Julie Associate Principal Kirkland MS $111,480.00 07/21/14 Repl. S. Adams

Druse, Amy NC Teacher ELL Pool C-0 08/25/14 Leave Replacement

Dunbar, Kathleen Librarian Eastlake HS C-0 08/25/14 Leave Replacement


NEW PERSONNEL - Con't


Dundas, Laura NC .9 Teacher Safety Net Pool C-0 08/25/14 Leave Replacement

Eggert, Erin NC Teacher Safety Net Pool C-0 08/25/14 Leave Replacement

Elliassen, Nina NC .6 Counselor Eastlake HS C-0 08/25/14 Leave Replacement

Forba, Elizabeth NC Teacher McAuliffe Elem A-0 08/25/14 Leave Replacement

Free, Lindsay NC .9 Teacher Blackwell Elem A-0 08/25/14 Leave Replacement

Garcia, Ashleigh NC Teacher Audubon Elem A-0 08/25/14 Leave Replacement

Getchell, Janice NC Teacher Lakeview Elem C-0 08/25/14 Leave Replacement

Goodwin, Elisabeth NC Teacher Juanita Elem A-0 08/25/14 Leave Replacement

Greenwood, Jared NC Teacher Lake Washington HS A-0 08/25/14 Leave Replacement

Greer, Shannon NC Teacher Franklin Elem D-10 08/25/14 Leave Replacement

Gregory, Alexandra NC .5 Teacher Einstein Elem A-0 08/25/14 Leave Replacement

Hall, Brittany NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Hassel, Stephanie NC Teacher Kirkland MS A-0 08/25/14 Leave Replacement

Hesky, Renee NC .5 Teacher Inglewood MS C-0 08/25/14 Leave Replacement

Hodgson, Jonathan NC Teacher Dickinson Elem B-1 08/25/14 Leave Replacement

Hofmann, Emily NC Teacher Elem Pool A-0 08/25/14 Leave Replacement

Honkawa, Kimberly NC Teacher Rockwell Elem A-0 08/25/14 Leave Replacement

Ives, Lauren NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Jansen, Corinne NC Teacher ELL Pool C-0 08/25/14 Leave Replacement

Jarvis, Mary NC Tutor Kirkland MS A-0 08/25/14 Budgeted

Jasper, Cossia NC .5 Teacher WaNIC C-1 08/25/14 Leave Replacement

Johnson, Kayla NC .8 Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Joshi, Tracy NC Teacher Redmond HS A-0 08/25/14 Leave Replacement

Juneau, Carol NC Teacher Safety Net Pool A-0 08/25/14 Leave Replacement

Kasper, Angela NC Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Kesler, Nicole NC Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Kim, Tuk Bus Driver Transportation $21.78 02/07/14 Budgeted

Koetke, Laura NC Teacher Lake Washington HS A-4 08/25/14 Leave Replacement

Krsak, Christell NC Teacher Juanita HS C-0 08/25/14 Leave Replacement




Larsen, Rachael NC Teacher Kamiakin MS A-0 08/25/14 Leave Replacement

Larson, Tricia NC .8 Teacher Finn Hill MS A-0 08/25/14 Leave Replacement

Lingelbach, Jef NC Teacher Safety Net Pool C-0 08/25/14 Leave Replacement

Linney, Alan NC .8 Teacher Inglewood MS A-0 08/25/14 Leave Replacement

Lombardo, Kenneth NC .6 Teacher Emerson K-12/Northstar MS C-0 08/25/14 Leave Replacement

Long, Amanda NC Teacher Rush Elem A-0 08/25/14 Leave Replacement

MacDonald, Danielle NC .5 Teacher Rose Hill MS C-0 08/25/14 Leave Replacement

Machonis, Anne NC Teacher Rose Hill Elem C-0 08/25/14 Leave Replacement

Mackenzie, Joseph NC Teacher Finn Hill MS C-0 08/25/14 Leave Replacement

Mahdieh, Hannah NC Teacher Sandburg Elem C-0 08/25/14 Leave Replacement

McKague, Molly Teacher Frost Elem A-0 08/25/14 Leave Replacement

Medsker, Megan NC Teacher ELL Pool C-0 08/25/14 Leave Replacement

Merry, Kelly NC Teacher Parks Elem C-0 08/25/14 Leave Replacement

Merwine, Keira NC .6 Teacher Finn Hill MS C-0 08/25/14 Leave Replacement

Miller, Jennifer NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Miller, Trisha NC .4 Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Mineart, Kelly NC Teacher Keller Elem A-0 08/25/14 Leave Replacement

Monard, Tara NC Teacher Elem Pool A-0 08/25/14 Leave Replacement

Moncada, Gregory Principal International Community $122,210.00 07/01/14 Repl. M. Livingston

Moore, Kate NC Teacher Lake Washington HS A-0 08/25/14 Leave Replacement

Negahbani, Brittany NC Teacher Keller Elem A-0 08/25/14 Leave Replacement

Noiva, Jennifer NC Teacher Inglewood MS A-0 08/25/14 Leave Replacement

Nugent, Jacob Electrician Support Services $29.86 02/18/14 Repl. P. Leland

Parnell, Sarah NC Teacher Evergreen MS C-0 08/25/14 Leave Replacement

Partlow, Sara NC Teacher Kamiakin MS C-0 08/25/14 Leave Replacement

Pullen, Caitlin NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Rainey, Mary Ann School Secretary STEM HS $18.19 01/27/14 Budgeted

Reed, Laura NC Teacher Rose Hill MS D-2 08/25/14 Leave Replacement

Rhode, Kristin NC Teacher Redmond MS B-1 08/25/14 Leave Replacement




Rood, Danielle NC Teacher Redmond MS A-0 08/25/14 Leave Replacement

Ross-Clarke, Ann NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Salmon, Emily NC 0.9 Teacher Alcott/Mead/Audubon A-0 08/25/14 Leave Replacement

Santiago, Emily NC Psychologist Special Services C-0 08/25/14 Leave Replacement

Satterberg, Heather NC Teacher Finn Hill MS A-0 08/25/14 Leave Replacement

Schmidt, Jessica NC Teacher Smith Elem C-0 08/25/14 Leave Replacement

Schulz, Jenna NC Teacher Finn Hill MS A-0 08/25/14 Leave Replacement

Schwabenbauer, Lantz NC Teacher Redmond HS A-0 08/25/14 Leave Replacement

Setcavage, Ashlie NC .5 Teacher Rush Elem C-4 08/25/14 Leave Replacement

Simon, John NC Teacher Intervention Pool C-0 08/25/14 Leave Replacement

Sneifer, Michelle NC .2 Teacher Rose Hill MS A-0 08/25/14 Leave Replacement

Steph, Tiffany NC Teacher Juanita Elem A-0 08/25/14 Leave Replacement

Straight, Alexandra NC Teacher Rose Hill MS C-0 08/25/14 Leave Replacement

Strickland, Danielle NC Teacher Audubon Elem C-0 08/25/14 Leave Replacement

Stubbs, Megan NC Teacher Redmond HS A-0 08/25/14 Leave Replacement

Talcot, Maren NC Teacher Redmond Elem A-0 08/25/14 Leave Replacement

Van Orden, Michael Director of Curriculum Resource Center $143,470.00 07/01/14 Budgeted

Varney, Tobey NC Teacher Rush Elem A-0 08/25/14 Leave Replacement

Vasquez, Theresa NC Teacher Juanita Hs A-0 08/25/14 Leave Replacement

Weyman, Natasha NC Teacher Pool C-0 08/25/14 Leave Replacement

Wight, Jennifer NC Teacher Alcott Elem A-0 08/25/14 Leave Replacement

Willard, Elizabeth NC Teacher Mann Elem A-0 08/25/14 Leave Replacement

Wilson Bielitz, Karen NC Psychologist Special Services C-2 08/25/14 Leave Replacement

Wilson, Sarah NC Teacher Lake Washington HS C-0 08/25/14 Leave Replacement

Whitney, Siobhan Special Ed Para Ed Inglewood MS $16.21 08/25/14 Leave Replacement

Yarger, Laurie NC Teacher Lakeview Elem C-0 08/25/14 Leave Replacement

Young, Amy NC Teacher Lake Washington HS C-0 08/25/14 Leave Replacement

Zarte, Ramona Mendez Custodian Rosa Parks $18.12 02/26/14 Repl. J. Hodge


RETIREMENTS/RESIGNATIONS/TERMINATIONS

Name Position Location Start Effective Date Reason

Adams, Seth Associate Principal Kirkland MS 07/16/12 06/30/14 Resignation

Bechtel, Tammie Teacher Lake Washington HS 08/24/05 06/27/14 Resignation

Cays, Rebecca Teacher Rose Hill MS 09/02/03 06/18/14 Resignation

Cole, Michael Athletic Complex Supervisor Lake Washington HS 03/18/11 08/15/14 Resignation

Demick, Tom Bus Driver Transportation 03/11/04 07/01/14 Resignation

Gentry, Charleen Bus Driver Transportation 02/02/81 07/31/14 Retirement

Grosvenor, Linda Teacher Mann Elem 09/02/93 07/24/14 Resignation

Hageman, Stanley Scott Teacher Franklin Elem 10/31/78 07/01/14 Retirement

Hager, Emmy Teacher Rush Elem 06/21/04 06/18/14 Resignation

Holman, Ellyn Teacher Keller Elem 08/24/10 07/15/14 Resignation

Holmes, Lauren Teacher Lake Washington HS 08/24/05 06/30/14 Resignation

Kaiser, Carolyn Teacher Evergreen MS 08/28/86 06/24/14 Resignation

Kaupilla, Stephani Teacher Inglewood MS 08/25/08 06/18/14 Resignation

Keuss, Lisa Teacher Finn Hill MS 09/03/91 07/17/14 Resignation

Larson, Julia Special Ed Para Ed Special Services 09/30/13 06/18/14 Resignation

Marsh, Mary Teacher Redmond HS 09/01/99 07/21/14 Resignation

Masuda, Janet Bus Driver Transportation 10/01/90 09/01/14 Resignation

Mays, Marion Teacher Finn Hill MS 08/26/02 06/18/14 Resignation

Morrison, Margaret Instructional Assist Evergreen MS 04/28/08 06/18/14 Resignation

Moskat, Marguerite Teacher Redmond Elem 04/01/02 06/18/14 Resignation

Ognoskie, Hannah Teacher Finn Hill MS 08/29/11 06/18/14 Resignation

Olund, Gregory Teacher Inglewood MS 08/30/79 06/18/14 Retirement

Rodriguez, Elaina Teacher Eastlake HS 08/26/13 06/18/14 Resignation

Russell, Jennifer Teacher Kirkland MS 08/24/09 07/13/14 Resignation

Schaefer, Andrew Special Ed Para Ed Eastlake HS 09/27/13 06/18/14 Resignation

Setcavage, Ashlie Teacher Parks Elem 08/18/11 06/18/14 .2 Resignation

Siegrist, James Controller Resource Center 01/30/78 09/30/14 Retirement

Sigmon, Tammie Special Ed Para Ed Thoreau Elem 10/09/00 06/18/14 Resignation

Smajic, Christina Teacher Kirk Elem 08/30/04 06/30/14 Resignation


RETIREMENTS/RESIGNATIONS/TERMINATIONS - Con't

Name Position Location Start Effective Date Reason

Sutter, Kaylee Laborer Support Services 01/18/11 08/01/14 Resignation

Swain, Trudy Teacher Redmond HS 09/22/11 07/03/14 Resignation

Thomas, Kylie Special Ed Para Ed Juanita HS 09/03/13 06/18/14 Resignation

Waters, Denise Teacher Rockwell Elem 04/13/06 07/01/14 Resignation

Yates, Lindsey Teacher Kirkland MS 08/01/06 06/24/14 Resignation

Yusko, Shauna Librarian Inglewood MS 02/15/07 07/22/14 Resignation

Zabriske, Cathy Instructional Assist Dickinson Preschool 09/06/00 06/27/14 Retirement

CHANGE OF CONTRACTUAL STATUS

Name Location Change Effective Date

Artz, Melanie Juanita HS 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Bair, Russell Smith Elem .9 C to .9 C/.1 NC 08/25/14

Barber, Ellen Einstein Elem .5 C to .5 C/.2 NC 08/25/14

Barnes, Eileen Thoreau Elem 1.0 1 Yr Prov to 1.0 C 08/25/14

Bergevin, Julie Kamiakin MS .6 2 Yr Prov to .6 2 Yr Prov/.2 NC 08/25/14

Brewe, Sarah Juanita HS .6 2 Yr Prov to .6 1 Yr Prov 08/25/14

Chackel, Amy Redmond HS .5 2 Yr Prov to .5 2 Yr Prov/.5 NC 08/25/14

Colbert, Richard Redmond Elem/Rockwell Elem .8 NC to 1.0 NC 08/25/14

Conedy, Hilary Juanita Elem 1.0 1 Yr Prov to 1.0 C 08/25/14

Conroy, Casey Thoreau Elem 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Crabtree, Natalie Finn Hill MS .7 NC to 1.0 NC 08/25/14

Davis, Florinda Mann Elem .5 NC to 1.0 NC 08/25/14

Daviscourt, Julie Thoreau Elem 1.0 1 Yr Prov to 1.0 C 08/25/14

Day, Erin Lake Washington HS .6 2 Yr Prov to .6 2 Yr Prov/.4 NC 08/25/14

DeBeaumarchais, Sacha Redmond MS .4 C to .4 C/.6 NC 08/25/14

DeJong, Amy Finn Hill MS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Del Valle, Stephanie Juanita Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Doll, Christopher Juanita HS 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14


CHANGE OF CONTRACTUAL STATUS - Con't


Dootson, Eleanor Lakeview Elem .5 2 Yr Prov to .5 2 Yr Prov/.2 NC 08/25/14

Duggal, Georgette Evergreen MS .6 C to .6 C/.2 NC 08/25/14

Durbin, Sharlene Keller Elem .8 C to .8 C/.1 NC 08/25/14

Fast, Hannah Kamiakin MS .6 3 Yr Prov to .6 3 Yr Prov/.2 NC 08/25/14

Fornia, Colleen Muir Elem 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Friesen, Heidi Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Garman, Brynne International Community 1.0 1 Yr Prov to 1.0 C 08/25/14

Gaynier, Katie Kamiakin MS .8 NC to 1.0 NC 08/25/14

Gibbon, Tammy Muir Elem 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Gibson, Greg International Community .6 2 Yr Prov to .6 2 Yr Prov/.4 NC 08/25/14

Gonzalez, Marisa Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Haber, Kimberly Kamiakin MS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Haley, Erin Adele International Community .6 2 Yr Prov to .6 1 Yr Prov 08/25/14

Harrison, Landon Juanita HS .8 3 Yr Prov to .8 2 Yr Prov 08/25/14

Hayes, Cheryl Carson Elem .5 C to .5 C/.3 NC 08/25/14

Herendeen, Anne Kirkland MS .8 1 Yr Prov to .8 1 Yr Prov/.2 NC 08/25/14

Kuyper, Samuel Redmond HS/Redmond MS .8 C to .8 C/.2 NC 08/25/14

Lafavour, Noriko Eastlake HS .2 NC to .4 NC 08/25/14

Larson, Camila Finn Hill MS 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Lipe, Morgan Finn Hill MS 1.0 1 Yr Prov to 1.0 C 08/25/14

Lu, Fei Lake Washingotn HS .6 NC to 1.0 NC 08/25/14

Machado, Jill Juanita HS 1.0 1 Yr Prov to 1.0 C 08/25/14

Martin, Lynette Rose Hill MS/ Kirk Elem .8 C to .8 C/.2 NC 08/25/14

McNamara, Wendy Juanita HS .6 3 Yr Prov to .6 2 Yr Prov 08/25/14

McRae, Bradley Twain/Smith/Wilder Elem .7 3 Yr Prov to .7 3 Yr Prov/.3 NC 08/25/14

Miller, Janet Rose Hill MS .6 C to .6 C/.2 NC 08/25/14

Miranda Navas, Nadia International Community 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Molenaar, Shiree Kamiakin MS .8 3 Yr Prov to .8 3 Yr Prov/.2 NC 08/25/14

Monson, Patrick Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14




Morais, Ingrid Finn Hill MS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Morison, Kacie Muir Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Murdock, Natalie Redmond HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Oates, Gretchen Kamiakin MS 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Parker, Carly Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Pham, Judith Alcott Elem .7 C to .7 C/.1 NC 08/25/14

Pike, Alexandra Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Pollett, Kelsey Kamiakin MS .8 3 Yr Prov to .8 3 Yr Prov/.2 NC 08/25/14

Quitmeier, Lindsey Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Redner, Mallory Bell Elem 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Rimkus, Jason Redmond HS .9 3 Yr Prov to .9 3 Yr Prov/.1 NC 08/25/14

Rollofson, Nicole Kamiakin MS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Schmitt, Bernadette Sandburg Elem 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Schmiesing, Sally Kamiakin MS .5 3 Yr Prov to .5 3 Yr Prov/.4 NC 08/25/14

Seaburg, Nathan Kamiakin MS 1.0 3 Yr Prov to 1.0 2 Yr Prov 08/25/14

Searle, Kathryn Redmond HS .4 NC to 1.0 NC 08/25/14

Sharma, Madhu International Community .4 3 Yr Prov/.6 NC to .4 2 Yr Prov/.6 NC 08/25/14

Shively Sanders, Karen Frost Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Shulman, Lisa Finn Hill MS .8 C to .9 NC 08/25/14

Skaggs, Teresa Frost Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Smernis, McKenzie Juanita Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Soltani, Jessica Sandburg Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Stabingas, Amy Keller Elem .9 C to .9 C/.1 NC 08/25/14

Stroh, Christopher Keller Elem 1.0 1 Yr Prov to 1.0 C 08/25/14

Tennerelli, Allison Eastlake HS .8 2 Yr Prov to .8 2 yr Prov/.2 NC 08/25/14

Thomassen, Patricia Redmond HS .8 C to 1.0 C 08/25/14

Tomita, Whitney Muir Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Tucker, Christine Muir Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Vidal-Armour, Evelyn Emerson HS/Emerson K-12 .6 C to .6 C/.4 NC 08/25/14




Walker, Kristen Audubon Elem .6 3 Yr Prov to .6 3 Yr Prov/.4 NC 08/25/14

Weller, Carly Redmond HS .8 NC to 1.0 NC 08/25/14

White, Meredith Kamiakin MS .6 2 Yr Prov to .6 2 Yr Prov/.2 NC 08/25/14

Wilcox, Emily Lake Washingotn HS/Rose Hill MS .6 3 Yr Prov to .6 3 Yr Prov/.2 NC 08/25/14

Williams, Tanner Finn Hill MS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Williamson, Marisa Juanita HS 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Winters, Kelly Frost Elem 1.0 2 Yr Prov to 1.0 1 Yr Prov 08/25/14

Wood, Marianne Kirkland MS .8 1 Yr Prov to .8 1 Yr Prov/.2 NC 08/25/14

Young, Gail Redmond Elem .8 C to .8 C/.2 NC 08/25/14

APPROVED: August 4, 2014

EFFECTIVE: September 1, 2014

Salary Level 2014-15 Salary

2014-15 Hourly Rate

(261 days)

1 $46,720 $22.38

2 $55,445 $26.55

3 $64,325 $30.81

4 $66,255 $31.73

5 $73,705 $35.30

6 $85,900 $41.14

7 $97,985 $46.93

8 $104,280 $49.94

Facility On-Call Stipend $3,515

All Salary amounts are based on 1.0 FTE

Employees whose 2012-13 adjusted salary is higher than their 2014-15 salary level amount, will be

grandfathered at their 2012-13 adjusted salary until such time as the salary level schedule meets or

exceeds their 2012-13 amount.

Professional Fund (tuition/conference/materials reimbursement or hourly compensation): $350.

Benefits: medical, dental, vision, life, and disability insurance. Benefit maximum $838.93

Each employee will pay a miniumum of $10.00 per month out of pocket for medical insurance

SALARY SCHEDULE 10

PROFESSIONAL-TECHNICAL

2014-15

- 23 -

APPROVAL OF MONITORING REPORT EL-8, INSTRUCTIONAL MATERIALS SELECTION

August 4, 2014

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. EL-8, Instructional Materials Selection, is now being presented for approval. All areas are in compliance. RECOMMENDATION The Board of Directors approves the monitoring report for EL-8, Instructional Materials Selection, as presented.

Executive Limitation 8 August 4, 2014 Page 1 of 5

Lake Washington School District Executive Limitation Monitoring Report

EL-8, Instructional Materials Selections August 4, 2014

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.

In Partial Compliance

Evidence Curriculum Adoption Committees Input is always a major consideration when textbooks and instructional materials are adopted. The Administrative Policy IIAA, Textbook Selection and Adoption, 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.

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

EL-8 Instructional Materials Selection





Evidence

Highlights for 2013-14 include: 2013-2014 was the implementation year of the K-6 Literacy Adoption Committee work. A

Wonders Advisory group consisting of K-5 teachers from various grades, special education specialist, and principals was formed last fall to ensure that we were getting appropriate input for monitoring how well the implementation of the new curriculum was occuring in schools. The group’s focus was on monitoring implementation, professional learning needs, and materials needs. This advisory group met monthly throughout 2013-14 and will continue in 2014-15.

2013-14 was the second year of the 9-12 Science Adoption Committee work. Due to the recent adoption of the Next Generation Science Standards (NGSS), publishing companies are in the process of updating their materials to align to NGSS. As a result, the committee extended the schedule for the review and selection of published curriculum materials to 2014-15. To help bridge the gap in materials, the committee has been focused on learning about Open Educational Resources (OER). OER are free, rigorous digital resources that students can access online via their laptops. Last fall, we received an OSPI grant to support our committee research and review of OER. In the end, the committee will be able to compare OER to published materials in order to select the resources that best match the NGSS. The adoption committee plans to get appropriate input from parents by including them on the adoption committee during the review and selection process of materials phase of the adoption process. We will also develop a student survey to gather student input during piloting.

2013-2014 was the first year of the 6-8 Science Adoption Committee work. This was a year of Best Practice research and review of Next Generation Science Standards (NGSS). This is also an opportunity for the adoption committee to receive input from their teacher colleagues. Similar to the 9-12 Science Adoption Committee, the committee extended the schedule for the review and selection of published curriculum materials to 2015-16 for similar reasons.

2013-14 was the second year of the 6-12 Performing Arts Adoption Committee work. Curriculum materials were reviewed and vetted using five rubrics of quality indicators, and subsequently narrowed to three finalists (one for middle school, and two for high school). The committee received input from their fellow teacher colleagues by hosting them at a half-day release day to review all the final curriculum selections and to network. The finalists were piloted and were on public display for comment outside the Curriculum Library of the district Resource Center during the months of April and May. During the pilot phase, students were able to give input anecdotally as well as via a wiki site hosted on Haiku.






Evidence {continued}

Highlights for 2013-14 include: EL 8.1 remains in partial compliance because a process for ensuring appropriate input from

parents/community as outlined in policy IIAA-R as well as students has been developed but will not be fully implemented until 2014-15, at which time EL 8.1 will be in compliance. The process for including parent/community input includes having one parent/community representative from each learning community (total of four) serving on the adoption committee during the curriculum review and selection portion of the adoption process. This allows for community voice in reviewing and selecting the materials using the committee’s established rubrics. The process for including student voice in the selection process will be through a survey during piloting of instructional materials.

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:

IMC Committee Representation

Committee members

Primary Teachers 2 Intermediate Teachers 2 Senior High Teacher 2 Special Education/Safety Net Teachers

1

Librarians 3 Building Administrators 3 Students 8 Community Members - Board Appointed

5

District Administrators 2 Curriculum & Assessment Specialist

1

Total members 27

IMC Community members – {Board-appointed}

Director District # Board Member

Community Member

Term

Director District #1 (Jackie Pendergrass)

Amy Lofquist Through June 2015

Director District #2 (Chris Carlson)

Mary Beth BinnsThrough June 2017

Director District #3 (Nancy Bernard)

Jodi Gaertner Through June 2015

Director District #4 (Doug Eglington, Mark Stuart)

Janet Lennon-Jones

Through June 2017

Director District #5 (Siri Bliesner)

Deanna Carter Through June 2017




2. Assure the selection of instructional materials that contribute toward continuity, integration, and articulation of the curriculum by course and program.

In Compliance

Evidence Part of our curriculum adoption committee work is to assure the selection of instructional materials contributes toward continuity, integration, and articulation of the curriculum by course and program. During their review of instructional materials, the committee analyzes how the materials contribute toward continuity between grades and courses. The committee analyzes how well the instructional materials contribute toward integration between programs such as between general education, intervention, and gifted programs. During their review of instructional materials this year, the 9-12 science, 6-8 science, and

performing arts adoption committees analyzed how well the materials contribute toward continuity between grades; 6th grade through 12th grade. The committees also analyzed how well the instructional materials contribute to the continuity of learning standards in and between grade levels. The standards for science and performing arts have a rigorous articulation and alignment and all committees were committed to reviewing and adjusting the standards and use of materials as needed.

3. Consider the needs of all learners when recommending textbooks and

selecting instructional materials. In

Compliance

Evidence In creating adoption committees, we strive to ensure that membership reflects the needs of all learners when reviewing and recommending textbooks and selecting instructional materials. One of the rubrics the committee uses to review and evaluate curriculum materials includes criteria that specify how well the material meets the needs of all learners. In addition to adoption committee work, IMC members use a reviewer form to evaluate instructional materials under consideration. A number of the items on this form focus on if the materials will meet the needs of all learners. Examples include: promotes student understanding of the ethnic, cultural, and occupational diversity of American life and presents the concerns and builds upon contributions, current and historical, of both sexes and members of various religious, ethnic and cultural groups.




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

Curriculum Adoption Cycle

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:

a) Research best practice b) Develop/refine power standards c) Develop proficiency scales d) Recommend instructional materials for adoption e) Implement instructional materials f) Provide for professional development

Refer to Appendix A for the most current Curriculum Adoption Cycle. Instructional Materials Committee (IMC): The IMC meets once a month from October to June. 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 and have been approved by the IMC.

Over the past year, the Director of Curriculum and Assessment has been working to update Administrative Policy File: IIAA-R, Textbook Selection and Adoption. This procedure outlines steps for adoption of curriculum materials, including our Instructional Materials Committee adoption process and process for reconsideration of curriculum materials. The policy underwent a substantial overhaul in both content and organization

In 2013-14, IMC reviewed 61 instructional materials as compared to 69 materials reviewed in 2012-2013. The 2013-14 number includes submissions for the June meeting. In 2013-14, not including the items recommended in the June meeting, 59 items reviewed were recommended for approval by the committee. Two items were not recommended for approval. Those not recommended for approval typically had scenes or content that did not meet the criteria on the IMC reviewer form. The materials may have included bias, stereotyping, or may have had scenes too graphic for the proposed grade level.

In 2013-2014, the IMC did not receive any challenges to approved materials; as a result, no reconsideration hearings were held.

In 2013-2014, no patrons expressed concerns or attended IMC meetings to express concerns regarding materials being used in the field.

I certify the above to be correct as of August 4, 2014. Traci Pierce, Superintendent

Lake Washington School District Curriculum Adoption & Assessment Cycle

This cycle is subject to change due to unexpected financial, political, or capacity issues. Revised June 9, 2014 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

Social Studies K‐5

2009 2007‐08 2008‐09 2009‐10 2020

French, Japanese

2009 2008‐09 2008‐09 2009‐10 2020

Mathematics K‐5

2010 2008‐09 2009‐10 2010‐11 2021

Health/Fitness K‐5

2012 2010‐11 2011‐12 2012‐13 2022

Health/Fitness 6‐12

2012 2010‐11 2011‐12 2012‐13 2022

Visual Arts 6‐12

2012 2010‐11 2011‐12 2012‐13 2022

Music K‐5

2012 2010‐11 2011‐12 2012‐13 2022

Music 6‐12

2012 2010‐11 2011‐12 2012‐13

2022

Spanish 2012 2010‐11 2011‐12 2012‐13 2022

LA/Reading & Writing K‐6

2001 2011‐12 2012‐13 2013‐14 2023

Performing Arts 6‐12

2012‐13 2013‐14 2014‐15 2024

Visual Arts K‐5

2003 2014‐15 2014‐15 2015‐16 2025

Lake Washington School District Curriculum Adoption & Assessment Cycle

This cycle is subject to change due to unexpected financial, political, or capacity issues. Revised June 9, 2014 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

Science 9‐12

2004 2013‐14 2014‐15 2015‐16 2025

Science 6‐8

2003 2014‐15 2015‐16 2016‐17 2026

Mathematics 6‐8

2005 2014‐15 2015‐16 2016‐17 2026

Mathematics 9‐12

2005 2015‐16 2016‐17 2017‐18 2027

Science K‐5

2004 2016‐17 2017‐18 2018‐19 2028

LA/Reading & Writing 9‐12

2006 2017‐18 2018‐19 2019‐20 2029

LA/Reading & Writing 6‐8

2007 2018‐19 2019‐20 2020‐21 2030

Social Studies 9‐12

2008 2019‐20 2020‐21 2021‐22 2031

Social Studies 6‐8

2009 2020‐21 2021‐22 2022‐23 2032

- 23 -

APPROVAL OF MONITORING REPORT EL-9, DISTRICT STAFF

August 4, 2014

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. EL-9, District Staff, is now being presented for approval. All areas are in compliance. RECOMMENDATION The Board of Directors approves the monitoring report for EL-9, District Staff, as presented.



EL-9 District Staff August 4, 2014

Executive Limitation: 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) Attracting and hiring the most highly qualified and best-suited candidates for employment:

The district actively works to attract and recruit highly qualified certificated staff through participation in recruitment/career fairs throughout the northwest including Washington (Ellensburg, Seattle, Bellingham, Spokane, and Tacoma) and Oregon. In addition, the district advertises in publications such as Teachers of Color magazine as a means of attracting diverse applicants.

The district advertises vacancies with cooperating agencies such as: Washington Association of School Administrators (WASA); Washington School Personnel Association (WSPA); Association of Washington School Principals (AWSP); and, Washington Association of School Business Officials (WASBO). The district has also utilized signage at schools and craigslist postings for classified positions.

For both certificated and classified positions, the main source of recruitment is the district on-line application system, Searchsoft.

In the 2013-14 school year the district attracted 1,929 certificated applicants, from which the following number of staff were hired:

o elementary teachers: 52 o secondary teachers: 72 o special education teachers: 21 o specialists: 20

Total new hires: 165

In addition, the district rehired the following non-continuing staff: o elementary teachers: 80 o secondary teachers: 53 o special education teachers: 25 o specialists: 1

Total rehired: 159

EL-9 District Staff




1) Attracting and maintaining top quality staff, considering compensation plans and other factors, by: {See page 1 for complete listing.}

In Compliance


In the 2013-2014 school year, the district attracted 1,244 classified applicants from which 86 new staff members were hired.

In the 2013-2014 school year, the district attracted 287 administrator applicants from which 5 new administrators were hired

Probationary periods are also a means to ensure the highest qualified candidates are retained for employment. For certificated staff, teachers hired by the district into vacant positions are placed on provisional contracts. Teachers new to the profession must serve three (3) years as a provisional teacher. The district may decide to non-renew provisional teachers at the end of each provisional year. Teachers on provisional status must be formally observed twice each year; however, in the last year of provisional service teachers must be formally observed three (3) times. Teachers new to the district who have served at least two (2) years in another Washington state school district serve only one (1) year in provisional status. The district may decide to non-renew them by May 15 of their provisional year. For the 2013-2014 school year, the district had 339 provisional teachers. Two (2) were identified for

non-renewal. The district followed the statutory provisions of RCW 28A.405.220 and issued both teachers letters of non-renewal which were acted upon by the board at its June 2, 2014 meeting.

Continuing teachers with identified performance concerns, as identified by their supervisor through the district’s professional growth and evaluation system, are placed on Plans of Improvement and provided assistance in the areas of deficiency. If their performance does not rise to proficient levels, they are subject to the probationary process as defined by law and may be subject to non-renewal. During the 2013-2014 school year, fourteen (14) teachers were identified with performance concerns

and placed on Plans of Improvement (POI). Of these teachers: o Eight (8) resigned or retired prior to being placed on probation; o One (1) improved their performance deficiencies and was taken off the POI; and, o Five (5) remain on a POI into the 2014-2015 school year, of which one is on leave.

Some teachers are hired on a one-year non-continuing contract, as their positions are filling those of continuing contract teachers who have been approved for a leave of absence. Evaluative data on non-continuing contract teachers is used to inform employment decisions should a vacancy become available the following year.

EL-9 District Staff





In Compliance


For classified staff, the district establishes defined probationary periods consistent for each classification. During the probationary period, supervisors observe and evaluate staff based on established evaluation criteria and expectations to ensure quality and fit of the selected candidate to the position. Supervisors complete an evaluation form for all new hires prior to the expiration of their probationary period. Supervisors work with Human Resources to determine whether the probationary employee successfully completed the probationary period and should be converted to regular status, or whether the employee has failed to successfully meet established criteria during the probationary period and employment should be terminated.

For the 2013-2014 school year, three (3) probationary classified staff did not successfully complete their probationary periods and their employment was terminated.

Continuing classified staff members with performance concerns, as identified by their supervisor through the district’s classified evaluation system, are placed on Plans of Improvement (POI) and provided assistance in the areas of deficiency. If the employee’s performance does not rise to satisfactory/proficient levels by the conclusion of their POI, their employment is terminated due to failure to meet the minimum qualifications for their position.

For the 2013-2014 school year, three (3) individuals were placed on a POI of which two (2) resigned after being placed on the POI and one (1) is still on a POI.

b) Retaining and nurturing top quality staff:

The district has made a significant investment in induction programs intended to nurture new staff and ensure their success. The Educator Introduction Academy (EIA) is designed to orient new certificated staff members to the district and ensure they are knowledgeable in curriculum, standards, instructional framework and other district expectations. In addition to EIA, teachers in years one and two of their careers participate in the district’s New Teacher Support Program (NTSP). The emphasis of NTSP is on enhancing new teachers’ skills. Teachers are supported through one-to-one mentoring and coaching, classroom visitations, and differentiated workshops.

Directors of School Support provide a tiered support system, similar to the EIA and NTSP, for principals new to the district. Monthly meetings are held which focus on leadership and management topics for new administrators and administrative interns. For experienced staff, leadership opportunities exist for positions within professional development, on district committees, and at the building level.

Developing an environment that supports long-term employment is measured in an online survey to staff. Seventy-nine (79) percent of staff agree or strongly agree that their school provides such an environment, while 69 percent feel that the district provides such an environment.

EL-9 District Staff





In Compliance


Turnover data for staff groups is shown below:

2012-2013 Retired Resigned Termed Failed

Probation Current Total

Turnover Rate

Administrators 3 2 0 0 83 88 5%

Certificated 40 108 0 1 1,527 1,676 9%

Classified 24 57 3 5 995 1,084 8%

2013-2014 Retired Resigned Termed Failed

Probation Current Total

Turnover Rate

Administrators 5 6 0 0 94* 105* 10%

Certificated 35 109 0 2 1,518 1,664 9%

Classified 26 61 1 3 993 1,084 8%

* NOTE: The increased number in this group is due to a restructuring and consolidation of professional-technical administrators into the administrator group. For teachers, the turnover rate has remained at 9% for the current year.

The turnover rate increased for administrators from the 2012-2013 school year. The group was expanded to include Department Administrators who were previously included in the classified staff category.

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: During the 2013-2014 school year, the district successfully negotiated compensation packages based on

comparable neighboring districts’ packages. The district finalized negotiations with the Lake Washington Educational Support Professionals (LWESP). The managers and theater technicians recently organized through PERC; consequently, the district is currently in collective bargaining agreement negotiations.

Benefit changes were implemented for teachers and administrators in accordance with new requirements that all employees pay a portion of their medical premiums. Changes have also been bargained for LWESP and Trades Bargaining Council. This change will be will be bargained with Service Employees International Union (SEIU) in upcoming contract re-openers.

EL-9 District Staff




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

Provisions have been negotiated with each group to address specific concerns of the bargaining group that are mutually beneficial within available resources. Negotiated provisions for both technology and workload recognition stipends are a part of the teachers’ agreement. The Trades’ agreement provides for required training for para-educators to further develop and enhance their job skills and abilities. Mechanics are eligible to receive merit pay based on demonstrated superior performance on annual bus inspections. Bus drivers who maintain exceptional attendance are eligible to receive a monetary bonus.

EL-9 District Staff




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) Assuring 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 means:

Ensuring staff are informed and trained on district expectations through: - New Employee Orientation - a training held monthly throughout the year that all new staff and substitutes are

required to attend to receive training in the areas of: o Risk Management: On the Job Accidents and Injuries, Chemical Hazards, Pest Management o Human Resources: Human Dignity & Harassment Policy, Educators and Touching o Heath Services: Child Abuse Reporting, HIV/HBV Presentation

- 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.

EL-9 District Staff




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 5 for complete listing.}

In Compliance


Recognition of outstanding staff contributions occur through a variety of means: - School Board recognition, district publications, the district’s website home page, 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, as well as 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 staff 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. SALT continues to take a significant role in strategic planning, which has resulted in changing the focus of that group to strategic planning as well as budget review and supporting a positive organizational culture.

Open and honest communication in all written and interpersonal interaction are exemplified in the following ways: - Internal communication vehicles to support open and honest communication:

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 as to communicate about district initiatives and work.

o A regular monthly email from the Superintendent, which also includes articles from the deputy and associate superintendents, was started this year to provide regular updates to staff. These emails reinforce a positive organizational culture and the value of district staff.

o Periodic superintendent’s messages are sent to the entire organization. These emails reinforce a positive organizational culture and the value of district staff.

Respect for others and their opinion is seen through collaborative efforts such as: - The Strategic Advisory Leadership Team (SALT) which 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 were solicited regarding options to be placed on the ballot for levy and bond

measures. - The International Association for Public Participation framework is being used as a tool to enable parent, student,

staff and community voices to be heard in decision-making processes.

EL-9 District Staff




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 5 for complete listing.} In Compliance


This year a survey of district programs provided staff and parents an opportunity to provide additional feedback on strategic planning efforts.

Focus on common organizational goals as expressed in Board End Results policies: - The district internal strategic work plan was updated by the Strategic Advisory Leadership Team. This

document articulates work over the next five (5) years to accomplish the district’s organizational goals. - As part of the Lake Washington Education Association (LWEA) bargaining agreement, a new process

was agreed to which will provide an opportunity for input on the strategic work plan directly from teachers.

Commitment to the integrity and the positive image of the district, its leaders, and staff continues to be a priority. The district’s commitment to the integrity and positive image is 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. Documented Central Leadership Team (CLT) operating principles serve as a guide to how the central administrative team agrees to conduct themselves. These principles include: modeling professional conduct, cultivating healthy interpersonal relationships, practicing clear and purposeful communication, making decisions intentionally, and engaging in creative problem-solving.

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 behaviors 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, Staff Complaints and Grievances).

EL-9 District Staff




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 5 for complete listing.} In Compliance


- Job descriptions are maintained by the Human Resources department. Prior to posting job vacancy announcements, staff reviews existing job descriptions to ensure the description remains current and consistent with district expectations and is on par with positions of a similar nature in other districts. Human Resources department continues to work on updating job descriptions. Performance evaluation systems are established and outlined in district procedures.

- Illegal discrimination and harassment are prohibited as addressed in Administrative Policies AC, Non-Discrimination; ACA, Human Dignity; and ACB, Harassment of Staff. 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.

87.5% of staff members continue to agree that “schools clearly state rules and procedures for staff

and volunteers” according to the annual staff survey.

d) Staff confidential information is protected under state law (RCW 28A.405, 42, and 49), employee contracts, and Administrative Policy GBL, Personnel Records. Specific practices to protect confidential information include: - Procedures established by the Human Resources department allow employee files only to be

reviewed by the employee, the employee’s authorized representative, the employee’s supervisor, and 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 is 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. - Those indicating serious crimes against children are prohibited from employment pursuant to state

law. - 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 Identification and Criminal History Section, Washington Access to Criminal History (WATCH).

EL-9 District Staff




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 5 for complete listing.}

In Compliance


o 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.

o 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 District works diligently to honor the terms of negotiated agreements with staff by maintaining

positive relationships with the various representative labor groups. Each bargaining group has regular labor-management meetings at which concerns are discussed and every attempt is made to address concerns or issues prior to the filing of a formal grievance. During the 2013-2014 school year, there have been no rulings, judgments, or findings that the

district violated any labor law or contractual provision. During 2012-13 one labor action occurred, with a filing of an unfair labor practice by the

International Brotherhood of Electrical Workers (IBEW) with the Public Employees Relations Commission (PERC). The ruling from PERC determined that the district did not commit the unfair labor practice as alleged and the district was cleared of the complaint and the matter dismissed. Subsequently, the IBEW filed an appeal to this ruling.

All other grievances filed were resolved applicable representatives.

g) The provisions of these policies have been made available to all staff via the district’s website.

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 Educator Introduction Academy (EIA) is designed to orient new certificated staff members to the district and ensure they are knowledgeable in the curriculum, standards, instructional framework, and other district expectations.

- New Teacher Support Program (NTSP). The emphasis of NTSP is on enhancing new teachers’ skills. Teachers are supported through one-to-one mentoring and coaching, classroom visitations, and differentiated workshops.

- Directors of School Support provide a tiered support system, similar to the EIA and NTSP, for principals new to the district. Monthly meetings are held which focus on leadership and management topics for new administrators and administrative interns. For experienced staff, leadership opportunities exist for positions within professional development, on district committees, and at the building level.

EL-9 District Staff





In Compliance


Certificated Staff - New Teacher Support Program (NTSP) The purpose of the NTSP Program is to:

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; and, 3. Assist first and second year teachers in their transition to district culture and standards.

Consulting teachers (CTs) serve as mentors and coaches. The sole function of the CT is to assist new teachers as they enter and adjust to the profession. Participation in NTSP is a condition of employment. Each first and second year teacher is provided a CT. The teacher and CT work together to create a trusting, confidential partnership that promotes the acceleration of instructional practice and student achievement. CTs typically visit/observe first year teachers’ classroom weekly to take observational notes, provide feedback, and hold reflective conversations focused on the classroom environment, instruction, planning, and professional responsibilities. Second year teachers are provided with regular support at the start of the second year, followed by a model of “gradual release.” Depending on the needs of the individual teacher, CTs spend additional time modeling or co-teaching lessons, in-class coaching, taking video of portions of a lesson, collecting data, and/or taking scripted observation notes. Many times the CT and teacher will meet before school, after school, or during planning time to further work on a teacher’s goals and area of focus. In addition, CTs coordinate with each teacher and building administrator to attend the teacher’s fall and spring post-observation conference with the principal.

During the 2013-2014 school year, 91 first year teachers, 56 elementary and 35 secondary, were served through NTSP. CTs completed more than 530 hours of formal classroom observation, over 3,000 hours if informal observation, and provided in excess of 3,700 hours of curriculum planning and support to new teachers.

EL-9 District Staff





In Compliance


Number of Teachers Supported through NTSP

Years of Service

2013-2014 School Year



2010-2011 School Year*

2009-2010 School Year*

1st year 91 89 67 61 62 2nd Year 82 69 65 57 73 3rd Year N/A N/A N/A 72 73 Total 173 158 132 190 208 * These two years reflect a 3rd Year program funded through the Washington State Grant which ended mid-year through the 2010-2011 School Year.

2013-2014 Survey Data will be compiled in August. Support Survey Results 2012-2013: New Teacher Support Program

Survey Question: Rate the level of support provided in each of the following components

2012-2013 School Year % of the respondents rated this

component a 4 or 5 on a 5 point (5 being high) scale

Personal Support – an opportunity to chat, vent, be encouraged, e-mails, phone calls, etc.

94.5%

Informal visits with Consulting Teacher feedback – Observation notes and feedback or face to face discussion

96.3%

Practice Formal Observation by Consulting Teacher – Pre-Observation Conference, Observation, and Post-Observation Conference. A chance for practice before the real thing with your principal.

90.7%

Instructional and/or curriculum assistance – Problem-solving, help with teaching strategies, looking at student work together, unit/lesson/curriculum planning

88.9%

In-depth reflective discussions with my CT 94.4% Visiting Exemplary Teachers with my Consulting Teacher 92.6% CT support with PGE system 90.8% * These two years reflect a 3rd Year program funded through the Washington State Grant which ended mid-year through the 2010-2011 School Year.

EL-9 District Staff





In Compliance


National Board Certification Candidates Every year, the district provides support for teachers pursuing National Board Certification. The district’s Professional Learning Department provides six National Board Certified and trained facilitators to support candidates. Facilitators meet with candidates 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. Support continues for teacher candidates for up to three years. The purpose of the National Board Certification Program is to:

1. Support teachers who pursue National Board certification programs -Advanced, Take One, First Time, and/or Renewal;

2. Facilitate National Board candidates to describe, analyze, and reflect upon their teaching; practices using student learning as evidence to implement effective instruction; and,

3. Provide ongoing support for teachers who choose to continue the National Board process for up to three years.

National Board Candidate Support Program Participation






Candidates 32 23 20 34 33 Advanced 7 2 11 11 5 Take One 0 3 Renewal 9 5 Washington State Professional Certification (Pro Teach) Program 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 district’s Professional Learning Department assists teachers working on their Professional Certification. Teachers 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. The purpose of the ProTeach Program is to:

1. Support participants through the required process designed to move them from Residency Certificate to Professional Certificate; and,

2. 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.

EL-9 District Staff





In Compliance


Number of Educators Participating in the Professional Certification by Year

PROTEACH

PROTEACH PROTEACHPROFESSIONAL CERTIFICATION (University Partnership)

2013 – 2014 School Year






30* LWSD/SPU

support cohorts * including 19

SPU Master’s Program –

- 2 cohorts

41 LWSD Only support:

- 25 in yearly cohort

- 6 carry over from 13-14

- 10 beginning new in Jan

40 LWSD/SPU support cohorts

Including Master’s Program

22 LWSD Only support: - 8 in yearly

cohort - 3 complete

in Jan - 11 beginning

new in Jan

29 LWSD/SPU support course

19 LWSD Only support

61 SPU Seminar

58 SPU completion

27 SPU seminar

46 SPU pre-assessment

33 SPU culminating

EL-9 District Staff





In Compliance


Classified Training Classified Professional Development offers classes to meet the needs of classified staff in completing their job responsibilities. In addition, various departments conduct job-specific training for their staff members.

A summary of participation in classified professional learning offerings and highlights for 2013-2014 follows:

Number of Classified Staff Participating in classes offered by Classified Professional Learning Classes by Year:

Year # of classes

offered* Total # of attendees

Office Professionals

Instructional Assistants

Para Educators/

Trades

Prof Tech

Other

2013-14 82 1,507 801 414 177 51 64

2012-13 50 685 193 144 294 39 15

2011-12 69 1,238 365 258 538 68 9

Classified Professional Learning offered classes in Microsoft Word, Excel, and Outlook that featured in-depth instruction in Office 2010 and prepared interested staff members to obtain the Microsoft Office Specialist certification, the leading IT certification signifying a high level of knowledge, skills, and abilities in using Microsoft Office 2010. A partnership with Microsoft and Certiport Testing provided all online curriculum materials and online certification tests free of charge. The District offered 51 classes and 10 testing opportunities that filled 1,208 seats. During the second semester, these offerings were scheduled as a 9- or 10-class series. Twenty-six percent of staff members taking the rigorous certification exam passed, mirroring the national average. In total, 19 classified staff members passed 30 certification exams including four staff members who are now Microsoft Office Specialists in all three areas. All staff members taking the classes gained important job-related skills and knowledge.

The Office Professionals Workshop took place on August 16, 2013 at Redmond High School. This conference-style event featured presenters from a wide range of district departments sharing updates and information on processes and policies of interest to LWESP members. Approximately 90 LWESP members gathered to gain new knowledge and have an opportunity to learn and share with their colleagues from across the district.

Classified Professional Learning responded to the ASB Middle School Secretaries Round-Table request for office technology training on Excel, Outlook, and Publisher during four of their monthly round-table meetings.

EL-9 District Staff





In Compliance


A professional development committee including district and SEIU representatives continued to meet for the third year. The committee selects training topics to meet the needs of Instructional Assistants and decides on the number of training hours for which members can be compensated from a professional development fund outlined in the Collective Bargaining Agreement. Results from the SEIU Professional Learning Survey conducted in May 2013 provided topic ideas for new classes that were developed and offered this school year including: Wonders curriculum overview, enVisionMATH overview, Small Group Instruction, and Working with Students with Autism Spectrum Disorder. Forty-three (43) percent of SEIU members took one or more classes presented by Classified Professional Learning in 2013-14, up 2% from the previous school year.

A professional development committee including district and LWESP representatives continued to meet for the third year. The committee discusses topics for training to meet the needs of LWESP members and decides on the number of training hours for which members can be compensated from allocated funding. After the new District/LWESP contract was approved mid-year, the committee agreed to continue meeting three times a year to discuss ideas for classes that support members in fulfilling their professional responsibilities. As part of the new contract, LWESP members have an opportunity to receive compensation for up to three professional learning days for attending classes outside of their contracted workday. Fifty-four (54) percent of LWESP members took one or more classes offered by Classified Professional Learning in 2013-14, up 9% from the previous school year.

First Aid/CPR Training Classified Professional Learning is also responsible for arranging district First Aid/CPR training. As of June 30, 19 classes had been conducted and two remaining classes will be held in August. Through June, 333 classified and certificated staff, coaches, and substitutes earned two-year First Aid and CPR certifications through the American Heart Association. Classified Professional Learning schedules and promotes the classes taught by Dettmer Safety, who has collaborated with the district for 33 years to provide this training to staff. The district works with Puget Sound ESD to offer certificated staff an opportunity to earn clock hours for the 3.5-hour class.

Year # of First Aid/CPR classes offered through Classified Professional Learning

# of staff and coaches certified

2013-14 21* 339 2012-13 21 433

* 19 completed as of June 30, 2014

EL-9 District Staff





In Compliance


Training Offered By District Departments In addition to training offered by Classified Professional learning, many departments offer training specific to the employees in their area of responsibility. Below are highlights of department-level training that occurred across the district: - Support Services offered Trades staff job-specific and safety training including monthly Toolbox Talks on

topics such as Hazardous Waste Disposal, Mold Awareness, and Hazard Communication. Custodians participated in monthly on-site trainings that centered on a safety or technical topic and reinforced with weekly e-mail safety tips and electronic newsletter.

- Technology Operations trained staff on student, fiscal, HR, payroll, and Skyward data systems. - The Communications Department offered classes on a range of topics including the portal and

creating/maintaining school websites. - Special Services, organized training for para educators who participated in two mandatory full-day LEAP

day trainings focusing on job-related skills and information. - The intervention programs department provided training for Instructional Assistants working with ELL

students. Support for New Administrators: Each year, the District provides support for new administrators through August New Administrator Orientation (NAO) and monthly meetings. NAO is provided to ensure a proper induction and orientation to the district and to introduce new administrators to their colleagues from across the district. - Some of the topics covered during NAO are:

1. District vision, mission, values, goals; 2. Teacher and principal professional growth and evaluation; 3. Special Education 4. Intervention programs 5. Curriculum, assessment, and instruction 6. Technology supports (student and teacher) 7. Human Resources processes and procedures 8. Budget planning

There were nine new administrators that participated in NAO during the 2013-2014 school year.

EL-9 District Staff




4. Establishing technology application expectations for staff and ensure that these are met.

In Compliance

Evidence

Expectations of appropriate use of district electronic resources are outlined in the district’s Acceptable Use Policy. These guidelines govern the appropriate use of the district network and other digital resources. Expectations for technology applications are specific to job duties. Technology skills, which are job specific, are assessed as part of the recruiting and hiring process and/or provided through in-district training. Classified staff development has been provided for a variety of technology applications. Training for teachers has been provided through the Professional Learning Department in alignment with the Responsibility Contract as negotiated and as outlined below: Changes negotiated in the 2013-2017 collective bargaining agreement between Lake Washington School

District and Lake Washington Education Association created the Technology Responsibilities: Skill Acquisition and Integration Contract. This supplemental contract increases the technology application expectations for staff and provides compensation to teachers for acquiring technology skills and integrating technology into their classrooms. The supplemental contract aligns with the district’s adopted instructional framework and the eight state evaluation criteria and states, “Professional educators are required to use and integrate technology in order to fully utilize the technology resources provided by the district to accomplish their work instructionally as well as to fulfill their professional responsibilities,” and “provides additional compensation for ongoing training, learning, and implementation of district-required technology.”

During the 2013 – 2014, teacher technology training focused on the Haiku Learning Management System and Mobile Access for Students (MAS). Training occurred as part of all-day LEAP activities, through professional development classes, and through use of MAS facilitators in each building.

Teachers participated in the following Haiku trainings during LEAP, small group, and self-guided learning opportunities:

o Haiku Refresher o Building Showcases of Exemplary Use o Self-Directed Haiku Exploration o Haiku Best Practices

EL-9 District Staff





In Compliance


Staff spent 90 minutes of the May 23 full day LEAP working with the new Haiku Handbook. This time was broken into four focus areas:

1. Haiku Handbook Introduction (Video) 2. Strategies for Implementing Haiku 3. Haiku Best Practices

o Rationale for best practices o Haiku Building Decisions

o Naming Conventions o Building Agreements Where Assignments are Located Posting of Daily Work and Homework Establishing Timelines for Posting Assignments

4. Haiku Best Practices-Additional Features for Buildings to Consider o Layout & Organization o Welcome (First) Page o Content

o Student Voice o Updating o Specialists

As of May 2014, there were:

o 1,925 active teacher accounts o 21,467 active student accounts o 6,269 active parent accounts o 2,909 active Haiku classes

Certificated staff participated in 14 hours of required technology training during all-day LEAP activities to

support professional growth and evaluation, MAS, and productivity. Training topics included: o Teachscape Technology (Professional Growth/Evaluation) o Technology Standards (MAS support) o Acceptable Use Procedures (MAS support) o Digital Citizenship (MAS support) o Digital Curriculum Resources (MAS support) o Wonders Digital Resources (MAS support) o Office 365 Migration (Staff and student productivity) o Haiku (MAS support, Staff and student productivity)

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In Compliance


In addition to EIA, LEAP, and technology classes, Technology Integration Specialists created the Knowledgebase for Integrating Technology (KIT). KIT is A Haiku site designed to provide teachers with tools to integrate technology into teaching and learning. Work is underway to revitalize and reorganize KIT to meet the needs of all certificated, classified, and administrative staff.

Technology Integration and Technology Operations used KIT and the district portal to provide a wide variety of “How To” and just-in-time support documents for district technology resources, including:

o Back To School Technology o Carnegie Learning o DIBELS o Digital Citizenship o Digital Resources o Discovery Education o Distribution Lists o eBackpack o enVision Math o FOSS Web o Front Row o Haiku o Help Central o IEP Online o Internet Browsers o My Access/Turnitin o Office 365 o Online Curriculum

o Online Databases o Outlook-Email-setup o Photo Story o Publisher Information o Report Card o Resources for All Levels o Skyward o Software Center o Student Laptops o Student Logon o TCI o Teachscape o Tech Trainings o Technology Standards o Type to Learn 4 o Washington: Our Home o Web Tools o Wonders

EL-9 District Staff

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

Executive Limitation 9 September 9, 2013 Page 22 of 28

5. 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.

In Compliance

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. Danielson’s instructional 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.

Teacher Evaluation Based on the 2012 legislation requiring a new Teacher Evaluation system, the district developed a plan to fully implement the new state required Teacher Evaluation for the 2013-2014 school year. Teachers are defined as certificated staff with classrooms and/or have daily responsibilities for instructing. All districts were required to adopt an approved instructional framework, aligned with the state’s eight teacher evaluation criteria, as well as a four- tiered system of evaluation. Lake Washington’s long-standing use of Charlotte Danielson’s Framework for Teaching as the adopted instructional framework and basis of the district’s teacher evaluation system meets this requirement. However, legislation required the following changes to the district’s teacher evaluation system:

1. Implementation of five (5) student growth goal components in addition to the 22 components found within the Framework for Teaching;

2. Implementation of specific strands of evaluation: Comprehensive and Focused; 3. Use of the state’s scoring band to determine level of proficiency (basic, unsatisfactory, proficient, or

distinguished); 4. Implementation of the state’s scoring band to determine level of proficiency (low, average, high) in

setting and achieving student growth goals; and, 5. Determination of an overall numeric rating for all teachers.

EL-9 District Staff



5. 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 21 for complete listing}.

In Compliance


In the 2013-14 school year, the district adopted the Teachscape technology-based platform to manage

teacher evaluation processes. All teachers and administrators have been trained in the new evaluation system and in the use of the

Teachscape system. Other Certificated Educator Evaluation As the new state teacher evaluation requirements only apply to certificated staff with direct/daily teaching responsibilities, the evaluation systems for other certificated educators remains largely unchanged. However, to maintain alignment with classroom teachers, some minor modifications were made. Process 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 and formal observations as required; - Employee collects evidence of goal attainment and presents evidence to evaluator in end-of-year

summary conference; and, - Evaluator assesses employee performance in all domains and associated components in annual

summary evaluation.

Comprehensive and Focused Evaluation Strands Teachers are designated as either on the Comprehensive or Focused strand of evaluation in alignment with the State’s evaluation system requirements. Comprehensive Strand All teachers in their first four (4) years of employment with the district and/or on a provisional contract are on placed on the Comprehensive evaluation strand, and are expected to perform, at a minimum, at the basic level in all criteria/domains and components. The proficient level must be reached in all criteria/domains and components by the end of the third year of teaching. Teachers on the Comprehensive evaluation strand must be informally observed on a regular basis and formally observed at least two times per year. Throughout the year, teachers and evaluators collect performance evidence associated with all 22 components found in the Framework for Teaching and the 5 student growth goal components. Teachers on plans of improvement must also be placed on the Comprehensive strand. After three successful years on the Comprehensive strand, teachers move to the Focus evaluation strand; every fourth year, successful continuing teachers return to the Comprehensive strand for one year.

EL-9 District Staff



5. 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 page21 for complete listing}.

In Compliance


Focused Strand The Focused evaluation is meant for proficient and distinguished teachers and its purpose is to support professional growth. Non-provisional, continuing teachers in year 5 of employment or beyond, whose performance is proficient or better in all criteria/domains and components are placed on the Focused strand. Teachers on the Focused evaluation strand must be informally observed on a regular. Throughout the year, teachers and evaluators collect performance evidence associated with all the components of domain 4: Professional Responsibilities, found in the Framework for Teaching and the student growth goal component aligned with criteria 8: Exhibiting collaborative and collegial practices focused on improving instructional practices and student learning.

Student Growth Goals In accordance with state law, all teachers all set student growth goals.

- Teachers on the Comprehensive strand set goals in five (5) components that focus on sub-groups of students, classes of students, and whole groups (grade level or content strand) of students.

- Teachers on the Focused strand set goals in one (1) component, which focuses on whole groups (grade level or content strand) of students. Teachers in this strand must have demonstrated proficiency in the other four (4) components of student growth goals.

The following chart shows the number of teachers at each year and level of the evaluation system for

the past five years: Number of Certificated Staff * By Year and Level

Designation 2013-2014 Designation 2012-2013 2011-2012 2010-2011 2009-2010 N % N % N % N % N % Total Comprehensive

893 53% Total Level

1 432 28% 409 27% 452 29% 467 31%

Total Focused 783 47%

Total Level 2

1,090 72% 1,107 73% 1,088 71% 1,059 70%

Total Certificated Staff 1,676 100%

Total Certificated

Staff 1,522 100% 1,516 100% 1,540 100% 1,526 100%

* Certificated Staff includes librarians, counselors, psychologists, instructional specialists, and therapeutic specialists (OTs, PTs, SLPs)

EL-9 District Staff



The following tables reflect the percent of certificated staff at the specific level of proficiency by designated category:

Certificated Staff – Comprehensive and Focused

Designation Unsatisfactory Basic Proficient Distinguished

N % N % N % N % Comprehensive 2 .2% 12 1.4% 601 67% 278 31% Focused - - 1 .1% 353 45% 399 55%

Plan of Improvement Data

2013-14 2012-13 2011-2012 2010-2011 Total Number of Teachers Placed on a Plan of Improvement

14 12 9 15

Improved and Taken off Plan 1 1 1 - On Leave 1 4 - - Resigned or Retired 8 8 6 3 Total on Plan at End of School Year

5 (of which 1 is on leave)

17 11 12

Total Number of Teachers Placed on Probation and Exited From System

- - - 1

Building Administrator Evaluation System History Based on 2012 legislation, the Lake Washington School District developed a plan to implement the new principal evaluation requirements for the 2013-2014 school year. The law requires districts to adopt a leadership framework aligned to the states newly adopted evaluation criteria for building principals. The district adopted the Association of Washington School Principals (AWSP) Leadership Framework, aligned to the state’s eight criteria,

5. 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 page21 for complete listing}.

In Compliance


EL-9 District Staff



5. 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 21 for complete listing}.

In Compliance


The state’s eight criteria for principal leadership and evaluation are as follows: 1. Creating a Culture - Create 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.

Similar to teachers, principals are placed on either Comprehensive or Focused evaluation strands. Principals new to the district and within their first four (4) years of service are placed on the Comprehensive strand. After the fourth year, principals are eligible to be placed on the Focused strand. To be eligible for placement on the Focused strand, principals must demonstrate proficiency in all 28 components of the Leadership Framework. Principals on the Comprehensive evaluation strand must collect and submit specific evidence of performance associated with all components of the Leadership Framework. Principals on the Focused evaluation strand must collect and submit specific evidence of performance associated with criterion 5: Improving Instruction. Principals on the Focused evaluation strand must also demonstrate ongoing proficiency in all components of the Leadership Framework. Also similar to teachers, the law requires principals to set student growth goals. Principals on the Comprehensive evaluation strand set student growth goals associated with criteria 3, 5, and 8. Principals on the Focused evaluation strand set student growth goals associated with criterion 5.

Process Principals* are evaluated by their respective learning community’s Director of School Support (DSS). The evaluation process for all building principals includes the following:

1. Principal completes self-assessment aligned to the components of the Leadership Framework; 2. Principal works in collaboration with his/her DSS to set annual goals for professional growth; 3. Principal and DSS meet regularly throughout the year to review evidence toward goal attainment; 4. Principal and DSS meet to review final summative performance evidence; and, 5. DSS assesses principal performance in annual summary evaluation.

Principals are responsible for evaluating associate principals using the same process as outlined above.

EL-9 District Staff




In Compliance


Final Summative Rating: The following tables reflect the number Final Summative Scores for comprehensive and focused Building Administrative Staff:

Principal and Associate Principal –Final Summative Scores

Level of Proficiency Unsatisfactory Basic Proficient Distinguished

Number of Principals and/or Associate Principals

0 3 33 25

As of June 2014, there are no building administrators on formal plans of improvement.

Central Office Administrator Evaluation System 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

Development work occurred during the 2013-2014 school year to create a comprehensive central leadership framework and four-tiered evaluation system for central office administrators.

The superintendent led a team of central office administrators through a process to review executive leadership evaluation models from corporate, non-profit, and district settings.

Building on quality existing models, the team determined eight criteria for the central leadership framework.

The full central leadership team had multiple opportunities to review and provide feedback on the work of the development team.

The central leadership framework and four-tiered evaluation system will be completed and ready for implementation in the 2014-2015 school year.

As of June 2014, there are no central office administrators on a formal plan of improvement.

EL-9 District Staff




In Compliance


Classified Staff Evaluation System Evaluation tools have been established for 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 evaluation instruments require ratings on proficiency-based scales using either a Distinguished, Proficient, Needs Improvement, Unsatisfactory rating scale or a Satisfactory, Needs Improvement, Unsatisfactory rating scale. Supervisors complete the evaluation in alignment with the applicable contract provisions and timelines. The 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.

Human Resources staff monitors evaluations to ensure employees marked unsatisfactory or needs improvement are appropriately placed on a plan of improvement. Having completed work on the teacher and administrator evaluation tools, Human Resources will be reviewing the various classified evaluation instruments for recommendations for improvement that could be addressed collaboratively with applicable union groups.


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APPROVAL OF MONITORING REPORT EL-10, BUDGETING/FINANCIAL PLANNING

August 4, 2014

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. EL-10, Budgeting/Financial Planning, is now being presented for approval. All areas are in compliance. RECOMMENDATION The Board of Directors approves the monitoring report for EL-10, Budgeting/Financial Planning, as presented.



EL-10 Budgeting/Financial Planning August 4, 2014

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 community presented in a manner that allows the board to see the relationship between the budget and the End Results priorities for the year.

In Compliance

Evidence

The Budget Summary document has been designed to present the budget in an understandable format.

The 2014-15 document has been redesigned to include information on the district’s strategic goals and objectives. In our presentation to the board we provided information on budget enhancements by strategic goal area. In addition, changes to the format and content of the document have begun in accordance with the Association of School Business Officials (ASBO) Meritorious Budget Award, which outlines a prescribed format and content for the budget.

2. Adequately describes revenues and expenditures. In

Compliance

Evidence

The 2014-15 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 2014-15 Budget Document details 2012-13 expenditures, 2013-14 budget, and the amount proposed for 2014-15 by account.

4. Discloses budget planning assumptions. In Compliance

Evidence

Staff presented the budget at the June 23 board meeting. The presentation included the enrollment and state funding assumptions upon which the 2014-15 budgets are based.

EL-10, Budgeting/Financial Planning

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:

5xecutive Limitation 10 August 4, 2014 Page 2 of 5

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 2014-15 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. These reports are to be completed 30 days after the end of the month, with the exception of year-end closing. Any deviations from the planned budget are noted on the monthly financial report.

Information was provided to the Board regarding the state and federal budget impacts. Throughout the year, financial forecasts are monitored as are 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 provided feedback on budget and strategic work during several work sessions this year including: October 17 work session March 21-23 work session May 19 work session June 2 work session

The Board provided feedback and direction on bond and levy planning in order to develop the

capital projects fund budget.

The proposed budget for 2014-15 was presented at the June 23, 2014 Board meeting.




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 2014-15 Board budget of $725,050 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. The table below reflects the three-year history:

2012-13 Actual

2013-14 Budget

2014-15 Budget

State Auditor Fees 50,652 55,000 55,000 Election Expense 0 250,000 0 Legal Fees* 548,347 450,000 563,000 Staff Salaries/Benefits 46,856 47,556 47,847 Board Association Dues 32,663 32,400 32,400 Board Training, Supplies, Conferences, etc.

42,727 26,803 26,803

Total $721,245 $861,759 $725,050 * Legal fees have been updated based on actual expenses.




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 maintains a multi-year budget forecast. Consideration of long-term financial impacts is part of decision making for any budget adjustments. The district strategic plan identifies five strategic goals that focus organizational work to accomplish the district’s mission and vision. The resources for the identified work are included in the budget document and are designed to build organizational capabilities toward achieving the End Results.

The 2014-15 budget includes resources to support work identified in the strategic plan, which help enable accomplishment of the Ends Results.

12. Reflects anticipated changes in employee compensation, including

inflationary adjustments, step increases, performance increases, and benefits.

In Compliance

Evidence

The budget includes 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 2014-15 budget includes 0% state provided cost of living allowance (COLA). Locally bargained increases have been anticipated and included in the district’s budget.




13. Is based on reasonable consultation with appropriate constituent groups.

In Compliance

Evidence

Input on the budget was solicited from District Leadership Team members. Input from staff and parents was solicited via program surveys. Budget addition requests were solicited by, reviewed by, and prioritized by the Strategic Advisory Leadership Team (SALT), which is a representative group of building, central office, and department administrators who advise the superintendent. SALT used survey data to help inform budget recommendations to the superintendent, who created the final proposed budget.

The district solicited input through a survey from certified staff members on program and strategic plan efforts. A representative group of teachers and administrators met with SALT to review the results of the survey and provide feedback on the strategic plan. A parent program survey also helped inform budget development requests. SALT’s budget recommendation considered this input in the budget process.

A draft of the budget was presented at the June 23, 2014 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.


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APPROVAL OF MONITORING REPORT EL-11, FINANCIAL ADMINISTRATION

August 4, 2014

The Board’s Governance Policies call for the monitoring of each policy based on the annual calendar in GP-6. EL-11, Financial Administration, is now being presented for approval. All areas are in compliance. RECOMMENDATION The Board of Directors approves the monitoring report for EL-11 Financial Administration, as presented.



EL-11 Financial Administration August 4, 2014

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 2013-14, budgeted expenditures were $258,730,738. Expenditures were funded through budgeted revenues of $256,302,662 and $2.4 of fund balance.

In 2012-13, actual expenditures were $233,561,591. Expenditures were funded through actual revenues of $233,110,479 and $451,112 of fund balance.

2. 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. 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. The actual payroll is processed at least three days in advance of payday to facilitate the electronic direct deposit payment. Payroll taxes, retirement obligations, 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. 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. Discounts are taken when offered and accounts are kept current to avoid interest penalties. 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 approval.

When due, interest maturing from the district issued general obligation bonds is paid out of the debt service fund to the fiscal agent directly by King County.

EL-11, Financial Administration

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:


3. Ensure that purchases are made: a. exercising reasonable precaution against conflict of interest; b. considering comparative prices based on items of similar quality; c. considering a balance between long-term quality and cost; and d. using competitive procurement procedure as required by law.

In Compliance

Evidence

The following procedures are in place to ensure purchases are made in accordance with state law and district policies and procedures:

a. 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.

b. 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 researches items ordered to ensure the lowest price with similar quality.

c. Consideration of long-term quality and costs is a joint responsibility between departments and purchasing staff. For example, when purchasing major new equipment, testing and evaluation of equipment is completed prior to making purchase decisions. Advice from consultants, such as architects, is also used to help evaluate the quality/cost benefit.

d. 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) exceeds $100,000 (except when the district uses the small works roster process), the formal bid process is followed. When the cost of public works exceeds $75,000 but is less than $100,000, informal bids are solicited from licensed contractors who appear on the district’s small works roster.




4. 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: P223 – monthly enrollment reporting P103 – ethnic enrollment reporting F-195 – Annual Budget F-196 – Year End Financial Statements S275 – Certificated and Classified Staff, Basic Ed Compliance 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. 5. 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 families’ bank accounts 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 through verbal and written correspondence. For school building fines/fees, cash register software tracks outstanding fines/fees and provides the ability to communicate with parents through School Messenger.

During 2013-14, the district updated the fine/fee collection process to ensure timely collection of outstanding fines.

If after a reasonable period attempts to collect fail, then, with proper notification, the account is turned over to a professional collection agency. For those accounts not successfully collected, on an annual basis, a report is sent to the superintendent requesting that those accounts receivables be written-off.

For 2012-13, the accounts that were written off were valued at $2,720.




6. Invest funds in securities that are authorized by law. In Compliance

Evidence

All funds were invested through the county treasurer and in accordance with RCW 36.29.020, which restricts the treasurer to investments in: 1) savings or time accounts in designated qualified public depositaries; 2) certificates, notes, or bonds of the United States; 3) other obligations of the United States or its agencies; or, 4) any corporation wholly owned by the government of the United States. 7. Receive Board authorization before issuance of any debt. In

Compliance

Evidence

No debt has been issued without board authorization, as required by law.

No bond sales were conducted during the 2013-14 school year. 8. Receive Board authorization before expending any funds from the

fund reserve balance. In

Compliance

Evidence

Board policy requires the district to maintain a fund balance reserve of at least 5% in the general fund.

The 2013-14 Budgeted ending fund balance was $16,988,026, representing 6.6% of budgeted revenues. The additional 1.6% is anticipated to be carried over to next year in order to maintain on-going expenditures.

For the 2012-13 fiscal year, the actual ending fund balance was $22,219,975, representing 9.5% of actual revenues. The additional 4.5% was due to expenditure items planned for in 2012-13 and actually expended in the next fiscal year, as well as monies carried over in order to maintain on-going expenditures.




9. Receive Board authorization as allowed by law before permanently transferring unencumbered monies from one fund to another.

In Compliance

Evidence

New legislation, effective with the 2008-09 school year, expanded the uses of capital funds for technology. The law requires school districts to transfer dollars from the capital projects fund to the general fund when capital funds are used for ongoing web-based fees, subscriptions, or software licenses, and ongoing training related to the installation and integration of technology. In addition, the district sold non-voted Limited General Obligation bonds in 2012 and is using the 2011 six-year capital facility levy to pay back the bonds. This requires the district to transfer dollars from the capital projects fund to the debt service fund. Dollars for both these transfers are reflected in the budget each year.

In August of 2013, the Board authorized resolution No. 2157, which transferred $150,000 of capital projects fund investment earnings into the general fund for the 2013-14 school year. These funds are being used for curriculum adoption materials, instructional materials, and equipment.

10. 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 on financial reports, compliance and internal controls.

The 2011-12 audit resulted in no audit findings. The 2012-13 audit has not been finalized prior to publishing this monitoring report.

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.




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. Our financial/accounting software system, through Washington School Information Processing Cooperative (WSIPC), tracks financial records by fund and in accordance with generally accepted accounting principles. On a monthly basis the Board receives a report by fund. These reports are closely reviewed by staff to ensure accuracy and proper reporting.

In 2012-13, the state auditor issued an unmodified opinion stating that the financial statements present fairly, in all material respects, the financial position of the school district.

12. Publish and post a financial condition statement annually. In

Compliance

Evidence

The district is required to annually submit the F-196 report to the Office of the Superintendent of Public Instruction by October 25 of each year. This report presents governmental fund financial statements detailing the district’s major funds.

The district has elected to implement the new financial reporting requirements of Governmental Accounting Standards Board (GASB) Statement No. 34 in order to comply with generally accepted accounting principles. The district is therefore required 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 detailed reporting by fund and statistical information, as well as the annual audited financial report. This report is published in July of each year.


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DONATIONS

August 4, 2014

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

Lake Washington Schools Foundation to Franklin Elementary

$1,800.00 To support professional development.

Timberline Ridge Home Owners Assoc. to Blackwell Elementary

$1,500.00 To support site beautification.

Ben Franklin PTSA to Franklin Elementary

$1,828.76 To support outdoor education.

Emily Dickinson PTSA to Dickinson Elementary

$1,200.00 To purchase and install volleyball system.

Albert Einstein PTSA to Einstein Elementary

$8,831.45 To support art ($1,203.55), field trips ($4,200.00), choir ($2,383.60), and lunch buddy program ($1,044.30).

Lakeview Elementary PTSA to Lakeview Elementary

$3,318.54 To support art, field trips, and professional development; and provide reimbursement for copy machine usage.

Horace Mann Elementary PTSA to Mann Elementary

$4,056.16 To purchase subscription renewals for Accelerated Reader, Math Facts in a Flash, and STAR.

John Muir Elementary PTSA to Muir Elementary

$2,600.00 To support student enrichment ($1,500.00) and 3rd grade swim ($500.00); and purchase supplies ($600.00).

Redmond Elementary PTSA to Redmond Elementary

$2,700.00 To support field trips.

Donations August 4, 2014 Page 2

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Samantha Smith PTSA to Smith Elementary

$4,530.85 To purchase art supplies ($692.27), shelving racks and books for library ($1,186.16), sports equipment for PE ($1,467.79), and intramural sports ($708.23); and provide reimbursement for copy machine usage ($476.40).

Mark Twain PTSA to Twain Elementary

$682.37 To purchase a bike rack ($682.37).

Environmental & Adventure School PTO to EAS

$15,000.00 To support school goals.

Finn Hill Middle School PTSA to Finn Hill Middle

$1,070.00 To support 8th grade end- of- year function.

International Community School PTSA to ICS

$7,000.00 To support extra-curricular activities.

Kirkland Middle School PTSA to Kirkland Middle

$2,000.00 To purchase professional repair and cleaning of shared music/band instruments.

Renaissance School PTSA to Renaissance School

$12,244.50 To support outdoor education.

Tesla STEM PTSA to Tesla STEM High School

$2,500.00 To support participation in the 2014 National Technology Student Association (TSA) Conference.

TOTAL $72,862.63

RECOMMENDATION

The Board of Directors accepts the donations as identified at the August 4, 2014 Board Meeting.

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2014-15 BUDGET PUBLIC HEARING AND ADOPTION

RESOLUTION NO. 2192

August 4, 2014

SITUATION The 2014-15 proposed draft budget was presented to the Board at the June 23, 2014 meeting. The budget was posted on the district’s website. Copies of the budget have also been made available to interested persons. Two changes have been made since the June 23 meeting. This includes the Learning Assistance Program (LAP) and the Teacher and Principal Evaluation Program (TPEP) which were increased based on expected state allocations. The total of these changes increased the revenue budget by $250,378 and the expenditure budget by $236,816. 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 adopts Resolution No. 2192 officially adopting the 2014-15 Budget.

ADOPTION OF THE 2014-15 BUDGET

Resolution No. 2192

WHEREAS, a public hearing was held on Monday, August 4, 2014, 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 2014-2015 fiscal year; and WHEREAS, the Board of Directors is required to determine the amount of the year 2015 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 2014-2015 budget including appropriations for each fund as follows: General Fund $272,157,535 Associated Student Body Fund 5,073,344 Debt Service Fund 50,790,400 Capital Projects Fund 48,353,344 Transportation Vehicle Fund 1,808,109 BE IT FURTHER RESOLVED that the amount approved for the year 2015 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 2014-2015 budget.

APPROVED by the Board of Directors of Lake Washington School District No. 414 in a regular meeting held on the 4th day of August 2014.

BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT NO. 414

Attest:

Secretary, Board of Directors

lake washington school district no. 414 …...lake washington school district no. 414 board of...

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